Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Résultat de la recherche
2 recherche sur le mot-clé 'Academic competence'
Affiner la recherche Générer le flux rss de la recherche
Partager le résultat de cette recherche Faire une suggestion
Brief Report: Predictors of Teacher-Rated Academic Competence in a Clinic Sample of Children With and Without Autism Spectrum Disorder / A. MILGRAMM in Journal of Autism and Developmental Disorders, 51-6 (June 2021)
[article]
Titre : Brief Report: Predictors of Teacher-Rated Academic Competence in a Clinic Sample of Children With and Without Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : A. MILGRAMM, Auteur ; K. V. CHRISTODULU, Auteur ; M. L. RINALDI, Auteur Article en page(s) : p.2132-2138 Langues : Anglais (eng) Mots-clés : Academic Performance/statistics & numerical data Autism Spectrum Disorder/psychology Child Child, Preschool Comprehension Educational Measurement Female Humans Male Problem Behavior Regression Analysis School Teachers Schools Social Skills Academic competence Autism Problem behaviors Social skills Teacher report Index. décimale : PER Périodiques Résumé : The rising prevalence of autism spectrum disorder (ASD) necessitates a greater understanding of the academic experience of diagnosed children. The present study investigates several predictors of teacher-reported academic competence among a sample of elementary school children. All children in the sample were referred for an ASD evaluation and approximately half received a diagnosis. Children with and without ASD did not differ on overall academic competence, social skills, or problem behaviors. Regression analyses indicated that cognitive ability, social skills, and problem behaviors accounted for significant variance in academic competence. Moderation analyses indicated that the relations between the predictors and academic competence were comparable for children with and without ASD. Implications and future directions are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04680-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452
in Journal of Autism and Developmental Disorders > 51-6 (June 2021) . - p.2132-2138[article] Brief Report: Predictors of Teacher-Rated Academic Competence in a Clinic Sample of Children With and Without Autism Spectrum Disorder [Texte imprimé et/ou numérique] / A. MILGRAMM, Auteur ; K. V. CHRISTODULU, Auteur ; M. L. RINALDI, Auteur . - p.2132-2138.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-6 (June 2021) . - p.2132-2138
Mots-clés : Academic Performance/statistics & numerical data Autism Spectrum Disorder/psychology Child Child, Preschool Comprehension Educational Measurement Female Humans Male Problem Behavior Regression Analysis School Teachers Schools Social Skills Academic competence Autism Problem behaviors Social skills Teacher report Index. décimale : PER Périodiques Résumé : The rising prevalence of autism spectrum disorder (ASD) necessitates a greater understanding of the academic experience of diagnosed children. The present study investigates several predictors of teacher-reported academic competence among a sample of elementary school children. All children in the sample were referred for an ASD evaluation and approximately half received a diagnosis. Children with and without ASD did not differ on overall academic competence, social skills, or problem behaviors. Regression analyses indicated that cognitive ability, social skills, and problem behaviors accounted for significant variance in academic competence. Moderation analyses indicated that the relations between the predictors and academic competence were comparable for children with and without ASD. Implications and future directions are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04680-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 Young men's behavioral competencies and risk of alcohol use disorder in emerging adulthood: Early protective effects of parental education / Katherine J. KARRIKER-JAFFE in Development and Psychopathology, 33-1 (February 2021)
[article]
Titre : Young men's behavioral competencies and risk of alcohol use disorder in emerging adulthood: Early protective effects of parental education Type de document : Texte imprimé et/ou numérique Auteurs : Katherine J. KARRIKER-JAFFE, Auteur ; Sara L. LÖNN, Auteur ; Won K. COOK, Auteur ; Kenneth S. KENDLER, Auteur ; Kristina SUNDQUIST, Auteur Article en page(s) : p.135-148 Langues : Anglais (eng) Mots-clés : academic competence alcohol use disorder criminal behavior externalizing behavior socioeconomic status Index. décimale : PER Périodiques Résumé : We investigate how early exposure to parental externalizing behaviors (EB) may contribute to development of alcohol use disorders (AUD) in young adulthood, testing a developmental cascade model focused on competencies in three domains (academic, conduct, and work) in adolescence and emerging adulthood, and examining whether high parental education can buffer negative effects of parental EB and other early risk factors. We use data from 451,054 Swedish-born men included in the national conscript register. Structural equation models showed parental EB was associated with academic and behavioral problems during adolescence, as well as with lower resilience, more criminal behavior, and reduced social integration during emerging adulthood. These pathways led to elevated rates of AUD in emerging and young adulthood. Multiple groups analysis showed most of the indirect pathways from parental EB to AUD were present but buffered by higher parental education, suggesting early life experiences and competencies matter more for young men from lower socioeconomic status (SES) families than from higher SES families. Developmental competencies in school, conduct, and work are important precursors to the development of AUD by young adulthood that are predicted by parental EB. Occupational success may be an overlooked source of resilience for young men from low-SES families. En ligne : http://dx.doi.org/10.1017/s0954579419001640 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=442
in Development and Psychopathology > 33-1 (February 2021) . - p.135-148[article] Young men's behavioral competencies and risk of alcohol use disorder in emerging adulthood: Early protective effects of parental education [Texte imprimé et/ou numérique] / Katherine J. KARRIKER-JAFFE, Auteur ; Sara L. LÖNN, Auteur ; Won K. COOK, Auteur ; Kenneth S. KENDLER, Auteur ; Kristina SUNDQUIST, Auteur . - p.135-148.
Langues : Anglais (eng)
in Development and Psychopathology > 33-1 (February 2021) . - p.135-148
Mots-clés : academic competence alcohol use disorder criminal behavior externalizing behavior socioeconomic status Index. décimale : PER Périodiques Résumé : We investigate how early exposure to parental externalizing behaviors (EB) may contribute to development of alcohol use disorders (AUD) in young adulthood, testing a developmental cascade model focused on competencies in three domains (academic, conduct, and work) in adolescence and emerging adulthood, and examining whether high parental education can buffer negative effects of parental EB and other early risk factors. We use data from 451,054 Swedish-born men included in the national conscript register. Structural equation models showed parental EB was associated with academic and behavioral problems during adolescence, as well as with lower resilience, more criminal behavior, and reduced social integration during emerging adulthood. These pathways led to elevated rates of AUD in emerging and young adulthood. Multiple groups analysis showed most of the indirect pathways from parental EB to AUD were present but buffered by higher parental education, suggesting early life experiences and competencies matter more for young men from lower socioeconomic status (SES) families than from higher SES families. Developmental competencies in school, conduct, and work are important precursors to the development of AUD by young adulthood that are predicted by parental EB. Occupational success may be an overlooked source of resilience for young men from low-SES families. En ligne : http://dx.doi.org/10.1017/s0954579419001640 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=442