Automatic Evaluations in Clinically Anxious and Nonanxious Children and Adolescents / Leentje VERVOORT in Journal of Clinical Child & Adolescent Psychology, 39-4 (July-August 2010)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 39-4 (July-August 2010) . - p.481-491 Titre : Automatic Evaluations in Clinically Anxious and Nonanxious Children and Adolescents Type de document : Texte imprimé et/ou numérique Auteurs : Leentje VERVOORT, Auteur ; Lidewij H. WOLTERS, Auteur ; Sanne M. HOGENDOORN, Auteur ; Pier J. M. PRINS, Auteur ; Else DE HAAN, Auteur ; Maaike H. NAUTA, Auteur ; Frits BOER, Auteur Année de publication : 2010 Article en page(s) : p.481-491 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Automatic evaluations of clinically anxious and nonanxious children (n = 40, aged 8-16, 18 girls) were compared using a pictorial performance-based measure of automatic affective associations. Results showed a threat-related evaluation bias in clinically anxious but not in nonanxious children. In anxious participants, automatic evaluations of anxiety-relevant stimuli were more negative than those of negative stimuli. In nonanxious participants, evaluations of negative and anxiety-relevant stimuli did not differ. Furthermore, anxious youth had stronger negative evaluations of anxiety-relevant stimuli than nonanxious children. Automatic evaluations of positive, neutral, and negative stimuli did not differ between groups. Threat-related evaluations were predictive of parent-reported, but not child-reported, anxiety. En ligne : http://dx.doi.org/10.1080/15374416.2010.486316 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108 [article] Automatic Evaluations in Clinically Anxious and Nonanxious Children and Adolescents [Texte imprimé et/ou numérique] / Leentje VERVOORT, Auteur ; Lidewij H. WOLTERS, Auteur ; Sanne M. HOGENDOORN, Auteur ; Pier J. M. PRINS, Auteur ; Else DE HAAN, Auteur ; Maaike H. NAUTA, Auteur ; Frits BOER, Auteur . - 2010 . - p.481-491. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 39-4 (July-August 2010) . - p.481-491 Index. décimale : PER Périodiques Résumé : Automatic evaluations of clinically anxious and nonanxious children (n = 40, aged 8-16, 18 girls) were compared using a pictorial performance-based measure of automatic affective associations. Results showed a threat-related evaluation bias in clinically anxious but not in nonanxious children. In anxious participants, automatic evaluations of anxiety-relevant stimuli were more negative than those of negative stimuli. In nonanxious participants, evaluations of negative and anxiety-relevant stimuli did not differ. Furthermore, anxious youth had stronger negative evaluations of anxiety-relevant stimuli than nonanxious children. Automatic evaluations of positive, neutral, and negative stimuli did not differ between groups. Threat-related evaluations were predictive of parent-reported, but not child-reported, anxiety. En ligne : http://dx.doi.org/10.1080/15374416.2010.486316 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108

Temperament, Attentional Processes, and Anxiety: Diverging Links Between Adolescents With and Without Anxiety Disorders? / Leentje VERVOORT in Journal of Clinical Child & Adolescent Psychology, 40-1 (January-February 2011)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 40-1 (January-February 2011) . - p.144-155 Titre : Temperament, Attentional Processes, and Anxiety: Diverging Links Between Adolescents With and Without Anxiety Disorders? Type de document : Texte imprimé et/ou numérique Auteurs : Leentje VERVOORT, Auteur ; Lidewij H. WOLTERS, Auteur ; Sanne M. HOGENDOORN, Auteur ; Pier J. M. PRINS, Auteur ; Else DE HAAN, Auteur ; Frits BOER, Auteur ; Catharina A. HARTMAN, Auteur Année de publication : 2011 Article en page(s) : p.144-155 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The present study first examined the links between reactive temperament (negative affectivity), regulative temperament (effortful control [EC]) and internalizing problems in adolescents (12-18 years) with anxiety disorders (ANX; N = 39) and without anxiety disorders (nANX; N = 35). Links differed between ANX and nANX participants. Negative affectivity predicted internalizing problems, with almost no role of EC in nANX, but a protective role of EC was found in ANX youth. Second, we investigated the role of attentional bias as a mediator between temperament and internalizing problems. Strategic threat-related bias was predicted by initial attention and EC, but these relations differed in both groups. In nANX participants, higher initial bias scores were predictive for lower strategic bias scores and higher levels of EC were associated with higher bias scores. In ANX participants, there was almost no effect of initial bias or EC on strategic attention. Internalizing problems were predicted by strategic attention, but again differently in ANX and nANX participants. High strategic bias scores were associated with an increase in anxiety in ANX and a decrease in anxiety in nANX participants. En ligne : http://dx.doi.org/10.1080/15374416.2011.533412 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=115 [article] Temperament, Attentional Processes, and Anxiety: Diverging Links Between Adolescents With and Without Anxiety Disorders? [Texte imprimé et/ou numérique] / Leentje VERVOORT, Auteur ; Lidewij H. WOLTERS, Auteur ; Sanne M. HOGENDOORN, Auteur ; Pier J. M. PRINS, Auteur ; Else DE HAAN, Auteur ; Frits BOER, Auteur ; Catharina A. HARTMAN, Auteur . - 2011 . - p.144-155. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 40-1 (January-February 2011) . - p.144-155 Index. décimale : PER Périodiques Résumé : The present study first examined the links between reactive temperament (negative affectivity), regulative temperament (effortful control [EC]) and internalizing problems in adolescents (12-18 years) with anxiety disorders (ANX; N = 39) and without anxiety disorders (nANX; N = 35). Links differed between ANX and nANX participants. Negative affectivity predicted internalizing problems, with almost no role of EC in nANX, but a protective role of EC was found in ANX youth. Second, we investigated the role of attentional bias as a mediator between temperament and internalizing problems. Strategic threat-related bias was predicted by initial attention and EC, but these relations differed in both groups. In nANX participants, higher initial bias scores were predictive for lower strategic bias scores and higher levels of EC were associated with higher bias scores. In ANX participants, there was almost no effect of initial bias or EC on strategic attention. Internalizing problems were predicted by strategic attention, but again differently in ANX and nANX participants. High strategic bias scores were associated with an increase in anxiety in ANX and a decrease in anxiety in nANX participants. En ligne : http://dx.doi.org/10.1080/15374416.2011.533412 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=115

Working memory and cognitive flexibility-training for children with an autism spectrum disorder: a randomized controlled trial / Marieke DE VRIES in Journal of Child Psychology and Psychiatry, 56-5 (May 2015)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 56-5 (May 2015) . - p.566-576 Titre : Working memory and cognitive flexibility-training for children with an autism spectrum disorder: a randomized controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : Marieke DE VRIES, Auteur ; Pier J. M. PRINS, Auteur ; Ben A. SCHMAND, Auteur ; Hilde M. GEURTS, Auteur Article en page(s) : p.566-576 Langues : Anglais (eng) Mots-clés : Executive functioning  working memory  flexibility  cognitive training  autism Index. décimale : PER Périodiques Résumé : Background People with autism spectrum disorders (ASDs) experience executive function (EF) deficits. There is an urgent need for effective interventions, but in spite of the increasing research focus on computerized cognitive training, this has not been studied in ASD. Hence, we investigated two EF training conditions in children with ASD. Methods In a randomized controlled trial, children with ASD (n = 121, 8–12 years, IQ > 80) were randomly assigned to an adaptive working memory (WM) training, an adaptive cognitive flexibility-training, or a non-adaptive control training (mock-training). Braingame Brian, a computerized EF-training with game-elements, was used. Outcome measures (pretraining, post-training, and 6-week-follow-up) were near-transfer to trained EFs, far-transfer to other EFs (sustained attention and inhibition), and parent's ratings of daily life EFs, social behavior, attention deficit hyperactivity disorder (ADHD)-behavior, and quality of life. Results Attrition-rate was 26%. Children in all conditions who completed the training improved in WM, cognitive flexibility, attention, and on parent's ratings, but not in inhibition. There were no significant differential intervention effects, although children in the WM condition showed a trend toward improvement on near-transfer WM and ADHD-behavior, and children in the cognitive flexibility condition showed a trend toward improvement on near-transfer flexibility. Conclusion Although children in the WM condition tended to improve more in WM and ADHD-behavior, the lack of differential improvement on most outcome measures, the absence of a clear effect of the adaptive training compared to the mock-training, and the high attrition rate suggest that the training in its present form is probably not suitable for children with ASD. En ligne : http://dx.doi.org/10.1111/jcpp.12324 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260 [article] Working memory and cognitive flexibility-training for children with an autism spectrum disorder: a randomized controlled trial [Texte imprimé et/ou numérique] / Marieke DE VRIES, Auteur ; Pier J. M. PRINS, Auteur ; Ben A. SCHMAND, Auteur ; Hilde M. GEURTS, Auteur . - p.566-576. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 56-5 (May 2015) . - p.566-576 Mots-clés : Executive functioning  working memory  flexibility  cognitive training  autism Index. décimale : PER Périodiques Résumé : Background People with autism spectrum disorders (ASDs) experience executive function (EF) deficits. There is an urgent need for effective interventions, but in spite of the increasing research focus on computerized cognitive training, this has not been studied in ASD. Hence, we investigated two EF training conditions in children with ASD. Methods In a randomized controlled trial, children with ASD (n = 121, 8–12 years, IQ > 80) were randomly assigned to an adaptive working memory (WM) training, an adaptive cognitive flexibility-training, or a non-adaptive control training (mock-training). Braingame Brian, a computerized EF-training with game-elements, was used. Outcome measures (pretraining, post-training, and 6-week-follow-up) were near-transfer to trained EFs, far-transfer to other EFs (sustained attention and inhibition), and parent's ratings of daily life EFs, social behavior, attention deficit hyperactivity disorder (ADHD)-behavior, and quality of life. Results Attrition-rate was 26%. Children in all conditions who completed the training improved in WM, cognitive flexibility, attention, and on parent's ratings, but not in inhibition. There were no significant differential intervention effects, although children in the WM condition showed a trend toward improvement on near-transfer WM and ADHD-behavior, and children in the cognitive flexibility condition showed a trend toward improvement on near-transfer flexibility. Conclusion Although children in the WM condition tended to improve more in WM and ADHD-behavior, the lack of differential improvement on most outcome measures, the absence of a clear effect of the adaptive training compared to the mock-training, and the high attrition rate suggest that the training in its present form is probably not suitable for children with ASD. En ligne : http://dx.doi.org/10.1111/jcpp.12324 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260

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