Effects of Multidomain Risk Accumulation on Cognitive, Academic, and Behavioural Outcomes / Tuija ARO in Journal of Clinical Child & Adolescent Psychology, 38-6 (November-December 2009)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 38-6 (November-December 2009) . - p.883-898 Titre : Effects of Multidomain Risk Accumulation on Cognitive, Academic, and Behavioural Outcomes Type de document : Texte imprimé et/ou numérique Auteurs : Tuija ARO, Auteur ; Timo AHONEN, Auteur ; Kenneth EKLUND, Auteur ; Anna-Maija POIKKEUS, Auteur ; Asko TOLVANEN, Auteur ; Heikki LYYTINEN, Auteur ; Marja-Leena LAAKSO, Auteur ; Helena VIHOLAINEN, Auteur ; Jari-Erik NURMI, Auteur Année de publication : 2009 Article en page(s) : p.883-898 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This longitudinal study examined the predictive associations between cumulative multidomain risk factors and cognitive (IQ), academic (reading fluency), and social adaptive outcomes at 8 to 9 years among 190 children with or without familial risk for dyslexia. Other risk factors included parental and neurocognitive risks assessed when the children were 1 to 6 years of age. Risks accumulated more among children with familial risk for dyslexia than among children without familial risk. A higher number of risks was associated with poorer performance in all outcome measures as postulated by the cumulative risk model. However, when the effects of individual risk variables were controlled for at the outset, the cumulative risk indices did not have incremental effects beyond those of individual risks. This suggests that the detrimental effect of several risks was due to the content-specific effect of individual risks. Children with familial risk were not differentially affected by the number of risks. En ligne : http://dx.doi.org/10.1080/15374410903258942 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=881 [article] Effects of Multidomain Risk Accumulation on Cognitive, Academic, and Behavioural Outcomes [Texte imprimé et/ou numérique] / Tuija ARO, Auteur ; Timo AHONEN, Auteur ; Kenneth EKLUND, Auteur ; Anna-Maija POIKKEUS, Auteur ; Asko TOLVANEN, Auteur ; Heikki LYYTINEN, Auteur ; Marja-Leena LAAKSO, Auteur ; Helena VIHOLAINEN, Auteur ; Jari-Erik NURMI, Auteur . - 2009 . - p.883-898. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 38-6 (November-December 2009) . - p.883-898 Index. décimale : PER Périodiques Résumé : This longitudinal study examined the predictive associations between cumulative multidomain risk factors and cognitive (IQ), academic (reading fluency), and social adaptive outcomes at 8 to 9 years among 190 children with or without familial risk for dyslexia. Other risk factors included parental and neurocognitive risks assessed when the children were 1 to 6 years of age. Risks accumulated more among children with familial risk for dyslexia than among children without familial risk. A higher number of risks was associated with poorer performance in all outcome measures as postulated by the cumulative risk model. However, when the effects of individual risk variables were controlled for at the outset, the cumulative risk indices did not have incremental effects beyond those of individual risks. This suggests that the detrimental effect of several risks was due to the content-specific effect of individual risks. Children with familial risk were not differentially affected by the number of risks. En ligne : http://dx.doi.org/10.1080/15374410903258942 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=881

Social-Emotional and Behavioural Difficulties in Children with Neurodevelopmental Disorders: Emotion Perception in Daily Life and in a Formal Assessment Context / Marja-Leena LAAKSO ; Kerttu HUTTUNEN in Journal of Autism and Developmental Disorders, 53-12 (December 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-12 (December 2023) . - p.4744-4758 Titre : Social-Emotional and Behavioural Difficulties in Children with Neurodevelopmental Disorders: Emotion Perception in Daily Life and in a Formal Assessment Context Type de document : Texte imprimé et/ou numérique Auteurs : Marja-Leena LAAKSO, Auteur ; Kerttu HUTTUNEN, Auteur Article en page(s) : p.4744-4758 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Children with neurodevelopmental disorders often have social-emotional and behavioural difficulties. The present study explored these difficulties in children (n=50, aged 6-10 years) with autism spectrum disorder, attention-deficit/hyperactivity disorder and developmental language disorder. Parents, teachers and therapists evaluated children?s social-emotional and behavioural difficulties through a self-devised questionnaire and the Strengths and Difficulties Questionnaire. Additionally, the children, along with their typically developing age peers (n=106), completed six emotion discrimination tasks. Analysis revealed some impaired emotion discrimination skills that were predictive for behavioural challenges in daily life and associated with the parent-reported existence of friends. Timely intervention in these children is needed, and it should also include emotion perception training. En ligne : https://doi.org/10.1007/s10803-022-05768-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515 [article] Social-Emotional and Behavioural Difficulties in Children with Neurodevelopmental Disorders: Emotion Perception in Daily Life and in a Formal Assessment Context [Texte imprimé et/ou numérique] / Marja-Leena LAAKSO, Auteur ; Kerttu HUTTUNEN, Auteur . - p.4744-4758. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-12 (December 2023) . - p.4744-4758 Index. décimale : PER Périodiques Résumé : Children with neurodevelopmental disorders often have social-emotional and behavioural difficulties. The present study explored these difficulties in children (n=50, aged 6-10 years) with autism spectrum disorder, attention-deficit/hyperactivity disorder and developmental language disorder. Parents, teachers and therapists evaluated children?s social-emotional and behavioural difficulties through a self-devised questionnaire and the Strengths and Difficulties Questionnaire. Additionally, the children, along with their typically developing age peers (n=106), completed six emotion discrimination tasks. Analysis revealed some impaired emotion discrimination skills that were predictive for behavioural challenges in daily life and associated with the parent-reported existence of friends. Timely intervention in these children is needed, and it should also include emotion perception training. En ligne : https://doi.org/10.1007/s10803-022-05768-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515

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