Adaptive Behavior in Young Autistic Children: Associations with Irritability and ADHD Symptoms / Naomi O. DAVIS ; Marina SPANOS ; Maura SABATOS-DEVITO ; Rachel AIELLO ; Grace T. BARANEK ; Scott N. COMPTON ; Helen Link EGGER ; Lauren FRANZ ; Soo-Jeong KIM ; Bryan H. KING ; Alexander KOLEVZON ; Christopher J. MCDOUGLE ; Kevin SANDERS ; Jeremy VEENSTRA-VANDERWEELE ; Linmarie SIKICH ; Scott H. KOLLINS ; Geraldine DAWSON in Journal of Autism and Developmental Disorders, 54-9 (September 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-9 (September 2024) . - p.3559-3566 Titre : Adaptive Behavior in Young Autistic Children: Associations with Irritability and ADHD Symptoms Type de document : texte imprimé Auteurs : Naomi O. DAVIS, Auteur ; Marina SPANOS, Auteur ; Maura SABATOS-DEVITO, Auteur ; Rachel AIELLO, Auteur ; Grace T. BARANEK, Auteur ; Scott N. COMPTON, Auteur ; Helen Link EGGER, Auteur ; Lauren FRANZ, Auteur ; Soo-Jeong KIM, Auteur ; Bryan H. KING, Auteur ; Alexander KOLEVZON, Auteur ; Christopher J. MCDOUGLE, Auteur ; Kevin SANDERS, Auteur ; Jeremy VEENSTRA-VANDERWEELE, Auteur ; Linmarie SIKICH, Auteur ; Scott H. KOLLINS, Auteur ; Geraldine DAWSON, Auteur Article en page(s) : p.3559-3566 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Attention-deficit/hyperactivity disorder (ADHD) symptoms affect 40-60% of autistic children and have been linked to differences in adaptive behavior. It is unclear whether adaptive behavior in autistic youth is directly impacted by co-occurring ADHD symptoms or by another associated feature of both autism and ADHD, such as increased irritability. The current study examined relationships between irritability, ADHD symptoms, and adaptive behavior in 3- to 7-year-old autistic children. Results suggest that, after adjusting for co-occurring ADHD symptoms, higher levels of irritability are associated with differences in social adaptive behavior specifically. Understanding relationships between irritability, ADHD, and adaptive behavior in autistic children is critical because measures of adaptive behavior, such as the Vineland Scales of Adaptive Functioning, are often used as a proxy for global functioning, as well as for developing intervention plans and measuring outcomes as primary endpoints in clinical trials. En ligne : https://doi.org/10.1007/s10803-022-05753-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534 [article] Adaptive Behavior in Young Autistic Children: Associations with Irritability and ADHD Symptoms [texte imprimé] / Naomi O. DAVIS, Auteur ; Marina SPANOS, Auteur ; Maura SABATOS-DEVITO, Auteur ; Rachel AIELLO, Auteur ; Grace T. BARANEK, Auteur ; Scott N. COMPTON, Auteur ; Helen Link EGGER, Auteur ; Lauren FRANZ, Auteur ; Soo-Jeong KIM, Auteur ; Bryan H. KING, Auteur ; Alexander KOLEVZON, Auteur ; Christopher J. MCDOUGLE, Auteur ; Kevin SANDERS, Auteur ; Jeremy VEENSTRA-VANDERWEELE, Auteur ; Linmarie SIKICH, Auteur ; Scott H. KOLLINS, Auteur ; Geraldine DAWSON, Auteur . - p.3559-3566. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-9 (September 2024) . - p.3559-3566 Index. décimale : PER Périodiques Résumé : Attention-deficit/hyperactivity disorder (ADHD) symptoms affect 40-60% of autistic children and have been linked to differences in adaptive behavior. It is unclear whether adaptive behavior in autistic youth is directly impacted by co-occurring ADHD symptoms or by another associated feature of both autism and ADHD, such as increased irritability. The current study examined relationships between irritability, ADHD symptoms, and adaptive behavior in 3- to 7-year-old autistic children. Results suggest that, after adjusting for co-occurring ADHD symptoms, higher levels of irritability are associated with differences in social adaptive behavior specifically. Understanding relationships between irritability, ADHD, and adaptive behavior in autistic children is critical because measures of adaptive behavior, such as the Vineland Scales of Adaptive Functioning, are often used as a proxy for global functioning, as well as for developing intervention plans and measuring outcomes as primary endpoints in clinical trials. En ligne : https://doi.org/10.1007/s10803-022-05753-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534

Common emotional and behavioral disorders in preschool children: presentation, nosology, and epidemiology / Helen Link EGGER in Journal of Child Psychology and Psychiatry, 47-3/4 (March/April 2006)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 47-3/4 (March/April 2006) . - p.313–337 Titre : Common emotional and behavioral disorders in preschool children: presentation, nosology, and epidemiology Type de document : texte imprimé Auteurs : Helen Link EGGER, Auteur ; Adrian ANGOLD, Auteur Année de publication : 2006 Article en page(s) : p.313–337 Langues : Anglais (eng) Mots-clés : Diagnosis comorbidity preschoolers nosology epidemiology prevalence Index. décimale : PER Périodiques Résumé : We review recent research on the presentation, nosology and epidemiology of behavioral and emotional psychiatric disorders in preschool children (children ages 2 through 5 years old), focusing on the five most common groups of childhood psychiatric disorders: attention deficit hyperactivity disorders, oppositional defiant and conduct disorders, anxiety disorders, and depressive disorders. We review the various approaches to classifying behavioral and emotional dysregulation in preschoolers and determining the boundaries between normative variation and clinically significant presentations. While highlighting the limitations of the current DSM-IV diagnostic criteria for identifying preschool psychopathology and reviewing alternative diagnostic approaches, we also present evidence supporting the reliability and validity of developmentally appropriate criteria for diagnosing psychiatric disorders in children as young as two years old. Despite the relative lack of research on preschool psychopathology compared with studies of the epidemiology of psychiatric disorders in older children, the current evidence now shows quite convincingly that the rates of the common child psychiatric disorders and the patterns of comorbidity among them in preschoolers are similar to those seen in later childhood. We review the implications of these conclusions for research on the etiology, nosology, and development of early onset of psychiatric disorders, and for targeted treatment, early intervention and prevention with young children. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2006.01618.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=724 [article] Common emotional and behavioral disorders in preschool children: presentation, nosology, and epidemiology [texte imprimé] / Helen Link EGGER, Auteur ; Adrian ANGOLD, Auteur . - 2006 . - p.313–337. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 47-3/4 (March/April 2006) . - p.313–337 Mots-clés : Diagnosis comorbidity preschoolers nosology epidemiology prevalence Index. décimale : PER Périodiques Résumé : We review recent research on the presentation, nosology and epidemiology of behavioral and emotional psychiatric disorders in preschool children (children ages 2 through 5 years old), focusing on the five most common groups of childhood psychiatric disorders: attention deficit hyperactivity disorders, oppositional defiant and conduct disorders, anxiety disorders, and depressive disorders. We review the various approaches to classifying behavioral and emotional dysregulation in preschoolers and determining the boundaries between normative variation and clinically significant presentations. While highlighting the limitations of the current DSM-IV diagnostic criteria for identifying preschool psychopathology and reviewing alternative diagnostic approaches, we also present evidence supporting the reliability and validity of developmentally appropriate criteria for diagnosing psychiatric disorders in children as young as two years old. Despite the relative lack of research on preschool psychopathology compared with studies of the epidemiology of psychiatric disorders in older children, the current evidence now shows quite convincingly that the rates of the common child psychiatric disorders and the patterns of comorbidity among them in preschoolers are similar to those seen in later childhood. We review the implications of these conclusions for research on the etiology, nosology, and development of early onset of psychiatric disorders, and for targeted treatment, early intervention and prevention with young children. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2006.01618.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=724

Computer vision analysis captures atypical attention in toddlers with autism / K. CAMPBELL in Autism, 23-3 (April 2019)  

Public ISBD [article]  inAutism > 23-3 (April 2019) . - p.619-628 Titre : Computer vision analysis captures atypical attention in toddlers with autism Type de document : texte imprimé Auteurs : K. CAMPBELL, Auteur ; Kimberly L.H. CARPENTER, Auteur ; J. HASHEMI, Auteur ; Steven ESPINOSA, Auteur ; S. MARSAN, Auteur ; J. S. BORG, Auteur ; Z. CHANG, Auteur ; Q. QIU, Auteur ; S. VERMEER, Auteur ; E. ADLER, Auteur ; M. TEPPER, Auteur ; Helen Link EGGER, Auteur ; J. P. BAKER, Auteur ; G. SAPIRO, Auteur ; G. DAWSON, Auteur Article en page(s) : p.619-628 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  behavioral measurement  development  pre-school children  social cognition and social behavior Index. décimale : PER Périodiques Résumé : To demonstrate the capability of computer vision analysis to detect atypical orienting and attention behaviors in toddlers with autism spectrum disorder. One hundered and four toddlers of 16-31 months old (mean = 22) participated in this study. Twenty-two of the toddlers had autism spectrum disorder and 82 had typical development or developmental delay. Toddlers watched video stimuli on a tablet while the built-in camera recorded their head movement. Computer vision analysis measured participants' attention and orienting in response to name calls. Reliability of the computer vision analysis algorithm was tested against a human rater. Differences in behavior were analyzed between the autism spectrum disorder group and the comparison group. Reliability between computer vision analysis and human coding for orienting to name was excellent (intra-class coefficient 0.84, 95% confidence interval 0.67-0.91). Only 8% of toddlers with autism spectrum disorder oriented to name calling on >1 trial, compared to 63% of toddlers in the comparison group (p = 0.002). Mean latency to orient was significantly longer for toddlers with autism spectrum disorder (2.02 vs 1.06 s, p = 0.04). Sensitivity for autism spectrum disorder of atypical orienting was 96% and specificity was 38%. Older toddlers with autism spectrum disorder showed less attention to the videos overall (p = 0.03). Automated coding offers a reliable, quantitative method for detecting atypical social orienting and reduced sustained attention in toddlers with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361318766247 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=392 [article] Computer vision analysis captures atypical attention in toddlers with autism [texte imprimé] / K. CAMPBELL, Auteur ; Kimberly L.H. CARPENTER, Auteur ; J. HASHEMI, Auteur ; Steven ESPINOSA, Auteur ; S. MARSAN, Auteur ; J. S. BORG, Auteur ; Z. CHANG, Auteur ; Q. QIU, Auteur ; S. VERMEER, Auteur ; E. ADLER, Auteur ; M. TEPPER, Auteur ; Helen Link EGGER, Auteur ; J. P. BAKER, Auteur ; G. SAPIRO, Auteur ; G. DAWSON, Auteur . - p.619-628. Langues : Anglais (eng) in Autism > 23-3 (April 2019) . - p.619-628 Mots-clés : autism spectrum disorders  behavioral measurement  development  pre-school children  social cognition and social behavior Index. décimale : PER Périodiques Résumé : To demonstrate the capability of computer vision analysis to detect atypical orienting and attention behaviors in toddlers with autism spectrum disorder. One hundered and four toddlers of 16-31 months old (mean = 22) participated in this study. Twenty-two of the toddlers had autism spectrum disorder and 82 had typical development or developmental delay. Toddlers watched video stimuli on a tablet while the built-in camera recorded their head movement. Computer vision analysis measured participants' attention and orienting in response to name calls. Reliability of the computer vision analysis algorithm was tested against a human rater. Differences in behavior were analyzed between the autism spectrum disorder group and the comparison group. Reliability between computer vision analysis and human coding for orienting to name was excellent (intra-class coefficient 0.84, 95% confidence interval 0.67-0.91). Only 8% of toddlers with autism spectrum disorder oriented to name calling on >1 trial, compared to 63% of toddlers in the comparison group (p = 0.002). Mean latency to orient was significantly longer for toddlers with autism spectrum disorder (2.02 vs 1.06 s, p = 0.04). Sensitivity for autism spectrum disorder of atypical orienting was 96% and specificity was 38%. Older toddlers with autism spectrum disorder showed less attention to the videos overall (p = 0.03). Automated coding offers a reliable, quantitative method for detecting atypical social orienting and reduced sustained attention in toddlers with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361318766247 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=392

DC : 0-3R / Robert N. EMDE

Public ISBD Titre : DC : 0-3R : La classification diagnostique de la santé mentale et des troubles du développement de la première et petite enfance Type de document : texte imprimé Auteurs : Robert N. EMDE, Auteur ; Helen Link EGGER, Auteur ; Emily FENICHEL, Auteur ; Antoine GUEDENEY, Auteur ; Brian K. WISE, Auteur ; Harry H. WRIGHT, Auteur ; Patrick PERRET, Auteur Editeur : Genève [Suisse] : Médecine et Hygiène Année de publication : 2009 Importance : 112 p. Format : 16,5cm x 24cm x 0,7cm ISBN/ISSN/EAN : 978-2-88049-276-2 Note générale : Numéro spécial de : "Devenir : revue européenne du développement de l'enfant" (Chêne-bourg, Suisse), 2009, vol. 21 n°2. Bibliogr. Langues : Français (fre) Mots-clés : identification  difficulté relationnel  Echelle globale d'évaliation  facteur de risque Index. décimale : SCI-A SCI-A - Classifications Résumé : La classification DC : O-3 R a été conçue pour le diagnostic de la santé mentale et des troubles du développement de la première et petite enfance. Ses catégories diagnostiques reflètent le consensus au sein d'un groupe pluridisciplinaire d'experts dans le domaine du développement et de la santé mentale de la première enfance. Se basant sur des recherches empiriques et la pratique clinique depuis 1994, la classification donne une très large place aux troubles des relations parent-enfant, ainsi qu'à l'évaluation du niveau de développement fonctionnel et émotionnel. L'édition révisée se base sur une évaluation approfondie de l'utilisation de l'édition originale. Ainsi, elle propose des critères clairs et spécifiques pour toutes les catégories diagnostiques; décrit les critères pour l'identification des troubles du spectre autistique chez les enfants dès deux ans; introduit de nouveaux critères dans les troubles du sommeil, de l'alimentation ou relatifs à la communication; clarifie l'Echelle globale d'évaluation des relations parent-bébé ; et comprend des inventaires pour l'identification des difficultés relationnelles et des facteurs de risque psychosociaux et environnementaux. Elle offre ainsi aux cliniciens et aux chercheurs un guide indispensable pour l'évaluation et le traitement des jeunes enfants et leur famille dans différents environnements. Elle leur permet d'améliorer la capacité de prévenir, diagnostiquer et traiter les problèmes de santé mentale dans les premières années, par l'identification et la description des troubles non traités dans d'autres systèmes de classification, et en montrant la voie vers des approches thérapeutiques efficaces. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=942 DC : 0-3R : La classification diagnostique de la santé mentale et des troubles du développement de la première et petite enfance [texte imprimé] / Robert N. EMDE, Auteur ; Helen Link EGGER, Auteur ; Emily FENICHEL, Auteur ; Antoine GUEDENEY, Auteur ; Brian K. WISE, Auteur ; Harry H. WRIGHT, Auteur ; Patrick PERRET, Auteur . - Genève [Suisse] : Médecine et Hygiène, 2009 . - 112 p. ; 16,5cm x 24cm x 0,7cm. ISBN : 978-2-88049-276-2 Numéro spécial de : "Devenir : revue européenne du développement de l'enfant" (Chêne-bourg, Suisse), 2009, vol. 21 n°2. Bibliogr. Langues : Français (fre) Mots-clés : identification  difficulté relationnel  Echelle globale d'évaliation  facteur de risque Index. décimale : SCI-A SCI-A - Classifications Résumé : La classification DC : O-3 R a été conçue pour le diagnostic de la santé mentale et des troubles du développement de la première et petite enfance. Ses catégories diagnostiques reflètent le consensus au sein d'un groupe pluridisciplinaire d'experts dans le domaine du développement et de la santé mentale de la première enfance. Se basant sur des recherches empiriques et la pratique clinique depuis 1994, la classification donne une très large place aux troubles des relations parent-enfant, ainsi qu'à l'évaluation du niveau de développement fonctionnel et émotionnel. L'édition révisée se base sur une évaluation approfondie de l'utilisation de l'édition originale. Ainsi, elle propose des critères clairs et spécifiques pour toutes les catégories diagnostiques; décrit les critères pour l'identification des troubles du spectre autistique chez les enfants dès deux ans; introduit de nouveaux critères dans les troubles du sommeil, de l'alimentation ou relatifs à la communication; clarifie l'Echelle globale d'évaluation des relations parent-bébé ; et comprend des inventaires pour l'identification des difficultés relationnelles et des facteurs de risque psychosociaux et environnementaux. Elle offre ainsi aux cliniciens et aux chercheurs un guide indispensable pour l'évaluation et le traitement des jeunes enfants et leur famille dans différents environnements. Elle leur permet d'améliorer la capacité de prévenir, diagnostiquer et traiter les problèmes de santé mentale dans les premières années, par l'identification et la description des troubles non traités dans d'autres systèmes de classification, et en montrant la voie vers des approches thérapeutiques efficaces. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=942

Exemplaires(1)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
DOC0001086	SCI-A EMD	Livre	Centre d'Information et de Documentation du CRA Rhône-Alpes	SCI - Disciplines Scientifiques	Disponible

Depressive comorbidity in preschool anxiety disorder / Kai VON KLITZING in Journal of Child Psychology and Psychiatry, 55-10 (October 2014)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 55-10 (October 2014) . - p.1107-1116 Titre : Depressive comorbidity in preschool anxiety disorder Type de document : texte imprimé Auteurs : Kai VON KLITZING, Auteur ; Lars O. WHITE, Auteur ; Yvonne OTTO, Auteur ; Sandra FUCHS, Auteur ; Helen Link EGGER, Auteur ; Annette M. KLEIN, Auteur Article en page(s) : p.1107-1116 Langues : Anglais (eng) Mots-clés : Anxiety  depression  comorbidity  preschool children Index. décimale : PER Périodiques Résumé : Background The threshold for clinical relevance of preschool anxiety has recently come under increasing scrutiny in view of large variations in prevalence estimates. We studied the impact of presence/absence of additional depressive comorbidity (symptoms and/or diagnosis) on preschoolers with anxiety disorders in relation to clinical phenomenology, family, and peer problems compared to healthy controls. Method A population of 1738 preschoolers were screened and oversampled for internalizing symptoms from community sites, yielding a sample of 236 children. Results Using a multi-informant approach (mother, father, teacher, child), we found evidence that children with anxiety disorders and depressive comorbidity display a greater internalizing symptom-load, more peer problems and live in families with more psychosocial impairment (poor family functioning, family adversity, maternal mental health problems). The pure anxiety group was merely dissociable from controls with regard to internalizing symptoms and family adversity. Conclusion The presence of depressive comorbidity in anxiety disorders may mark the transition to a more detrimental and impairing disorder at preschool age. En ligne : http://dx.doi.org/10.1111/jcpp.12222 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239 [article] Depressive comorbidity in preschool anxiety disorder [texte imprimé] / Kai VON KLITZING, Auteur ; Lars O. WHITE, Auteur ; Yvonne OTTO, Auteur ; Sandra FUCHS, Auteur ; Helen Link EGGER, Auteur ; Annette M. KLEIN, Auteur . - p.1107-1116. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 55-10 (October 2014) . - p.1107-1116 Mots-clés : Anxiety  depression  comorbidity  preschool children Index. décimale : PER Périodiques Résumé : Background The threshold for clinical relevance of preschool anxiety has recently come under increasing scrutiny in view of large variations in prevalence estimates. We studied the impact of presence/absence of additional depressive comorbidity (symptoms and/or diagnosis) on preschoolers with anxiety disorders in relation to clinical phenomenology, family, and peer problems compared to healthy controls. Method A population of 1738 preschoolers were screened and oversampled for internalizing symptoms from community sites, yielding a sample of 236 children. Results Using a multi-informant approach (mother, father, teacher, child), we found evidence that children with anxiety disorders and depressive comorbidity display a greater internalizing symptom-load, more peer problems and live in families with more psychosocial impairment (poor family functioning, family adversity, maternal mental health problems). The pure anxiety group was merely dissociable from controls with regard to internalizing symptoms and family adversity. Conclusion The presence of depressive comorbidity in anxiety disorders may mark the transition to a more detrimental and impairing disorder at preschool age. En ligne : http://dx.doi.org/10.1111/jcpp.12222 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239

Diagnostic specificity and nonspecificity in the dimensions of preschool psychopathology / Sonya K. STERBA in Journal of Child Psychology and Psychiatry, 48-10 (October 2007)  

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Digital Behavioral Phenotyping Detects Atypical Pattern of Facial Expression in Toddlers with Autism / Kimberly L.H. CARPENTER in Autism Research, 14-3 (March 2021)  

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Longitudinal dimensionality of adolescent psychopathology: testing the differentiation hypothesis / Sonya K. STERBA in Journal of Child Psychology and Psychiatry, 51-8 (August 2010)  

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Pathways to health: A longitudinal examination of protective factors in children with and without preschool anxiety / Esmeralda NAVARRO in Development and Psychopathology, 37-3 (August 2025)  

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Preschool psychopathology: lessons for the lifespan / Adrian ANGOLD in Journal of Child Psychology and Psychiatry, 48-10 (October 2007)  

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Prevalence of psychiatric disorders in preschoolers / Lars WICHSTROM in Journal of Child Psychology and Psychiatry, 53-6 (June 2012)  

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What do childhood anxiety disorders predict? / Antje BITTNER in Journal of Child Psychology and Psychiatry, 48-12 (December 2007)  

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