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PER : Périodiques |
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Relations Between Daily Activities and Adolescent Mood: The Role of Autonomy / Sally M. WEINSTEIN in Journal of Clinical Child & Adolescent Psychology, 36-2 (April-June 2007)
[article]
Titre : Relations Between Daily Activities and Adolescent Mood: The Role of Autonomy Type de document : Texte imprimé et/ou numérique Auteurs : Sally M. WEINSTEIN, Auteur ; Robin MERMELSTEIN, Auteur Année de publication : 2007 Article en page(s) : p.182-194 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study explored the combined influences of daily activities and autonomy in activity engagement on adolescent daily positive and negative moods. Ecological momentary assessments (EMA) were used to obtain information about 8th- and 10th-grade students' (N = 517) mood, activities, and situation throughout the day. Participants responded to random prompts on the EMA device and, when prompted, rated mood adjectives and reported on their current activity and perceived autonomy in activity engagement. Mixed-effects regression models examined changes in mood across specific activity categories. Positive mood significantly improved when engaging in numerous activities; negative mood improved during social activities as well as "party" and "hanging out" events but was fairly consistent across other activities. Stronger mood—activity relations were found after controlling for autonomy in activity engagement. En ligne : http://dx.doi.org/10.1080/15374410701274967 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=145
in Journal of Clinical Child & Adolescent Psychology > 36-2 (April-June 2007) . - p.182-194[article] Relations Between Daily Activities and Adolescent Mood: The Role of Autonomy [Texte imprimé et/ou numérique] / Sally M. WEINSTEIN, Auteur ; Robin MERMELSTEIN, Auteur . - 2007 . - p.182-194.
Langues : Anglais (eng)
in Journal of Clinical Child & Adolescent Psychology > 36-2 (April-June 2007) . - p.182-194
Index. décimale : PER Périodiques Résumé : This study explored the combined influences of daily activities and autonomy in activity engagement on adolescent daily positive and negative moods. Ecological momentary assessments (EMA) were used to obtain information about 8th- and 10th-grade students' (N = 517) mood, activities, and situation throughout the day. Participants responded to random prompts on the EMA device and, when prompted, rated mood adjectives and reported on their current activity and perceived autonomy in activity engagement. Mixed-effects regression models examined changes in mood across specific activity categories. Positive mood significantly improved when engaging in numerous activities; negative mood improved during social activities as well as "party" and "hanging out" events but was fairly consistent across other activities. Stronger mood—activity relations were found after controlling for autonomy in activity engagement. En ligne : http://dx.doi.org/10.1080/15374410701274967 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=145 Relations Between Executive Functions, Social Impairment, and Friendship Quality on Adjustment Among High Functioning Youth with Autism Spectrum Disorder / Rebecca W. LIEB in Journal of Autism and Developmental Disorders, 47-9 (September 2017)
[article]
Titre : Relations Between Executive Functions, Social Impairment, and Friendship Quality on Adjustment Among High Functioning Youth with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Rebecca W. LIEB, Auteur ; Amy M. BOHNERT, Auteur Article en page(s) : p.2861-2872 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Executive functions Social impairment Friendship quality Adjustment Index. décimale : PER Périodiques Résumé : High functioning adolescents with Autism Spectrum Disorder (ASD) often have adjustment difficulties, specifically loneliness and depression. To better understand contributing factors, the current study evaluated associations between several Executive Function (EF) domains, social impairment, and friendship quality on depressive symptoms and loneliness in this population. Participants included 127 high functioning ASD adolescents and a parent/caregiver. Results indicated significant levels of parent-reported EF impairment which were positively correlated with increased levels of loneliness and depressive symptoms. Social impairment was identified as a significant mediator between all studied EF domains and adjustment, while friendship quality only partially mediated the relation between emotional control and loneliness. These results have implications for treatments focusing both on social skills and adjustment in adolescents with ASD. En ligne : https://doi.org/10.1007/s10803-017-3205-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=316
in Journal of Autism and Developmental Disorders > 47-9 (September 2017) . - p.2861-2872[article] Relations Between Executive Functions, Social Impairment, and Friendship Quality on Adjustment Among High Functioning Youth with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Rebecca W. LIEB, Auteur ; Amy M. BOHNERT, Auteur . - p.2861-2872.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-9 (September 2017) . - p.2861-2872
Mots-clés : Autism spectrum disorder Executive functions Social impairment Friendship quality Adjustment Index. décimale : PER Périodiques Résumé : High functioning adolescents with Autism Spectrum Disorder (ASD) often have adjustment difficulties, specifically loneliness and depression. To better understand contributing factors, the current study evaluated associations between several Executive Function (EF) domains, social impairment, and friendship quality on depressive symptoms and loneliness in this population. Participants included 127 high functioning ASD adolescents and a parent/caregiver. Results indicated significant levels of parent-reported EF impairment which were positively correlated with increased levels of loneliness and depressive symptoms. Social impairment was identified as a significant mediator between all studied EF domains and adjustment, while friendship quality only partially mediated the relation between emotional control and loneliness. These results have implications for treatments focusing both on social skills and adjustment in adolescents with ASD. En ligne : https://doi.org/10.1007/s10803-017-3205-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=316 Relations between language and cognition in native-signing children with autism spectrum disorder / Aaron SHIELD in Autism Research, 9-12 (December 2016)
[article]
Titre : Relations between language and cognition in native-signing children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Aaron SHIELD, Auteur ; Jennie PYERS, Auteur ; Amber MARTIN, Auteur ; Helen TAGER-FLUSBERG, Auteur Article en page(s) : p.1304-1315 Langues : Anglais (eng) Mots-clés : theory of mind social cognition developmental psychology cognitive neuroscience Index. décimale : PER Périodiques Résumé : Two populations have been found to exhibit delays in theory of mind (ToM): deaf children of hearing parents and children with autism spectrum disorder (ASD). Deaf children exposed to sign from birth by their deaf parents, however, show no such delay, suggesting that early language exposure is key to ToM development. Sign languages also present frequent opportunities with visual perspective-taking (VPT), leading to the question of whether sign exposure could benefit children with ASD. We present the first study of children with ASD exposed to sign from birth by their deaf parents. Seventeen native-signing children with a confirmed ASD diagnosis and a chronological- and mental age-matched control group of 18 typically developing (TD) native-signing deaf children were tested on American Sign Language (ASL) comprehension, two minimally verbal social cognition tasks (ToM and VPT), and one spatial cognition task (mental rotation). The TD children outperformed the children with ASD on ASL comprehension (p?0.0001), ToM (p?=?0.02), and VPT (p?0.01), but not mental rotation (p?=?0.12). Language strongly correlated with ToM (p?0.01) and VPT (p?0.001), but not mental rotation (p?=?ns). Native exposure to sign is thus insufficient to overcome the language and social impairments implicated in ASD. Contrary to the hypothesis that sign could provide a scaffold for ToM skills, we find that signing children with ASD are unable to access language so as to gain any potential benefit sign might confer. Our results support a strong link between the development of social cognition and language, regardless of modality, for TD and ASD children. En ligne : http://dx.doi.org/10.1002/aur.1621 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298
in Autism Research > 9-12 (December 2016) . - p.1304-1315[article] Relations between language and cognition in native-signing children with autism spectrum disorder [Texte imprimé et/ou numérique] / Aaron SHIELD, Auteur ; Jennie PYERS, Auteur ; Amber MARTIN, Auteur ; Helen TAGER-FLUSBERG, Auteur . - p.1304-1315.
Langues : Anglais (eng)
in Autism Research > 9-12 (December 2016) . - p.1304-1315
Mots-clés : theory of mind social cognition developmental psychology cognitive neuroscience Index. décimale : PER Périodiques Résumé : Two populations have been found to exhibit delays in theory of mind (ToM): deaf children of hearing parents and children with autism spectrum disorder (ASD). Deaf children exposed to sign from birth by their deaf parents, however, show no such delay, suggesting that early language exposure is key to ToM development. Sign languages also present frequent opportunities with visual perspective-taking (VPT), leading to the question of whether sign exposure could benefit children with ASD. We present the first study of children with ASD exposed to sign from birth by their deaf parents. Seventeen native-signing children with a confirmed ASD diagnosis and a chronological- and mental age-matched control group of 18 typically developing (TD) native-signing deaf children were tested on American Sign Language (ASL) comprehension, two minimally verbal social cognition tasks (ToM and VPT), and one spatial cognition task (mental rotation). The TD children outperformed the children with ASD on ASL comprehension (p?0.0001), ToM (p?=?0.02), and VPT (p?0.01), but not mental rotation (p?=?0.12). Language strongly correlated with ToM (p?0.01) and VPT (p?0.001), but not mental rotation (p?=?ns). Native exposure to sign is thus insufficient to overcome the language and social impairments implicated in ASD. Contrary to the hypothesis that sign could provide a scaffold for ToM skills, we find that signing children with ASD are unable to access language so as to gain any potential benefit sign might confer. Our results support a strong link between the development of social cognition and language, regardless of modality, for TD and ASD children. En ligne : http://dx.doi.org/10.1002/aur.1621 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298 Relations between language, non-verbal cognition, and conceptualization in non- or minimally verbal individuals with ASD across the lifespan / Dominika SLUŠNÁ in Autism & Developmental Language Impairments, 6 (January-December 2021)
[article]
Titre : Relations between language, non-verbal cognition, and conceptualization in non- or minimally verbal individuals with ASD across the lifespan Type de document : Texte imprimé et/ou numérique Auteurs : Dominika SLUŠNÁ, Auteur ; Andrea RODRÍGUEZ, Auteur ; Berta SALVADÓ, Auteur ; Agustín VICENTE, Auteur ; Wolfram HINZEN, Auteur Article en page(s) : 23969415211053264 Langues : Anglais (eng) Mots-clés : Non- or minimally verbal autism language nonverbal cognition adults Index. décimale : PER Périodiques Résumé : Background & aimsIndividuals with non- or minimally verbal autism (nvASD) are primarily characterized by a severe speech production deficit, with speech limited to no or only a few words by school age. Significant unclarity remains over variability in language profiles across the lifespan, the nature of the language impairment seen, and (dis-) associations between linguistic and nonverbal cognitive measures.MethodsTo address these questions, we recruited both a school-age and an adult group with nvASD (total N?=?49) and investigated relations between expressive and receptive language, and between these and nonverbal intelligence quotient (NVIQ) and sense-making capacities (the ComFor test).ResultsResults revealed limited variation across this sample in receptive language, which in turn predicted expressive language levels. Importantly, an upward trend in verbal mental age (VMA) across increasing chronological age was seen in the youngsters (only). A radical dissociation between NVIQ and both expressive and receptive language transpired as well, and a subset of individuals with normal NVIQ were comparable in terms of any other cognitive aspect. Sense-making reached symbolic levels in 62.2% of the sample and loaded on both verbal and nonverbal factors.ConclusionsThese patterns inform theories of nvASD by revealing an impairment that is not conceptualizable as one of expressive language only, sharply limits learning opportunities across the lifespan, and cannot be compensated for by nonverbal cognition.ImplicationsThese findings stress the need to seize developmental opportunities that may disappear when youngsters turn into adults, via therapies that specifically target language as a central cognitive system comprising both production and comprehension. En ligne : http://dx.doi.org/10.1177/23969415211053264 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459
in Autism & Developmental Language Impairments > 6 (January-December 2021) . - 23969415211053264[article] Relations between language, non-verbal cognition, and conceptualization in non- or minimally verbal individuals with ASD across the lifespan [Texte imprimé et/ou numérique] / Dominika SLUŠNÁ, Auteur ; Andrea RODRÍGUEZ, Auteur ; Berta SALVADÓ, Auteur ; Agustín VICENTE, Auteur ; Wolfram HINZEN, Auteur . - 23969415211053264.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 6 (January-December 2021) . - 23969415211053264
Mots-clés : Non- or minimally verbal autism language nonverbal cognition adults Index. décimale : PER Périodiques Résumé : Background & aimsIndividuals with non- or minimally verbal autism (nvASD) are primarily characterized by a severe speech production deficit, with speech limited to no or only a few words by school age. Significant unclarity remains over variability in language profiles across the lifespan, the nature of the language impairment seen, and (dis-) associations between linguistic and nonverbal cognitive measures.MethodsTo address these questions, we recruited both a school-age and an adult group with nvASD (total N?=?49) and investigated relations between expressive and receptive language, and between these and nonverbal intelligence quotient (NVIQ) and sense-making capacities (the ComFor test).ResultsResults revealed limited variation across this sample in receptive language, which in turn predicted expressive language levels. Importantly, an upward trend in verbal mental age (VMA) across increasing chronological age was seen in the youngsters (only). A radical dissociation between NVIQ and both expressive and receptive language transpired as well, and a subset of individuals with normal NVIQ were comparable in terms of any other cognitive aspect. Sense-making reached symbolic levels in 62.2% of the sample and loaded on both verbal and nonverbal factors.ConclusionsThese patterns inform theories of nvASD by revealing an impairment that is not conceptualizable as one of expressive language only, sharply limits learning opportunities across the lifespan, and cannot be compensated for by nonverbal cognition.ImplicationsThese findings stress the need to seize developmental opportunities that may disappear when youngsters turn into adults, via therapies that specifically target language as a central cognitive system comprising both production and comprehension. En ligne : http://dx.doi.org/10.1177/23969415211053264 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459 Relations Between Parental Psychological Control and Childhood Relational Aggression: Reciprocal in Nature? / Sofie KUPPENS in Journal of Clinical Child & Adolescent Psychology, 38-1 (January-February 2009)
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Titre : Relations Between Parental Psychological Control and Childhood Relational Aggression: Reciprocal in Nature? Type de document : Texte imprimé et/ou numérique Auteurs : Sofie KUPPENS, Auteur ; Hans GRIETENS, Auteur ; Patrick ONGHENA, Auteur ; Daisy MICHIELS, Auteur Année de publication : 2009 Article en page(s) : p.117-131 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Using a cross-lagged panel design, this study examined the directionality of relations between parental psychological control and child relational aggression. Data were collected from a proportionally stratified sample of 600 Flemish 8- to 10-year-old children at 3 measurement points with 1-year intervals. Reciprocal effects were evident in mother-child dyads. Maternal psychological control was positively related to child relational aggression 1 year later, and child relational aggression was positively related to maternal psychological control 1 year later. The father-child dyads were best represented by unidirectional parent effects. Paternal psychological control was positively related to child relational aggression 1 year later. Surprisingly, these effects emerged only for relational aggression as indexed by mother and father reports and not for relational aggression as indexed by teacher and peer measures. En ligne : http://dx.doi.org/10.1080/15374410802575354 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=682
in Journal of Clinical Child & Adolescent Psychology > 38-1 (January-February 2009) . - p.117-131[article] Relations Between Parental Psychological Control and Childhood Relational Aggression: Reciprocal in Nature? [Texte imprimé et/ou numérique] / Sofie KUPPENS, Auteur ; Hans GRIETENS, Auteur ; Patrick ONGHENA, Auteur ; Daisy MICHIELS, Auteur . - 2009 . - p.117-131.
Langues : Anglais (eng)
in Journal of Clinical Child & Adolescent Psychology > 38-1 (January-February 2009) . - p.117-131
Index. décimale : PER Périodiques Résumé : Using a cross-lagged panel design, this study examined the directionality of relations between parental psychological control and child relational aggression. Data were collected from a proportionally stratified sample of 600 Flemish 8- to 10-year-old children at 3 measurement points with 1-year intervals. Reciprocal effects were evident in mother-child dyads. Maternal psychological control was positively related to child relational aggression 1 year later, and child relational aggression was positively related to maternal psychological control 1 year later. The father-child dyads were best represented by unidirectional parent effects. Paternal psychological control was positively related to child relational aggression 1 year later. Surprisingly, these effects emerged only for relational aggression as indexed by mother and father reports and not for relational aggression as indexed by teacher and peer measures. En ligne : http://dx.doi.org/10.1080/15374410802575354 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=682 Relations between recurrent trauma exposure and recent life stress and salivary cortisol among children / Katherine B. BEVANS in Development and Psychopathology, 20-1 (Winter 2008)
PermalinkRelations between specific and global outcome measures in a social-communication intervention for children with autism spectrum disorder / Anders NORDAHL-HANSEN in Research in Autism Spectrum Disorders, 29-30 (September–October 2016)
PermalinkRelations Between the McGurk Effect, Social and Communication Skill, and Autistic Features in Children with and without Autism / Jacob I. FELDMAN in Journal of Autism and Developmental Disorders, 52-5 (May 2022)
PermalinkLes relations dyadiques entre adultes dépendants et indépendants du champ et d'enfants avec autisme en situation sociale libre / Martine LACAZE in Bulletin Scientifique de l'arapi (Le), 4 (décembre 1999)
PermalinkRelations Emotion/mouvement volontaire chez le jeune enfant avec autisme / Sylvie VERNAZZA-MARTIN in Bulletin Scientifique de l'arapi (Le), 35 (Eté 2015)
PermalinkRelations entre habiletés graphomotrices et performances orthographiques: bilan des travaux et illustration chez des élèves français de 4e année du primaire / D. ALAMARGOT in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E., 170 (Février 2021)
PermalinkRelations of effortful control, reactive undercontrol, and anger to Chinese children's adjustment / Nancy EISENBERG in Development and Psychopathology, 19-2 (Spring 2007)
PermalinkRelations of parenting style to Chinese children's effortful control, ego resilience, and maladjustment / Nancy EISENBERG in Development and Psychopathology, 21-2 (May 2009)
PermalinkRelations of Restricted and Repetitive Behaviors to Social Skills in Toddlers with Autism / Pang CHAXIONG in Journal of Autism and Developmental Disorders, 52-4 (April 2022)
PermalinkRelations professionnels/parents, de la disqualification à la collaboration : une "évolution contrainte" / Christine PHILIP in Nouvelle Revue de l'AIS (La), 34 (Juin 2006)
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