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Practitioner Review: The Assessment and Treatment of Deaf Children with Psychiatric Disorders / Christopher ROBERTS in Journal of Child Psychology and Psychiatry, 40-2 (February 1999)
[article]
Titre : Practitioner Review: The Assessment and Treatment of Deaf Children with Psychiatric Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Christopher ROBERTS, Auteur ; Peter A. HINDLEY, Auteur Année de publication : 1999 Article en page(s) : p.151-167 Langues : Anglais (eng) Mots-clés : Psychiatric disorder assessment hearing language deafness hearing impairment Index. décimale : PER Périodiques Résumé : The assessment and treatment of deaf children with psychiatric disorder is intimately related to the individual child's communication, which in turn is affected by a number of factors, medical, social, and cultural. The deafness can be aetiologically related to the psychiatric disorder or can be incidental. Treatment strategies should be adapted to meet the individual child and familya's needs. Deaf professionals have a vital role in mental health services for this population. The use of an interpreter can clarify communication and cultural issues for deaf and hearing children, families, and professionals. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124
in Journal of Child Psychology and Psychiatry > 40-2 (February 1999) . - p.151-167[article] Practitioner Review: The Assessment and Treatment of Deaf Children with Psychiatric Disorders [Texte imprimé et/ou numérique] / Christopher ROBERTS, Auteur ; Peter A. HINDLEY, Auteur . - 1999 . - p.151-167.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 40-2 (February 1999) . - p.151-167
Mots-clés : Psychiatric disorder assessment hearing language deafness hearing impairment Index. décimale : PER Périodiques Résumé : The assessment and treatment of deaf children with psychiatric disorder is intimately related to the individual child's communication, which in turn is affected by a number of factors, medical, social, and cultural. The deafness can be aetiologically related to the psychiatric disorder or can be incidental. Treatment strategies should be adapted to meet the individual child and familya's needs. Deaf professionals have a vital role in mental health services for this population. The use of an interpreter can clarify communication and cultural issues for deaf and hearing children, families, and professionals. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124 Book Reviews in Journal of Child Psychology and Psychiatry, 41-8 (November 2000)
[article]
Titre : Book Reviews Type de document : Texte imprimé et/ou numérique Année de publication : 2000 Article en page(s) : p.1077-1084 Langues : Anglais (eng) Mots-clés : Sign language/DSL social cognition theory of mind deafness Index. décimale : PER Périodiques Résumé : Books Reviewed:
M. Bennett Developmental Psychology: Achievements and Prospects.
L. Balter & C. S. Tamis-LeMonda. Child Psychology. A Handbook of Contemporary Issues.
Ann Clarke and Alan Clarke. Jessica Kingsley Early Experience and the Life Path.
B. Lask & R. Bryant-Waugh. Anorexia Nervosa and Related Eating Disorders in Childhood and Adolescence (2nd ed.).
Susan Harter. The Construction of the Self.
J. Solomon & C. George. Attachment Disorganization.
L. H. Willey. Pretending To Be Normal. Living with Asperger's Syndrome.
D. M. Fergusson & P. E. Mullen. Childhood Sexual Abuse: An Evidence Based Perspective.
M. Weiss, L. Trokenberg Hechtman, & G. Weiss. ADHD in Adulthood. A Guide to Current Theory, Diagnosis, and Treatment.
T. M. Levy. Handbook of Attachment Interventions.
Carol S. Dweck. Self-theories: Their Role in Motivation, Personality and Development.
P. Howlin, S. Baron-Cohen, & J. Hadwin. Wiley Teaching Children with Autism to Mind Read: A Practical Guide.
M. Barrett. The Development of Language.
D. Cicchetti, & S. L. Toth. Developmental Approaches to Prevention and Intervention: Rochester Symposium on Developmental Psychology,
P. T. Slee & K. Rigby. Children's Peer Relations.
David Messer & Stuart Miller. Exploring Developmental Psychology: From Infancy to Adolescence.
Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125
in Journal of Child Psychology and Psychiatry > 41-8 (November 2000) . - p.1077-1084[article] Book Reviews [Texte imprimé et/ou numérique] . - 2000 . - p.1077-1084.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 41-8 (November 2000) . - p.1077-1084
Mots-clés : Sign language/DSL social cognition theory of mind deafness Index. décimale : PER Périodiques Résumé : Books Reviewed:
M. Bennett Developmental Psychology: Achievements and Prospects.
L. Balter & C. S. Tamis-LeMonda. Child Psychology. A Handbook of Contemporary Issues.
Ann Clarke and Alan Clarke. Jessica Kingsley Early Experience and the Life Path.
B. Lask & R. Bryant-Waugh. Anorexia Nervosa and Related Eating Disorders in Childhood and Adolescence (2nd ed.).
Susan Harter. The Construction of the Self.
J. Solomon & C. George. Attachment Disorganization.
L. H. Willey. Pretending To Be Normal. Living with Asperger's Syndrome.
D. M. Fergusson & P. E. Mullen. Childhood Sexual Abuse: An Evidence Based Perspective.
M. Weiss, L. Trokenberg Hechtman, & G. Weiss. ADHD in Adulthood. A Guide to Current Theory, Diagnosis, and Treatment.
T. M. Levy. Handbook of Attachment Interventions.
Carol S. Dweck. Self-theories: Their Role in Motivation, Personality and Development.
P. Howlin, S. Baron-Cohen, & J. Hadwin. Wiley Teaching Children with Autism to Mind Read: A Practical Guide.
M. Barrett. The Development of Language.
D. Cicchetti, & S. L. Toth. Developmental Approaches to Prevention and Intervention: Rochester Symposium on Developmental Psychology,
P. T. Slee & K. Rigby. Children's Peer Relations.
David Messer & Stuart Miller. Exploring Developmental Psychology: From Infancy to Adolescence.
Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 How do Typically Developing Deaf Children and Deaf Children with Autism Spectrum Disorder Use the Face When Comprehending Emotional Facial Expressions in British Sign Language? / Tanya DENMARK in Journal of Autism and Developmental Disorders, 44-10 (October 2014)
[article]
Titre : How do Typically Developing Deaf Children and Deaf Children with Autism Spectrum Disorder Use the Face When Comprehending Emotional Facial Expressions in British Sign Language? Type de document : Texte imprimé et/ou numérique Auteurs : Tanya DENMARK, Auteur ; Joanna ATKINSON, Auteur ; Ruth CAMPBELL, Auteur ; John SWETTENHAM, Auteur Article en page(s) : p.2584-2592 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Deafness Sign language Emotion Facial expression Index. décimale : PER Périodiques Résumé : Facial expressions in sign language carry a variety of communicative features. While emotion can modulate a spoken utterance through changes in intonation, duration and intensity, in sign language specific facial expressions presented concurrently with a manual sign perform this function. When deaf adult signers cannot see facial features, their ability to judge emotion in a signed utterance is impaired (Reilly et al. in Sign Lang Stud 75:113–118, 1992). We examined the role of the face in the comprehension of emotion in sign language in a group of typically developing (TD) deaf children and in a group of deaf children with autism spectrum disorder (ASD). We replicated Reilly et al.’s (Sign Lang Stud 75:113–118, 1992) adult results in the TD deaf signing children, confirming the importance of the face in understanding emotion in sign language. The ASD group performed more poorly on the emotion recognition task than the TD children. The deaf children with ASD showed a deficit in emotion recognition during sign language processing analogous to the deficit in vocal emotion recognition that has been observed in hearing children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2130-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=240
in Journal of Autism and Developmental Disorders > 44-10 (October 2014) . - p.2584-2592[article] How do Typically Developing Deaf Children and Deaf Children with Autism Spectrum Disorder Use the Face When Comprehending Emotional Facial Expressions in British Sign Language? [Texte imprimé et/ou numérique] / Tanya DENMARK, Auteur ; Joanna ATKINSON, Auteur ; Ruth CAMPBELL, Auteur ; John SWETTENHAM, Auteur . - p.2584-2592.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-10 (October 2014) . - p.2584-2592
Mots-clés : Autism spectrum disorder Deafness Sign language Emotion Facial expression Index. décimale : PER Périodiques Résumé : Facial expressions in sign language carry a variety of communicative features. While emotion can modulate a spoken utterance through changes in intonation, duration and intensity, in sign language specific facial expressions presented concurrently with a manual sign perform this function. When deaf adult signers cannot see facial features, their ability to judge emotion in a signed utterance is impaired (Reilly et al. in Sign Lang Stud 75:113–118, 1992). We examined the role of the face in the comprehension of emotion in sign language in a group of typically developing (TD) deaf children and in a group of deaf children with autism spectrum disorder (ASD). We replicated Reilly et al.’s (Sign Lang Stud 75:113–118, 1992) adult results in the TD deaf signing children, confirming the importance of the face in understanding emotion in sign language. The ASD group performed more poorly on the emotion recognition task than the TD children. The deaf children with ASD showed a deficit in emotion recognition during sign language processing analogous to the deficit in vocal emotion recognition that has been observed in hearing children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2130-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=240 The Development of Theory of Mind in Deaf Children / P. A. RUSSEL in Journal of Child Psychology and Psychiatry, 39-6 (September 1998)
[article]
Titre : The Development of Theory of Mind in Deaf Children Type de document : Texte imprimé et/ou numérique Auteurs : P. A. RUSSEL, Auteur ; J. A. HOSIE, Auteur ; C. D. GRAY, Auteur ; C. SCOTT, Auteur ; N. HUNTER, Auteur ; J. S. BANKS, Auteur ; M. C. MACAULAY, Auteur Année de publication : 1998 Article en page(s) : p.903-910 Langues : Anglais (eng) Mots-clés : Deafness theory of mind;false belief early social experience Index. décimale : PER Périodiques Résumé : Deaf children aged 4 to 16 years were given a false-belief test of theory of mind. Although the children experienced difficulty with the test, relative to hearing children, confirming a report by Peterson and Siegal (1995), performance was age-related, with a significantly higher proportion of 13- to 16-year-olds passing the test. It was concluded that deaf children raised in a spoken language environment show a developmental delay in theory of mind acquisition. This delay is consistent with the assumption that their early opportunities for learning about mental states are relatively restricted and that the normal development of theory of mind is dependent upon such opportunities. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123
in Journal of Child Psychology and Psychiatry > 39-6 (September 1998) . - p.903-910[article] The Development of Theory of Mind in Deaf Children [Texte imprimé et/ou numérique] / P. A. RUSSEL, Auteur ; J. A. HOSIE, Auteur ; C. D. GRAY, Auteur ; C. SCOTT, Auteur ; N. HUNTER, Auteur ; J. S. BANKS, Auteur ; M. C. MACAULAY, Auteur . - 1998 . - p.903-910.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 39-6 (September 1998) . - p.903-910
Mots-clés : Deafness theory of mind;false belief early social experience Index. décimale : PER Périodiques Résumé : Deaf children aged 4 to 16 years were given a false-belief test of theory of mind. Although the children experienced difficulty with the test, relative to hearing children, confirming a report by Peterson and Siegal (1995), performance was age-related, with a significantly higher proportion of 13- to 16-year-olds passing the test. It was concluded that deaf children raised in a spoken language environment show a developmental delay in theory of mind acquisition. This delay is consistent with the assumption that their early opportunities for learning about mental states are relatively restricted and that the normal development of theory of mind is dependent upon such opportunities. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123 The Use of Sign Language Pronouns by Native-Signing Children with Autism / Aaron SHIELD in Journal of Autism and Developmental Disorders, 45-7 (July 2015)
[article]
Titre : The Use of Sign Language Pronouns by Native-Signing Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Aaron SHIELD, Auteur ; Richard P. MEIER, Auteur ; Helen TAGER-FLUSBERG, Auteur Année de publication : 2015 Article en page(s) : p.2128-2145 Langues : Anglais (eng) Mots-clés : Sign language Autism spectrum disorder Deafness Pronouns Language development Index. décimale : PER Périodiques Résumé : We report the first study on pronoun use by an under-studied research population, children with autism spectrum disorder (ASD) exposed to American Sign Language from birth by their deaf parents. Personal pronouns cause difficulties for hearing children with ASD, who sometimes reverse or avoid them. Unlike speech pronouns, sign pronouns are indexical points to self and other. Despite this transparency, we find evidence from an elicitation task and parental report that signing children with ASD avoid sign pronouns in favor of names. An analysis of spontaneous usage showed that all children demonstrated the ability to point, but only children with better-developed sign language produced pronouns. Differences in language abilities and self-representation may explain these phenomena in sign and speech. En ligne : http://dx.doi.org/10.1007/s10803-015-2377-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=261
in Journal of Autism and Developmental Disorders > 45-7 (July 2015) . - p.2128-2145[article] The Use of Sign Language Pronouns by Native-Signing Children with Autism [Texte imprimé et/ou numérique] / Aaron SHIELD, Auteur ; Richard P. MEIER, Auteur ; Helen TAGER-FLUSBERG, Auteur . - 2015 . - p.2128-2145.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-7 (July 2015) . - p.2128-2145
Mots-clés : Sign language Autism spectrum disorder Deafness Pronouns Language development Index. décimale : PER Périodiques Résumé : We report the first study on pronoun use by an under-studied research population, children with autism spectrum disorder (ASD) exposed to American Sign Language from birth by their deaf parents. Personal pronouns cause difficulties for hearing children with ASD, who sometimes reverse or avoid them. Unlike speech pronouns, sign pronouns are indexical points to self and other. Despite this transparency, we find evidence from an elicitation task and parental report that signing children with ASD avoid sign pronouns in favor of names. An analysis of spontaneous usage showed that all children demonstrated the ability to point, but only children with better-developed sign language produced pronouns. Differences in language abilities and self-representation may explain these phenomena in sign and speech. En ligne : http://dx.doi.org/10.1007/s10803-015-2377-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=261 Understanding Theory of Mind in Children Who Are Deaf / Marc MARSCHARK in Journal of Child Psychology and Psychiatry, 41-8 (November 2000)
PermalinkWorking with Dual Diagnoses: A Survey of Teachers Serving Deaf or Hard of Hearing Children Who Have Autism Spectrum Disorder / Jessica A. SCOTT in Journal of Autism and Developmental Disorders, 50-5 (May 2020)
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