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Effects of a school readiness intervention on electrophysiological indices of external response monitoring in children in foster care / Jacqueline BRUCE in Development and Psychopathology, 33-3 (August 2021)
[article]
Titre : Effects of a school readiness intervention on electrophysiological indices of external response monitoring in children in foster care Type de document : Texte imprimé et/ou numérique Auteurs : Jacqueline BRUCE, Auteur ; Katherine C. PEARS, Auteur ; Jennifer Martin MCDERMOTT, Auteur ; Nathan A. FOX, Auteur ; Philip A. FISHER, Auteur Article en page(s) : p.832-842 Langues : Anglais (eng) Mots-clés : event-related potential foster care preventive intervention response monitoring school readiness Index. décimale : PER Périodiques Résumé : This study examined the impact of a school readiness intervention on external response monitoring in children in foster care. Behavioral and event-related potential (ERP) data were collected during a flanker task from children who received the Kids In Transition to School (KITS) Program (n = 26) and children who received services as usual (n = 19) before and after the intervention. While there were no significant group differences on the behavioral data, the ERP data for the two groups of children significantly differed. Specifically, in contrast to the children who received services as usual, the children who received the KITS Program displayed greater amplitude differences between positive and negative performance feedback over time for the N1, which reflects early attention processes, and feedback-related negativity, which reflects evaluation processes. In addition, although the two groups did not differ on amplitude differences between positive and negative performance feedback for these ERP components before the intervention, the children who received the KITS Program displayed greater amplitude differences than the children who received services as usual after the intervention. These results suggest that the KITS Program had an effect on responsivity to external performance feedback, which may be beneficial during the transition into kindergarten. En ligne : http://dx.doi.org/10.1017/S0954579420000164 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=457
in Development and Psychopathology > 33-3 (August 2021) . - p.832-842[article] Effects of a school readiness intervention on electrophysiological indices of external response monitoring in children in foster care [Texte imprimé et/ou numérique] / Jacqueline BRUCE, Auteur ; Katherine C. PEARS, Auteur ; Jennifer Martin MCDERMOTT, Auteur ; Nathan A. FOX, Auteur ; Philip A. FISHER, Auteur . - p.832-842.
Langues : Anglais (eng)
in Development and Psychopathology > 33-3 (August 2021) . - p.832-842
Mots-clés : event-related potential foster care preventive intervention response monitoring school readiness Index. décimale : PER Périodiques Résumé : This study examined the impact of a school readiness intervention on external response monitoring in children in foster care. Behavioral and event-related potential (ERP) data were collected during a flanker task from children who received the Kids In Transition to School (KITS) Program (n = 26) and children who received services as usual (n = 19) before and after the intervention. While there were no significant group differences on the behavioral data, the ERP data for the two groups of children significantly differed. Specifically, in contrast to the children who received services as usual, the children who received the KITS Program displayed greater amplitude differences between positive and negative performance feedback over time for the N1, which reflects early attention processes, and feedback-related negativity, which reflects evaluation processes. In addition, although the two groups did not differ on amplitude differences between positive and negative performance feedback for these ERP components before the intervention, the children who received the KITS Program displayed greater amplitude differences than the children who received services as usual after the intervention. These results suggest that the KITS Program had an effect on responsivity to external performance feedback, which may be beneficial during the transition into kindergarten. En ligne : http://dx.doi.org/10.1017/S0954579420000164 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=457 The Costs and Benefits of Self-monitoring for Higher Functioning Children and Adolescents with Autism / Heather A. HENDERSON in Journal of Autism and Developmental Disorders, 45-2 (February 2015)
[article]
Titre : The Costs and Benefits of Self-monitoring for Higher Functioning Children and Adolescents with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Heather A. HENDERSON, Auteur ; Kim E. ONO, Auteur ; Camilla M. MCMAHON, Auteur ; Caley B. SCHWARTZ, Auteur ; Lauren V. USHER, Auteur ; Peter C. MUNDY, Auteur Article en page(s) : p.548-559 Langues : Anglais (eng) Mots-clés : Response monitoring ERN Higher functioning autism Internalizing Index. décimale : PER Périodiques Résumé : The ability to regulate behaviors and emotions depends in part on the ability to flexibly monitor one’s own progress toward a goal. Atypical patterns of response monitoring have been reported in individuals with autism spectrum disorders (ASD). In the current study we examined the error related negativity (ERN), an electrophysiological index of response monitoring, in relation to behavioral, social cognitive, and emotional presentation in higher functioning children (8–16 years) diagnosed with autism (HFA: N = 38) and an age- and IQ-matched sample of children without autism (COM: N = 36). Both HFA and COM participants displayed larger amplitude responses to error compared to correct response trials and these amplitudes did not differ by diagnostic group. For participants with HFA, larger ERN amplitudes were associated with more parent-reported autistic symptoms and more self-reported internalizing problems. However, across the full sample, larger ERN amplitudes were associated with better performance on theory of mind tasks. The results are discussed in terms of the utility of electrophysiological measures for understanding essential moderating processes that contribute to the spectrum of behavioral expression in the development of ASD. En ligne : http://dx.doi.org/10.1007/s10803-013-1968-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258
in Journal of Autism and Developmental Disorders > 45-2 (February 2015) . - p.548-559[article] The Costs and Benefits of Self-monitoring for Higher Functioning Children and Adolescents with Autism [Texte imprimé et/ou numérique] / Heather A. HENDERSON, Auteur ; Kim E. ONO, Auteur ; Camilla M. MCMAHON, Auteur ; Caley B. SCHWARTZ, Auteur ; Lauren V. USHER, Auteur ; Peter C. MUNDY, Auteur . - p.548-559.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-2 (February 2015) . - p.548-559
Mots-clés : Response monitoring ERN Higher functioning autism Internalizing Index. décimale : PER Périodiques Résumé : The ability to regulate behaviors and emotions depends in part on the ability to flexibly monitor one’s own progress toward a goal. Atypical patterns of response monitoring have been reported in individuals with autism spectrum disorders (ASD). In the current study we examined the error related negativity (ERN), an electrophysiological index of response monitoring, in relation to behavioral, social cognitive, and emotional presentation in higher functioning children (8–16 years) diagnosed with autism (HFA: N = 38) and an age- and IQ-matched sample of children without autism (COM: N = 36). Both HFA and COM participants displayed larger amplitude responses to error compared to correct response trials and these amplitudes did not differ by diagnostic group. For participants with HFA, larger ERN amplitudes were associated with more parent-reported autistic symptoms and more self-reported internalizing problems. However, across the full sample, larger ERN amplitudes were associated with better performance on theory of mind tasks. The results are discussed in terms of the utility of electrophysiological measures for understanding essential moderating processes that contribute to the spectrum of behavioral expression in the development of ASD. En ligne : http://dx.doi.org/10.1007/s10803-013-1968-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258