Comparing Children with ASD and Their Peers’ Growth in Print Knowledge / Jaclyn M. DYNIA in Journal of Autism and Developmental Disorders, 46-7 (July 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-7 (July 2016) . - p.2490-2500 Titre : Comparing Children with ASD and Their Peers’ Growth in Print Knowledge Type de document : texte imprimé Auteurs : Jaclyn M. DYNIA, Auteur ; Matthew E. BROCK, Auteur ; Jessica LOGAN, Auteur ; Laura M. JUSTICE, Auteur ; Joan N. KADERAVEK, Auteur Article en page(s) : p.2490-2500 Langues : Anglais (eng) Mots-clés : Autism  Emergent literacy  Print knowledge Index. décimale : PER Périodiques Résumé : Many children with autism spectrum disorder (ASD) struggle with reading. An increased focus on emergent literacy skills—particularly print knowledge—might improve later reading outcomes. We analyzed longitudinal measures of print knowledge (i.e., alphabet knowledge and print-concept knowledge) for 35 preschoolers with ASD relative to a sample of 35 typically developing peers. Through multilevel growth curve analysis, we found that relative to their peers, children with ASD had comparable alphabet knowledge, lower print-concept knowledge, and acquired both skills at a similar rate. These findings suggest that children with ASD are unlikely to acquire print-concept knowledge commensurate to their peers without an increased emphasis on high-quality instruction that targets this skill. En ligne : http://dx.doi.org/10.1007/s10803-016-2790-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290 [article] Comparing Children with ASD and Their Peers’ Growth in Print Knowledge [texte imprimé] / Jaclyn M. DYNIA, Auteur ; Matthew E. BROCK, Auteur ; Jessica LOGAN, Auteur ; Laura M. JUSTICE, Auteur ; Joan N. KADERAVEK, Auteur . - p.2490-2500. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-7 (July 2016) . - p.2490-2500 Mots-clés : Autism  Emergent literacy  Print knowledge Index. décimale : PER Périodiques Résumé : Many children with autism spectrum disorder (ASD) struggle with reading. An increased focus on emergent literacy skills—particularly print knowledge—might improve later reading outcomes. We analyzed longitudinal measures of print knowledge (i.e., alphabet knowledge and print-concept knowledge) for 35 preschoolers with ASD relative to a sample of 35 typically developing peers. Through multilevel growth curve analysis, we found that relative to their peers, children with ASD had comparable alphabet knowledge, lower print-concept knowledge, and acquired both skills at a similar rate. These findings suggest that children with ASD are unlikely to acquire print-concept knowledge commensurate to their peers without an increased emphasis on high-quality instruction that targets this skill. En ligne : http://dx.doi.org/10.1007/s10803-016-2790-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290

Early childhood maltreatment and profiles of resilience among child welfare-involved children / Susan YOON in Development and Psychopathology, 35-2 (May 2023)  

Public ISBD [article]  inDevelopment and Psychopathology > 35-2 (May 2023) . - p.711-723 Titre : Early childhood maltreatment and profiles of resilience among child welfare-involved children Type de document : texte imprimé Auteurs : Susan YOON, Auteur ; Fei PEI, Auteur ; Jessica LOGAN, Auteur ; Nathan HELSABECK, Auteur ; Sherry HAMBY, Auteur ; Natasha SLESNICK, Auteur Article en page(s) : p.711-723 Langues : Anglais (eng) Mots-clés : child maltreatment  early childhood  resilience  latent profile analysis Index. décimale : PER Périodiques Résumé : Given the high burden of child maltreatment, there is an urgent need to know more about resilient functioning among those who have experienced maltreatment. The aims of the study were to: 1) identify distinct profiles of resilience across cognitive, emotional, behavioral, and social domains in young children involved in the child welfare system; and 2) examine maltreatment characteristics and family protective factors in relation to the identified resilience profiles. A secondary analysis was conducted using data from the National Survey of Child and Adolescent Well-Being (NSCAW-II). Latent profile analysis was performed on a sample of 827 children aged 3-5 years (46% girls, Mean age = 3.96). Three distinct resilience profiles were identified: 1) low cognitive resilience (24%); 2) low emotional and behavioral resilience (20%); and 3) multidomain resilience (56%). Caregiver cognitive stimulation, no out-of-home placement, higher caregiver education level, older child age, and being a girl were associated with the multidomain resilience profile. The findings provide empirical support for the multifaceted nature of resilience and suggest that practitioners need to help children achieve optimal and balanced development by assessing, identifying, and targeting those domains in which children struggle to obtain competence. En ligne : http://dx.doi.org/10.1017/S0954579421001851 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=504 [article] Early childhood maltreatment and profiles of resilience among child welfare-involved children [texte imprimé] / Susan YOON, Auteur ; Fei PEI, Auteur ; Jessica LOGAN, Auteur ; Nathan HELSABECK, Auteur ; Sherry HAMBY, Auteur ; Natasha SLESNICK, Auteur . - p.711-723. Langues : Anglais (eng) in Development and Psychopathology > 35-2 (May 2023) . - p.711-723 Mots-clés : child maltreatment  early childhood  resilience  latent profile analysis Index. décimale : PER Périodiques Résumé : Given the high burden of child maltreatment, there is an urgent need to know more about resilient functioning among those who have experienced maltreatment. The aims of the study were to: 1) identify distinct profiles of resilience across cognitive, emotional, behavioral, and social domains in young children involved in the child welfare system; and 2) examine maltreatment characteristics and family protective factors in relation to the identified resilience profiles. A secondary analysis was conducted using data from the National Survey of Child and Adolescent Well-Being (NSCAW-II). Latent profile analysis was performed on a sample of 827 children aged 3-5 years (46% girls, Mean age = 3.96). Three distinct resilience profiles were identified: 1) low cognitive resilience (24%); 2) low emotional and behavioral resilience (20%); and 3) multidomain resilience (56%). Caregiver cognitive stimulation, no out-of-home placement, higher caregiver education level, older child age, and being a girl were associated with the multidomain resilience profile. The findings provide empirical support for the multifaceted nature of resilience and suggest that practitioners need to help children achieve optimal and balanced development by assessing, identifying, and targeting those domains in which children struggle to obtain competence. En ligne : http://dx.doi.org/10.1017/S0954579421001851 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=504

Early-Literacy Intervention Conducted by Caregivers of Children with Language Impairment: Implementation Patterns Using Survival Analysis / Laura M. JUSTICE in Journal of Autism and Developmental Disorders, 50-5 (May 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-5 (May 2020) . - p.1668-1682 Titre : Early-Literacy Intervention Conducted by Caregivers of Children with Language Impairment: Implementation Patterns Using Survival Analysis Type de document : texte imprimé Auteurs : Laura M. JUSTICE, Auteur ; Jing CHEN, Auteur ; Hui JIANG, Auteur ; Sherine TAMBYRAJA, Auteur ; Jessica LOGAN, Auteur Article en page(s) : p.1668-1682 Langues : Anglais (eng) Mots-clés : Book-reading  Caregiver interventions  Early literacy  Implementation science  Language impairment Index. décimale : PER Périodiques Résumé : This study examined implementation of an evidence-based home reading program by caregivers of children with language impairment. Caregivers received materials and supports to read with their children for 15 weeks, four times weekly; in total, 128 caregivers were enrolled. Survival analysis showed that 55% of caregivers completed the program, and the majority of dropouts did so early in the intervention. Mulitnominal logistic regression results showed that dropout was associated with household income, child literacy skills, and receipt of behavior-change techniques by caregivers, especially financial incentives (50 cents per book reading). Results may advance the science of implementation in the area of early childhood disability and could provide suggestions to improve caregivers' effectiveness in implementing interventions to their children. En ligne : http://dx.doi.org/10.1007/s10803-019-03925-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422 [article] Early-Literacy Intervention Conducted by Caregivers of Children with Language Impairment: Implementation Patterns Using Survival Analysis [texte imprimé] / Laura M. JUSTICE, Auteur ; Jing CHEN, Auteur ; Hui JIANG, Auteur ; Sherine TAMBYRAJA, Auteur ; Jessica LOGAN, Auteur . - p.1668-1682. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-5 (May 2020) . - p.1668-1682 Mots-clés : Book-reading  Caregiver interventions  Early literacy  Implementation science  Language impairment Index. décimale : PER Périodiques Résumé : This study examined implementation of an evidence-based home reading program by caregivers of children with language impairment. Caregivers received materials and supports to read with their children for 15 weeks, four times weekly; in total, 128 caregivers were enrolled. Survival analysis showed that 55% of caregivers completed the program, and the majority of dropouts did so early in the intervention. Mulitnominal logistic regression results showed that dropout was associated with household income, child literacy skills, and receipt of behavior-change techniques by caregivers, especially financial incentives (50 cents per book reading). Results may advance the science of implementation in the area of early childhood disability and could provide suggestions to improve caregivers' effectiveness in implementing interventions to their children. En ligne : http://dx.doi.org/10.1007/s10803-019-03925-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422

Genetic and environmental influences on the growth of early reading skills / Stephen A. PETRILL in Journal of Child Psychology and Psychiatry, 51-6 (June 2010)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 51-6 (June 2010) . - p.660-667 Titre : Genetic and environmental influences on the growth of early reading skills Type de document : texte imprimé Auteurs : Stephen A. PETRILL, Auteur ; Kirby DEATER-DECKARD, Auteur ; Laura M. JUSTICE, Auteur ; Jessica LOGAN, Auteur ; Laurie E. CUTTING, Auteur ; Laura S. DE THORNE, Auteur ; Sara A. HART, Auteur ; Nicole HARLAAR, Auteur ; Lee A. THOMPSON, Auteur ; Christopher SCHATSCHNEIDER, Auteur Année de publication : 2010 Article en page(s) : p.660-667 Langues : Anglais (eng) Mots-clés : Growth reading twin genetics environment Index. décimale : PER Périodiques Résumé : Background: Studies have suggested genetic and environmental influences on overall level of early reading whereas the larger reading literature has shown environmental influences on the rate of growth of early reading skills. This study is the first to examine the genetic and environmental influences on both initial level of performance and rate of subsequent growth in early reading. Methods: Participants were drawn from the Western Reserve Reading Project, a study of 314 twin pairs based in Ohio. Twins were assessed via three annual home visits during early elementary school. Assessments included word identification, letter identification, pseudoword decoding, expressive vocabulary, phoneme awareness, and rapid naming. Measures were analyzed using latent growth curve modeling. Results: The heritability of initial performance (latent intercept) ranged from h2 = .38 for word identification to h2 = .72 for rapid naming. Shared environment ranged from c2 = .11 for rapid naming to c2 = .62 for word identification. The heritability of the rate of subsequent growth (latent slope) was statistically significant for rapid naming h2 = .58 and phoneme awareness h2 = .20. Shared environment accounted for nearly 100% of variance in rate of growth for word identification, letter identification and pseudoword decoding, and was statistically significant and large for phoneme awareness (c2 = .80). Genetic variance for rapid naming and phoneme awareness latent slopes overlapped entirely with genetic variance on the intercepts. In contrast, one-third to two-thirds of the shared environmental variance on the slope was independent from the shared environmental variance on the intercept. Conclusions: Genetic influences were related primarily to those already present at the initial level of performance. In contrast, shared environmental influences affecting rate of growth were both predicted by and independent from initial levels of performance. Results suggested that growth in early reading skills is amenable to family, school, or other environmental influences as reading skills develop. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02204.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=101 [article] Genetic and environmental influences on the growth of early reading skills [texte imprimé] / Stephen A. PETRILL, Auteur ; Kirby DEATER-DECKARD, Auteur ; Laura M. JUSTICE, Auteur ; Jessica LOGAN, Auteur ; Laurie E. CUTTING, Auteur ; Laura S. DE THORNE, Auteur ; Sara A. HART, Auteur ; Nicole HARLAAR, Auteur ; Lee A. THOMPSON, Auteur ; Christopher SCHATSCHNEIDER, Auteur . - 2010 . - p.660-667. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 51-6 (June 2010) . - p.660-667 Mots-clés : Growth reading twin genetics environment Index. décimale : PER Périodiques Résumé : Background: Studies have suggested genetic and environmental influences on overall level of early reading whereas the larger reading literature has shown environmental influences on the rate of growth of early reading skills. This study is the first to examine the genetic and environmental influences on both initial level of performance and rate of subsequent growth in early reading. Methods: Participants were drawn from the Western Reserve Reading Project, a study of 314 twin pairs based in Ohio. Twins were assessed via three annual home visits during early elementary school. Assessments included word identification, letter identification, pseudoword decoding, expressive vocabulary, phoneme awareness, and rapid naming. Measures were analyzed using latent growth curve modeling. Results: The heritability of initial performance (latent intercept) ranged from h2 = .38 for word identification to h2 = .72 for rapid naming. Shared environment ranged from c2 = .11 for rapid naming to c2 = .62 for word identification. The heritability of the rate of subsequent growth (latent slope) was statistically significant for rapid naming h2 = .58 and phoneme awareness h2 = .20. Shared environment accounted for nearly 100% of variance in rate of growth for word identification, letter identification and pseudoword decoding, and was statistically significant and large for phoneme awareness (c2 = .80). Genetic variance for rapid naming and phoneme awareness latent slopes overlapped entirely with genetic variance on the intercepts. In contrast, one-third to two-thirds of the shared environmental variance on the slope was independent from the shared environmental variance on the intercept. Conclusions: Genetic influences were related primarily to those already present at the initial level of performance. In contrast, shared environmental influences affecting rate of growth were both predicted by and independent from initial levels of performance. Results suggested that growth in early reading skills is amenable to family, school, or other environmental influences as reading skills develop. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02204.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=101

Increasing Caregivers' Adherence to an Early-Literacy Intervention Improves the Print Knowledge of Children with Language Impairment / Laura M. JUSTICE in Journal of Autism and Developmental Disorders, 48-12 (December 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-12 (December 2018) . - p.4179-4192 Titre : Increasing Caregivers' Adherence to an Early-Literacy Intervention Improves the Print Knowledge of Children with Language Impairment Type de document : texte imprimé Auteurs : Laura M. JUSTICE, Auteur ; Jing CHEN, Auteur ; Sherine TAMBYRAJA, Auteur ; Jessica LOGAN, Auteur Année de publication : 2018 Article en page(s) : p.4179-4192 Langues : Anglais (eng) Mots-clés : Developmental disability  Emergent literacy  Home literacy  Language impairment  Parent-implemented interventions  Preschool Index. décimale : PER Périodiques Résumé : This study investigated the effects of four behavior-change techniques for caregivers implementing a 15-week literacy intervention with their children with language impairment. Techniques include modeling, encouragement, feedback, and rewards. Random assignment within a factorial experimental design was used to determine which behavior-change technique(s) each of the 128 caregivers would receive. Caregivers' adherence was assessed for frequency and dosage of intervention based on submission of logs and tape recordings. Children's print knowledge was assessed at pre- and posttest to assess literacy skills. Results showed that children whose caregivers were rewarded 50 cents per session to implement the intervention made significantly greater gains in print knowledge over the treatment period. Further, these effects were fully mediated by effects of the behavior-change technique on caregivers' adherence to the intervention. En ligne : http://dx.doi.org/10.1007/s10803-018-3646-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371 [article] Increasing Caregivers' Adherence to an Early-Literacy Intervention Improves the Print Knowledge of Children with Language Impairment [texte imprimé] / Laura M. JUSTICE, Auteur ; Jing CHEN, Auteur ; Sherine TAMBYRAJA, Auteur ; Jessica LOGAN, Auteur . - 2018 . - p.4179-4192. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-12 (December 2018) . - p.4179-4192 Mots-clés : Developmental disability  Emergent literacy  Home literacy  Language impairment  Parent-implemented interventions  Preschool Index. décimale : PER Périodiques Résumé : This study investigated the effects of four behavior-change techniques for caregivers implementing a 15-week literacy intervention with their children with language impairment. Techniques include modeling, encouragement, feedback, and rewards. Random assignment within a factorial experimental design was used to determine which behavior-change technique(s) each of the 128 caregivers would receive. Caregivers' adherence was assessed for frequency and dosage of intervention based on submission of logs and tape recordings. Children's print knowledge was assessed at pre- and posttest to assess literacy skills. Results showed that children whose caregivers were rewarded 50 cents per session to implement the intervention made significantly greater gains in print knowledge over the treatment period. Further, these effects were fully mediated by effects of the behavior-change technique on caregivers' adherence to the intervention. En ligne : http://dx.doi.org/10.1007/s10803-018-3646-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371

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