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
8 recherche sur le mot-clé 'academic performance'
Affiner la recherche Générer le flux rss de la recherche
Partager le résultat de cette recherche Faire une suggestion
Attention Training in Autism as a Potential Approach to Improving Academic Performance: A School-Based Pilot Study / M. M. SPANIOL in Journal of Autism and Developmental Disorders, 48-2 (February 2018)
[article]
Titre : Attention Training in Autism as a Potential Approach to Improving Academic Performance: A School-Based Pilot Study Type de document : Texte imprimé et/ou numérique Auteurs : M. M. SPANIOL, Auteur ; L. SHALEV, Auteur ; L. KOSSYVAKI, Auteur ; C. MEVORACH, Auteur Article en page(s) : p.592-610 Langues : Anglais (eng) Mots-clés : Academic performance Attention training Autism Computerized training School-based intervention Index. décimale : PER Périodiques Résumé : This study assessed the effectiveness of an attention intervention program (Computerized Progressive Attentional Training; CPAT) in improving academic performance of children with ASD. Fifteen 6-10 year olds with ASD attending a mainstream and a special school were assigned to an experimental (CPAT; n = 8) and active control (computer games; n = 7) group. Children were assessed pre- and post-intervention on measures of behavioural symptoms, cognitive skills and academic performance. The intervention was conducted in school twice a week for 8 weeks. Children in the CPAT group showed cognitive and academic improvements over and above the active control group, while children in both groups showed improvements in behaviour. Results suggest that attention training is a feasible approach to improving academic performance in this population. En ligne : https://doi.org/10.1007/s10803-017-3371-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338
in Journal of Autism and Developmental Disorders > 48-2 (February 2018) . - p.592-610[article] Attention Training in Autism as a Potential Approach to Improving Academic Performance: A School-Based Pilot Study [Texte imprimé et/ou numérique] / M. M. SPANIOL, Auteur ; L. SHALEV, Auteur ; L. KOSSYVAKI, Auteur ; C. MEVORACH, Auteur . - p.592-610.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-2 (February 2018) . - p.592-610
Mots-clés : Academic performance Attention training Autism Computerized training School-based intervention Index. décimale : PER Périodiques Résumé : This study assessed the effectiveness of an attention intervention program (Computerized Progressive Attentional Training; CPAT) in improving academic performance of children with ASD. Fifteen 6-10 year olds with ASD attending a mainstream and a special school were assigned to an experimental (CPAT; n = 8) and active control (computer games; n = 7) group. Children were assessed pre- and post-intervention on measures of behavioural symptoms, cognitive skills and academic performance. The intervention was conducted in school twice a week for 8 weeks. Children in the CPAT group showed cognitive and academic improvements over and above the active control group, while children in both groups showed improvements in behaviour. Results suggest that attention training is a feasible approach to improving academic performance in this population. En ligne : https://doi.org/10.1007/s10803-017-3371-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338 Relations among parenting, academic performance, and psychopathology: An investigation of developmental cascades and their interplay with maternal and paternal parenting / Jeong Jin YU in Development and Psychopathology, 36-1 (February 2024)
[article]
Titre : Relations among parenting, academic performance, and psychopathology: An investigation of developmental cascades and their interplay with maternal and paternal parenting Type de document : Texte imprimé et/ou numérique Auteurs : Jeong Jin YU, Auteur Article en page(s) : p.325-337 Langues : Anglais (eng) Mots-clés : academic performance authoritative parenting developmental cascades externalizing behavior internalizing behavior Index. décimale : PER Périodiques Résumé : Little effort has been made to integrate developmental cascades with maternal/paternal parenting in a single investigation. The present study seeks to test cascading effects among academic and internalizing/externalizing symptoms and their associations with maternal/paternal parenting across three time points from 8 to 10 years. Data for this investigation came from a nationally representative prospective cohort study of children born in April through July of 2008 in South Korea who were followed up annually. The sample included 1,598 families (48.5% girls). Parents rated their parenting and teachers rated children?s internalizing/externalizing problems and academic performance. Structural equation modeling showed that externalizing problems were negatively related to academic performance. Academic performance was negatively related to internalizing problems and positively related to maternal/paternal authoritative parenting, which in turn led to children?s higher academic performance. Bidirectional relations were found between academic performance and externalizing problems and between paternal authoritative parenting and children?s internalizing problems. Findings suggested cascading effects and their associations with parenting were not attributable to child gender, intelligence, or socioeconomic differences. These findings lend support to adjustment erosion and academic incompetence models and underscore the need for greater attention to the role that fathering may play in children?s development and mothering. En ligne : https://dx.doi.org/10.1017/S0954579422001225 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=523
in Development and Psychopathology > 36-1 (February 2024) . - p.325-337[article] Relations among parenting, academic performance, and psychopathology: An investigation of developmental cascades and their interplay with maternal and paternal parenting [Texte imprimé et/ou numérique] / Jeong Jin YU, Auteur . - p.325-337.
Langues : Anglais (eng)
in Development and Psychopathology > 36-1 (February 2024) . - p.325-337
Mots-clés : academic performance authoritative parenting developmental cascades externalizing behavior internalizing behavior Index. décimale : PER Périodiques Résumé : Little effort has been made to integrate developmental cascades with maternal/paternal parenting in a single investigation. The present study seeks to test cascading effects among academic and internalizing/externalizing symptoms and their associations with maternal/paternal parenting across three time points from 8 to 10 years. Data for this investigation came from a nationally representative prospective cohort study of children born in April through July of 2008 in South Korea who were followed up annually. The sample included 1,598 families (48.5% girls). Parents rated their parenting and teachers rated children?s internalizing/externalizing problems and academic performance. Structural equation modeling showed that externalizing problems were negatively related to academic performance. Academic performance was negatively related to internalizing problems and positively related to maternal/paternal authoritative parenting, which in turn led to children?s higher academic performance. Bidirectional relations were found between academic performance and externalizing problems and between paternal authoritative parenting and children?s internalizing problems. Findings suggested cascading effects and their associations with parenting were not attributable to child gender, intelligence, or socioeconomic differences. These findings lend support to adjustment erosion and academic incompetence models and underscore the need for greater attention to the role that fathering may play in children?s development and mothering. En ligne : https://dx.doi.org/10.1017/S0954579422001225 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=523 Brief Report: Investigating Relations Between Self-Concept and Performance in Reading and Math for School-Aged Children and Adolescents with Autism Spectrum Disorder / J. B. MCCAULEY in Journal of Autism and Developmental Disorders, 48-5 (May 2018)
[article]
Titre : Brief Report: Investigating Relations Between Self-Concept and Performance in Reading and Math for School-Aged Children and Adolescents with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : J. B. MCCAULEY, Auteur ; Matthew ZAJIC, Auteur ; T. M. OSWALD, Auteur ; L. E. SWAIN-LERRO, Auteur ; N. C. MCINTYRE, Auteur ; M. A. HARRIS, Auteur ; K. TRZESNIEWSKI, Auteur ; Peter C. MUNDY, Auteur ; M. SOLOMON, Auteur Article en page(s) : p.1825-1832 Langues : Anglais (eng) Mots-clés : Academic performance Academic self-concept Autism spectrum disorders Learning Math competency Reading competency Index. décimale : PER Périodiques Résumé : A typically developing student's perceptions of his or her own capabilities (academic self-concept), is predictive of later academic achievement. However, little is known about academic self-concept in youth with autism spectrum disorder (ASD). To understand whether students math self-concept and reading self-concept predicted their performance, 44 school-aged children and adolescents with ASD and 36 age-matched individuals with typical development (TYP) rated their perceived math and reading abilities and were administered standardized achievement measures. Results showed self-concept was predictive of performance in math and reading in the TYP group. For youth with ASD, there was agreement between self-concept and performance only in math. These findings suggest that educators should be cautious when interpreting the self-assessments of reading ability in students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-017-3403-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=355
in Journal of Autism and Developmental Disorders > 48-5 (May 2018) . - p.1825-1832[article] Brief Report: Investigating Relations Between Self-Concept and Performance in Reading and Math for School-Aged Children and Adolescents with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / J. B. MCCAULEY, Auteur ; Matthew ZAJIC, Auteur ; T. M. OSWALD, Auteur ; L. E. SWAIN-LERRO, Auteur ; N. C. MCINTYRE, Auteur ; M. A. HARRIS, Auteur ; K. TRZESNIEWSKI, Auteur ; Peter C. MUNDY, Auteur ; M. SOLOMON, Auteur . - p.1825-1832.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-5 (May 2018) . - p.1825-1832
Mots-clés : Academic performance Academic self-concept Autism spectrum disorders Learning Math competency Reading competency Index. décimale : PER Périodiques Résumé : A typically developing student's perceptions of his or her own capabilities (academic self-concept), is predictive of later academic achievement. However, little is known about academic self-concept in youth with autism spectrum disorder (ASD). To understand whether students math self-concept and reading self-concept predicted their performance, 44 school-aged children and adolescents with ASD and 36 age-matched individuals with typical development (TYP) rated their perceived math and reading abilities and were administered standardized achievement measures. Results showed self-concept was predictive of performance in math and reading in the TYP group. For youth with ASD, there was agreement between self-concept and performance only in math. These findings suggest that educators should be cautious when interpreting the self-assessments of reading ability in students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-017-3403-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=355 Middle-childhood executive functioning mediates associations between early-childhood autism symptoms and adolescent mental health, academic and functional outcomes in autistic children / Stephanie H. AMEIS in Journal of Child Psychology and Psychiatry, 63-5 (May 2022)
[article]
Titre : Middle-childhood executive functioning mediates associations between early-childhood autism symptoms and adolescent mental health, academic and functional outcomes in autistic children Type de document : Texte imprimé et/ou numérique Auteurs : Stephanie H. AMEIS, Auteur ; John D. HALTIGAN, Auteur ; Rachael E. LYON, Auteur ; Amanda SAWYER, Auteur ; Pat MIRENDA, Auteur ; Connor M. KERNS, Auteur ; Isabel M. SMITH, Auteur ; Tracy VAILLANCOURT, Auteur ; Joanne VOLDEN, Auteur ; Charlotte WADDELL, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Teresa BENNETT, Auteur ; Eric DUKU, Auteur ; Mayada ELSABBAGH, Auteur ; Stelios GEORGIADES, Auteur ; Wendy J. UNGAR, Auteur ; Anat ZAIDMAN-ZAIT, Auteur ; Meng-Chuan LAI, Auteur ; Peter SZATMARI, Auteur Article en page(s) : p.553-562 Langues : Anglais (eng) Mots-clés : Adolescent Autism Spectrum Disorder Autistic Disorder/complications Child Executive Function Humans Mental Health Parents academic performance adaptive functioning internalizing/externalizing behavior longitudinal studies Index. décimale : PER Périodiques Résumé : BACKGROUND: Executive functioning (EF) varies in children with autism spectrum disorder (ASD) and is associated with clinical symptoms, academic, and adaptive functioning. Here, we examined whether middle-childhood EF mediates associations between early-childhood autism symptoms and adolescent outcomes in children with ASD. METHODS: The Pathways in ASD Cohort comprising children recruited at the time of ASD diagnosis (at 2-4?years-of-age) and followed prospectively across eight subsequent timepoints over ~10?years was used. A subset of Pathways participants (n=250) with Behavior Rating Inventory of Executive Function (BRIEF)-Parent Form data from at least one timepoint when participants were school-aged was analyzed. A mediation framework was used to examine whether BRIEF-measured EF across age 7-10?years (middle-childhood) mediated associations between early-childhood autism symptoms (measured using the parent-report Social Responsiveness Scale across age 2-6?years) and clinical, academic, and functional outcomes, indexed at age >10-11.8?years (early-adolescence) using the Child Behavior Checklist (CBCL)-Internalizing and Externalizing Scales, Academic Performance from the Teacher's Report Form, and Vineland Adaptive Behavior Scales. Models were rerun substituting clinician-rated and teacher-rated measures, where possible. RESULTS: Mediation models indicated a significant indirect effect of middle-childhood EF on associations between early-childhood autism symptoms and externalizing behavior, academic performance, or adaptive functioning in early adolescence; kappa squared (?(2) ) effect sizes ranged from large to small. Model findings were stable across raters. Middle-childhood EF did not mediate associations between early-childhood autism symptoms and adolescent internalizing behavior. CONCLUSIONS: Among children with an ASD diagnosis, middle-childhood EF may be one pathway through which early-childhood autism symptoms influence a variety of outcomes in early-adolescence. An experimental study targeting middle-childhood EF to improve adolescent academic, emotional/behavioral, and adaptive functioning is needed to evaluate the clinical meaningfulness of these findings. En ligne : http://dx.doi.org/10.1111/jcpp.13493 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476
in Journal of Child Psychology and Psychiatry > 63-5 (May 2022) . - p.553-562[article] Middle-childhood executive functioning mediates associations between early-childhood autism symptoms and adolescent mental health, academic and functional outcomes in autistic children [Texte imprimé et/ou numérique] / Stephanie H. AMEIS, Auteur ; John D. HALTIGAN, Auteur ; Rachael E. LYON, Auteur ; Amanda SAWYER, Auteur ; Pat MIRENDA, Auteur ; Connor M. KERNS, Auteur ; Isabel M. SMITH, Auteur ; Tracy VAILLANCOURT, Auteur ; Joanne VOLDEN, Auteur ; Charlotte WADDELL, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Teresa BENNETT, Auteur ; Eric DUKU, Auteur ; Mayada ELSABBAGH, Auteur ; Stelios GEORGIADES, Auteur ; Wendy J. UNGAR, Auteur ; Anat ZAIDMAN-ZAIT, Auteur ; Meng-Chuan LAI, Auteur ; Peter SZATMARI, Auteur . - p.553-562.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 63-5 (May 2022) . - p.553-562
Mots-clés : Adolescent Autism Spectrum Disorder Autistic Disorder/complications Child Executive Function Humans Mental Health Parents academic performance adaptive functioning internalizing/externalizing behavior longitudinal studies Index. décimale : PER Périodiques Résumé : BACKGROUND: Executive functioning (EF) varies in children with autism spectrum disorder (ASD) and is associated with clinical symptoms, academic, and adaptive functioning. Here, we examined whether middle-childhood EF mediates associations between early-childhood autism symptoms and adolescent outcomes in children with ASD. METHODS: The Pathways in ASD Cohort comprising children recruited at the time of ASD diagnosis (at 2-4?years-of-age) and followed prospectively across eight subsequent timepoints over ~10?years was used. A subset of Pathways participants (n=250) with Behavior Rating Inventory of Executive Function (BRIEF)-Parent Form data from at least one timepoint when participants were school-aged was analyzed. A mediation framework was used to examine whether BRIEF-measured EF across age 7-10?years (middle-childhood) mediated associations between early-childhood autism symptoms (measured using the parent-report Social Responsiveness Scale across age 2-6?years) and clinical, academic, and functional outcomes, indexed at age >10-11.8?years (early-adolescence) using the Child Behavior Checklist (CBCL)-Internalizing and Externalizing Scales, Academic Performance from the Teacher's Report Form, and Vineland Adaptive Behavior Scales. Models were rerun substituting clinician-rated and teacher-rated measures, where possible. RESULTS: Mediation models indicated a significant indirect effect of middle-childhood EF on associations between early-childhood autism symptoms and externalizing behavior, academic performance, or adaptive functioning in early adolescence; kappa squared (?(2) ) effect sizes ranged from large to small. Model findings were stable across raters. Middle-childhood EF did not mediate associations between early-childhood autism symptoms and adolescent internalizing behavior. CONCLUSIONS: Among children with an ASD diagnosis, middle-childhood EF may be one pathway through which early-childhood autism symptoms influence a variety of outcomes in early-adolescence. An experimental study targeting middle-childhood EF to improve adolescent academic, emotional/behavioral, and adaptive functioning is needed to evaluate the clinical meaningfulness of these findings. En ligne : http://dx.doi.org/10.1111/jcpp.13493 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476 Academic Needs in Middle School: Perspectives of Parents and Youth with Autism / Leanne TAMM in Journal of Autism and Developmental Disorders, 50-9 (September 2020)
[article]
Titre : Academic Needs in Middle School: Perspectives of Parents and Youth with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Leanne TAMM, Auteur ; Amie DUNCAN, Auteur ; Aaron VAUGHN, Auteur ; Rhyanne MCDADE, Auteur ; Nicole ESTELL, Auteur ; Allison M. BIRNSCHEIN, Auteur ; Lori CROSBY, Auteur Article en page(s) : p.3126-3139 Langues : Anglais (eng) Mots-clés : Academic performance Executive function training Homework Study skills Index. décimale : PER Périodiques Résumé : Youth with autism spectrum disorders (ASD) without intellectual disability frequently experience academic problems, in part due to executive functioning (EF) deficits. There are currently no evidence-based interventions targeting academic EF skills for middle school youth with ASD. An intervention is currently in development. This paper reports on a "proof of concept" uncontrolled trial of the intervention, and focus groups with parents and youth to inform tailoring and adaptation of the intervention. Results of the trial suggest high feasibility/satisfaction, but a need for further adaptation to promote uptake by youth with ASD. Results from the focus groups confirmed the need for an intervention targeting academic EF skills, successful strategies in use, and the need to promote increased youth independence. En ligne : http://dx.doi.org/10.1007/s10803-019-03995-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430
in Journal of Autism and Developmental Disorders > 50-9 (September 2020) . - p.3126-3139[article] Academic Needs in Middle School: Perspectives of Parents and Youth with Autism [Texte imprimé et/ou numérique] / Leanne TAMM, Auteur ; Amie DUNCAN, Auteur ; Aaron VAUGHN, Auteur ; Rhyanne MCDADE, Auteur ; Nicole ESTELL, Auteur ; Allison M. BIRNSCHEIN, Auteur ; Lori CROSBY, Auteur . - p.3126-3139.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-9 (September 2020) . - p.3126-3139
Mots-clés : Academic performance Executive function training Homework Study skills Index. décimale : PER Périodiques Résumé : Youth with autism spectrum disorders (ASD) without intellectual disability frequently experience academic problems, in part due to executive functioning (EF) deficits. There are currently no evidence-based interventions targeting academic EF skills for middle school youth with ASD. An intervention is currently in development. This paper reports on a "proof of concept" uncontrolled trial of the intervention, and focus groups with parents and youth to inform tailoring and adaptation of the intervention. Results of the trial suggest high feasibility/satisfaction, but a need for further adaptation to promote uptake by youth with ASD. Results from the focus groups confirmed the need for an intervention targeting academic EF skills, successful strategies in use, and the need to promote increased youth independence. En ligne : http://dx.doi.org/10.1007/s10803-019-03995-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430 School Functions in Unaffected Siblings of Youths with Autism Spectrum Disorders / Yi-Ling CHIEN in Journal of Autism and Developmental Disorders, 47-10 (October 2017)
PermalinkAchieving Independence and Mastery in School: An Open Trial in the Outpatient Setting / Leanne TAMM in Journal of Autism and Developmental Disorders, 51-5 (May 2021)
PermalinkTrajectories of cognitive development during adolescence among youth at-risk for schizophrenia / H. DICKSON in Journal of Child Psychology and Psychiatry, 59-11 (November 2018)
Permalink