Dépouillements

Editorial: Are you speaking my language? Raising awareness of language learning impairments in developmental psychopathology / Courtenay F. NORBURY in Journal of Child Psychology and Psychiatry, 54-7 (July 2013)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 54-7 (July 2013) . - p.705-706 Titre : Editorial: Are you speaking my language? Raising awareness of language learning impairments in developmental psychopathology Type de document : Texte imprimé et/ou numérique Auteurs : Courtenay F. NORBURY, Auteur Article en page(s) : p.705-706 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1111/jcpp.12110 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=203 [article] Editorial: Are you speaking my language? Raising awareness of language learning impairments in developmental psychopathology [Texte imprimé et/ou numérique] / Courtenay F. NORBURY, Auteur . - p.705-706. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 54-7 (July 2013) . - p.705-706 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1111/jcpp.12110 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=203

Practitioner Review: The effectiveness of solution focused brief therapy with children and families: a systematic and critical evaluation of the literature from 1990–2010 / Caroline BOND in Journal of Child Psychology and Psychiatry, 54-7 (July 2013)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 54-7 (July 2013) . - p.707-723 Titre : Practitioner Review: The effectiveness of solution focused brief therapy with children and families: a systematic and critical evaluation of the literature from 1990–2010 Type de document : Texte imprimé et/ou numérique Auteurs : Caroline BOND, Auteur ; Kevin WOODS, Auteur ; Neil HUMPHREY, Auteur ; Wendy SYMES, Auteur ; Lorraine GREEN, Auteur Article en page(s) : p.707-723 Langues : Anglais (eng) Mots-clés : Solution focused brief therapy  brief therapy  solution oriented  children  young people  systematic review Index. décimale : PER Périodiques Résumé : Background and scope Solution focused brief therapy (SFBT) is a strengths-based therapeutic approach, emphasizing the resources that people possess and how these can be applied to a positive change process. The current study provides a systematic review of the SFBT evidence base and a critical evaluation of the use and application of SFBT in clinical practice with children and families. Methods Between 21 December 2010 and 12 May 2011 forty-four database searches (including, PsychInfo, ISI Web of Knowledge, ASSIA, British Education Index, Medline and Scopus), web searches and consultation with experts in the field were used to identify reports of SFBT studies published between 1990 and 2010. Studies were then screened according to trialled qualitative and quantitative assessment frameworks and reported according to the PRISMA guidelines. Results A total of 38 studies were included in the review. Of these, 9 applied SFBT to internalizing child behaviour problems, 3 applied SFBT to both internalizing and externalizing child behaviour problems, 15 applied the approach to externalizing child behaviour problems and 9 evaluated the application of SFBT in relation to a range of other issues. Conclusions Although much of the literature has methodological weaknesses, existing research does provide tentative support for the use of SFBT, particularly in relation to internalizing and externalizing child behaviour problems. SFBT appears particularly effective as an early intervention when presenting problems are not severe. Further well-controlled outcome studies are needed. Studies included in the review highlight promising avenues for further research. En ligne : http://dx.doi.org/10.1111/jcpp.12058 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=203 [article] Practitioner Review: The effectiveness of solution focused brief therapy with children and families: a systematic and critical evaluation of the literature from 1990–2010 [Texte imprimé et/ou numérique] / Caroline BOND, Auteur ; Kevin WOODS, Auteur ; Neil HUMPHREY, Auteur ; Wendy SYMES, Auteur ; Lorraine GREEN, Auteur . - p.707-723. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 54-7 (July 2013) . - p.707-723 Mots-clés : Solution focused brief therapy  brief therapy  solution oriented  children  young people  systematic review Index. décimale : PER Périodiques Résumé : Background and scope Solution focused brief therapy (SFBT) is a strengths-based therapeutic approach, emphasizing the resources that people possess and how these can be applied to a positive change process. The current study provides a systematic review of the SFBT evidence base and a critical evaluation of the use and application of SFBT in clinical practice with children and families. Methods Between 21 December 2010 and 12 May 2011 forty-four database searches (including, PsychInfo, ISI Web of Knowledge, ASSIA, British Education Index, Medline and Scopus), web searches and consultation with experts in the field were used to identify reports of SFBT studies published between 1990 and 2010. Studies were then screened according to trialled qualitative and quantitative assessment frameworks and reported according to the PRISMA guidelines. Results A total of 38 studies were included in the review. Of these, 9 applied SFBT to internalizing child behaviour problems, 3 applied SFBT to both internalizing and externalizing child behaviour problems, 15 applied the approach to externalizing child behaviour problems and 9 evaluated the application of SFBT in relation to a range of other issues. Conclusions Although much of the literature has methodological weaknesses, existing research does provide tentative support for the use of SFBT, particularly in relation to internalizing and externalizing child behaviour problems. SFBT appears particularly effective as an early intervention when presenting problems are not severe. Further well-controlled outcome studies are needed. Studies included in the review highlight promising avenues for further research. En ligne : http://dx.doi.org/10.1111/jcpp.12058 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=203

I thought we were good: social cognition, figurative language, and adolescent psychopathology / Nancie IM-BOLTER in Journal of Child Psychology and Psychiatry, 54-7 (July 2013)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 54-7 (July 2013) . - p.724-732 Titre : I thought we were good: social cognition, figurative language, and adolescent psychopathology Type de document : Texte imprimé et/ou numérique Auteurs : Nancie IM-BOLTER, Auteur ; Nancy J. COHEN, Auteur ; Fataneh FARNIA, Auteur Article en page(s) : p.724-732 Langues : Anglais (eng) Mots-clés : Social cognition  structural language  figurative language  adolescence  mental health Index. décimale : PER Périodiques Résumé : Background Language has been shown to play a critical role in social cognitive reasoning in preschool and school-aged children, but little research has been conducted with adolescents. During adolescence, the ability to understand figurative language becomes increasingly important for social relationships and may affect social adjustment. This study investigated the contribution of structural and figurative language to social cognitive skills in adolescents who present for mental health services and those who do not. Method One hundred and thirty-eight adolescents referred to mental health centers (clinic group) and 186 nonreferred adolescents (nonclinic group) aged 12–17 were administered measures of structural and figurative language, working memory, and social cognitive problem solving. Results We found that adolescents in the clinic group demonstrated less mature social problem solving overall, but particularly with respect to anticipating and overcoming potential obstacles and conflict resolution compared with the nonclinic group. In addition, results demonstrated that age, working memory, and structural and figurative language predicted social cognitive maturity in the clinic group, but only structural language was a predictor in the nonclinic group. Conclusions Social problem solving may be particularly difficult for adolescents referred for mental health services and places higher demands on their cognitive and language skills compared with adolescents who have never been referred for mental health services. En ligne : http://dx.doi.org/10.1111/jcpp.12067 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=203 [article] I thought we were good: social cognition, figurative language, and adolescent psychopathology [Texte imprimé et/ou numérique] / Nancie IM-BOLTER, Auteur ; Nancy J. COHEN, Auteur ; Fataneh FARNIA, Auteur . - p.724-732. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 54-7 (July 2013) . - p.724-732 Mots-clés : Social cognition  structural language  figurative language  adolescence  mental health Index. décimale : PER Périodiques Résumé : Background Language has been shown to play a critical role in social cognitive reasoning in preschool and school-aged children, but little research has been conducted with adolescents. During adolescence, the ability to understand figurative language becomes increasingly important for social relationships and may affect social adjustment. This study investigated the contribution of structural and figurative language to social cognitive skills in adolescents who present for mental health services and those who do not. Method One hundred and thirty-eight adolescents referred to mental health centers (clinic group) and 186 nonreferred adolescents (nonclinic group) aged 12–17 were administered measures of structural and figurative language, working memory, and social cognitive problem solving. Results We found that adolescents in the clinic group demonstrated less mature social problem solving overall, but particularly with respect to anticipating and overcoming potential obstacles and conflict resolution compared with the nonclinic group. In addition, results demonstrated that age, working memory, and structural and figurative language predicted social cognitive maturity in the clinic group, but only structural language was a predictor in the nonclinic group. Conclusions Social problem solving may be particularly difficult for adolescents referred for mental health services and places higher demands on their cognitive and language skills compared with adolescents who have never been referred for mental health services. En ligne : http://dx.doi.org/10.1111/jcpp.12067 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=203

Higher order language competence and adolescent mental health / Nancy J. COHEN in Journal of Child Psychology and Psychiatry, 54-7 (July 2013)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 54-7 (July 2013) . - p.733-744 Titre : Higher order language competence and adolescent mental health Type de document : Texte imprimé et/ou numérique Auteurs : Nancy J. COHEN, Auteur ; Fataneh FARNIA, Auteur ; Nancie IM-BOLTER, Auteur Article en page(s) : p.733-744 Langues : Anglais (eng) Mots-clés : Adolescence  language impairment  higher order language  reading  working memory Index. décimale : PER Périodiques Résumé : Background Clinic and community-based epidemiological studies have shown an association between child psychopathology and language impairment. The demands on language for social and academic adjustment shift dramatically during adolescence and the ability to understand the nonliteral meaning in language represented by higher order language becomes essential. Objectives: This article reports on the association between difficulties in higher order language skills, reading, cognition, and social-emotional adjustment in adolescents. Method: 144 clinic-referred and 186 comparison youth aged 12–18 years were administered a battery of standardized tests of intelligence, working memory, structural and higher order language, and reading achievement. Parent ratings on the Child Behavior Checklist were used as a measure of severity of social-emotional problems. Results: Clinic-referred youth scored significantly lower than comparison youth on measures of structural and higher order language, working memory, and reading. Of the clinic-referred youth, 45% had some type of higher order language impairment, whereas this was the case for 15% of youth in the comparison group. Lower levels of nonverbal ability and working memory as well as lower level of mothers’ education were associated with greater risk of having higher order language impairment. Conclusions: Findings have implications for practitioners’ seeking to understand and treat adolescents since therapeutic techniques rely on skills where higher order language is at play including the ability to discuss opinions flexibly and to weigh interpretations. Therapists must be aware that there are areas that have potential for miscommunication with some adolescents and where inaccurate inferences may be made about their behavior. Furthermore, educators must consider resources for youth who may increasingly struggle in high school because of such difficulties. En ligne : http://dx.doi.org/10.1111/jcpp.12060 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=203 [article] Higher order language competence and adolescent mental health [Texte imprimé et/ou numérique] / Nancy J. COHEN, Auteur ; Fataneh FARNIA, Auteur ; Nancie IM-BOLTER, Auteur . - p.733-744. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 54-7 (July 2013) . - p.733-744 Mots-clés : Adolescence  language impairment  higher order language  reading  working memory Index. décimale : PER Périodiques Résumé : Background Clinic and community-based epidemiological studies have shown an association between child psychopathology and language impairment. The demands on language for social and academic adjustment shift dramatically during adolescence and the ability to understand the nonliteral meaning in language represented by higher order language becomes essential. Objectives: This article reports on the association between difficulties in higher order language skills, reading, cognition, and social-emotional adjustment in adolescents. Method: 144 clinic-referred and 186 comparison youth aged 12–18 years were administered a battery of standardized tests of intelligence, working memory, structural and higher order language, and reading achievement. Parent ratings on the Child Behavior Checklist were used as a measure of severity of social-emotional problems. Results: Clinic-referred youth scored significantly lower than comparison youth on measures of structural and higher order language, working memory, and reading. Of the clinic-referred youth, 45% had some type of higher order language impairment, whereas this was the case for 15% of youth in the comparison group. Lower levels of nonverbal ability and working memory as well as lower level of mothers’ education were associated with greater risk of having higher order language impairment. Conclusions: Findings have implications for practitioners’ seeking to understand and treat adolescents since therapeutic techniques rely on skills where higher order language is at play including the ability to discuss opinions flexibly and to weigh interpretations. Therapists must be aware that there are areas that have potential for miscommunication with some adolescents and where inaccurate inferences may be made about their behavior. Furthermore, educators must consider resources for youth who may increasingly struggle in high school because of such difficulties. En ligne : http://dx.doi.org/10.1111/jcpp.12060 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=203

Children with ASD can use gaze in support of word recognition and learning / Karla K. MCGREGOR in Journal of Child Psychology and Psychiatry, 54-7 (July 2013)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 54-7 (July 2013) . - p.745-753 Titre : Children with ASD can use gaze in support of word recognition and learning Type de document : Texte imprimé et/ou numérique Auteurs : Karla K. MCGREGOR, Auteur ; Gwyneth ROST, Auteur ; Rick ARENAS, Auteur ; Ashley FARRIS-TRIMBLE, Auteur ; Derek STILES, Auteur Article en page(s) : p.745-753 Langues : Anglais (eng) Mots-clés : Autistic disorder  language Index. décimale : PER Périodiques Résumé : Background Many children with autism spectrum disorders (ASD) struggle to understand familiar words and learn unfamiliar words. We explored the extent to which these problems reflect deficient use of probabilistic gaze in the extra-linguistic context. Method Thirty children with ASD and 43 with typical development (TD) participated in a spoken word recognition and mapping task. They viewed photographs of a woman behind three objects and simultaneously heard a word. For word recognition, the objects and words were familiar and the woman gazed ahead (neutral), toward the named object (facilitative), or toward an un-named object (contradictory). For word mapping, the objects and words were unfamiliar and only the neutral and facilitative conditions were employed. The children clicked on the named object, registering accuracy and reaction time. Results Speed of word recognition did not differ between groups but varied with gaze such that responses were fastest in the facilitative condition and slowest in the contradictory condition. Only the ASD group responded slower to low frequency than high-frequency words. Accuracy of word mapping did not differ between groups, but accuracy varied with gaze with higher performance in the facilitative than neutral condition. Both groups scored above single-trial chance levels in the neutral condition by tracking cross-situational information. Only in the ASD group did mapping vary with receptive vocabulary. Conclusions Under laboratory conditions, children with ASD can monitor gaze and judge its reliability as a cue to word meaning as well as typical peers. The use of cross-situational statistics to support word learning may be problematic for those who have weak language abilities. En ligne : http://dx.doi.org/10.1111/jcpp.12073 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=203 [article] Children with ASD can use gaze in support of word recognition and learning [Texte imprimé et/ou numérique] / Karla K. MCGREGOR, Auteur ; Gwyneth ROST, Auteur ; Rick ARENAS, Auteur ; Ashley FARRIS-TRIMBLE, Auteur ; Derek STILES, Auteur . - p.745-753. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 54-7 (July 2013) . - p.745-753 Mots-clés : Autistic disorder  language Index. décimale : PER Périodiques Résumé : Background Many children with autism spectrum disorders (ASD) struggle to understand familiar words and learn unfamiliar words. We explored the extent to which these problems reflect deficient use of probabilistic gaze in the extra-linguistic context. Method Thirty children with ASD and 43 with typical development (TD) participated in a spoken word recognition and mapping task. They viewed photographs of a woman behind three objects and simultaneously heard a word. For word recognition, the objects and words were familiar and the woman gazed ahead (neutral), toward the named object (facilitative), or toward an un-named object (contradictory). For word mapping, the objects and words were unfamiliar and only the neutral and facilitative conditions were employed. The children clicked on the named object, registering accuracy and reaction time. Results Speed of word recognition did not differ between groups but varied with gaze such that responses were fastest in the facilitative condition and slowest in the contradictory condition. Only the ASD group responded slower to low frequency than high-frequency words. Accuracy of word mapping did not differ between groups, but accuracy varied with gaze with higher performance in the facilitative than neutral condition. Both groups scored above single-trial chance levels in the neutral condition by tracking cross-situational information. Only in the ASD group did mapping vary with receptive vocabulary. Conclusions Under laboratory conditions, children with ASD can monitor gaze and judge its reliability as a cue to word meaning as well as typical peers. The use of cross-situational statistics to support word learning may be problematic for those who have weak language abilities. En ligne : http://dx.doi.org/10.1111/jcpp.12073 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=203

Learning to read in Williams syndrome and Down syndrome: syndrome-specific precursors and developmental trajectories / Ann STEELE in Journal of Child Psychology and Psychiatry, 54-7 (July 2013)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 54-7 (July 2013) . - p.754-762 Titre : Learning to read in Williams syndrome and Down syndrome: syndrome-specific precursors and developmental trajectories Type de document : Texte imprimé et/ou numérique Auteurs : Ann STEELE, Auteur ; Gaia SCERIF, Auteur ; Kim CORNISH, Auteur ; Annette KARMILOFF-SMITH, Auteur Article en page(s) : p.754-762 Langues : Anglais (eng) Mots-clés : Down syndrome  Williams syndrome  reading  phonological awareness  letter knowledge  longitudinal  predictors Index. décimale : PER Périodiques Résumé : Background In typical development, early reading is underpinned by language skills, like vocabulary and phonological awareness (PA), as well as taught skills like letter knowledge. Less is understood about how early reading develops in children with neurodevelopmental disorders who display specific profiles of linguistic strengths and weaknesses, such as Down syndrome (DS) and Williams syndrome (WS). Methods Early reading, letter knowledge, rhyme matching, phoneme matching and receptive vocabulary were assessed in 26 children with DS and 26 children with WS between 4 and 8 years, as well as in two groups of typically developing (TD) children matched on nonverbal mental age (NVMA controls) or reading (RA controls). Reading was also measured 1 year later in DS, WS and RA controls to assess reading growth and its longitudinal predictors. Results Despite poor PA and vocabulary, children with DS displayed good reading and letter knowledge, compared with NVMA controls. Performance of children with WS was equivalent to RA controls and superior to NVMA controls on all tasks. Longitudinal delays emerged in reading in both DS and WS compared with RA controls. Vocabulary was a significant longitudinal predictor of reading growth for all children, but, for both children with DS and WS, and unlike RA controls, letter knowledge and PA were not. Conclusions Children with DS and WS display atypical developmental patterns in the earliest stages of reading, further underlining the importance of cross-syndrome, longitudinal research, which tracks all levels of development in neurodevelopmental disorders. Identifying early syndrome-specific profiles of strengths and weaknesses underlying literacy development is critical for planning intervention programmes. En ligne : http://dx.doi.org/10.1111/jcpp.12070 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=203 [article] Learning to read in Williams syndrome and Down syndrome: syndrome-specific precursors and developmental trajectories [Texte imprimé et/ou numérique] / Ann STEELE, Auteur ; Gaia SCERIF, Auteur ; Kim CORNISH, Auteur ; Annette KARMILOFF-SMITH, Auteur . - p.754-762. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 54-7 (July 2013) . - p.754-762 Mots-clés : Down syndrome  Williams syndrome  reading  phonological awareness  letter knowledge  longitudinal  predictors Index. décimale : PER Périodiques Résumé : Background In typical development, early reading is underpinned by language skills, like vocabulary and phonological awareness (PA), as well as taught skills like letter knowledge. Less is understood about how early reading develops in children with neurodevelopmental disorders who display specific profiles of linguistic strengths and weaknesses, such as Down syndrome (DS) and Williams syndrome (WS). Methods Early reading, letter knowledge, rhyme matching, phoneme matching and receptive vocabulary were assessed in 26 children with DS and 26 children with WS between 4 and 8 years, as well as in two groups of typically developing (TD) children matched on nonverbal mental age (NVMA controls) or reading (RA controls). Reading was also measured 1 year later in DS, WS and RA controls to assess reading growth and its longitudinal predictors. Results Despite poor PA and vocabulary, children with DS displayed good reading and letter knowledge, compared with NVMA controls. Performance of children with WS was equivalent to RA controls and superior to NVMA controls on all tasks. Longitudinal delays emerged in reading in both DS and WS compared with RA controls. Vocabulary was a significant longitudinal predictor of reading growth for all children, but, for both children with DS and WS, and unlike RA controls, letter knowledge and PA were not. Conclusions Children with DS and WS display atypical developmental patterns in the earliest stages of reading, further underlining the importance of cross-syndrome, longitudinal research, which tracks all levels of development in neurodevelopmental disorders. Identifying early syndrome-specific profiles of strengths and weaknesses underlying literacy development is critical for planning intervention programmes. En ligne : http://dx.doi.org/10.1111/jcpp.12070 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=203

Quality of interaction between at-risk infants and caregiver at 12–15 months is associated with 3-year autism outcome / Ming Wai WAN in Journal of Child Psychology and Psychiatry, 54-7 (July 2013)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 54-7 (July 2013) . - p.763-771 Titre : Quality of interaction between at-risk infants and caregiver at 12–15 months is associated with 3-year autism outcome Type de document : Texte imprimé et/ou numérique Auteurs : Ming Wai WAN, Auteur ; Jonathan GREEN, Auteur ; Mayada ELSABBAGH, Auteur ; Mark H. JOHNSON, Auteur ; Tony CHARMAN, Auteur ; Faye PLUMMER, Auteur ; Basis Team THE, Auteur Article en page(s) : p.763-771 Langues : Anglais (eng) Mots-clés : ASD siblings  mother–child relations  high-risk infants  parent sensitivity Index. décimale : PER Périodiques Résumé : Background: Recent models of the early emergence of autism spectrum disorder (ASD) propose that infant intrinsic risk susceptibilities in behaviour may be amplified by interaction within the early social environment into an increasingly atypical developmental trajectory. This study examines whether 6- and 12-month parent–infant interactions in at-risk siblings differ from those with low-risk and whether – in at-risk siblings – such interactions predict later 3-year classification of ASD or no ASD. Method: Within the British Autism Study of Infant Siblings (BASIS), 6-min videotaped episodes of parent–infant free play in infants at 6–10 months (45 at-risk siblings and 47 low-risk siblings) and 12–15 months (43 at-risk siblings and 48 low-risk siblings) in a laboratory setting were rated on the Manchester Assessment of Caregiver-Infant Interaction (MACI), blind to participant information. Standard tests were administered for concurrent behavioural signs of ASD features and developmental level. Systematic consensus diagnostic classification of ASD was made at 3 years for the at-risk siblings. Results: Parent nondirectiveness and sensitive responsiveness differed in relation to ASD/risk status (at-risk ASD, at-risk no-ASD and low-risk) at both 6 and 12 months. At 6 months, infant liveliness was lower in the at-risk groups; at 12 months, infant attentiveness to parent and positive affect were lower in the at-risk group later diagnosed with ASD. Dyadic mutuality and intensity of engagement showed a group effect at 12 months. Dyadic mutuality, infant positive affect and infant attentiveness to parent at 12 months (but not 6 months) predicted 3-year ASD outcome, whereas infant ASD-related behavioural atypicality did not. Conclusions: This is the first prospective evidence that early dyadic interaction between at-risk infants and their parents is associated with later diagnostic outcome in ASD. Possible explanations for these findings and their theoretical implications are considered. En ligne : http://dx.doi.org/10.1111/jcpp.12032 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=203 [article] Quality of interaction between at-risk infants and caregiver at 12–15 months is associated with 3-year autism outcome [Texte imprimé et/ou numérique] / Ming Wai WAN, Auteur ; Jonathan GREEN, Auteur ; Mayada ELSABBAGH, Auteur ; Mark H. JOHNSON, Auteur ; Tony CHARMAN, Auteur ; Faye PLUMMER, Auteur ; Basis Team THE, Auteur . - p.763-771. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 54-7 (July 2013) . - p.763-771 Mots-clés : ASD siblings  mother–child relations  high-risk infants  parent sensitivity Index. décimale : PER Périodiques Résumé : Background: Recent models of the early emergence of autism spectrum disorder (ASD) propose that infant intrinsic risk susceptibilities in behaviour may be amplified by interaction within the early social environment into an increasingly atypical developmental trajectory. This study examines whether 6- and 12-month parent–infant interactions in at-risk siblings differ from those with low-risk and whether – in at-risk siblings – such interactions predict later 3-year classification of ASD or no ASD. Method: Within the British Autism Study of Infant Siblings (BASIS), 6-min videotaped episodes of parent–infant free play in infants at 6–10 months (45 at-risk siblings and 47 low-risk siblings) and 12–15 months (43 at-risk siblings and 48 low-risk siblings) in a laboratory setting were rated on the Manchester Assessment of Caregiver-Infant Interaction (MACI), blind to participant information. Standard tests were administered for concurrent behavioural signs of ASD features and developmental level. Systematic consensus diagnostic classification of ASD was made at 3 years for the at-risk siblings. Results: Parent nondirectiveness and sensitive responsiveness differed in relation to ASD/risk status (at-risk ASD, at-risk no-ASD and low-risk) at both 6 and 12 months. At 6 months, infant liveliness was lower in the at-risk groups; at 12 months, infant attentiveness to parent and positive affect were lower in the at-risk group later diagnosed with ASD. Dyadic mutuality and intensity of engagement showed a group effect at 12 months. Dyadic mutuality, infant positive affect and infant attentiveness to parent at 12 months (but not 6 months) predicted 3-year ASD outcome, whereas infant ASD-related behavioural atypicality did not. Conclusions: This is the first prospective evidence that early dyadic interaction between at-risk infants and their parents is associated with later diagnostic outcome in ASD. Possible explanations for these findings and their theoretical implications are considered. En ligne : http://dx.doi.org/10.1111/jcpp.12032 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=203

Psychiatric outcomes at age seven for very preterm children: rates and predictors / Karli TREYVAUD in Journal of Child Psychology and Psychiatry, 54-7 (July 2013)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 54-7 (July 2013) . - p.772-779 Titre : Psychiatric outcomes at age seven for very preterm children: rates and predictors Type de document : Texte imprimé et/ou numérique Auteurs : Karli TREYVAUD, Auteur ; Alexandra URE, Auteur ; Lex W. DOYLE, Auteur ; Katherine J. LEE, Auteur ; Cynthia E. ROGERS, Auteur ; Hiroyuki KIDOKORO, Auteur ; Terrie E. INDER, Auteur ; Peter J. ANDERSON, Auteur Article en page(s) : p.772-779 Langues : Anglais (eng) Mots-clés : Preterm  psychiatric disorder  brain abnormality  predictor  mental health Index. décimale : PER Périodiques Résumé : Background: Uncertainty remains about the rate of specific psychiatric disorders and associated predictive factors for very preterm (VPT) children. The aims of this study were to document rates of psychiatric disorders in VPT children aged 7 years compared with term born children, and to examine potential predictive factors for psychiatric diagnoses in VPT children. Methods: Participants were 177 VPT and 65 term born children. Perinatal medical data were collected, which included brain abnormalities detected using magnetic resonance imaging. The Infant-Toddler Social-Emotional Assessment (ITSEA) and Strengths and Difficulties Questionnaire (SDQ) were administered at 2 and 5 years respectively. At 7 years of age, the Developmental and Well-being Assessment (DAWBA) was used to indicate psychiatric diagnoses. Results: Compared with term born children, VPT children had three times the odds of meeting criteria for any psychiatric diagnosis at age 7 years (odds ratio 3.03; 95% confidence interval 1.23, 7.47, p = .02). The most common diagnoses were anxiety disorders (11% VPT, 8% term), attention-deficit/hyperactivity disorder (10% VPT, 3% term) and autism spectrum disorder (4.5% VPT, 0% term). For VPT children, those with severe global brain abnormalities (p = .02), those who displayed social-emotional problems at age 5 (p = .000) and those with higher social risk at age 7 (p = .001) were more likely to meet criteria for a psychiatric illness at age 7. Conclusions: Compared with term born children, VPT children have higher rates of psychiatric diagnoses at early school age, predicted by neonatal brain abnormalities, prior social-emotional problems and social factors. En ligne : http://dx.doi.org/10.1111/jcpp.12040 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=203 [article] Psychiatric outcomes at age seven for very preterm children: rates and predictors [Texte imprimé et/ou numérique] / Karli TREYVAUD, Auteur ; Alexandra URE, Auteur ; Lex W. DOYLE, Auteur ; Katherine J. LEE, Auteur ; Cynthia E. ROGERS, Auteur ; Hiroyuki KIDOKORO, Auteur ; Terrie E. INDER, Auteur ; Peter J. ANDERSON, Auteur . - p.772-779. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 54-7 (July 2013) . - p.772-779 Mots-clés : Preterm  psychiatric disorder  brain abnormality  predictor  mental health Index. décimale : PER Périodiques Résumé : Background: Uncertainty remains about the rate of specific psychiatric disorders and associated predictive factors for very preterm (VPT) children. The aims of this study were to document rates of psychiatric disorders in VPT children aged 7 years compared with term born children, and to examine potential predictive factors for psychiatric diagnoses in VPT children. Methods: Participants were 177 VPT and 65 term born children. Perinatal medical data were collected, which included brain abnormalities detected using magnetic resonance imaging. The Infant-Toddler Social-Emotional Assessment (ITSEA) and Strengths and Difficulties Questionnaire (SDQ) were administered at 2 and 5 years respectively. At 7 years of age, the Developmental and Well-being Assessment (DAWBA) was used to indicate psychiatric diagnoses. Results: Compared with term born children, VPT children had three times the odds of meeting criteria for any psychiatric diagnosis at age 7 years (odds ratio 3.03; 95% confidence interval 1.23, 7.47, p = .02). The most common diagnoses were anxiety disorders (11% VPT, 8% term), attention-deficit/hyperactivity disorder (10% VPT, 3% term) and autism spectrum disorder (4.5% VPT, 0% term). For VPT children, those with severe global brain abnormalities (p = .02), those who displayed social-emotional problems at age 5 (p = .000) and those with higher social risk at age 7 (p = .001) were more likely to meet criteria for a psychiatric illness at age 7. Conclusions: Compared with term born children, VPT children have higher rates of psychiatric diagnoses at early school age, predicted by neonatal brain abnormalities, prior social-emotional problems and social factors. En ligne : http://dx.doi.org/10.1111/jcpp.12040 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=203

The preventative effects of a brief, early intervention for preschool-aged children at risk for internalising: follow-up into middle adolescence / Ronald M. RAPEE in Journal of Child Psychology and Psychiatry, 54-7 (July 2013)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 54-7 (July 2013) . - p.780-788 Titre : The preventative effects of a brief, early intervention for preschool-aged children at risk for internalising: follow-up into middle adolescence Type de document : Texte imprimé et/ou numérique Auteurs : Ronald M. RAPEE, Auteur Article en page(s) : p.780-788 Langues : Anglais (eng) Mots-clés : Prevention  early intervention  internalising  anxiety disorders  depression Index. décimale : PER Périodiques Résumé : Background: There are few evaluations of very early intervention for the prevention of internalising disorders and those that exist generally evaluate outcomes to a maximum of 12 months. The current study evaluated the very long term effects (11 years) of a brief internalising prevention program presented to parents of preschool aged children. Methods: The original sample comprised 146 preschool-aged children who scored high on measures of inhibited temperament. Half of the parents were given a brief educational program (six-sessions) to assist them to help their children reduce anxiousness. Over 70% of the original sample (n = 103) was assessed for the current study, which occurred when the sample was approximately 15 years. They were assessed on current diagnoses of anxiety and depression, as well as symptoms of anxiety, depression, negative thoughts, and life interference. Results: Compared with controls, girls whose parents had been through the early intervention program showed significantly fewer internalising disorders, maternally reported anxiety symptoms and self-reported life interference, and trends toward lower self-reported anxiety symptoms and self reported thoughts of loss and failure. Boys showed few differences. Conclusions: A brief early intervention program delivered to parents of preschool-aged children who are at risk for later internalising distress shows lasting benefits for girls into the high-risk period of middle adolescence. Given the low costs associated with this program, these results show promise for strong public health benefits. En ligne : http://dx.doi.org/10.1111/jcpp.12048 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=203 [article] The preventative effects of a brief, early intervention for preschool-aged children at risk for internalising: follow-up into middle adolescence [Texte imprimé et/ou numérique] / Ronald M. RAPEE, Auteur . - p.780-788. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 54-7 (July 2013) . - p.780-788 Mots-clés : Prevention  early intervention  internalising  anxiety disorders  depression Index. décimale : PER Périodiques Résumé : Background: There are few evaluations of very early intervention for the prevention of internalising disorders and those that exist generally evaluate outcomes to a maximum of 12 months. The current study evaluated the very long term effects (11 years) of a brief internalising prevention program presented to parents of preschool aged children. Methods: The original sample comprised 146 preschool-aged children who scored high on measures of inhibited temperament. Half of the parents were given a brief educational program (six-sessions) to assist them to help their children reduce anxiousness. Over 70% of the original sample (n = 103) was assessed for the current study, which occurred when the sample was approximately 15 years. They were assessed on current diagnoses of anxiety and depression, as well as symptoms of anxiety, depression, negative thoughts, and life interference. Results: Compared with controls, girls whose parents had been through the early intervention program showed significantly fewer internalising disorders, maternally reported anxiety symptoms and self-reported life interference, and trends toward lower self-reported anxiety symptoms and self reported thoughts of loss and failure. Boys showed few differences. Conclusions: A brief early intervention program delivered to parents of preschool-aged children who are at risk for later internalising distress shows lasting benefits for girls into the high-risk period of middle adolescence. Given the low costs associated with this program, these results show promise for strong public health benefits. En ligne : http://dx.doi.org/10.1111/jcpp.12048 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=203

Commentary: To intervene or not? Appreciating or treating individual differences in childhood temperament – remarks on Rapee (2013) / Nathan A. FOX in Journal of Child Psychology and Psychiatry, 54-7 (July 2013)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 54-7 (July 2013) . - p.789-790 Titre : Commentary: To intervene or not? Appreciating or treating individual differences in childhood temperament – remarks on Rapee (2013) Type de document : Texte imprimé et/ou numérique Auteurs : Nathan A. FOX, Auteur ; Tyson V. BARKER, Auteur ; Lauren K. WHITE, Auteur ; Jenna G. SUWAY, Auteur ; Daniel S. PINE, Auteur Article en page(s) : p.789-790 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1111/jcpp.12101 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=203 [article] Commentary: To intervene or not? Appreciating or treating individual differences in childhood temperament – remarks on Rapee (2013) [Texte imprimé et/ou numérique] / Nathan A. FOX, Auteur ; Tyson V. BARKER, Auteur ; Lauren K. WHITE, Auteur ; Jenna G. SUWAY, Auteur ; Daniel S. PINE, Auteur . - p.789-790. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 54-7 (July 2013) . - p.789-790 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1111/jcpp.12101 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=203

Diagnostic transitions from childhood to adolescence to early adulthood / William COPELAND in Journal of Child Psychology and Psychiatry, 54-7 (July 2013)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 54-7 (July 2013) . - p.791-799 Titre : Diagnostic transitions from childhood to adolescence to early adulthood Type de document : Texte imprimé et/ou numérique Auteurs : William COPELAND, Auteur ; Carol E. ADAIR, Auteur ; Paul SMETANIN, Auteur ; David STIFF, Auteur ; Carla BRIANTE, Auteur ; Ian COLMAN, Auteur ; David M. FERGUSSON, Auteur ; John HORWOOD, Auteur ; Richie POULTON, Auteur ; E. Jane COSTELLO, Auteur ; Adrian ANGOLD, Auteur Article en page(s) : p.791-799 Langues : Anglais (eng) Mots-clés : Epidemiology  longitudinal  depression  anxiety  behavioral disorders  comorbidity Index. décimale : PER Périodiques Résumé : Background Quantifying diagnostic transitions across development is needed to estimate the long-term burden of mental illness. This study estimated patterns of diagnostic transitions from childhood to adolescence and from adolescence to early adulthood. Methods Patterns of diagnostic transitions were estimated using data from three prospective, longitudinal studies involving close to 20,000 observations of 3,722 participants followed across multiple developmental periods covering ages 9–30. Common DSM psychiatric disorders were assessed in childhood (ages 9–12; two samples), adolescence (ages 13–18; three samples), and early adulthood (ages 19 to age 32; three samples) with structured psychiatric interviews and questionnaires. Results Having a disorder at an early period was associated with at least a threefold increase in odds for having a disorder at a later period. Homotypic and heterotypic transitions were observed for every disorder category. The strongest evidence of continuity was seen for behavioral disorders (particularly ADHD) with less evidence for emotional disorders such as depression and anxiety. Limited evidence was found in adjusted models for behavioral disorders predicting later emotional disorders. Adult substance disorders were preceded by behavioral disorders, but not anxiety or depression. Conclusions Having a disorder in childhood or adolescence is a potent risk factor for a range of psychiatric problems later in development. These findings provide further support for prevention and early life intervention efforts and suggest that treatment at younger ages, while justified in its own right, may also have potential to reduce the risk for disorders later in development. En ligne : http://dx.doi.org/10.1111/jcpp.12062 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=203 [article] Diagnostic transitions from childhood to adolescence to early adulthood [Texte imprimé et/ou numérique] / William COPELAND, Auteur ; Carol E. ADAIR, Auteur ; Paul SMETANIN, Auteur ; David STIFF, Auteur ; Carla BRIANTE, Auteur ; Ian COLMAN, Auteur ; David M. FERGUSSON, Auteur ; John HORWOOD, Auteur ; Richie POULTON, Auteur ; E. Jane COSTELLO, Auteur ; Adrian ANGOLD, Auteur . - p.791-799. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 54-7 (July 2013) . - p.791-799 Mots-clés : Epidemiology  longitudinal  depression  anxiety  behavioral disorders  comorbidity Index. décimale : PER Périodiques Résumé : Background Quantifying diagnostic transitions across development is needed to estimate the long-term burden of mental illness. This study estimated patterns of diagnostic transitions from childhood to adolescence and from adolescence to early adulthood. Methods Patterns of diagnostic transitions were estimated using data from three prospective, longitudinal studies involving close to 20,000 observations of 3,722 participants followed across multiple developmental periods covering ages 9–30. Common DSM psychiatric disorders were assessed in childhood (ages 9–12; two samples), adolescence (ages 13–18; three samples), and early adulthood (ages 19 to age 32; three samples) with structured psychiatric interviews and questionnaires. Results Having a disorder at an early period was associated with at least a threefold increase in odds for having a disorder at a later period. Homotypic and heterotypic transitions were observed for every disorder category. The strongest evidence of continuity was seen for behavioral disorders (particularly ADHD) with less evidence for emotional disorders such as depression and anxiety. Limited evidence was found in adjusted models for behavioral disorders predicting later emotional disorders. Adult substance disorders were preceded by behavioral disorders, but not anxiety or depression. Conclusions Having a disorder in childhood or adolescence is a potent risk factor for a range of psychiatric problems later in development. These findings provide further support for prevention and early life intervention efforts and suggest that treatment at younger ages, while justified in its own right, may also have potential to reduce the risk for disorders later in development. En ligne : http://dx.doi.org/10.1111/jcpp.12062 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=203

Do different ADHD-related etiological risks involve specific neuropsychological pathways? An analysis of mediation processes by inhibitory control and delay aversion / Ursula PAULI-POTT in Journal of Child Psychology and Psychiatry, 54-7 (July 2013)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 54-7 (July 2013) . - p.800-809 Titre : Do different ADHD-related etiological risks involve specific neuropsychological pathways? An analysis of mediation processes by inhibitory control and delay aversion Type de document : Texte imprimé et/ou numérique Auteurs : Ursula PAULI-POTT, Auteur ; Silke DALIR, Auteur ; Tanja MINGEBACH, Auteur ; Alisa ROLLER, Auteur ; Katja BECKER, Auteur Article en page(s) : p.800-809 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background Inhibitory control (IC) has been regarded as a neuropsychological basic deficit and as an endophenotype of attention deficit/hyperactivity disorder (ADHD). Implicated here are mediation processes between etiological factors and ADHD symptoms. We thus analyze whether and to what extent executive IC and delay aversion (DA; i.e., reward-related IC) performance mediate the associations of familial, prenatal, and psychosocial risks with ADHD symptoms. Methods The study sample consisted of 130 preschool children (3–6 years; 50% boys), including 20% (n = 26) with a positive family history of ADHD (familial risk). Prenatal risks were mainly taken from medical records. Psychosocial risks were assessed by a structured interview. ADHD symptoms were assessed by structured interviews and questionnaires completed by parents and teachers. A set of neuropsychological tasks on IC and DA was conducted with the children. Results Familial, prenatal, and psychosocial risks were significantly associated with ADHD symptoms. IC and DA also correlated significantly with ADHD symptoms. While the familial risk significantly correlated with IC and DA, psychosocial and prenatal risks were only weakly associated with these measures. The link between the familial risk and ADHD symptoms was partially mediated by IC and DA. Conclusions The results indicate different neuropsychological pathways related to ‘positive family history of ADHD’ and prenatal risks. Given a cross-validation in future studies, the results underscore the endophenotypic character of IC and DA in preschool ages. En ligne : http://dx.doi.org/10.1111/jcpp.12059 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=203 [article] Do different ADHD-related etiological risks involve specific neuropsychological pathways? An analysis of mediation processes by inhibitory control and delay aversion [Texte imprimé et/ou numérique] / Ursula PAULI-POTT, Auteur ; Silke DALIR, Auteur ; Tanja MINGEBACH, Auteur ; Alisa ROLLER, Auteur ; Katja BECKER, Auteur . - p.800-809. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 54-7 (July 2013) . - p.800-809 Index. décimale : PER Périodiques Résumé : Background Inhibitory control (IC) has been regarded as a neuropsychological basic deficit and as an endophenotype of attention deficit/hyperactivity disorder (ADHD). Implicated here are mediation processes between etiological factors and ADHD symptoms. We thus analyze whether and to what extent executive IC and delay aversion (DA; i.e., reward-related IC) performance mediate the associations of familial, prenatal, and psychosocial risks with ADHD symptoms. Methods The study sample consisted of 130 preschool children (3–6 years; 50% boys), including 20% (n = 26) with a positive family history of ADHD (familial risk). Prenatal risks were mainly taken from medical records. Psychosocial risks were assessed by a structured interview. ADHD symptoms were assessed by structured interviews and questionnaires completed by parents and teachers. A set of neuropsychological tasks on IC and DA was conducted with the children. Results Familial, prenatal, and psychosocial risks were significantly associated with ADHD symptoms. IC and DA also correlated significantly with ADHD symptoms. While the familial risk significantly correlated with IC and DA, psychosocial and prenatal risks were only weakly associated with these measures. The link between the familial risk and ADHD symptoms was partially mediated by IC and DA. Conclusions The results indicate different neuropsychological pathways related to ‘positive family history of ADHD’ and prenatal risks. Given a cross-validation in future studies, the results underscore the endophenotypic character of IC and DA in preschool ages. En ligne : http://dx.doi.org/10.1111/jcpp.12059 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=203

Editorial Perspective: The need for new guidelines to improve the reporting of trials in child and adolescent mental health / Frances GARDNER in Journal of Child Psychology and Psychiatry, 54-7 (July 2013)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 54-7 (July 2013) . - p.810-812 Titre : Editorial Perspective: The need for new guidelines to improve the reporting of trials in child and adolescent mental health Type de document : Texte imprimé et/ou numérique Auteurs : Frances GARDNER, Auteur ; Evan MAYO-WILSON, Auteur ; Paul MONTGOMERY, Auteur ; Sally HOPEWELL, Auteur ; Geraldine MACDONALD, Auteur ; David MOHER, Auteur ; Sean GRANT, Auteur Article en page(s) : p.810-812 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1111/jcpp.12106 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=203 [article] Editorial Perspective: The need for new guidelines to improve the reporting of trials in child and adolescent mental health [Texte imprimé et/ou numérique] / Frances GARDNER, Auteur ; Evan MAYO-WILSON, Auteur ; Paul MONTGOMERY, Auteur ; Sally HOPEWELL, Auteur ; Geraldine MACDONALD, Auteur ; David MOHER, Auteur ; Sean GRANT, Auteur . - p.810-812. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 54-7 (July 2013) . - p.810-812 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1111/jcpp.12106 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=203

Erratum in Journal of Child Psychology and Psychiatry, 54-7 (July 2013)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 54-7 (July 2013) . - p.812 Titre : Erratum Type de document : Texte imprimé et/ou numérique Article en page(s) : p.812 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1111/jcpp.12117 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=203 [article] Erratum [Texte imprimé et/ou numérique] . - p.812. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 54-7 (July 2013) . - p.812 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1111/jcpp.12117 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=203