Attention development in 10-month-old infants selected by the WILSTAAR screen for pre-language difficulties / Ian ST JAMES-ROBERTS in Journal of Child Psychology and Psychiatry, 47-1 (January 2006)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 47-1 (January 2006) . - p.63–68 Titre : Attention development in 10-month-old infants selected by the WILSTAAR screen for pre-language difficulties Type de document : Texte imprimé et/ou numérique Auteurs : Ian ST JAMES-ROBERTS, Auteur ; Enid ALSTON, Auteur Année de publication : 2006 Article en page(s) : p.63–68 Langues : Anglais (eng) Mots-clés : Infant-attention screening language-difficulties Index. décimale : PER Périodiques Résumé : Background: WILSTAAR comprises a programme for identifying and treating 8–10-month-old infants who are at risk of language and cognitive difficulties. It has been adopted by health trusts, and included in Sure Start intervention schemes, throughout the UK. This study addresses one of the main queries raised by critics of the programme, by providing evidence about the psychological abilities of infants who fail the WILSTAAR screening assessment. Methods: Thirty 10-month-old infants who failed the screen ('at-risk' infants) and 30 gender- and age-matched infants who passed the screen ('not-at-risk' infants) were assessed using a standard, validated measure of attention, the Distractibility Task. Results: The at-risk infants were found to have poorer focused attention, and were more distractible, than the not-at-risk infants. The not-at-risk infants were quicker in deducing that distractor slides included in the task were of little importance, spent more sustained periods of time in focused attention on toy play, and were quicker in learning to use the information available in the task. Conclusions: The findings contribute to knowledge about infants' psychological development and provide partial support for the thinking underlying WILSTAAR. Evidence was found to support concerns about the accuracy of the WILSTAAR screening assessment, and issues about the trade-off between assessment age and the inclusion of WILSTAAR in routine services are discussed. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2005.01449.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=704 [article] Attention development in 10-month-old infants selected by the WILSTAAR screen for pre-language difficulties [Texte imprimé et/ou numérique] / Ian ST JAMES-ROBERTS, Auteur ; Enid ALSTON, Auteur . - 2006 . - p.63–68. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 47-1 (January 2006) . - p.63–68 Mots-clés : Infant-attention screening language-difficulties Index. décimale : PER Périodiques Résumé : Background: WILSTAAR comprises a programme for identifying and treating 8–10-month-old infants who are at risk of language and cognitive difficulties. It has been adopted by health trusts, and included in Sure Start intervention schemes, throughout the UK. This study addresses one of the main queries raised by critics of the programme, by providing evidence about the psychological abilities of infants who fail the WILSTAAR screening assessment. Methods: Thirty 10-month-old infants who failed the screen ('at-risk' infants) and 30 gender- and age-matched infants who passed the screen ('not-at-risk' infants) were assessed using a standard, validated measure of attention, the Distractibility Task. Results: The at-risk infants were found to have poorer focused attention, and were more distractible, than the not-at-risk infants. The not-at-risk infants were quicker in deducing that distractor slides included in the task were of little importance, spent more sustained periods of time in focused attention on toy play, and were quicker in learning to use the information available in the task. Conclusions: The findings contribute to knowledge about infants' psychological development and provide partial support for the thinking underlying WILSTAAR. Evidence was found to support concerns about the accuracy of the WILSTAAR screening assessment, and issues about the trade-off between assessment age and the inclusion of WILSTAAR in routine services are discussed. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2005.01449.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=704

Emotional and Behavioural Problems in Primary School Children from Nuclear and Extended Families in Korea / Hyejung Jin HWANG in Journal of Child Psychology and Psychiatry, 39-7 (October 1998)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 39-7 (October 1998) . - p.973-979 Titre : Emotional and Behavioural Problems in Primary School Children from Nuclear and Extended Families in Korea Type de document : Texte imprimé et/ou numérique Auteurs : Hyejung Jin HWANG, Auteur ; Ian ST JAMES-ROBERTS, Auteur Année de publication : 1998 Article en page(s) : p.973-979 Langues : Anglais (eng) Mots-clés : Behaviour problems  conduct disorder  internalising disorder  school children  family structure  home background Index. décimale : PER Périodiques Résumé : The changes occurring within Korean society provide an opportunity for studying the influence of family structure on children's emotional and behavioural problems. Children aged 7–13 years from two Korean cities were assessed for emotional and behavioural problems in school by their teachers, using the Children's Behaviour Questionnaire. In Study 1, 326 children from extended families were compared with demographically matched nuclear family children in the same school classes. In Study 2, a further sample of 204 extended family children was compared with pair-matched nuclear family children, in order to replicate the findings. Children from Study 1 were followed up 2.5 years later. Children from extended families had lower behaviour problems scores and the prevalence of serious problems was lower in extended family children. These differences were most marked in relation to externalising behaviour problems and were stable over the studies and time. Grandparents in extended families may increase children's resiliency by providing sources of attachment, affection, and knowledge, as well as having indirect effects through their support of parents. Consistent with recent ideas about the cognitive bases for behaviour problems, it may be that rules for behaviour derived from traditional cultural beliefs and values are internalised by children from extended families and generalise to prevent behaviour problems in school. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123 [article] Emotional and Behavioural Problems in Primary School Children from Nuclear and Extended Families in Korea [Texte imprimé et/ou numérique] / Hyejung Jin HWANG, Auteur ; Ian ST JAMES-ROBERTS, Auteur . - 1998 . - p.973-979. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 39-7 (October 1998) . - p.973-979 Mots-clés : Behaviour problems  conduct disorder  internalising disorder  school children  family structure  home background Index. décimale : PER Périodiques Résumé : The changes occurring within Korean society provide an opportunity for studying the influence of family structure on children's emotional and behavioural problems. Children aged 7–13 years from two Korean cities were assessed for emotional and behavioural problems in school by their teachers, using the Children's Behaviour Questionnaire. In Study 1, 326 children from extended families were compared with demographically matched nuclear family children in the same school classes. In Study 2, a further sample of 204 extended family children was compared with pair-matched nuclear family children, in order to replicate the findings. Children from Study 1 were followed up 2.5 years later. Children from extended families had lower behaviour problems scores and the prevalence of serious problems was lower in extended family children. These differences were most marked in relation to externalising behaviour problems and were stable over the studies and time. Grandparents in extended families may increase children's resiliency by providing sources of attachment, affection, and knowledge, as well as having indirect effects through their support of parents. Consistent with recent ideas about the cognitive bases for behaviour problems, it may be that rules for behaviour derived from traditional cultural beliefs and values are internalised by children from extended families and generalise to prevent behaviour problems in school. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123

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