122 recherche sur le mot-clé 'problem-solving'

Contextual risks, child problem-solving profiles, and socioemotional functioning: Testing the specialization hypothesis / Zhi LI in Development and Psychopathology, 35-3 (August 2023)  

Public ISBD [article]  inDevelopment and Psychopathology > 35-3 (August 2023) . - p.1421-1433 Titre : Contextual risks, child problem-solving profiles, and socioemotional functioning: Testing the specialization hypothesis Type de document : texte imprimé Auteurs : Zhi LI, Auteur ; Melissa L. STURGE-APPLE, Auteur ; Patrick T. DAVIES, Auteur Article en page(s) : p.1421-1433 Langues : Anglais (eng) Mots-clés : contextual risks  problem-solving  socioemotional functioning Index. décimale : PER Périodiques Résumé : Guided by the evolutionary perspective and specialization hypothesis, this multi-method (behavioral observation, questionnaire) longitudinal study adopted a person-centered approach to explore children s problem-solving skills within different contexts. Participants were 235 young children (M age = 2.97 years at the first measurement occasion) and their parents assessed in two measurement occasions spaced one year apart. Latent profile analyses revealed four unique problem-solving profiles, capturing variability in children s performance, and observed engagement in abstract vs. reward-oriented (RO) problem-solving tasks at wave one. The four profiles included: (a) a high-abstract-high-RO, (b) a high-abstract-low-RO, (c) a low-abstract-high-RO, and (d) a low-abstract-low-RO classes. Contextual risks within and outside families during wave one, including greater neighborhood crime, impoverishment, and observed lower maternal sensitivity were linked to the elevated likelihood for children from the two profiles with low-abstract problem-solving, particularly those from the low-abstract-high-RO problem-solving profile. Furthermore, child problem-solving profiles were linked to meaningful differences in their socioemotional functioning one year later. The present finding has important implications in revealing the heterogeneity in child problem-solving within different contexts that responded differently to contextual risks. In addition, this study advanced the understanding of the developmental implications of child problem-solving capacity. En ligne : http://dx.doi.org/10.1017/S0954579421001322 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511 [article] Contextual risks, child problem-solving profiles, and socioemotional functioning: Testing the specialization hypothesis [texte imprimé] / Zhi LI, Auteur ; Melissa L. STURGE-APPLE, Auteur ; Patrick T. DAVIES, Auteur . - p.1421-1433. Langues : Anglais (eng) in Development and Psychopathology > 35-3 (August 2023) . - p.1421-1433 Mots-clés : contextual risks  problem-solving  socioemotional functioning Index. décimale : PER Périodiques Résumé : Guided by the evolutionary perspective and specialization hypothesis, this multi-method (behavioral observation, questionnaire) longitudinal study adopted a person-centered approach to explore children s problem-solving skills within different contexts. Participants were 235 young children (M age = 2.97 years at the first measurement occasion) and their parents assessed in two measurement occasions spaced one year apart. Latent profile analyses revealed four unique problem-solving profiles, capturing variability in children s performance, and observed engagement in abstract vs. reward-oriented (RO) problem-solving tasks at wave one. The four profiles included: (a) a high-abstract-high-RO, (b) a high-abstract-low-RO, (c) a low-abstract-high-RO, and (d) a low-abstract-low-RO classes. Contextual risks within and outside families during wave one, including greater neighborhood crime, impoverishment, and observed lower maternal sensitivity were linked to the elevated likelihood for children from the two profiles with low-abstract problem-solving, particularly those from the low-abstract-high-RO problem-solving profile. Furthermore, child problem-solving profiles were linked to meaningful differences in their socioemotional functioning one year later. The present finding has important implications in revealing the heterogeneity in child problem-solving within different contexts that responded differently to contextual risks. In addition, this study advanced the understanding of the developmental implications of child problem-solving capacity. En ligne : http://dx.doi.org/10.1017/S0954579421001322 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511

Is It a Bird? Is It a Plane? Category Use in Problem-solving in Children with Autism Spectrum Disorders / Ben ALDERSON-DAY in Journal of Autism and Developmental Disorders, 41-5 (May 2011)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 41-5 (May 2011) . - p.555-565 Titre : Is It a Bird? Is It a Plane? Category Use in Problem-solving in Children with Autism Spectrum Disorders Type de document : texte imprimé Auteurs : Ben ALDERSON-DAY, Auteur ; Margaret MCGONIGLE-CHALMERS, Auteur Année de publication : 2011 Article en page(s) : p.555-565 Langues : Anglais (eng) Mots-clés : Autism  Categorisation  Problem-solving  Executive functioning Index. décimale : PER Périodiques Résumé : Fourteen children with autism spectrum disorders (ASD) and fourteen age-matched typically-developing (TD) controls were tested on an adapted version of the Twenty Questions Task (Mosher and Hornsby in Studies in cognitive growth. Wiley, New York, pp 86–102, 1966) to examine effects of content, executive and verbal IQ factors on category use in problem-solving (age range 8–17). Across conditions participants with ASD asked questions that focussed on smaller categories than controls. Specific group differences were observed in the handling of abstract content and response to additional working memory demands. In addition, post hoc regression analysis indicated that VIQ predicted performance in ASD but not TD participants. The implications for theories of category processing in autism are discussed. En ligne : http://dx.doi.org/10.1007/s10803-010-1077-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=121 [article] Is It a Bird? Is It a Plane? Category Use in Problem-solving in Children with Autism Spectrum Disorders [texte imprimé] / Ben ALDERSON-DAY, Auteur ; Margaret MCGONIGLE-CHALMERS, Auteur . - 2011 . - p.555-565. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 41-5 (May 2011) . - p.555-565 Mots-clés : Autism  Categorisation  Problem-solving  Executive functioning Index. décimale : PER Périodiques Résumé : Fourteen children with autism spectrum disorders (ASD) and fourteen age-matched typically-developing (TD) controls were tested on an adapted version of the Twenty Questions Task (Mosher and Hornsby in Studies in cognitive growth. Wiley, New York, pp 86–102, 1966) to examine effects of content, executive and verbal IQ factors on category use in problem-solving (age range 8–17). Across conditions participants with ASD asked questions that focussed on smaller categories than controls. Specific group differences were observed in the handling of abstract content and response to additional working memory demands. In addition, post hoc regression analysis indicated that VIQ predicted performance in ASD but not TD participants. The implications for theories of category processing in autism are discussed. En ligne : http://dx.doi.org/10.1007/s10803-010-1077-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=121

Predicting longitudinal trajectories of adaptive couple processes in families of autistic children: Applying the Vulnerability Stress Adaptation model / Hillary K. SCHILTZ in Research in Autism Spectrum Disorders, 118 (October 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 118 (October 2024) . - 102468 Titre : Predicting longitudinal trajectories of adaptive couple processes in families of autistic children: Applying the Vulnerability Stress Adaptation model Type de document : texte imprimé Auteurs : Hillary K. SCHILTZ, Auteur ; Amy Vaughan VAN HECKE, Auteur ; Jennifer M. PUTNEY, Auteur ; Sigan L. HARTLEY, Auteur Article en page(s) : 102468 Langues : Anglais (eng) Mots-clés : Adaptive processes  Vulnerability Stress Adaptation model  Autism  Parenting stress  Problem-solving  Couple relationships Index. décimale : PER Périodiques Résumé : Background Many couples raising an autistic child report long-standing and thriving couple relationships, even within the context of elevated parenting stress. Little is known however, about the factors that promote or hinder adaptive couple processes or how these processes may shift over time. Drawing on the Vulnerability Stress Adaptation (VSA) model, the present study examined adaptive couple problem-solving processes across three years and the extent to which these processes were predicted by parent broader autism phenotype (BAP) and level of parenting stress in couples raising an autistic child. Method In total, 189 couples (378 parents) raising an autistic child (aged 5-12 years) completed questionnaires assessing parent BAP and level of parenting stress. Couples also engaged in observed problem-solving interactions at four time points spanning three years. Results The use of adaptive couple problem-solving behaviors (Solution Focused Reciprocity and Positive Teamwork) declined linearly across time. Father BAP predicted greater decline in these adaptive processes (Solution Focused Reciprocity and Positive Teamwork), particularly when mother-reported parenting stress was low. No main effects of parenting stress on change in adaptive couple problem-solving behaviors emerged. Conclusions Findings highlight the utility of the VSA Model for understanding the short-term longitudinal course of problem-solving behaviors in couples raising an autistic school-aged child. This study can inform efforts to promote healthy and long-lasting couple relationships in this population. En ligne : https://doi.org/10.1016/j.rasd.2024.102468 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540 [article] Predicting longitudinal trajectories of adaptive couple processes in families of autistic children: Applying the Vulnerability Stress Adaptation model [texte imprimé] / Hillary K. SCHILTZ, Auteur ; Amy Vaughan VAN HECKE, Auteur ; Jennifer M. PUTNEY, Auteur ; Sigan L. HARTLEY, Auteur . - 102468. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 118 (October 2024) . - 102468 Mots-clés : Adaptive processes  Vulnerability Stress Adaptation model  Autism  Parenting stress  Problem-solving  Couple relationships Index. décimale : PER Périodiques Résumé : Background Many couples raising an autistic child report long-standing and thriving couple relationships, even within the context of elevated parenting stress. Little is known however, about the factors that promote or hinder adaptive couple processes or how these processes may shift over time. Drawing on the Vulnerability Stress Adaptation (VSA) model, the present study examined adaptive couple problem-solving processes across three years and the extent to which these processes were predicted by parent broader autism phenotype (BAP) and level of parenting stress in couples raising an autistic child. Method In total, 189 couples (378 parents) raising an autistic child (aged 5-12 years) completed questionnaires assessing parent BAP and level of parenting stress. Couples also engaged in observed problem-solving interactions at four time points spanning three years. Results The use of adaptive couple problem-solving behaviors (Solution Focused Reciprocity and Positive Teamwork) declined linearly across time. Father BAP predicted greater decline in these adaptive processes (Solution Focused Reciprocity and Positive Teamwork), particularly when mother-reported parenting stress was low. No main effects of parenting stress on change in adaptive couple problem-solving behaviors emerged. Conclusions Findings highlight the utility of the VSA Model for understanding the short-term longitudinal course of problem-solving behaviors in couples raising an autistic school-aged child. This study can inform efforts to promote healthy and long-lasting couple relationships in this population. En ligne : https://doi.org/10.1016/j.rasd.2024.102468 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540

Problem-solving skills training for mothers of children recently diagnosed with autism spectrum disorder: A pilot feasibility study / Cathina T. NGUYEN in Autism, 20-1 (January 2016)  

Public ISBD [article]  inAutism > 20-1 (January 2016) . - p.55-64 Titre : Problem-solving skills training for mothers of children recently diagnosed with autism spectrum disorder: A pilot feasibility study Type de document : texte imprimé Auteurs : Cathina T. NGUYEN, Auteur ; Diane L. FAIRCLOUGH, Auteur ; Robert B. NOLL, Auteur Article en page(s) : p.55-64 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  family intervention  problem-solving skills training Index. décimale : PER Périodiques Résumé : Problem-solving skills training is an intervention designed to teach coping skills that has shown to decrease negative affectivity (depressive symptoms, negative mood, and post-traumatic stress symptoms) in mothers of children with cancer. The objective of this study was to see whether mothers of children recently diagnosed with autism spectrum disorder would be receptive to receiving problem-solving skills training (feasibility trial). Participants were recruited from a local outpatient developmental clinic that is part of a university department of pediatrics. Participants were to receive eight 1-h sessions of problem-solving skills training and were asked to complete assessments prior to beginning problem-solving skills training (T1), immediately after intervention (T2), and 3 months after T2 (T3). Outcome measures assessed problem-solving skills and negative affectivity (i.e. distress). In total, 30 mothers were approached and 24 agreed to participate (80.0%). Of them, 17 mothers completed problem-solving skills training (retention rate: 70.8%). Mothers of children with autism spectrum disorder who completed problem-solving skills training had significant decreases in negative affectivity and increases in problem-solving skills. A comparison to mothers of children with cancer shows that mothers of children with autism spectrum disorder displayed similar levels of depressive symptoms but less negative mood and fewer symptoms of post-traumatic stress. Data suggest that problem-solving skills training may be an effective way to alleviate distress in mothers of children recently diagnosed with autism spectrum disorder. Data also suggest that mothers of children with autism spectrum disorder were moderately receptive to receiving problem-solving skills training. Implications are that problem-solving skills training may be beneficial to parents of children with autism spectrum disorder; modifications to improve retention rates are suggested. En ligne : http://dx.doi.org/10.1177/1362361314567134 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=277 [article] Problem-solving skills training for mothers of children recently diagnosed with autism spectrum disorder: A pilot feasibility study [texte imprimé] / Cathina T. NGUYEN, Auteur ; Diane L. FAIRCLOUGH, Auteur ; Robert B. NOLL, Auteur . - p.55-64. Langues : Anglais (eng) in Autism > 20-1 (January 2016) . - p.55-64 Mots-clés : autism spectrum disorder  family intervention  problem-solving skills training Index. décimale : PER Périodiques Résumé : Problem-solving skills training is an intervention designed to teach coping skills that has shown to decrease negative affectivity (depressive symptoms, negative mood, and post-traumatic stress symptoms) in mothers of children with cancer. The objective of this study was to see whether mothers of children recently diagnosed with autism spectrum disorder would be receptive to receiving problem-solving skills training (feasibility trial). Participants were recruited from a local outpatient developmental clinic that is part of a university department of pediatrics. Participants were to receive eight 1-h sessions of problem-solving skills training and were asked to complete assessments prior to beginning problem-solving skills training (T1), immediately after intervention (T2), and 3 months after T2 (T3). Outcome measures assessed problem-solving skills and negative affectivity (i.e. distress). In total, 30 mothers were approached and 24 agreed to participate (80.0%). Of them, 17 mothers completed problem-solving skills training (retention rate: 70.8%). Mothers of children with autism spectrum disorder who completed problem-solving skills training had significant decreases in negative affectivity and increases in problem-solving skills. A comparison to mothers of children with cancer shows that mothers of children with autism spectrum disorder displayed similar levels of depressive symptoms but less negative mood and fewer symptoms of post-traumatic stress. Data suggest that problem-solving skills training may be an effective way to alleviate distress in mothers of children recently diagnosed with autism spectrum disorder. Data also suggest that mothers of children with autism spectrum disorder were moderately receptive to receiving problem-solving skills training. Implications are that problem-solving skills training may be beneficial to parents of children with autism spectrum disorder; modifications to improve retention rates are suggested. En ligne : http://dx.doi.org/10.1177/1362361314567134 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=277

Verbal problem-solving in autism spectrum disorders: A problem of plan construction? / Ben ALDERSON-DAY in Autism Research, 4-6 (December 2011)  

Public ISBD [article]  inAutism Research > 4-6 (December 2011) . - p.401-411 Titre : Verbal problem-solving in autism spectrum disorders: A problem of plan construction? Type de document : texte imprimé Auteurs : Ben ALDERSON-DAY, Auteur Année de publication : 2012 Article en page(s) : p.401-411 Langues : Anglais (eng) Mots-clés : autism  problem-solving  executive functioning  planning  categorization Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASD) adopt less efficient strategies than typically developing controls (TD) on verbal problem-solving tests such as the Twenty Questions Task. This study examined the hypotheses that this can be explained by differences in (i) planning processes or (ii) selective attention. Twenty-two children with ASD and 21 TD controls matched for age (Mage = 13:7) and cognitive ability (MFSIQ = 96.42) were tested on an adapted version of Twenty Questions and two planning tasks. ASD participants could recognize effective questions as well as TD participants on a forced-choice question discrimination task, but were observed to construct plans that were significantly less efficient. ASD performance was also specifically reduced when items could not be physically removed from the testing array, although this effect could be ameliorated by keeping a written record of participant questions during search. These findings indicate that ASD participants are sensitive to the within-task executive demands of Twenty Questions, but that their inefficiency in strategy relates to planning processes and question selection pretask. The implications for understanding ASD problem-solving skills and their impact on everyday functioning are discussed. En ligne : http://dx.doi.org/10.1002/aur.222 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151 [article] Verbal problem-solving in autism spectrum disorders: A problem of plan construction? [texte imprimé] / Ben ALDERSON-DAY, Auteur . - 2012 . - p.401-411. Langues : Anglais (eng) in Autism Research > 4-6 (December 2011) . - p.401-411 Mots-clés : autism  problem-solving  executive functioning  planning  categorization Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASD) adopt less efficient strategies than typically developing controls (TD) on verbal problem-solving tests such as the Twenty Questions Task. This study examined the hypotheses that this can be explained by differences in (i) planning processes or (ii) selective attention. Twenty-two children with ASD and 21 TD controls matched for age (Mage = 13:7) and cognitive ability (MFSIQ = 96.42) were tested on an adapted version of Twenty Questions and two planning tasks. ASD participants could recognize effective questions as well as TD participants on a forced-choice question discrimination task, but were observed to construct plans that were significantly less efficient. ASD performance was also specifically reduced when items could not be physically removed from the testing array, although this effect could be ameliorated by keeping a written record of participant questions during search. These findings indicate that ASD participants are sensitive to the within-task executive demands of Twenty Questions, but that their inefficiency in strategy relates to planning processes and question selection pretask. The implications for understanding ASD problem-solving skills and their impact on everyday functioning are discussed. En ligne : http://dx.doi.org/10.1002/aur.222 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151

Associations Between Conceptual Reasoning, Problem Solving, and Adaptive Ability in High-functioning Autism / Diane L. WILLIAMS in Journal of Autism and Developmental Disorders, 44-11 (November 2014)  

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Autobiographical Memory and Social Problem-solving in Asperger Syndrome / Lorna GODDARD in Journal of Autism and Developmental Disorders, 37-2 (February 2007)  

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Brief Report: Further Evidence for Inner Speech Deficits in Autism Spectrum Disorders / Gregory L. WALLACE in Journal of Autism and Developmental Disorders, 39-12 (December 2009)  

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Brief Report: Problem Solving Therapy in College Students with Autism Spectrum Disorders: Feasibility and Preliminary Efficacy / Cara E. PUGLIESE in Journal of Autism and Developmental Disorders, 44-3 (March 2014)  

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Clinical and Cognitive Characteristics Associated with Mathematics Problem Solving in Adolescents with Autism Spectrum Disorder / Tasha M. OSWALD in Autism Research, 9-4 (April 2016)  

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