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> TROUBLE ENVAHISSANT DU DEVELOPPEMENT NON SPECIFIE (TED NS)
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The Stability of Comorbid Psychiatric Disorders: A 7 Year Follow Up of Children with Pervasive Developmental Disorder-Not Otherwise Specified / C. VERHEIJ in Journal of Autism and Developmental Disorders, 45-12 (December 2015)
[article]
Titre : The Stability of Comorbid Psychiatric Disorders: A 7 Year Follow Up of Children with Pervasive Developmental Disorder-Not Otherwise Specified Type de document : Texte imprimé et/ou numérique Auteurs : C. VERHEIJ, Auteur ; A. LOUWERSE, Auteur ; J. VAN DER ENDE, Auteur ; M. L. J. M. EUSSEN, Auteur ; A. R. VAN GOOL, Auteur ; F. VERHEIJ, Auteur ; F. C. VERHULST, Auteur ; K. GREAVES-LORD, Auteur Année de publication : 2015 Article en page(s) : p.3939-3948 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Pervasive developmental disorders Comorbidity Follow-up Index. décimale : PER Périodiques Résumé : The current study was a 7-year follow-up of 74 6–12 year old children with Pervasive Developmental Disorder-Not Otherwise Specified. We examined the rates and 7 year stability of comorbid psychiatric diagnoses as ascertained with the Diagnostic Interview Schedule for Children: Parent version at ages 6–12 and again at ages 12–20. Also, we examined childhood factors that predicted the stability of comorbid psychiatric disorders. The rate of comorbid psychiatric disorders dropped significantly from childhood (81 %) to adolescence (61 %). Higher levels of parent reported stereotyped behaviors and reduced social interest in childhood significantly predicted the stability of psychiatric comorbidity. Re-evaluation of psychiatric comorbidity should be considered in clinical practice, since several individuals shifted in comorbid diagnoses. En ligne : http://dx.doi.org/10.1007/s10803-015-2592-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=273
in Journal of Autism and Developmental Disorders > 45-12 (December 2015) . - p.3939-3948[article] The Stability of Comorbid Psychiatric Disorders: A 7 Year Follow Up of Children with Pervasive Developmental Disorder-Not Otherwise Specified [Texte imprimé et/ou numérique] / C. VERHEIJ, Auteur ; A. LOUWERSE, Auteur ; J. VAN DER ENDE, Auteur ; M. L. J. M. EUSSEN, Auteur ; A. R. VAN GOOL, Auteur ; F. VERHEIJ, Auteur ; F. C. VERHULST, Auteur ; K. GREAVES-LORD, Auteur . - 2015 . - p.3939-3948.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-12 (December 2015) . - p.3939-3948
Mots-clés : Autism spectrum disorder Pervasive developmental disorders Comorbidity Follow-up Index. décimale : PER Périodiques Résumé : The current study was a 7-year follow-up of 74 6–12 year old children with Pervasive Developmental Disorder-Not Otherwise Specified. We examined the rates and 7 year stability of comorbid psychiatric diagnoses as ascertained with the Diagnostic Interview Schedule for Children: Parent version at ages 6–12 and again at ages 12–20. Also, we examined childhood factors that predicted the stability of comorbid psychiatric disorders. The rate of comorbid psychiatric disorders dropped significantly from childhood (81 %) to adolescence (61 %). Higher levels of parent reported stereotyped behaviors and reduced social interest in childhood significantly predicted the stability of psychiatric comorbidity. Re-evaluation of psychiatric comorbidity should be considered in clinical practice, since several individuals shifted in comorbid diagnoses. En ligne : http://dx.doi.org/10.1007/s10803-015-2592-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=273 Using video modeling to teach children with PDD-NOS to respond to facial expressions / Judah B. AXE in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)
[article]
Titre : Using video modeling to teach children with PDD-NOS to respond to facial expressions Type de document : Texte imprimé et/ou numérique Auteurs : Judah B. AXE, Auteur ; Christine J. EVANS, Auteur Année de publication : 2012 Article en page(s) : p.1176-1185 Langues : Anglais (eng) Mots-clés : Emotions Empathy Eye contact Facial expressions Perspective-taking Video modeling Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders often exhibit delays in responding to facial expressions, and few studies have examined teaching responding to subtle facial expressions to this population. We used video modeling to train 3 participants with PDD-NOS (age 5) to respond to eight facial expressions: approval, bored, calming, disapproval, disgusted, impatient, pain, and pleased. Probes consisted of showing an adult performing these facial expressions in a video, and we conducted generalization probes across people and settings. Training was showing a video of an adult modeling a response to each facial expression. In the context of a multiple probe across behaviors design, two participants correctly responded to all facial expressions across people and settings after viewing the video models one or two times. Experimental control was achieved with the other participant though he required more training sessions and was less consistent with responding. Future researchers should evaluate ways to teach and test responding to facial expressions under naturalistic conditions. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.03.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155
in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1176-1185[article] Using video modeling to teach children with PDD-NOS to respond to facial expressions [Texte imprimé et/ou numérique] / Judah B. AXE, Auteur ; Christine J. EVANS, Auteur . - 2012 . - p.1176-1185.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1176-1185
Mots-clés : Emotions Empathy Eye contact Facial expressions Perspective-taking Video modeling Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders often exhibit delays in responding to facial expressions, and few studies have examined teaching responding to subtle facial expressions to this population. We used video modeling to train 3 participants with PDD-NOS (age 5) to respond to eight facial expressions: approval, bored, calming, disapproval, disgusted, impatient, pain, and pleased. Probes consisted of showing an adult performing these facial expressions in a video, and we conducted generalization probes across people and settings. Training was showing a video of an adult modeling a response to each facial expression. In the context of a multiple probe across behaviors design, two participants correctly responded to all facial expressions across people and settings after viewing the video models one or two times. Experimental control was achieved with the other participant though he required more training sessions and was less consistent with responding. Future researchers should evaluate ways to teach and test responding to facial expressions under naturalistic conditions. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.03.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155 Utility of the Social Communication Questionnaire-Current and Social Responsiveness Scale as Teacher-Report Screening Tools for Autism Spectrum Disorders / G. Thomas Jr. SCHANDING in Journal of Autism and Developmental Disorders, 42-8 (August 2012)
[article]
Titre : Utility of the Social Communication Questionnaire-Current and Social Responsiveness Scale as Teacher-Report Screening Tools for Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : G. Thomas Jr. SCHANDING, Auteur ; Kerri P. NOWELL, Auteur ; Robin P. GOIN-KOCHEL, Auteur Année de publication : 2012 Article en page(s) : p.1705-1716 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders Asperger’s Syndrome PDD-NOS Screening Teachers SCQ – SRS Index. décimale : PER Périodiques Résumé : Limited research exists regarding the role of teachers in screening for Autism Spectrum Disorders (ASD). The current study examined the use of the Social Communication Questionnaire (SCQ) and Social Responsiveness Scale (SRS) as completed by parents and teachers about school-age children from the Simons Simplex Collection. Using the recommended cutoff scores in the manuals and extant literature, the teacher-completed SCQ and SRS yielded lower sensitivity and specificity values than would be desirable; however, lowering the cutoff scores on both instruments improved sensitivity and specificity to more adequate levels for screening purposes. Using the adjusted cutoff scores, the SRS teacher form appears to be a slightly better screener than the SCQ. Implications and limitations are discussed, as well as areas for future research. En ligne : http://dx.doi.org/10.1007/s10803-011-1412-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=178
in Journal of Autism and Developmental Disorders > 42-8 (August 2012) . - p.1705-1716[article] Utility of the Social Communication Questionnaire-Current and Social Responsiveness Scale as Teacher-Report Screening Tools for Autism Spectrum Disorders [Texte imprimé et/ou numérique] / G. Thomas Jr. SCHANDING, Auteur ; Kerri P. NOWELL, Auteur ; Robin P. GOIN-KOCHEL, Auteur . - 2012 . - p.1705-1716.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 42-8 (August 2012) . - p.1705-1716
Mots-clés : Autism spectrum disorders Asperger’s Syndrome PDD-NOS Screening Teachers SCQ – SRS Index. décimale : PER Périodiques Résumé : Limited research exists regarding the role of teachers in screening for Autism Spectrum Disorders (ASD). The current study examined the use of the Social Communication Questionnaire (SCQ) and Social Responsiveness Scale (SRS) as completed by parents and teachers about school-age children from the Simons Simplex Collection. Using the recommended cutoff scores in the manuals and extant literature, the teacher-completed SCQ and SRS yielded lower sensitivity and specificity values than would be desirable; however, lowering the cutoff scores on both instruments improved sensitivity and specificity to more adequate levels for screening purposes. Using the adjusted cutoff scores, the SRS teacher form appears to be a slightly better screener than the SCQ. Implications and limitations are discussed, as well as areas for future research. En ligne : http://dx.doi.org/10.1007/s10803-011-1412-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=178