A cluster randomized controlled trial of child-focused psychiatric consultation and a school systems-focused intervention to reduce aggression / Peter FONAGY in Journal of Child Psychology and Psychiatry, 50-5 (May 2009)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 50-5 (May 2009) . - p.607-616 Titre : A cluster randomized controlled trial of child-focused psychiatric consultation and a school systems-focused intervention to reduce aggression Type de document : texte imprimé Auteurs : Peter FONAGY, Auteur ; Stuart W. TWEMLOW, Auteur ; Eric M. VERNBERG, Auteur ; Jennifer MIZE NELSON, Auteur ; Edward J. DILL, Auteur ; Todd D. LITTLE, Auteur ; John A. SARGENT, Auteur Année de publication : 2009 Article en page(s) : p.607-616 Langues : Anglais (eng) Mots-clés : Childhood-aggression anti-bullying-intervention psychiatric-consultation mentalization randomized-controlled-trial Index. décimale : PER Périodiques Résumé : Background: While school-based anti-bullying programs are widely used, there have been few controlled trials of effectiveness. This study compared the effect of manualized School Psychiatric Consultation (SPC), CAPSLE (a systems and mentalization focused whole school intervention), and treatment-as-usual (TAU) in reducing aggression and victimization among elementary school children. Method: Participants were 1,345 third to fifth graders in nine elementary schools in a medium-sized Midwestern city who took part in a cluster-level randomized controlled trial with stratified restricted allocation, to assess efficacy after two years of active intervention and effectiveness after one year of minimal input maintenance intervention. Outcome measures included peer and self-reports of bullying, bystanding, and mentalizing behavior and classroom behavioral observations of disruptive and off-task behavior. Results: CAPSLE moderated the developmental trend of increasing peer-reported victimization (p < .01), aggression (p < .05), self-reported aggression (p < .05) and aggressive bystanding (p < .05), compared to TAU schools. CAPSLE also moderated a decline in empathy and an increase in the percent of children victimized compared to SPC (p < .01) and TAU conditions (p < .01). Results for self-reported victimization, helpful bystanding, and beliefs in the legitimacy of aggression did not suggest significantly different changes among the study conditions over time. CAPSLE produced a significant decrease in off-task (p < .001) and disruptive classroom behaviors (p < .01), while behavioral change was not observed in SPC and TAU schools. Superiority with respect to TAU for victimization (p < .05), aggression (p < .01), and helpful (p < .05) and aggressive bystanding (p < .01) were maintained in the follow-up year. Conclusions: A teacher-implemented school-wide intervention that does not focus on disturbed children substantially reduced aggression and improved classroom behavior. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.02025.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=731 [article] A cluster randomized controlled trial of child-focused psychiatric consultation and a school systems-focused intervention to reduce aggression [texte imprimé] / Peter FONAGY, Auteur ; Stuart W. TWEMLOW, Auteur ; Eric M. VERNBERG, Auteur ; Jennifer MIZE NELSON, Auteur ; Edward J. DILL, Auteur ; Todd D. LITTLE, Auteur ; John A. SARGENT, Auteur . - 2009 . - p.607-616. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 50-5 (May 2009) . - p.607-616 Mots-clés : Childhood-aggression anti-bullying-intervention psychiatric-consultation mentalization randomized-controlled-trial Index. décimale : PER Périodiques Résumé : Background: While school-based anti-bullying programs are widely used, there have been few controlled trials of effectiveness. This study compared the effect of manualized School Psychiatric Consultation (SPC), CAPSLE (a systems and mentalization focused whole school intervention), and treatment-as-usual (TAU) in reducing aggression and victimization among elementary school children. Method: Participants were 1,345 third to fifth graders in nine elementary schools in a medium-sized Midwestern city who took part in a cluster-level randomized controlled trial with stratified restricted allocation, to assess efficacy after two years of active intervention and effectiveness after one year of minimal input maintenance intervention. Outcome measures included peer and self-reports of bullying, bystanding, and mentalizing behavior and classroom behavioral observations of disruptive and off-task behavior. Results: CAPSLE moderated the developmental trend of increasing peer-reported victimization (p < .01), aggression (p < .05), self-reported aggression (p < .05) and aggressive bystanding (p < .05), compared to TAU schools. CAPSLE also moderated a decline in empathy and an increase in the percent of children victimized compared to SPC (p < .01) and TAU conditions (p < .01). Results for self-reported victimization, helpful bystanding, and beliefs in the legitimacy of aggression did not suggest significantly different changes among the study conditions over time. CAPSLE produced a significant decrease in off-task (p < .001) and disruptive classroom behaviors (p < .01), while behavioral change was not observed in SPC and TAU schools. Superiority with respect to TAU for victimization (p < .05), aggression (p < .01), and helpful (p < .05) and aggressive bystanding (p < .01) were maintained in the follow-up year. Conclusions: A teacher-implemented school-wide intervention that does not focus on disturbed children substantially reduced aggression and improved classroom behavior. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.02025.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=731

Examining the Reliability and Validity of the Supports Intensity Scale–Children’s Version in Children With Autism and Intellectual Disability / Karrie A. SHOGREN in Focus on Autism and Other Developmental Disabilities, 32-4 (December 2017)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 32-4 (December 2017) . - p.293-304 Titre : Examining the Reliability and Validity of the Supports Intensity Scale–Children’s Version in Children With Autism and Intellectual Disability Type de document : texte imprimé Auteurs : Karrie A. SHOGREN, Auteur ; L. Wehmeyer MICHAEL, Auteur ; Seo HYOJEONG, Auteur ; James R. THOMPSON, Auteur ; L. Schalock ROBERT, Auteur ; Hughes CAROLYN, Auteur ; Todd D. LITTLE, Auteur ; Susan B. PALMER, Auteur Article en page(s) : p.293-304 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study compared the reliability, validity, and measurement properties of the Supports Intensity Scale?Children s Version (SIS-C) in children with autism and intellectual disability (n = 2,124) and children with intellectual disability only (n = 1,861). The results suggest that SIS-C is a valid and reliable tool in both populations. Furthermore, the results of multi-group confirmatory factor analyses suggest that measurement invariance can be established across the two groups but that latent differences are present. Specifically, children with autism and intellectual disability tend to have higher intensities of support needs in social activities across age cohorts (5- to 6-, 7- to 8-, 9- to 10-, 11- to 12-, 13- to 14, and 15- to 16-year-olds), and children with intellectual disability only tended to have stronger correlations among support need domains measured on the SIS-C. Implications for applying the SIS-C to assessment and support planning are described. En ligne : https://doi.org/10.1177/1088357615625060 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=324 [article] Examining the Reliability and Validity of the Supports Intensity Scale–Children’s Version in Children With Autism and Intellectual Disability [texte imprimé] / Karrie A. SHOGREN, Auteur ; L. Wehmeyer MICHAEL, Auteur ; Seo HYOJEONG, Auteur ; James R. THOMPSON, Auteur ; L. Schalock ROBERT, Auteur ; Hughes CAROLYN, Auteur ; Todd D. LITTLE, Auteur ; Susan B. PALMER, Auteur . - p.293-304. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 32-4 (December 2017) . - p.293-304 Index. décimale : PER Périodiques Résumé : This study compared the reliability, validity, and measurement properties of the Supports Intensity Scale?Children s Version (SIS-C) in children with autism and intellectual disability (n = 2,124) and children with intellectual disability only (n = 1,861). The results suggest that SIS-C is a valid and reliable tool in both populations. Furthermore, the results of multi-group confirmatory factor analyses suggest that measurement invariance can be established across the two groups but that latent differences are present. Specifically, children with autism and intellectual disability tend to have higher intensities of support needs in social activities across age cohorts (5- to 6-, 7- to 8-, 9- to 10-, 11- to 12-, 13- to 14, and 15- to 16-year-olds), and children with intellectual disability only tended to have stronger correlations among support need domains measured on the SIS-C. Implications for applying the SIS-C to assessment and support planning are described. En ligne : https://doi.org/10.1177/1088357615625060 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=324

Methodological considerations for research on ethnopolitical violence / Todd D. LITTLE in Development and Psychopathology, 29-1 (February 2017)  

Public ISBD [article]  inDevelopment and Psychopathology > 29-1 (February 2017) . - p.71-77 Titre : Methodological considerations for research on ethnopolitical violence Type de document : texte imprimé Auteurs : Todd D. LITTLE, Auteur Article en page(s) : p.71-77 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : AbstractThe methodological and epistemological challenges that research on ethnopolitical violence faces are examined. This research area is fundamentally important for political reasons and for understanding, as well as subsequent interventions to ameliorate, youths’ responses to ethnopolitical violence. Advances in methods are reviewed that can overcome the obstacles placed by the various challenges. These issues are discussed in the context of the articles that comprise this Special Section. En ligne : http://dx.doi.org/10.1017/s0954579416001152 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298 [article] Methodological considerations for research on ethnopolitical violence [texte imprimé] / Todd D. LITTLE, Auteur . - p.71-77. Langues : Anglais (eng) in Development and Psychopathology > 29-1 (February 2017) . - p.71-77 Index. décimale : PER Périodiques Résumé : AbstractThe methodological and epistemological challenges that research on ethnopolitical violence faces are examined. This research area is fundamentally important for political reasons and for understanding, as well as subsequent interventions to ameliorate, youths’ responses to ethnopolitical violence. Advances in methods are reviewed that can overcome the obstacles placed by the various challenges. These issues are discussed in the context of the articles that comprise this Special Section. En ligne : http://dx.doi.org/10.1017/s0954579416001152 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298

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