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Randomized controlled trial of a book-sharing intervention in a deprived South African community: effects on carer–infant interactions, and their relation to infant cognitive and socioemotional outcome / Lynne MURRAY in Journal of Child Psychology and Psychiatry, 57-12 (December 2016)
[article]
Titre : Randomized controlled trial of a book-sharing intervention in a deprived South African community: effects on carer–infant interactions, and their relation to infant cognitive and socioemotional outcome Type de document : Texte imprimé et/ou numérique Auteurs : Lynne MURRAY, Auteur ; Leonardo DE PASCALIS, Auteur ; Mark TOMLINSON, Auteur ; Zahir VALLY, Auteur ; Harold DADOMO, Auteur ; Brenda MACLACHLAN, Auteur ; Charlotte WOODWARD, Auteur ; Peter J. COOPER, Auteur Article en page(s) : p.1370-1379 Langues : Anglais (eng) Mots-clés : Parent–child interactions prosocial behaviour attention language parent training Index. décimale : PER Périodiques Résumé : Background Consistent with evidence from high-income countries (HICs), we previously showed that, in an informal peri-urban settlement in a low-middle income country, training parents in book sharing with their infants benefitted infant language and attention (Vally, Murray, Tomlinson, & Cooper, ). Here, we investigated whether these benefits were explained by improvements in carer–infant interactions in both book-sharing and non-book-sharing contexts. We also explored whether infant socioemotional development benefitted from book sharing. Methods We conducted a randomized controlled trial in Khayelitsha, South Africa. Carers of 14–16-month-old infants were randomized to 8 weeks’ training in book sharing (n = 49) or a wait-list control group (n = 42). In addition to the cognitive measures reported previously, independent assessments were made at base line and follow-up of carer–infant interactions during book sharing and toy play. Assessments were also made, at follow-up only, of infant prosocial behaviour in a ‘help task’, and of infant imitation of doll characters’ nonsocial actions and an interpersonal interaction. Eighty-two carer–infant pairs (90%) were assessed at follow-up. (Trial registration ISRCTN39953901). Results Carers who received the training showed significant improvements in book-sharing interactions (sensitivity, elaborations, reciprocity), and, to a smaller extent, in toy-play interactions (sensitivity). Infants in the intervention group showed a significantly higher rate of prosocial behaviour, and tended to show more frequent imitation of the interpersonal interaction. Improvements in carer behaviour during book sharing, but not during toy play, mediated intervention effects on all infant cognitive outcomes, and tended to mediate intervention effects on infant interpersonal imitation. Conclusions Training in book sharing, a simple, inexpensive intervention that has been shown to benefit infant cognitive development in a low-middle income country, also shows promise for improving infant socioemotional outcomes in this context. Benefits are mediated by improvements in carer–infant interactions, particularly in book-sharing contexts. En ligne : http://dx.doi.org/10.1111/jcpp.12605 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297
in Journal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1370-1379[article] Randomized controlled trial of a book-sharing intervention in a deprived South African community: effects on carer–infant interactions, and their relation to infant cognitive and socioemotional outcome [Texte imprimé et/ou numérique] / Lynne MURRAY, Auteur ; Leonardo DE PASCALIS, Auteur ; Mark TOMLINSON, Auteur ; Zahir VALLY, Auteur ; Harold DADOMO, Auteur ; Brenda MACLACHLAN, Auteur ; Charlotte WOODWARD, Auteur ; Peter J. COOPER, Auteur . - p.1370-1379.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1370-1379
Mots-clés : Parent–child interactions prosocial behaviour attention language parent training Index. décimale : PER Périodiques Résumé : Background Consistent with evidence from high-income countries (HICs), we previously showed that, in an informal peri-urban settlement in a low-middle income country, training parents in book sharing with their infants benefitted infant language and attention (Vally, Murray, Tomlinson, & Cooper, ). Here, we investigated whether these benefits were explained by improvements in carer–infant interactions in both book-sharing and non-book-sharing contexts. We also explored whether infant socioemotional development benefitted from book sharing. Methods We conducted a randomized controlled trial in Khayelitsha, South Africa. Carers of 14–16-month-old infants were randomized to 8 weeks’ training in book sharing (n = 49) or a wait-list control group (n = 42). In addition to the cognitive measures reported previously, independent assessments were made at base line and follow-up of carer–infant interactions during book sharing and toy play. Assessments were also made, at follow-up only, of infant prosocial behaviour in a ‘help task’, and of infant imitation of doll characters’ nonsocial actions and an interpersonal interaction. Eighty-two carer–infant pairs (90%) were assessed at follow-up. (Trial registration ISRCTN39953901). Results Carers who received the training showed significant improvements in book-sharing interactions (sensitivity, elaborations, reciprocity), and, to a smaller extent, in toy-play interactions (sensitivity). Infants in the intervention group showed a significantly higher rate of prosocial behaviour, and tended to show more frequent imitation of the interpersonal interaction. Improvements in carer behaviour during book sharing, but not during toy play, mediated intervention effects on all infant cognitive outcomes, and tended to mediate intervention effects on infant interpersonal imitation. Conclusions Training in book sharing, a simple, inexpensive intervention that has been shown to benefit infant cognitive development in a low-middle income country, also shows promise for improving infant socioemotional outcomes in this context. Benefits are mediated by improvements in carer–infant interactions, particularly in book-sharing contexts. En ligne : http://dx.doi.org/10.1111/jcpp.12605 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 A randomized controlled trial of a 'buddy'programme to improve children's attitudes toward the disabled / Robert C. ARMSTRONG in Developmental Medicine & Child Neurology, 29-3 (June 1987)
[article]
Titre : A randomized controlled trial of a 'buddy'programme to improve children's attitudes toward the disabled Type de document : Texte imprimé et/ou numérique Auteurs : Robert C. ARMSTRONG, Auteur ; Peter L. ROSENBAUM, Auteur ; Susanne M. KING, Auteur Année de publication : 1987 Article en page(s) : p.327-336 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Children's attitudes to their disabled peers exert a powerful influence on the process of integration of the disabled. This study reports a randomized controlled trial of a 'buddy' interaction programme in which gender-matched able-bodied and disabled schoolmates were paired over a three-month period. 43 per cent of the buddy children had a significant improvement in attitudes, compared with 18 per cent of the controls. Buddies also got to know significantly more disabled schoolmates than did the control children. There was a secondary effect on parents, with both fathers and mothers of buddy children having significant improvements in attitude. The implications of these results for the social success of disabled children are discussed. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=625
in Developmental Medicine & Child Neurology > 29-3 (June 1987) . - p.327-336[article] A randomized controlled trial of a 'buddy'programme to improve children's attitudes toward the disabled [Texte imprimé et/ou numérique] / Robert C. ARMSTRONG, Auteur ; Peter L. ROSENBAUM, Auteur ; Susanne M. KING, Auteur . - 1987 . - p.327-336.
Langues : Anglais (eng)
in Developmental Medicine & Child Neurology > 29-3 (June 1987) . - p.327-336
Index. décimale : PER Périodiques Résumé : Children's attitudes to their disabled peers exert a powerful influence on the process of integration of the disabled. This study reports a randomized controlled trial of a 'buddy' interaction programme in which gender-matched able-bodied and disabled schoolmates were paired over a three-month period. 43 per cent of the buddy children had a significant improvement in attitudes, compared with 18 per cent of the controls. Buddies also got to know significantly more disabled schoolmates than did the control children. There was a secondary effect on parents, with both fathers and mothers of buddy children having significant improvements in attitude. The implications of these results for the social success of disabled children are discussed. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=625 A randomized controlled trial of cognitive behavioral therapy for ADHD in medication-treated adolescents / Susan E. SPRICH in Journal of Child Psychology and Psychiatry, 57-11 (November 2016)
[article]
Titre : A randomized controlled trial of cognitive behavioral therapy for ADHD in medication-treated adolescents Type de document : Texte imprimé et/ou numérique Auteurs : Susan E. SPRICH, Auteur ; Steven A. SAFREN, Auteur ; Daniel FINKELSTEIN, Auteur ; Jocelyn E. REMMERT, Auteur ; Paul HAMMERNESS, Auteur Article en page(s) : p.1218-1226 Langues : Anglais (eng) Mots-clés : ADHD adolescence behavior therapy cognitive therapy Index. décimale : PER Périodiques Résumé : Objective To test cognitive behavioral therapy (CBT) for persistent attention-deficit hyperactivity disorder (ADHD) symptoms in a sample of medication-treated adolescents. Methods Forty-six adolescents (ages 14–18), with clinically significant ADHD symptoms despite stable medication treatment were randomly assigned to receive CBT for ADHD or wait list control in a cross-over design. Twenty-four were randomized to CBT, 22 to wait list, and 15 crossed-over from wait list to CBT. A blind independent evaluator (IE) rated symptom severity on the ADHD Current Symptom Scale, by adolescent and parent report, and rated each subject using the Clinical Global Impression Severity Scale (CGI), a global measure of distress and impairment. These assessments were performed at baseline, 4-months (post-CBT or post wait list), and 8-months (post-treatment for those originally assigned to the wait list condition and 4-month follow-up for those originally assigned to CBT). Trial Registration: http://clinicaltrials.gov/show/NCT01019252. Results Using all available data, mixed effects modeling, and pooling for the wait list cross-over, participants who received CBT received a mean score 10.93 lower on the IE-rated parent assessment of symptom severity (95% CI: ?12.93, ?8.93; p < .0001), 5.24 lower on the IE-rated adolescent assessment of symptom severity (95% CI: ?7.21, ?3.28; p < .0001), and 1.17 lower IE-rated CGI (95% CI: ?1.39, ?.94; p < .0001). Results were consistent across 100 multiple imputations (all p < .0001). There was a greater proportion of responders after CBT by parent (50% vs. 18%, p = .00) and adolescent (58% vs. 18% p = .02) report. Conclusions This study demonstrates initial efficacy of CBT for adolescents with ADHD who continued to exhibit persistent symptoms despite medications. En ligne : http://dx.doi.org/10.1111/jcpp.12549 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=295
in Journal of Child Psychology and Psychiatry > 57-11 (November 2016) . - p.1218-1226[article] A randomized controlled trial of cognitive behavioral therapy for ADHD in medication-treated adolescents [Texte imprimé et/ou numérique] / Susan E. SPRICH, Auteur ; Steven A. SAFREN, Auteur ; Daniel FINKELSTEIN, Auteur ; Jocelyn E. REMMERT, Auteur ; Paul HAMMERNESS, Auteur . - p.1218-1226.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 57-11 (November 2016) . - p.1218-1226
Mots-clés : ADHD adolescence behavior therapy cognitive therapy Index. décimale : PER Périodiques Résumé : Objective To test cognitive behavioral therapy (CBT) for persistent attention-deficit hyperactivity disorder (ADHD) symptoms in a sample of medication-treated adolescents. Methods Forty-six adolescents (ages 14–18), with clinically significant ADHD symptoms despite stable medication treatment were randomly assigned to receive CBT for ADHD or wait list control in a cross-over design. Twenty-four were randomized to CBT, 22 to wait list, and 15 crossed-over from wait list to CBT. A blind independent evaluator (IE) rated symptom severity on the ADHD Current Symptom Scale, by adolescent and parent report, and rated each subject using the Clinical Global Impression Severity Scale (CGI), a global measure of distress and impairment. These assessments were performed at baseline, 4-months (post-CBT or post wait list), and 8-months (post-treatment for those originally assigned to the wait list condition and 4-month follow-up for those originally assigned to CBT). Trial Registration: http://clinicaltrials.gov/show/NCT01019252. Results Using all available data, mixed effects modeling, and pooling for the wait list cross-over, participants who received CBT received a mean score 10.93 lower on the IE-rated parent assessment of symptom severity (95% CI: ?12.93, ?8.93; p < .0001), 5.24 lower on the IE-rated adolescent assessment of symptom severity (95% CI: ?7.21, ?3.28; p < .0001), and 1.17 lower IE-rated CGI (95% CI: ?1.39, ?.94; p < .0001). Results were consistent across 100 multiple imputations (all p < .0001). There was a greater proportion of responders after CBT by parent (50% vs. 18%, p = .00) and adolescent (58% vs. 18% p = .02) report. Conclusions This study demonstrates initial efficacy of CBT for adolescents with ADHD who continued to exhibit persistent symptoms despite medications. En ligne : http://dx.doi.org/10.1111/jcpp.12549 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=295 A Randomized Controlled Trial of a Cognitive Behavioural Intervention for Anger Management in Children Diagnosed with Asperger Syndrome / Kate SOFRONOFF in Journal of Autism and Developmental Disorders, 37-7 (August 2007)
[article]
Titre : A Randomized Controlled Trial of a Cognitive Behavioural Intervention for Anger Management in Children Diagnosed with Asperger Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Kate SOFRONOFF, Auteur ; Tony ATTWOOD, Auteur ; Sharon HINTON, Auteur ; Irina LEVIN, Auteur Année de publication : 2007 Article en page(s) : p.1203-1214 Langues : Anglais (eng) Mots-clés : Asperger-syndrome Anger-management Cognitive-Behaviour Therapy Index. décimale : PER Périodiques Résumé : The purpose of the study described was to evaluate the effectiveness of a cognitive behavioural intervention for anger management with children diagnosed with Asperger syndrome. Forty-five children and their parents were randomly assigned to either intervention or wait-list control conditions. Children in the intervention participated in six 2-h weekly sessions while parents participated in a larger parent group. Parent reports indicated a significant decrease in episodes of anger following intervention and a significant increase in their own confidence in managing anger in their child. Qualitative information gathered from parents and teachers indicated some generalization of strategies learned in the clinic setting to both home and school settings. Limitations of the study and suggestions for future research are also discussed. En ligne : http://dx.doi.org/10.1007/s10803-006-0262-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155
in Journal of Autism and Developmental Disorders > 37-7 (August 2007) . - p.1203-1214[article] A Randomized Controlled Trial of a Cognitive Behavioural Intervention for Anger Management in Children Diagnosed with Asperger Syndrome [Texte imprimé et/ou numérique] / Kate SOFRONOFF, Auteur ; Tony ATTWOOD, Auteur ; Sharon HINTON, Auteur ; Irina LEVIN, Auteur . - 2007 . - p.1203-1214.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 37-7 (August 2007) . - p.1203-1214
Mots-clés : Asperger-syndrome Anger-management Cognitive-Behaviour Therapy Index. décimale : PER Périodiques Résumé : The purpose of the study described was to evaluate the effectiveness of a cognitive behavioural intervention for anger management with children diagnosed with Asperger syndrome. Forty-five children and their parents were randomly assigned to either intervention or wait-list control conditions. Children in the intervention participated in six 2-h weekly sessions while parents participated in a larger parent group. Parent reports indicated a significant decrease in episodes of anger following intervention and a significant increase in their own confidence in managing anger in their child. Qualitative information gathered from parents and teachers indicated some generalization of strategies learned in the clinic setting to both home and school settings. Limitations of the study and suggestions for future research are also discussed. En ligne : http://dx.doi.org/10.1007/s10803-006-0262-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155 Randomized, Controlled Trial of a Comprehensive Program for Young Students with Autism Spectrum Disorder / Helen E. YOUNG in Journal of Autism and Developmental Disorders, 46-2 (February 2016)
[article]
Titre : Randomized, Controlled Trial of a Comprehensive Program for Young Students with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Helen E. YOUNG, Auteur ; Ruth A. FALCO, Auteur ; Makoto HANITA, Auteur Année de publication : 2016 Article en page(s) : p.544-560 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Comprehensive treatment model Evidence-based practices Hierarchical linear modeling Randomized controlled trial School-based intervention Index. décimale : PER Périodiques Résumé : This randomized, controlled trial, comparing the Comprehensive Autism Program (CAP) and business as usual programs, studied outcomes for 3–5 year old students with autism spectrum disorder (ASD). Participants included 84 teachers and 302 students with ASD and their parents. CAP utilized specialized curricula and training components to implement specific evidence-based practices both at school and home. A comprehensive set of outcome areas was studied. Hierarchical linear modeling was used to estimate the treatment impact. CAP had small positive impacts on the students’ receptive language (effect size of .13) and on their social skills as rated by teachers (effect size of .19). Treatment effects were moderated by severity of ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2597-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=280
in Journal of Autism and Developmental Disorders > 46-2 (February 2016) . - p.544-560[article] Randomized, Controlled Trial of a Comprehensive Program for Young Students with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Helen E. YOUNG, Auteur ; Ruth A. FALCO, Auteur ; Makoto HANITA, Auteur . - 2016 . - p.544-560.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-2 (February 2016) . - p.544-560
Mots-clés : Autism spectrum disorder Comprehensive treatment model Evidence-based practices Hierarchical linear modeling Randomized controlled trial School-based intervention Index. décimale : PER Périodiques Résumé : This randomized, controlled trial, comparing the Comprehensive Autism Program (CAP) and business as usual programs, studied outcomes for 3–5 year old students with autism spectrum disorder (ASD). Participants included 84 teachers and 302 students with ASD and their parents. CAP utilized specialized curricula and training components to implement specific evidence-based practices both at school and home. A comprehensive set of outcome areas was studied. Hierarchical linear modeling was used to estimate the treatment impact. CAP had small positive impacts on the students’ receptive language (effect size of .13) and on their social skills as rated by teachers (effect size of .19). Treatment effects were moderated by severity of ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2597-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=280 Randomized controlled trial of Family Connects: Effects on child emergency medical care from birth to 24 months / W. B. GOODMAN in Development and Psychopathology, 31-5 (December 2019)
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