Annual Research Review: Embracing not erasing contextual variability in children’s behavior – theory and utility in the selection and use of methods and informants in developmental psychopathology / Melanie A. DIRKS in Journal of Child Psychology and Psychiatry, 53-5 (May 2012)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 53-5 (May 2012) . - p.558-574 Titre : Annual Research Review: Embracing not erasing contextual variability in children’s behavior – theory and utility in the selection and use of methods and informants in developmental psychopathology Type de document : Texte imprimé et/ou numérique Auteurs : Melanie A. DIRKS, Auteur ; Andres DE LOS REYES, Auteur ; Margaret J. BRIGGS-GOWAN, Auteur ; David CELLA, Auteur ; Lauren S. WAKSCHLAG, Auteur Année de publication : 2012 Article en page(s) : p.558-574 Langues : Anglais (eng) Mots-clés : Methodology  assessment  development  ADD/ADHD  disruptive behavior  situation specificity  informant discrepancies Index. décimale : PER Périodiques Résumé : This paper examines the selection and use of multiple methods and informants for the assessment of disruptive behavior syndromes and attention deficit/hyperactivity disorder, providing a critical discussion of (a) the bidirectional linkages between theoretical models of childhood psychopathology and current assessment techniques; and (b) current knowledge concerning the utility of different methods and informants for key clinical goals. There is growing recognition that children’s behavior varies meaningfully across situations, and evidence indicates that these differences, in combination with informants’ unique perspectives, are at least partly responsible for inter-rater discrepancies in reports of symptomatology. Such data suggest that we should embrace this contextual variability as clinically meaningful information, moving away from models of psychopathology as generalized traits that manifest uniformly across situations and settings, and toward theoretical conceptualizations that explicitly incorporate contextual features, such as considering clinical syndromes identified by different informants to be discrete phenomena. We highlight different approaches to measurement that embrace contextual variability in children’s behavior and describe how the use of such tools and techniques may yield significant gains clinically (e.g., for treatment planning and monitoring). The continued development of a variety of feasible, contextually sensitive methods for assessing children’s behavior will allow us to determine further the validity of incorporating contextual features into models of developmental psychopathology and nosological frameworks. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02537.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154 [article] Annual Research Review: Embracing not erasing contextual variability in children’s behavior – theory and utility in the selection and use of methods and informants in developmental psychopathology [Texte imprimé et/ou numérique] / Melanie A. DIRKS, Auteur ; Andres DE LOS REYES, Auteur ; Margaret J. BRIGGS-GOWAN, Auteur ; David CELLA, Auteur ; Lauren S. WAKSCHLAG, Auteur . - 2012 . - p.558-574. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 53-5 (May 2012) . - p.558-574 Mots-clés : Methodology  assessment  development  ADD/ADHD  disruptive behavior  situation specificity  informant discrepancies Index. décimale : PER Périodiques Résumé : This paper examines the selection and use of multiple methods and informants for the assessment of disruptive behavior syndromes and attention deficit/hyperactivity disorder, providing a critical discussion of (a) the bidirectional linkages between theoretical models of childhood psychopathology and current assessment techniques; and (b) current knowledge concerning the utility of different methods and informants for key clinical goals. There is growing recognition that children’s behavior varies meaningfully across situations, and evidence indicates that these differences, in combination with informants’ unique perspectives, are at least partly responsible for inter-rater discrepancies in reports of symptomatology. Such data suggest that we should embrace this contextual variability as clinically meaningful information, moving away from models of psychopathology as generalized traits that manifest uniformly across situations and settings, and toward theoretical conceptualizations that explicitly incorporate contextual features, such as considering clinical syndromes identified by different informants to be discrete phenomena. We highlight different approaches to measurement that embrace contextual variability in children’s behavior and describe how the use of such tools and techniques may yield significant gains clinically (e.g., for treatment planning and monitoring). The continued development of a variety of feasible, contextually sensitive methods for assessing children’s behavior will allow us to determine further the validity of incorporating contextual features into models of developmental psychopathology and nosological frameworks. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02537.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154

Are Clinicians' Assessments of Improvements in Children's Functioning “Global”? / Andres DE LOS REYES in Journal of Clinical Child & Adolescent Psychology, 40-2 (March-April 2011)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 40-2 (March-April 2011) . - p.281-294 Titre : Are Clinicians' Assessments of Improvements in Children's Functioning “Global”? Type de document : Texte imprimé et/ou numérique Auteurs : Andres DE LOS REYES, Auteur ; Candice A. ALFANO, Auteur ; Deborah C. BEIDEL, Auteur Année de publication : 2011 Article en page(s) : p.281-294 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : n this study, the authors examined the relations among clinician ratings of treatment improvement and discrepancies between parent and blinded laboratory rater reports of child social functioning administered before and after treatment for social anxiety disorder. Participants included a clinic sample of 101 children (7-16 years old; M = 11.67, SD = 2.57; 51 girls, 81% Caucasian) receiving treatment as part of a two-site controlled trial. Overall, clinician ratings reflected lack of improvement when parents reported persistent (i.e., pre- to posttreament) social functioning deficits not reported by blinded raters. However, when blinded raters reported persistent social skill deficits not reported by parents, we did not observe the same effect on clinician ratings as we did when the direction of discrepant reports was reversed. We replicated these observations in a subset of participants (n = 81) providing parent and child pre-post reports of social anxiety symptoms. These findings have implications for the interpretations of clinical ratings as “primary outcome measures” within controlled trials. En ligne : http://dx.doi.org/10.1080/15374416.2011.546043 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119 [article] Are Clinicians' Assessments of Improvements in Children's Functioning “Global”? [Texte imprimé et/ou numérique] / Andres DE LOS REYES, Auteur ; Candice A. ALFANO, Auteur ; Deborah C. BEIDEL, Auteur . - 2011 . - p.281-294. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 40-2 (March-April 2011) . - p.281-294 Index. décimale : PER Périodiques Résumé : n this study, the authors examined the relations among clinician ratings of treatment improvement and discrepancies between parent and blinded laboratory rater reports of child social functioning administered before and after treatment for social anxiety disorder. Participants included a clinic sample of 101 children (7-16 years old; M = 11.67, SD = 2.57; 51 girls, 81% Caucasian) receiving treatment as part of a two-site controlled trial. Overall, clinician ratings reflected lack of improvement when parents reported persistent (i.e., pre- to posttreament) social functioning deficits not reported by blinded raters. However, when blinded raters reported persistent social skill deficits not reported by parents, we did not observe the same effect on clinician ratings as we did when the direction of discrepant reports was reversed. We replicated these observations in a subset of participants (n = 81) providing parent and child pre-post reports of social anxiety symptoms. These findings have implications for the interpretations of clinical ratings as “primary outcome measures” within controlled trials. En ligne : http://dx.doi.org/10.1080/15374416.2011.546043 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119

Emotion regulation as a transdiagnostic factor in the development of internalizing and externalizing psychopathology: Current and future directions / Amelia ALDAO in Development and Psychopathology, 28-4 pt1 (November 2016)  

Public ISBD [article]  inDevelopment and Psychopathology > 28-4 pt1 (November 2016) . - p.927-946 Titre : Emotion regulation as a transdiagnostic factor in the development of internalizing and externalizing psychopathology: Current and future directions Type de document : Texte imprimé et/ou numérique Auteurs : Amelia ALDAO, Auteur ; Dylan G. GEE, Auteur ; Andres DE LOS REYES, Auteur ; Ilana SEAGER, Auteur Article en page(s) : p.927-946 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : In response to rapidly growing rates of comorbidity among psychiatric disorders, clinical scientists have become interested in identifying transdiagnostic processes that can help explain dysfunction across diagnostic categories (e.g., Kring & Sloan, 2009). One factor that has received a great deal of attention is that of emotion regulation, namely, the ability to modulate the intensity and/or duration of emotional states (e.g., Cicchetti, Ackerman, & Izard, 1995; Gross, 1998). Recent theoretical and empirical work has begun to emphasize the role that emotion regulation plays in the temporal comorbidity between internalizing and externalizing conditions (e.g., Aldao & De Los Reyes, 2015; De Los Reyes & Aldao, 2015; Drabick & Kendall, 2010; Jarrett & Ollendick, 2008; Patrick & Hajcak, 2016). However, close inspection of this work reveals two very pertinent areas of growth: (a) this literature is characterized by mixed findings that are likely explained, in part, by methodological heterogeneity; and (b) emotion regulation tends to be studied in relatively narrow terms. To address these issues, we provide a series of recommendations for facilitating cross-study comparisons and leveraging multifaceted approaches to studying emotion regulation processes within a developmental psychopathology framework. We hope that our perspective can enhance the organization and growth of this very important area of inquiry, and ultimately result in more effective prevention and treatment programs. En ligne : http://dx.doi.org/10.1017/s0954579416000638 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294 [article] Emotion regulation as a transdiagnostic factor in the development of internalizing and externalizing psychopathology: Current and future directions [Texte imprimé et/ou numérique] / Amelia ALDAO, Auteur ; Dylan G. GEE, Auteur ; Andres DE LOS REYES, Auteur ; Ilana SEAGER, Auteur . - p.927-946. Langues : Anglais (eng) in Development and Psychopathology > 28-4 pt1 (November 2016) . - p.927-946 Index. décimale : PER Périodiques Résumé : In response to rapidly growing rates of comorbidity among psychiatric disorders, clinical scientists have become interested in identifying transdiagnostic processes that can help explain dysfunction across diagnostic categories (e.g., Kring & Sloan, 2009). One factor that has received a great deal of attention is that of emotion regulation, namely, the ability to modulate the intensity and/or duration of emotional states (e.g., Cicchetti, Ackerman, & Izard, 1995; Gross, 1998). Recent theoretical and empirical work has begun to emphasize the role that emotion regulation plays in the temporal comorbidity between internalizing and externalizing conditions (e.g., Aldao & De Los Reyes, 2015; De Los Reyes & Aldao, 2015; Drabick & Kendall, 2010; Jarrett & Ollendick, 2008; Patrick & Hajcak, 2016). However, close inspection of this work reveals two very pertinent areas of growth: (a) this literature is characterized by mixed findings that are likely explained, in part, by methodological heterogeneity; and (b) emotion regulation tends to be studied in relatively narrow terms. To address these issues, we provide a series of recommendations for facilitating cross-study comparisons and leveraging multifaceted approaches to studying emotion regulation processes within a developmental psychopathology framework. We hope that our perspective can enhance the organization and growth of this very important area of inquiry, and ultimately result in more effective prevention and treatment programs. En ligne : http://dx.doi.org/10.1017/s0954579416000638 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294

Group Intervention to Promote Social Skills in School-age Children with Pervasive Developmental Disorders: Reconsidering Efficacy / Kathleen KOENIG in Journal of Autism and Developmental Disorders, 39-8 (August 2009)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 39-8 (August 2009) . - p.1163-1172 Titre : Group Intervention to Promote Social Skills in School-age Children with Pervasive Developmental Disorders: Reconsidering Efficacy Type de document : Texte imprimé et/ou numérique Auteurs : Kathleen KOENIG, Auteur ; Ami KLIN, Auteur ; Lawrence SCAHILL, Auteur ; Domenic V. CICCHETTI, Auteur ; Andres DE LOS REYES, Auteur Année de publication : 2009 Article en page(s) : p.1163-1172 Langues : Anglais (eng) Mots-clés : Autism Pervasive-developmental-disorders Social-skills-training Evidence-based-treatment Range-of-changes Group-therapy Index. décimale : PER Périodiques Résumé : A consistent result in the evaluation of group-delivered intervention to promote social reciprocity in children with PDDs is that outcome data are inconclusive. Lack of robust evidence of efficacy confounds understanding of these interventions and their value to the field. It is conceivable that the construct of impaired social reciprocity in PDD presents unique circumstances that require special consideration when evaluating the evidence base. Social reciprocity and impairment in social functioning are complex constructs, which require a multi-dimensional, multi-method approach to intervention and measurement of gains. The existing paradigm for evaluating the evidence base of intervention may need modification to permit a more intricate analysis of the extant research, and increase the sophistication of future research. En ligne : http://dx.doi.org/10.1007/s10803-009-0728-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=789 [article] Group Intervention to Promote Social Skills in School-age Children with Pervasive Developmental Disorders: Reconsidering Efficacy [Texte imprimé et/ou numérique] / Kathleen KOENIG, Auteur ; Ami KLIN, Auteur ; Lawrence SCAHILL, Auteur ; Domenic V. CICCHETTI, Auteur ; Andres DE LOS REYES, Auteur . - 2009 . - p.1163-1172. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 39-8 (August 2009) . - p.1163-1172 Mots-clés : Autism Pervasive-developmental-disorders Social-skills-training Evidence-based-treatment Range-of-changes Group-therapy Index. décimale : PER Périodiques Résumé : A consistent result in the evaluation of group-delivered intervention to promote social reciprocity in children with PDDs is that outcome data are inconclusive. Lack of robust evidence of efficacy confounds understanding of these interventions and their value to the field. It is conceivable that the construct of impaired social reciprocity in PDD presents unique circumstances that require special consideration when evaluating the evidence base. Social reciprocity and impairment in social functioning are complex constructs, which require a multi-dimensional, multi-method approach to intervention and measurement of gains. The existing paradigm for evaluating the evidence base of intervention may need modification to permit a more intricate analysis of the extant research, and increase the sophistication of future research. En ligne : http://dx.doi.org/10.1007/s10803-009-0728-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=789

Informant discrepancy defines discrete, clinically useful autism spectrum disorder subgroups / Matthew D. LERNER in Journal of Child Psychology and Psychiatry, 58-7 (July 2017)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 58-7 (July 2017) . - p.829-839 Titre : Informant discrepancy defines discrete, clinically useful autism spectrum disorder subgroups Type de document : Texte imprimé et/ou numérique Auteurs : Matthew D. LERNER, Auteur ; Andres DE LOS REYES, Auteur ; Deborah A.G. DRABICK, Auteur ; Alan H. GERBER, Auteur ; Kenneth D. GADOW, Auteur Article en page(s) : p.829-839 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  phenotype  nosology  assessment  questionnaires Index. décimale : PER Périodiques Résumé : Background Discrepancy between informants (parents and teachers) in severity ratings of core symptoms commonly arise when assessing autism spectrum disorder (ASD). Whether such discrepancy yields unique information about the ASD phenotype and its clinical correlates has not been examined. We examined whether degree of discrepancy between parent and teacher ASD symptom ratings defines discrete, clinically meaningful subgroups of youth with ASD using an efficient, cost-effective procedure. Methods Children with ASD (N = 283; 82% boys; Mage = 10.5 years) were drawn from a specialty ASD clinic. Parents and teachers provided ratings of the three core DSM-IV-TR domains of ASD symptoms (communication, social, and perseverative behavior) with the Child and Adolescent Symptom Inventory-4R (CASI-4R). External validators included child psychotropic medication status, frequency of ASD-relevant school-based services, and the Autism Diagnostic Observation Schedule (ADOS-2). Results Four distinct subgroups emerged that ranged from large between-informant discrepancy (informant-specific) to relative lack of discrepancy (i.e. informant agreement; cross-situational): Moderate Parent/Low Teacher or Low Parent/Moderate Teacher Severity (Discrepancy), and Moderate or High Symptom Severity (Agreement). Subgroups were highly distinct (mean probability of group assignment = 94%). Relative to Discrepancy subgroups, Agreement subgroups were more likely to receive psychotropic medication, school-based special education services, and an ADOS-2 diagnosis. These differential associations would not have been identified based solely on CASI-4R scores from one informant. Conclusions The degree of parent–teacher discrepancy about ASD symptom severity appears to provide more clinically useful information than reliance on a specific symptom domain or informant, and thus yields an innovative, cost-effective approach to assessing functional impairment. This conclusion stands in contrast to existing symptom clustering approaches in ASD, which treat within-informant patterns of symptom severity as generalizable across settings. Within-child variability in symptom expression across settings may yield uniquely useful information for characterizing the ASD phenotype. En ligne : http://dx.doi.org/10.1111/jcpp.12730 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=316 [article] Informant discrepancy defines discrete, clinically useful autism spectrum disorder subgroups [Texte imprimé et/ou numérique] / Matthew D. LERNER, Auteur ; Andres DE LOS REYES, Auteur ; Deborah A.G. DRABICK, Auteur ; Alan H. GERBER, Auteur ; Kenneth D. GADOW, Auteur . - p.829-839. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 58-7 (July 2017) . - p.829-839 Mots-clés : Autism spectrum disorders  phenotype  nosology  assessment  questionnaires Index. décimale : PER Périodiques Résumé : Background Discrepancy between informants (parents and teachers) in severity ratings of core symptoms commonly arise when assessing autism spectrum disorder (ASD). Whether such discrepancy yields unique information about the ASD phenotype and its clinical correlates has not been examined. We examined whether degree of discrepancy between parent and teacher ASD symptom ratings defines discrete, clinically meaningful subgroups of youth with ASD using an efficient, cost-effective procedure. Methods Children with ASD (N = 283; 82% boys; Mage = 10.5 years) were drawn from a specialty ASD clinic. Parents and teachers provided ratings of the three core DSM-IV-TR domains of ASD symptoms (communication, social, and perseverative behavior) with the Child and Adolescent Symptom Inventory-4R (CASI-4R). External validators included child psychotropic medication status, frequency of ASD-relevant school-based services, and the Autism Diagnostic Observation Schedule (ADOS-2). Results Four distinct subgroups emerged that ranged from large between-informant discrepancy (informant-specific) to relative lack of discrepancy (i.e. informant agreement; cross-situational): Moderate Parent/Low Teacher or Low Parent/Moderate Teacher Severity (Discrepancy), and Moderate or High Symptom Severity (Agreement). Subgroups were highly distinct (mean probability of group assignment = 94%). Relative to Discrepancy subgroups, Agreement subgroups were more likely to receive psychotropic medication, school-based special education services, and an ADOS-2 diagnosis. These differential associations would not have been identified based solely on CASI-4R scores from one informant. Conclusions The degree of parent–teacher discrepancy about ASD symptom severity appears to provide more clinically useful information than reliance on a specific symptom domain or informant, and thus yields an innovative, cost-effective approach to assessing functional impairment. This conclusion stands in contrast to existing symptom clustering approaches in ASD, which treat within-informant patterns of symptom severity as generalizable across settings. Within-child variability in symptom expression across settings may yield uniquely useful information for characterizing the ASD phenotype. En ligne : http://dx.doi.org/10.1111/jcpp.12730 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=316

Internal Consistency and Associated Characteristics of Informant Discrepancies in Clinic Referred Youths Age 11 to 17 Years / Andres DE LOS REYES in Journal of Clinical Child & Adolescent Psychology, 40-1 (January-February 2011)  

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Introduction to the Special Section: More Than Measurement Error: Discovering Meaning Behind Informant Discrepancies in Clinical Assessments of Children and Adolescents / Andres DE LOS REYES in Journal of Clinical Child & Adolescent Psychology, 40-1 (January-February 2011)  

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Patients' Contexts and Their Effects on Clinicians' Impressions of Conduct Disorder Symptoms / Andres DE LOS REYES in Journal of Clinical Child & Adolescent Psychology, 40-3 (May-June 2011)  

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Strategic objectives for improving understanding of informant discrepancies in developmental psychopathology research / Andres DE LOS REYES in Development and Psychopathology, 25-3 (August 2013)  

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Therapist-youth agreement on alliance change predicts long-term outcome in CBT for anxiety disorders / Krister W. FJERMESTAD in Journal of Child Psychology and Psychiatry, 57-5 (May 2016)  

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Understanding Parent' Child Social Informant Discrepancy in Youth with High Functioning Autism Spectrum Disorders / Matthew D. LERNER in Journal of Autism and Developmental Disorders, 42-12 (December 2012)  

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