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
5 recherche sur le mot-clé 'Peer relations'
Affiner la recherche Générer le flux rss de la recherche
Partager le résultat de cette recherche Faire une suggestion
Longitudinal trajectories of peer relations in children with specific language impairment / Pearl L. H. MOK in Journal of Child Psychology and Psychiatry, 55-5 (May 2014)
[article]
Titre : Longitudinal trajectories of peer relations in children with specific language impairment Type de document : Texte imprimé et/ou numérique Auteurs : Pearl L. H. MOK, Auteur ; Andrew PICKLES, Auteur ; Kevin DURKIN, Auteur ; Gina CONTI-RAMSDEN, Auteur Article en page(s) : p.516-527 Mots-clés : Specific language impairment peer relations developmental trajectories prosocial behaviour pragmatic language impairment autistic symptomatology Index. décimale : PER Périodiques Résumé : Background Peer relations is a vulnerable area of functioning in children with specific language impairment (SLI), but little is known about the developmental trajectories of individuals. Methods Peer problems were investigated over a 9-year period (from 7 to 16 years of age) in 171 children with a history of SLI. Discrete factor growth modelling was used to chart developmental trajectories. Multinomial logistic regression analysis was conducted to investigate factors associated with group membership. Results Four distinct developmental trajectories were identified: low-level/no problems in peer relations (22.2% of participants), childhood-limited problems (12.3%), childhood-onset persistent problems (39.2%) and adolescent-onset problems (26.3%). Risk of poor trajectories of peer relations was greater for those children with pragmatic language difficulties. Prosocial behaviour was the factor most strongly associated with trajectory group membership. Overall, the more prosocial children with better pragmatic language skills and lower levels of emotional problems had less difficulty in developing peer relations. Conclusions Analysis of developmental trajectories enriches our understanding of social development. A sizeable minority in the present sample sustained positive relations through childhood and adolescence, and others overcame early difficulties to achieve low levels of problems by their early teens; the majority, however, showed childhood-onset persistent or adolescent-onset problems. En ligne : http://dx.doi.org/10.1111/jcpp.12190 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232
in Journal of Child Psychology and Psychiatry > 55-5 (May 2014) . - p.516-527[article] Longitudinal trajectories of peer relations in children with specific language impairment [Texte imprimé et/ou numérique] / Pearl L. H. MOK, Auteur ; Andrew PICKLES, Auteur ; Kevin DURKIN, Auteur ; Gina CONTI-RAMSDEN, Auteur . - p.516-527.
in Journal of Child Psychology and Psychiatry > 55-5 (May 2014) . - p.516-527
Mots-clés : Specific language impairment peer relations developmental trajectories prosocial behaviour pragmatic language impairment autistic symptomatology Index. décimale : PER Périodiques Résumé : Background Peer relations is a vulnerable area of functioning in children with specific language impairment (SLI), but little is known about the developmental trajectories of individuals. Methods Peer problems were investigated over a 9-year period (from 7 to 16 years of age) in 171 children with a history of SLI. Discrete factor growth modelling was used to chart developmental trajectories. Multinomial logistic regression analysis was conducted to investigate factors associated with group membership. Results Four distinct developmental trajectories were identified: low-level/no problems in peer relations (22.2% of participants), childhood-limited problems (12.3%), childhood-onset persistent problems (39.2%) and adolescent-onset problems (26.3%). Risk of poor trajectories of peer relations was greater for those children with pragmatic language difficulties. Prosocial behaviour was the factor most strongly associated with trajectory group membership. Overall, the more prosocial children with better pragmatic language skills and lower levels of emotional problems had less difficulty in developing peer relations. Conclusions Analysis of developmental trajectories enriches our understanding of social development. A sizeable minority in the present sample sustained positive relations through childhood and adolescence, and others overcame early difficulties to achieve low levels of problems by their early teens; the majority, however, showed childhood-onset persistent or adolescent-onset problems. En ligne : http://dx.doi.org/10.1111/jcpp.12190 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 Reviewing the link between language abilities and peer relations in children with developmental language disorder: The importance of children’s own perspectives / Lenka JANIK BLASKOVA in Autism & Developmental Language Impairments, 6 (January-December 2021)
[article]
Titre : Reviewing the link between language abilities and peer relations in children with developmental language disorder: The importance of children’s own perspectives Type de document : Texte imprimé et/ou numérique Auteurs : Lenka JANIK BLASKOVA, Auteur ; Jenny L. GIBSON, Auteur Article en page(s) : 23969415211021515 Langues : Anglais (eng) Mots-clés : Developmental language disorder participatory research peer relations child voice Index. décimale : PER Périodiques Résumé : Background and aimsChildren with developmental language disorder (DLD) are at risk of difficulties in their friendships and peer relations. The present review explores how research directly involving children with DLD can inform our understanding of peer relations in this group, and how research insights may change according to the nature of their involvement in the studies. We further examine how these findings might shape current theoretical understandings of the links between language impairment and peer relations.MethodsAn integrative review methodology was used in order to identify relevant studies and synthesise the findings. A structured database search was carried out using the qualitative PICo framework; Population?=?4–12-year-old children with DLD, phenomenon of Interest?=?peer relations, Context?=?research studies directly including children. After screening, 52 studies were included in a narrative research synthesis.Main contribution: We identified six main types of study that directly included children with DLD; interview, sociometric, self-report, task-based, naturalistic observation and staged observation. Interview-based studies were the most likely to use a meaningful participatory approach. Indications of good practices for participation included reporting on involvement practices, seeking child assent, adapting materials and language used, using visual supports, using child-preferred communication methods and using art-based approaches. Findings from the narrative synthesis of studies highlight the importance of friendships to quality of life, and the role of pragmatic language skills and self-perceptions in building friendships.ConclusionsResearch on the peer relations of children with DLD is in the early stages when it comes to taking a participatory approach, however there are some examples of inclusive practice from which the whole field can learn. The findings show that research that directly includes children with language disorders and takes account of their communication challenges can help build a more comprehensive knowledge of their world and leads to interesting avenues for interventions targeting social adjustment.Implications: Clinical implications are discussed with reference to the highlighted pragmatic language and social needs of children with DLD, which are typically not addressed unless disproportionately affected in comparison to structural language impairments. En ligne : http://dx.doi.org/10.1177/23969415211021515 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) . - 23969415211021515[article] Reviewing the link between language abilities and peer relations in children with developmental language disorder: The importance of children’s own perspectives [Texte imprimé et/ou numérique] / Lenka JANIK BLASKOVA, Auteur ; Jenny L. GIBSON, Auteur . - 23969415211021515.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 6 (January-December 2021) . - 23969415211021515
Mots-clés : Developmental language disorder participatory research peer relations child voice Index. décimale : PER Périodiques Résumé : Background and aimsChildren with developmental language disorder (DLD) are at risk of difficulties in their friendships and peer relations. The present review explores how research directly involving children with DLD can inform our understanding of peer relations in this group, and how research insights may change according to the nature of their involvement in the studies. We further examine how these findings might shape current theoretical understandings of the links between language impairment and peer relations.MethodsAn integrative review methodology was used in order to identify relevant studies and synthesise the findings. A structured database search was carried out using the qualitative PICo framework; Population?=?4–12-year-old children with DLD, phenomenon of Interest?=?peer relations, Context?=?research studies directly including children. After screening, 52 studies were included in a narrative research synthesis.Main contribution: We identified six main types of study that directly included children with DLD; interview, sociometric, self-report, task-based, naturalistic observation and staged observation. Interview-based studies were the most likely to use a meaningful participatory approach. Indications of good practices for participation included reporting on involvement practices, seeking child assent, adapting materials and language used, using visual supports, using child-preferred communication methods and using art-based approaches. Findings from the narrative synthesis of studies highlight the importance of friendships to quality of life, and the role of pragmatic language skills and self-perceptions in building friendships.ConclusionsResearch on the peer relations of children with DLD is in the early stages when it comes to taking a participatory approach, however there are some examples of inclusive practice from which the whole field can learn. The findings show that research that directly includes children with language disorders and takes account of their communication challenges can help build a more comprehensive knowledge of their world and leads to interesting avenues for interventions targeting social adjustment.Implications: Clinical implications are discussed with reference to the highlighted pragmatic language and social needs of children with DLD, which are typically not addressed unless disproportionately affected in comparison to structural language impairments. En ligne : http://dx.doi.org/10.1177/23969415211021515 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459 Parent Support of Preschool Peer Relationships in Younger Siblings of Children with Autism Spectrum Disorder / A. ESTES in Journal of Autism and Developmental Disorders, 48-4 (April 2018)
[article]
Titre : Parent Support of Preschool Peer Relationships in Younger Siblings of Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : A. ESTES, Auteur ; J. MUNSON, Auteur ; T. S. JOHN, Auteur ; Stephen R. DAGER, Auteur ; A. RODDA, Auteur ; Kelly N. BOTTERON, Auteur ; Heather C. HAZLETT, Auteur ; Robert T. SCHULTZ, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; J. PIVEN, Auteur ; M. J. GURALNICK, Auteur Article en page(s) : p.1122-1132 Langues : Anglais (eng) Mots-clés : Autism High risk Parent Peer relations Preschool Sibling Index. décimale : PER Périodiques Résumé : Preschool-aged siblings of children with ASD are at high-risk (HR) for ASD and related challenges, but little is known about their emerging peer competence and friendships. Parents are the main providers of peer-relationship opportunities during preschool. Understanding parental challenges supporting early peer relationships is needed for optimal peer competence and friendships in children with ASD. We describe differences in peer relationships among three groups of preschool-aged children (15 HR-ASD, 53 HR-NonASD, 40 low-risk, LR), and examine parent support activities at home and arranging community-based peer activities. Children with ASD demonstrated precursors to poor peer competence and friendship outcomes. Parents in the HR group showed resilience in many areas, but providing peer opportunities for preschool-age children with ASD demanded significant adaptations. En ligne : http://dx.doi.org/10.1007/s10803-017-3202-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=351
in Journal of Autism and Developmental Disorders > 48-4 (April 2018) . - p.1122-1132[article] Parent Support of Preschool Peer Relationships in Younger Siblings of Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / A. ESTES, Auteur ; J. MUNSON, Auteur ; T. S. JOHN, Auteur ; Stephen R. DAGER, Auteur ; A. RODDA, Auteur ; Kelly N. BOTTERON, Auteur ; Heather C. HAZLETT, Auteur ; Robert T. SCHULTZ, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; J. PIVEN, Auteur ; M. J. GURALNICK, Auteur . - p.1122-1132.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-4 (April 2018) . - p.1122-1132
Mots-clés : Autism High risk Parent Peer relations Preschool Sibling Index. décimale : PER Périodiques Résumé : Preschool-aged siblings of children with ASD are at high-risk (HR) for ASD and related challenges, but little is known about their emerging peer competence and friendships. Parents are the main providers of peer-relationship opportunities during preschool. Understanding parental challenges supporting early peer relationships is needed for optimal peer competence and friendships in children with ASD. We describe differences in peer relationships among three groups of preschool-aged children (15 HR-ASD, 53 HR-NonASD, 40 low-risk, LR), and examine parent support activities at home and arranging community-based peer activities. Children with ASD demonstrated precursors to poor peer competence and friendship outcomes. Parents in the HR group showed resilience in many areas, but providing peer opportunities for preschool-age children with ASD demanded significant adaptations. En ligne : http://dx.doi.org/10.1007/s10803-017-3202-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=351 Young Friendship in HFASD and Typical Development: Friend Versus Non-friend Comparisons / Nirit BAUMINGER-ZVIELY in Journal of Autism and Developmental Disorders, 44-7 (July 2014)
[article]
Titre : Young Friendship in HFASD and Typical Development: Friend Versus Non-friend Comparisons Type de document : Texte imprimé et/ou numérique Auteurs : Nirit BAUMINGER-ZVIELY, Auteur ; Galit AGAM-BEN-ARTZI, Auteur Article en page(s) : p.1733-1748 Langues : Anglais (eng) Mots-clés : High-functioning children with autism spectrum disorder (ASD) Preschool Friendship Dyads Peer relations Peer interaction Index. décimale : PER Périodiques Résumé : This study conducted comparative assessment of friendship in preschoolers with high-functioning autism spectrum disorder (HFASD, n = 29) versus preschoolers with typical development (n = 30), focusing on interactions with friends versus acquaintances. Groups were matched on SES, verbal/nonverbal MA, IQ, and CA. Multidimensional assessments included: mothers’ and teachers’ reports about friends’ and friendship characteristics and observed individual and dyadic behaviors throughout interactions with friends versus non-friends during construction, drawing, and free-play situations. Findings revealed group differences in peer interaction favoring the typical development group, thus supporting the neuropsychological profile of HFASD. However, both groups’ interactions with friends surpassed interactions with acquaintances on several key socio-communicative and intersubjective capabilities, thus suggesting that friendship may contribute to enhancement and practice of social interaction in HFASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2052-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=236
in Journal of Autism and Developmental Disorders > 44-7 (July 2014) . - p.1733-1748[article] Young Friendship in HFASD and Typical Development: Friend Versus Non-friend Comparisons [Texte imprimé et/ou numérique] / Nirit BAUMINGER-ZVIELY, Auteur ; Galit AGAM-BEN-ARTZI, Auteur . - p.1733-1748.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-7 (July 2014) . - p.1733-1748
Mots-clés : High-functioning children with autism spectrum disorder (ASD) Preschool Friendship Dyads Peer relations Peer interaction Index. décimale : PER Périodiques Résumé : This study conducted comparative assessment of friendship in preschoolers with high-functioning autism spectrum disorder (HFASD, n = 29) versus preschoolers with typical development (n = 30), focusing on interactions with friends versus acquaintances. Groups were matched on SES, verbal/nonverbal MA, IQ, and CA. Multidimensional assessments included: mothers’ and teachers’ reports about friends’ and friendship characteristics and observed individual and dyadic behaviors throughout interactions with friends versus non-friends during construction, drawing, and free-play situations. Findings revealed group differences in peer interaction favoring the typical development group, thus supporting the neuropsychological profile of HFASD. However, both groups’ interactions with friends surpassed interactions with acquaintances on several key socio-communicative and intersubjective capabilities, thus suggesting that friendship may contribute to enhancement and practice of social interaction in HFASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2052-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=236 Collaborative Problem Solving in Young Typical Development and HFASD / Yael KIMHI in Journal of Autism and Developmental Disorders, 42-9 (September 2012)
[article]
Titre : Collaborative Problem Solving in Young Typical Development and HFASD Type de document : Texte imprimé et/ou numérique Auteurs : Yael KIMHI, Auteur ; Nirit BAUMINGER-ZVIELY, Auteur Année de publication : 2012 Article en page(s) : p.1984-1997 Langues : Anglais (eng) Mots-clés : HFASD Collaborative problem solving Peer relations Preschool Index. décimale : PER Périodiques Résumé : Collaborative problem solving (CPS) requires sharing goals/attention and coordinating actions—all deficient in HFASD. Group differences were examined in CPS (HFASD/typical), with a friend versus with a non-friend. Participants included 28 HFASD and 30 typical children aged 3–6 years and their 58 friends and 58 non-friends. Groups were matched on CA, MA, IQ, and maternal education. The CPS task was placing pairs of blocks to balance scales. HFASD preschoolers solved the problem slower, showed more irrelevant behaviors, shared less, and used fewer coordinative gestures than TYP. But they were more responsive and had more fun with friends versus non-friends. In addition, they solved the problem more efficiently during their second attempt. Implications are discussed, regarding the social deficit of HFASD. En ligne : http://dx.doi.org/10.1007/s10803-012-1447-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=180
in Journal of Autism and Developmental Disorders > 42-9 (September 2012) . - p.1984-1997[article] Collaborative Problem Solving in Young Typical Development and HFASD [Texte imprimé et/ou numérique] / Yael KIMHI, Auteur ; Nirit BAUMINGER-ZVIELY, Auteur . - 2012 . - p.1984-1997.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 42-9 (September 2012) . - p.1984-1997
Mots-clés : HFASD Collaborative problem solving Peer relations Preschool Index. décimale : PER Périodiques Résumé : Collaborative problem solving (CPS) requires sharing goals/attention and coordinating actions—all deficient in HFASD. Group differences were examined in CPS (HFASD/typical), with a friend versus with a non-friend. Participants included 28 HFASD and 30 typical children aged 3–6 years and their 58 friends and 58 non-friends. Groups were matched on CA, MA, IQ, and maternal education. The CPS task was placing pairs of blocks to balance scales. HFASD preschoolers solved the problem slower, showed more irrelevant behaviors, shared less, and used fewer coordinative gestures than TYP. But they were more responsive and had more fun with friends versus non-friends. In addition, they solved the problem more efficiently during their second attempt. Implications are discussed, regarding the social deficit of HFASD. En ligne : http://dx.doi.org/10.1007/s10803-012-1447-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=180