Dépouillements

Editorial: Early intervention in response to language delays – is there a danger of putting too many eggs in the wrong basket? / Courtenay F. NORBURY in Journal of Child Psychology and Psychiatry, 56-8 (August 2015)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 56-8 (August 2015) . - p.835-836 Titre : Editorial: Early intervention in response to language delays – is there a danger of putting too many eggs in the wrong basket? Type de document : Texte imprimé et/ou numérique Auteurs : Courtenay F. NORBURY, Auteur Article en page(s) : p.835-836 Langues : Anglais (eng) Mots-clés : Early intervention  early language delays  child development  speech-language therapy  language skills  predictors Index. décimale : PER Périodiques Résumé : To most people it seems incontrovertible that when a child's development appears to be lagging, the earlier we intervene the better. This commonly held belief drives a considerable research effort to identify ‘biomarkers’ of disorder at ever younger ages, so that treatment can be made available to infants, before overt signs of disorder are apparent and difficulties become entrenched. Although much of this work has focused on early interventions for autism spectrum disorder, similar efforts have been directed at remediating early language delays. If we could reliably predict in infancy which children would have persistent language learning impairments, early intervention would of course have potentially wide ranging benefits. In fact, the promise of early intervention is such that in times of austerity, some speech-language therapy providers are prioritising services to the under-fives, with little or no direct intervention to school-aged children. And services to pupils in secondary school are almost non-existent, much to the frustration of parents and school staff who see the language demands of the curriculum and the social environment increasing exponentially during adolescence. This Editorial focuses on the evidence for early intervention for children presenting with language delays, in the context of articles published in this issue of JCPP that focus on early language development. En ligne : http://dx.doi.org/10.1111/jcpp.12446 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263 [article] Editorial: Early intervention in response to language delays – is there a danger of putting too many eggs in the wrong basket? [Texte imprimé et/ou numérique] / Courtenay F. NORBURY, Auteur . - p.835-836. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 56-8 (August 2015) . - p.835-836 Mots-clés : Early intervention  early language delays  child development  speech-language therapy  language skills  predictors Index. décimale : PER Périodiques Résumé : To most people it seems incontrovertible that when a child's development appears to be lagging, the earlier we intervene the better. This commonly held belief drives a considerable research effort to identify ‘biomarkers’ of disorder at ever younger ages, so that treatment can be made available to infants, before overt signs of disorder are apparent and difficulties become entrenched. Although much of this work has focused on early interventions for autism spectrum disorder, similar efforts have been directed at remediating early language delays. If we could reliably predict in infancy which children would have persistent language learning impairments, early intervention would of course have potentially wide ranging benefits. In fact, the promise of early intervention is such that in times of austerity, some speech-language therapy providers are prioritising services to the under-fives, with little or no direct intervention to school-aged children. And services to pupils in secondary school are almost non-existent, much to the frustration of parents and school staff who see the language demands of the curriculum and the social environment increasing exponentially during adolescence. This Editorial focuses on the evidence for early intervention for children presenting with language delays, in the context of articles published in this issue of JCPP that focus on early language development. En ligne : http://dx.doi.org/10.1111/jcpp.12446 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263

Research Review: Neuropsychological test performance in pediatric obsessive–compulsive disorder – a meta-analysis / Amitai ABRAMOVITCH in Journal of Child Psychology and Psychiatry, 56-8 (August 2015)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 56-8 (August 2015) . - p.837-847 Titre : Research Review: Neuropsychological test performance in pediatric obsessive–compulsive disorder – a meta-analysis Type de document : Texte imprimé et/ou numérique Auteurs : Amitai ABRAMOVITCH, Auteur ; Jonathan S. ABRAMOWITZ, Auteur ; Andrew MITTELMAN, Auteur ; Abigail STARK, Auteur ; Kesley RAMSEY, Auteur ; Daniel A. GELLER, Auteur Article en page(s) : p.837-847 Langues : Anglais (eng) Mots-clés : Obsessive–compulsive disorder  pediatric  neuropsychology  meta-analysis  executive function  developmental  cognitive functions Index. décimale : PER Périodiques Résumé : Background Research into the neuropsychology of pediatric obsessive–compulsive disorder (OCD) reveals inconsistent results, limiting the ability to draw conclusions about possible neurocognitive deficits in youth with OCD. The aim of this study was to conduct a meta-analysis of the available literature. Methods We identified 36 studies, of which 11 studies met inclusion criteria. Results were categorized into nine functional subdomains: planning, response inhibition/interference control, set shifting/cognitive flexibility, verbal memory, nonverbal memory, processing speed, working memory, visuospatial functions, and attention. For each domain, weighted pooled Hedges' g effect size was calculated using random model analyses. Results Small effect sizes were found across all subdomains, none of which were found to be statistically significant. Discussion Results indicate that youth with OCD do not exhibit noteworthy neuropsychological deficits. This is in line with recent suggestions that OCD may not be characterized by clinically meaningful neuropsychological impairments. However, the small number of available controlled studies highlights the urgent need for more neuropsychological research in this population, as well as for further exploration of the neurodevelopmental hypothesis in pediatric OCD. Finally, the relatively low persistence rates of OCD into adulthood should be taken under consideration, especially in the context of the putative neuropsychological performance differences between adult and pediatric OCD populations. En ligne : http://dx.doi.org/10.1111/jcpp.12414 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263 [article] Research Review: Neuropsychological test performance in pediatric obsessive–compulsive disorder – a meta-analysis [Texte imprimé et/ou numérique] / Amitai ABRAMOVITCH, Auteur ; Jonathan S. ABRAMOWITZ, Auteur ; Andrew MITTELMAN, Auteur ; Abigail STARK, Auteur ; Kesley RAMSEY, Auteur ; Daniel A. GELLER, Auteur . - p.837-847. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 56-8 (August 2015) . - p.837-847 Mots-clés : Obsessive–compulsive disorder  pediatric  neuropsychology  meta-analysis  executive function  developmental  cognitive functions Index. décimale : PER Périodiques Résumé : Background Research into the neuropsychology of pediatric obsessive–compulsive disorder (OCD) reveals inconsistent results, limiting the ability to draw conclusions about possible neurocognitive deficits in youth with OCD. The aim of this study was to conduct a meta-analysis of the available literature. Methods We identified 36 studies, of which 11 studies met inclusion criteria. Results were categorized into nine functional subdomains: planning, response inhibition/interference control, set shifting/cognitive flexibility, verbal memory, nonverbal memory, processing speed, working memory, visuospatial functions, and attention. For each domain, weighted pooled Hedges' g effect size was calculated using random model analyses. Results Small effect sizes were found across all subdomains, none of which were found to be statistically significant. Discussion Results indicate that youth with OCD do not exhibit noteworthy neuropsychological deficits. This is in line with recent suggestions that OCD may not be characterized by clinically meaningful neuropsychological impairments. However, the small number of available controlled studies highlights the urgent need for more neuropsychological research in this population, as well as for further exploration of the neurodevelopmental hypothesis in pediatric OCD. Finally, the relatively low persistence rates of OCD into adulthood should be taken under consideration, especially in the context of the putative neuropsychological performance differences between adult and pediatric OCD populations. En ligne : http://dx.doi.org/10.1111/jcpp.12414 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263

Do infant vocabulary skills predict school-age language and literacy outcomes? / Fiona J. DUFF in Journal of Child Psychology and Psychiatry, 56-8 (August 2015)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 56-8 (August 2015) . - p.848-856 Titre : Do infant vocabulary skills predict school-age language and literacy outcomes? Type de document : Texte imprimé et/ou numérique Auteurs : Fiona J. DUFF, Auteur ; Gurpreet REEN, Auteur ; Kim PLUNKETT, Auteur ; Kate NATION, Auteur Article en page(s) : p.848-856 Langues : Anglais (eng) Mots-clés : Infancy  language  reading  longitudinal studies  family history Index. décimale : PER Périodiques Résumé : Background Strong associations between infant vocabulary and school-age language and literacy skills would have important practical and theoretical implications: Preschool assessment of vocabulary skills could be used to identify children at risk of reading and language difficulties, and vocabulary could be viewed as a cognitive foundation for reading. However, evidence to date suggests predictive ability from infant vocabulary to later language and literacy is low. This study provides an investigation into, and interpretation of, the magnitude of such infant to school-age relationships. Methods Three hundred British infants whose vocabularies were assessed by parent report in the 2nd year of life (between 16 and 24 months) were followed up on average 5 years later (ages ranged from 4 to 9 years), when their vocabulary, phonological and reading skills were measured. Results Structural equation modelling of age-regressed scores was used to assess the strength of longitudinal relationships. Infant vocabulary (a latent factor of receptive and expressive vocabulary) was a statistically significant predictor of later vocabulary, phonological awareness, reading accuracy and reading comprehension (accounting for between 4% and 18% of variance). Family risk for language or literacy difficulties explained additional variance in reading (approximately 10%) but not language outcomes. Conclusions Significant longitudinal relationships between preliteracy vocabulary knowledge and subsequent reading support the theory that vocabulary is a cognitive foundation of both reading accuracy and reading comprehension. Importantly however, the stability of vocabulary skills from infancy to later childhood is too low to be sufficiently predictive of language outcomes at an individual level – a finding that fits well with the observation that the majority of ‘late talkers’ resolve their early language difficulties. For reading outcomes, prediction of future difficulties is likely to be improved when considering family history of language/literacy difficulties alongside infant vocabulary levels. En ligne : http://dx.doi.org/10.1111/jcpp.12378 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263 [article] Do infant vocabulary skills predict school-age language and literacy outcomes? [Texte imprimé et/ou numérique] / Fiona J. DUFF, Auteur ; Gurpreet REEN, Auteur ; Kim PLUNKETT, Auteur ; Kate NATION, Auteur . - p.848-856. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 56-8 (August 2015) . - p.848-856 Mots-clés : Infancy  language  reading  longitudinal studies  family history Index. décimale : PER Périodiques Résumé : Background Strong associations between infant vocabulary and school-age language and literacy skills would have important practical and theoretical implications: Preschool assessment of vocabulary skills could be used to identify children at risk of reading and language difficulties, and vocabulary could be viewed as a cognitive foundation for reading. However, evidence to date suggests predictive ability from infant vocabulary to later language and literacy is low. This study provides an investigation into, and interpretation of, the magnitude of such infant to school-age relationships. Methods Three hundred British infants whose vocabularies were assessed by parent report in the 2nd year of life (between 16 and 24 months) were followed up on average 5 years later (ages ranged from 4 to 9 years), when their vocabulary, phonological and reading skills were measured. Results Structural equation modelling of age-regressed scores was used to assess the strength of longitudinal relationships. Infant vocabulary (a latent factor of receptive and expressive vocabulary) was a statistically significant predictor of later vocabulary, phonological awareness, reading accuracy and reading comprehension (accounting for between 4% and 18% of variance). Family risk for language or literacy difficulties explained additional variance in reading (approximately 10%) but not language outcomes. Conclusions Significant longitudinal relationships between preliteracy vocabulary knowledge and subsequent reading support the theory that vocabulary is a cognitive foundation of both reading accuracy and reading comprehension. Importantly however, the stability of vocabulary skills from infancy to later childhood is too low to be sufficiently predictive of language outcomes at an individual level – a finding that fits well with the observation that the majority of ‘late talkers’ resolve their early language difficulties. For reading outcomes, prediction of future difficulties is likely to be improved when considering family history of language/literacy difficulties alongside infant vocabulary levels. En ligne : http://dx.doi.org/10.1111/jcpp.12378 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263

Neuro-cognitive performance of very preterm or very low birth weight adults at 26 years / Suna ERYIGIT MADZWAMUSE in Journal of Child Psychology and Psychiatry, 56-8 (August 2015)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 56-8 (August 2015) . - p.857-864 Titre : Neuro-cognitive performance of very preterm or very low birth weight adults at 26 years Type de document : Texte imprimé et/ou numérique Auteurs : Suna ERYIGIT MADZWAMUSE, Auteur ; Nicole BAUMANN, Auteur ; Julia JAEKEL, Auteur ; Peter BARTMANN, Auteur ; Dieter WOLKE, Auteur Article en page(s) : p.857-864 Langues : Anglais (eng) Mots-clés : Intelligence  executive function  birth weight  prematurity  adulthood Index. décimale : PER Périodiques Résumé : Background Children born very preterm (VP <32 weeks gestation) and/or with very low birth weight (VBLW <1500 g; subsequently VP/VLBW) have been previously reported to have more cognitive impairment and specific executive functioning problems than term children; however, it remains unclear whether these problems persist into adulthood. This study aimed to examine general intelligence (IQ) and executive functioning (EF) of adults born VP/VLBW in comparison to term controls. Additionally, the effects of smallness for gestational age (SGA) and family socioeconomic status (SES) at birth were investigated. Methods The Bavarian Longitudinal Study is a geographically defined prospective cohort study of neonatal at-risk children born in 1985/86 in Southern Germany. A total of 217 VP/VLBW and 197 controls completed the battery of IQ and EF tests at 26 years of age. Results VP/VLBW adults scored significantly lower than controls in IQ and EF. There was a 1.16 standard deviation (SD) unit difference between the VP/VLBW and controls in Full-Scale IQ. VP/VLBW adults were found to have general and multiple cognitive problems rather than specific deficits in EF. SGA was not a significant predictor of cognitive impairment. Family SES had a significant impact on general intelligence in both VP/VLBW and term controls. The SES effects amounted to 1.13 SD units between individuals born into high versus low SES. Conclusions No narrowing of cognitive deficits between VP/VLBW and term control adults to previous childhood assessments at 6 years of age was found. VP/VLBW adults do not outgrow their cognitive problems despite many receiving special educational support in childhood. Low family SES at birth has similar additive adverse effects on cognitive performance in VP/VLBW and term offspring. En ligne : http://dx.doi.org/10.1111/jcpp.12358 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263 [article] Neuro-cognitive performance of very preterm or very low birth weight adults at 26 years [Texte imprimé et/ou numérique] / Suna ERYIGIT MADZWAMUSE, Auteur ; Nicole BAUMANN, Auteur ; Julia JAEKEL, Auteur ; Peter BARTMANN, Auteur ; Dieter WOLKE, Auteur . - p.857-864. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 56-8 (August 2015) . - p.857-864 Mots-clés : Intelligence  executive function  birth weight  prematurity  adulthood Index. décimale : PER Périodiques Résumé : Background Children born very preterm (VP <32 weeks gestation) and/or with very low birth weight (VBLW <1500 g; subsequently VP/VLBW) have been previously reported to have more cognitive impairment and specific executive functioning problems than term children; however, it remains unclear whether these problems persist into adulthood. This study aimed to examine general intelligence (IQ) and executive functioning (EF) of adults born VP/VLBW in comparison to term controls. Additionally, the effects of smallness for gestational age (SGA) and family socioeconomic status (SES) at birth were investigated. Methods The Bavarian Longitudinal Study is a geographically defined prospective cohort study of neonatal at-risk children born in 1985/86 in Southern Germany. A total of 217 VP/VLBW and 197 controls completed the battery of IQ and EF tests at 26 years of age. Results VP/VLBW adults scored significantly lower than controls in IQ and EF. There was a 1.16 standard deviation (SD) unit difference between the VP/VLBW and controls in Full-Scale IQ. VP/VLBW adults were found to have general and multiple cognitive problems rather than specific deficits in EF. SGA was not a significant predictor of cognitive impairment. Family SES had a significant impact on general intelligence in both VP/VLBW and term controls. The SES effects amounted to 1.13 SD units between individuals born into high versus low SES. Conclusions No narrowing of cognitive deficits between VP/VLBW and term control adults to previous childhood assessments at 6 years of age was found. VP/VLBW adults do not outgrow their cognitive problems despite many receiving special educational support in childhood. Low family SES at birth has similar additive adverse effects on cognitive performance in VP/VLBW and term offspring. En ligne : http://dx.doi.org/10.1111/jcpp.12358 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263

The impact of dialogic book-sharing training on infant language and attention: a randomized controlled trial in a deprived South African community / Zahir VALLY in Journal of Child Psychology and Psychiatry, 56-8 (August 2015)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 56-8 (August 2015) . - p.865-873 Titre : The impact of dialogic book-sharing training on infant language and attention: a randomized controlled trial in a deprived South African community Type de document : Texte imprimé et/ou numérique Auteurs : Zahir VALLY, Auteur ; Lynne MURRAY, Auteur ; Mark TOMLINSON, Auteur ; Peter J. COOPER, Auteur Article en page(s) : p.865-873 Langues : Anglais (eng) Mots-clés : Dialogic  book-sharing  attention  language Index. décimale : PER Périodiques Résumé : Background Dialogic book-sharing is an interactive form of shared reading. It has been shown in high income countries (HICs) to be of significant benefit to child cognitive development. Evidence for such benefit in low and middle income countries (LMICs) is scarce, although a feasibility study of our own produced encouraging findings. Accordingly, we aimed to establish the impact on child language and attention of providing training in dialogic booksharing to carers of infants in an impoverished South African community. Methods We conducted a randomized controlled trial in Khayelitsha, an informal settlement in South Africa. Mothers of infants aged between 14 and 16 months were recruited and randomized to either 8 weeks of manualized training in dialogic book-sharing or a no-intervention control group. Independent assessments were made of infant language and attention at baseline and following training. The trial was registered (ISRCTN39953901). Results Ninety one carer-infant dyads were recruited and randomized to the intervention group (n = 49) or the control group (n = 42), 82 (90%) of whom were available for follow-up assessments. On a standardized carer report of infant vocabulary, compared to those in the control group, carers who received the intervention reported a significantly greater increase in the number of words understood by their infants as well as a larger increase in the number of words that their infant understood and could vocalize. Intervention group children also showed substantially greater gains on a measure of sustained attention. Conclusions In line with evidence from HICs, a dialogic book-sharing programme delivered to an impoverished South African sample was shown to be of considerable benefit to the development of child language and focussed attention. The training programme, which is simple and inexpensive to deliver, has the potential to benefit child cognitive development in LMIC contexts where such development is commonly compromised. En ligne : http://dx.doi.org/10.1111/jcpp.12352 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263 [article] The impact of dialogic book-sharing training on infant language and attention: a randomized controlled trial in a deprived South African community [Texte imprimé et/ou numérique] / Zahir VALLY, Auteur ; Lynne MURRAY, Auteur ; Mark TOMLINSON, Auteur ; Peter J. COOPER, Auteur . - p.865-873. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 56-8 (August 2015) . - p.865-873 Mots-clés : Dialogic  book-sharing  attention  language Index. décimale : PER Périodiques Résumé : Background Dialogic book-sharing is an interactive form of shared reading. It has been shown in high income countries (HICs) to be of significant benefit to child cognitive development. Evidence for such benefit in low and middle income countries (LMICs) is scarce, although a feasibility study of our own produced encouraging findings. Accordingly, we aimed to establish the impact on child language and attention of providing training in dialogic booksharing to carers of infants in an impoverished South African community. Methods We conducted a randomized controlled trial in Khayelitsha, an informal settlement in South Africa. Mothers of infants aged between 14 and 16 months were recruited and randomized to either 8 weeks of manualized training in dialogic book-sharing or a no-intervention control group. Independent assessments were made of infant language and attention at baseline and following training. The trial was registered (ISRCTN39953901). Results Ninety one carer-infant dyads were recruited and randomized to the intervention group (n = 49) or the control group (n = 42), 82 (90%) of whom were available for follow-up assessments. On a standardized carer report of infant vocabulary, compared to those in the control group, carers who received the intervention reported a significantly greater increase in the number of words understood by their infants as well as a larger increase in the number of words that their infant understood and could vocalize. Intervention group children also showed substantially greater gains on a measure of sustained attention. Conclusions In line with evidence from HICs, a dialogic book-sharing programme delivered to an impoverished South African sample was shown to be of considerable benefit to the development of child language and focussed attention. The training programme, which is simple and inexpensive to deliver, has the potential to benefit child cognitive development in LMIC contexts where such development is commonly compromised. En ligne : http://dx.doi.org/10.1111/jcpp.12352 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263

Do reciprocal associations exist between social and language pathways in preschoolers with autism spectrum disorders? / Teresa BENNETT in Journal of Child Psychology and Psychiatry, 56-8 (August 2015)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 56-8 (August 2015) . - p.874-883 Titre : Do reciprocal associations exist between social and language pathways in preschoolers with autism spectrum disorders? Type de document : Texte imprimé et/ou numérique Auteurs : Teresa BENNETT, Auteur ; Peter SZATMARI, Auteur ; Katholiki GEORGIADES, Auteur ; Steven HANNA, Auteur ; Magdelena JANUS, Auteur ; Stelios GEORGIADES, Auteur ; Eric DUKU, Auteur ; Susan E. BRYSON, Auteur ; Eric FOMBONNE, Auteur ; Isabel M. SMITH, Auteur ; Pat MIRENDA, Auteur ; Joanne VOLDEN, Auteur ; Charlotte WADDELL, Auteur ; Wendy ROBERTS, Auteur ; Tracy VAILLANCOURT, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Mayada ELSABBAGH, Auteur ; Ann THOMPSON, Auteur ; THE PATHWAYS IN A. S. D. STUDY TEAM,, Auteur Article en page(s) : p.874-883 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  social development  language  epidemiology  reciprocal effects model Index. décimale : PER Périodiques Résumé : Background Differences in how developmental pathways interact dynamically in children with autism spectrum disorder (ASD) likely contribute in important ways to phenotypic heterogeneity. This study aimed to model longitudinal reciprocal associations between social competence (SOC) and language (LANG) pathways in young children with ASD. Methods Data were obtained from 365 participants aged 2–4 years who had recently been diagnosed with an ASD and who were followed over three time points: baseline (time of diagnosis), 6- and 12 months later. Using structural equation modeling, a cross-lagged reciprocal effects model was developed that incorporated auto-regressive (stability) paths for SOC (using the Socialization subscale of the Vineland Adaptive Behavior Scales-2) and LANG (using the Preschool Language Scale-4 Auditory Comprehension subscale). Cross-domain associations included within-time correlations and lagged associations. Results SOC and LANG were highly stable over 12 months. Small reciprocal cross-lagged associations were found across most time points and within-time correlations decreased over time. There were no differences in strength of cross-lagged associations between SOC-LANG and LANG-SOC across time points. Few differences were found between subgroups of children with ASD with and without cognitive impairment. Conclusions Longitudinal reciprocal cross-domain associations between social competence and language were small in this sample of young children with ASD. Instead, a pattern emerged to suggest that the two domains were strongly associated around time of diagnosis in preschoolers with ASD, and then appeared to become more independent over the ensuing 12 months. En ligne : http://dx.doi.org/10.1111/jcpp.12356 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263 [article] Do reciprocal associations exist between social and language pathways in preschoolers with autism spectrum disorders? [Texte imprimé et/ou numérique] / Teresa BENNETT, Auteur ; Peter SZATMARI, Auteur ; Katholiki GEORGIADES, Auteur ; Steven HANNA, Auteur ; Magdelena JANUS, Auteur ; Stelios GEORGIADES, Auteur ; Eric DUKU, Auteur ; Susan E. BRYSON, Auteur ; Eric FOMBONNE, Auteur ; Isabel M. SMITH, Auteur ; Pat MIRENDA, Auteur ; Joanne VOLDEN, Auteur ; Charlotte WADDELL, Auteur ; Wendy ROBERTS, Auteur ; Tracy VAILLANCOURT, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Mayada ELSABBAGH, Auteur ; Ann THOMPSON, Auteur ; THE PATHWAYS IN A. S. D. STUDY TEAM,, Auteur . - p.874-883. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 56-8 (August 2015) . - p.874-883 Mots-clés : Autism spectrum disorder  social development  language  epidemiology  reciprocal effects model Index. décimale : PER Périodiques Résumé : Background Differences in how developmental pathways interact dynamically in children with autism spectrum disorder (ASD) likely contribute in important ways to phenotypic heterogeneity. This study aimed to model longitudinal reciprocal associations between social competence (SOC) and language (LANG) pathways in young children with ASD. Methods Data were obtained from 365 participants aged 2–4 years who had recently been diagnosed with an ASD and who were followed over three time points: baseline (time of diagnosis), 6- and 12 months later. Using structural equation modeling, a cross-lagged reciprocal effects model was developed that incorporated auto-regressive (stability) paths for SOC (using the Socialization subscale of the Vineland Adaptive Behavior Scales-2) and LANG (using the Preschool Language Scale-4 Auditory Comprehension subscale). Cross-domain associations included within-time correlations and lagged associations. Results SOC and LANG were highly stable over 12 months. Small reciprocal cross-lagged associations were found across most time points and within-time correlations decreased over time. There were no differences in strength of cross-lagged associations between SOC-LANG and LANG-SOC across time points. Few differences were found between subgroups of children with ASD with and without cognitive impairment. Conclusions Longitudinal reciprocal cross-domain associations between social competence and language were small in this sample of young children with ASD. Instead, a pattern emerged to suggest that the two domains were strongly associated around time of diagnosis in preschoolers with ASD, and then appeared to become more independent over the ensuing 12 months. En ligne : http://dx.doi.org/10.1111/jcpp.12356 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263

A randomized controlled trial of Pivotal Response Treatment Group for parents of children with autism / Antonio Y. HARDAN in Journal of Child Psychology and Psychiatry, 56-8 (August 2015)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 56-8 (August 2015) . - p.884-892 Titre : A randomized controlled trial of Pivotal Response Treatment Group for parents of children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Antonio Y. HARDAN, Auteur ; Grace W. GENGOUX, Auteur ; Kari L. BERQUIST, Auteur ; Robin A. LIBOVE, Auteur ; Christina M. ARDEL, Auteur ; Jennifer PHILLIPS, Auteur ; Thomas W. FRAZIER, Auteur ; Mendy B. MINJAREZ, Auteur Article en page(s) : p.884-892 Langues : Anglais (eng) Mots-clés : Language deficits  treatment fidelity  group parent training  social communication  naturalistic developmental behavior intervention Index. décimale : PER Périodiques Résumé : Background With rates of autism diagnosis continuing to rise, there is an urgent need for effective and efficient service delivery models. Pivotal Response Treatment (PRT) is considered an established treatment for autism spectrum disorder (ASD); however, there have been few well-controlled studies with adequate sample size. The aim of this study was to conduct a randomized controlled trial to evaluate PRT parent training group (PRTG) for targeting language deficits in young children with ASD. Methods Fifty-three children with autism and significant language delay between 2 and 6 years old were randomized to PRTG (N = 27) or psychoeducation group (PEG; N = 26) for 12 weeks. The PRTG taught parents behavioral techniques to facilitate language development. The PEG taught general information about ASD (clinical trial NCT01881750; http://www.clinicaltrials.gov). Results Analysis of child utterances during the structured laboratory observation (primary outcome) indicated that, compared with children in the PEG, children in the PRTG demonstrated greater improvement in frequency of utterances (F(2, 43) = 3.53, p = .038, d = 0.42). Results indicated that parents were able to learn PRT in a group format, as the majority of parents in the PRTG (84%) met fidelity of implementation criteria after 12 weeks. Children also demonstrated greater improvement in adaptive communication skills (Vineland-II) following PRTG and baseline Mullen visual reception scores predicted treatment response to PRTG. Conclusions This is the first randomized controlled trial of group-delivered PRT and one of the largest experimental investigations of the PRT model to date. The findings suggest that specific instruction in PRT results in greater skill acquisition for both parents and children, especially in functional and adaptive communication skills. Further research in PRT is warranted to replicate the observed results and address other core ASD symptoms. En ligne : http://dx.doi.org/10.1111/jcpp.12354 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263 [article] A randomized controlled trial of Pivotal Response Treatment Group for parents of children with autism [Texte imprimé et/ou numérique] / Antonio Y. HARDAN, Auteur ; Grace W. GENGOUX, Auteur ; Kari L. BERQUIST, Auteur ; Robin A. LIBOVE, Auteur ; Christina M. ARDEL, Auteur ; Jennifer PHILLIPS, Auteur ; Thomas W. FRAZIER, Auteur ; Mendy B. MINJAREZ, Auteur . - p.884-892. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 56-8 (August 2015) . - p.884-892 Mots-clés : Language deficits  treatment fidelity  group parent training  social communication  naturalistic developmental behavior intervention Index. décimale : PER Périodiques Résumé : Background With rates of autism diagnosis continuing to rise, there is an urgent need for effective and efficient service delivery models. Pivotal Response Treatment (PRT) is considered an established treatment for autism spectrum disorder (ASD); however, there have been few well-controlled studies with adequate sample size. The aim of this study was to conduct a randomized controlled trial to evaluate PRT parent training group (PRTG) for targeting language deficits in young children with ASD. Methods Fifty-three children with autism and significant language delay between 2 and 6 years old were randomized to PRTG (N = 27) or psychoeducation group (PEG; N = 26) for 12 weeks. The PRTG taught parents behavioral techniques to facilitate language development. The PEG taught general information about ASD (clinical trial NCT01881750; http://www.clinicaltrials.gov). Results Analysis of child utterances during the structured laboratory observation (primary outcome) indicated that, compared with children in the PEG, children in the PRTG demonstrated greater improvement in frequency of utterances (F(2, 43) = 3.53, p = .038, d = 0.42). Results indicated that parents were able to learn PRT in a group format, as the majority of parents in the PRTG (84%) met fidelity of implementation criteria after 12 weeks. Children also demonstrated greater improvement in adaptive communication skills (Vineland-II) following PRTG and baseline Mullen visual reception scores predicted treatment response to PRTG. Conclusions This is the first randomized controlled trial of group-delivered PRT and one of the largest experimental investigations of the PRT model to date. The findings suggest that specific instruction in PRT results in greater skill acquisition for both parents and children, especially in functional and adaptive communication skills. Further research in PRT is warranted to replicate the observed results and address other core ASD symptoms. En ligne : http://dx.doi.org/10.1111/jcpp.12354 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263

Exploring the cognitive features in children with autism spectrum disorder, their co-twins, and typically developing children within a population-based sample / Victoria E. A. BRUNSDON in Journal of Child Psychology and Psychiatry, 56-8 (August 2015)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 56-8 (August 2015) . - p.893-902 Titre : Exploring the cognitive features in children with autism spectrum disorder, their co-twins, and typically developing children within a population-based sample Type de document : Texte imprimé et/ou numérique Auteurs : Victoria E. A. BRUNSDON, Auteur ; Emma COLVERT, Auteur ; Catherine S. AMES, Auteur ; Tracy GARNETT, Auteur ; Nicola GILLAN, Auteur ; Victoria HALLETT, Auteur ; Stephanie LIETZ, Auteur ; Emma WOODHOUSE, Auteur ; Patrick BOLTON, Auteur ; Francesca HAPPE, Auteur Article en page(s) : p.893-902 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  cognition  theory of mind  executive function  weak central coherence Index. décimale : PER Périodiques Résumé : Background The behavioural symptoms of autism spectrum disorder (ASD) are thought to reflect underlying cognitive deficits/differences. The findings in the literature are somewhat mixed regarding the cognitive features of ASD. This study attempted to address this issue by investigating a range of cognitive deficits and the prevalence of multiple cognitive atypicalities in a large population-based sample comprising children with ASD, their unaffected co-twins, and typically developing comparison children. Methods Participants included families from the Twins Early Development Study (TEDS) where one or both children met diagnostic criteria for ASD. Overall, 181 adolescents with a diagnosis of ASD and 73 unaffected co-twins were included, plus an additional 160 comparison control participants. An extensive cognitive battery was administered to measure IQ, central coherence, executive function, and theory of mind ability. Results Differences between groups (ASD, co-twin, control) are reported on tasks assessing theory of mind, executive function, and central coherence. The ASD group performed atypically in significantly more cognitive tasks than the unaffected co-twin and control groups. Nearly a third of the ASD group presented with multiple cognitive atypicalities. Conclusions Multiple cognitive atypicalities appear to be a characteristic, but not universal feature, of ASD. Further work is needed to investigate whether specific cognitive atypicalities, either alone or together, are related to specific behaviours characteristic of ASD. En ligne : http://dx.doi.org/10.1111/jcpp.12362 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263 [article] Exploring the cognitive features in children with autism spectrum disorder, their co-twins, and typically developing children within a population-based sample [Texte imprimé et/ou numérique] / Victoria E. A. BRUNSDON, Auteur ; Emma COLVERT, Auteur ; Catherine S. AMES, Auteur ; Tracy GARNETT, Auteur ; Nicola GILLAN, Auteur ; Victoria HALLETT, Auteur ; Stephanie LIETZ, Auteur ; Emma WOODHOUSE, Auteur ; Patrick BOLTON, Auteur ; Francesca HAPPE, Auteur . - p.893-902. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 56-8 (August 2015) . - p.893-902 Mots-clés : Autism spectrum disorder  cognition  theory of mind  executive function  weak central coherence Index. décimale : PER Périodiques Résumé : Background The behavioural symptoms of autism spectrum disorder (ASD) are thought to reflect underlying cognitive deficits/differences. The findings in the literature are somewhat mixed regarding the cognitive features of ASD. This study attempted to address this issue by investigating a range of cognitive deficits and the prevalence of multiple cognitive atypicalities in a large population-based sample comprising children with ASD, their unaffected co-twins, and typically developing comparison children. Methods Participants included families from the Twins Early Development Study (TEDS) where one or both children met diagnostic criteria for ASD. Overall, 181 adolescents with a diagnosis of ASD and 73 unaffected co-twins were included, plus an additional 160 comparison control participants. An extensive cognitive battery was administered to measure IQ, central coherence, executive function, and theory of mind ability. Results Differences between groups (ASD, co-twin, control) are reported on tasks assessing theory of mind, executive function, and central coherence. The ASD group performed atypically in significantly more cognitive tasks than the unaffected co-twin and control groups. Nearly a third of the ASD group presented with multiple cognitive atypicalities. Conclusions Multiple cognitive atypicalities appear to be a characteristic, but not universal feature, of ASD. Further work is needed to investigate whether specific cognitive atypicalities, either alone or together, are related to specific behaviours characteristic of ASD. En ligne : http://dx.doi.org/10.1111/jcpp.12362 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263

Emotion regulation in autism spectrum disorder: evidence from parent interviews and children's daily diaries / Andrea C. SAMSON in Journal of Child Psychology and Psychiatry, 56-8 (August 2015)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 56-8 (August 2015) . - p.903-913 Titre : Emotion regulation in autism spectrum disorder: evidence from parent interviews and children's daily diaries Type de document : Texte imprimé et/ou numérique Auteurs : Andrea C. SAMSON, Auteur ; Whitney M. WELLS, Auteur ; Jennifer M. PHILLIPS, Auteur ; Antonio Y. HARDAN, Auteur ; James J. GROSS, Auteur Article en page(s) : p.903-913 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  core features  emotion regulation  restricted and repetitive behaviors  social/communication deficits Index. décimale : PER Périodiques Résumé : Background Although emotion dysregulation is not a defining feature of Autism Spectrum Disorder (ASD), there is a growing consensus that emotional problems play a prominent role in this disorder. Methods The present study examined a wide range of emotion regulation (ER) strategies in 32 individuals with ASD compared to 31 group-matched typically developing (TD) participants in three emotional domains (anger, anxiety, and amusement). Parents of individuals with ASD and TD individuals were interviewed about their child's emotional experience and the use and efficacy of 10 ER strategies. In addition, participants filled out daily diaries on experience and regulation in the same emotional domains. Results Compared to TD individuals, parents reported that individuals with ASD experienced more anger and anxiety and less amusement, made less frequent use of a variety of adaptive ER strategies (e.g. problem solving, cognitive reappraisal), and made more frequent use of maladaptive strategies (e.g. repetitive behavior). Moreover, individuals with ASD were less effective at utilizing adaptive ER strategies. Self-reports showed differences in experience of amusement and in ER strategies for anger and anxiety, but not in experience of anger and anxiety. Conclusions This study provides evidence that individuals with ASD less frequently use adaptive – but more frequently use maladaptive – ER strategies. Implications for ASD treatments that focus on increasing the use of adaptive strategies are discussed. En ligne : http://dx.doi.org/10.1111/jcpp.12370 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263 [article] Emotion regulation in autism spectrum disorder: evidence from parent interviews and children's daily diaries [Texte imprimé et/ou numérique] / Andrea C. SAMSON, Auteur ; Whitney M. WELLS, Auteur ; Jennifer M. PHILLIPS, Auteur ; Antonio Y. HARDAN, Auteur ; James J. GROSS, Auteur . - p.903-913. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 56-8 (August 2015) . - p.903-913 Mots-clés : Autism Spectrum Disorder  core features  emotion regulation  restricted and repetitive behaviors  social/communication deficits Index. décimale : PER Périodiques Résumé : Background Although emotion dysregulation is not a defining feature of Autism Spectrum Disorder (ASD), there is a growing consensus that emotional problems play a prominent role in this disorder. Methods The present study examined a wide range of emotion regulation (ER) strategies in 32 individuals with ASD compared to 31 group-matched typically developing (TD) participants in three emotional domains (anger, anxiety, and amusement). Parents of individuals with ASD and TD individuals were interviewed about their child's emotional experience and the use and efficacy of 10 ER strategies. In addition, participants filled out daily diaries on experience and regulation in the same emotional domains. Results Compared to TD individuals, parents reported that individuals with ASD experienced more anger and anxiety and less amusement, made less frequent use of a variety of adaptive ER strategies (e.g. problem solving, cognitive reappraisal), and made more frequent use of maladaptive strategies (e.g. repetitive behavior). Moreover, individuals with ASD were less effective at utilizing adaptive ER strategies. Self-reports showed differences in experience of amusement and in ER strategies for anger and anxiety, but not in experience of anger and anxiety. Conclusions This study provides evidence that individuals with ASD less frequently use adaptive – but more frequently use maladaptive – ER strategies. Implications for ASD treatments that focus on increasing the use of adaptive strategies are discussed. En ligne : http://dx.doi.org/10.1111/jcpp.12370 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263

Perinatal and sociodemographic factors at birth predicting conduct problems and violence to age 18 years: comparison of Brazilian and British birth cohorts / Joseph MURRAY in Journal of Child Psychology and Psychiatry, 56-8 (August 2015)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 56-8 (August 2015) . - p.914-922 Titre : Perinatal and sociodemographic factors at birth predicting conduct problems and violence to age 18 years: comparison of Brazilian and British birth cohorts Type de document : Texte imprimé et/ou numérique Auteurs : Joseph MURRAY, Auteur ; Barbara MAUGHAN, Auteur ; Ana M. B. MENEZES, Auteur ; Matthew HICKMAN, Auteur ; John MACLEOD, Auteur ; Alicia MATIJASEVICH, Auteur ; Helen GONÇALVES, Auteur ; Luciana ANSELMI, Auteur ; Erika A. G. GALLO, Auteur ; Fernando C. BARROS, Auteur Article en page(s) : p.914-922 Langues : Anglais (eng) Mots-clés : Conduct problems  violence  risk factors  cohort study  middle-income country  ALSPAC Index. décimale : PER Périodiques Résumé : Background Many low- and middle-income countries have high levels of violence. Research in high-income countries shows that risk factors in the perinatal period are significant precursors of conduct problems which can develop into violence. It is not known whether the same early influences are important in lower income settings with higher rates of violence. This study compared perinatal and sociodemographic risk factors between Brazil and Britain, and their role in explaining higher rates of conduct problems and violence in Brazil. Methods Prospective population-based birth cohort studies were conducted in Pelotas, Brazil (N = 3,618) and Avon, Britain (N = 4,103). Eleven perinatal and sociodemographic risk factors were measured in questionnaires completed by mothers during the perinatal period. Conduct problems were measured in questionnaires completed by mothers at age 11, and violence in self-report questionnaires completed by adolescents at age 18. Results Conduct problems were predicted by similar risk factors in Brazil and Britain. Female violence was predicted by several of the same risk factors in both countries. However, male violence in Brazil was associated with only one risk factor, and several risk factor associations were weaker in Brazil than in Britain for both females and males. Almost 20% of the higher risk for conduct problems in Brazil compared to Britain was explained by differential exposure to risk factors. The percentage of the cross-national difference in violence explained by early risk factors was 15% for females and 8% for males. Conclusions A nontrivial proportion of cross-national differences in antisocial behaviour are related to perinatal and sociodemographic conditions at the start of life. However, risk factor associations are weaker in Brazil than in Britain, and influences in other developmental periods are probably of particular importance for understanding male youth violence in Brazil. En ligne : http://dx.doi.org/10.1111/jcpp.12369 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263 [article] Perinatal and sociodemographic factors at birth predicting conduct problems and violence to age 18 years: comparison of Brazilian and British birth cohorts [Texte imprimé et/ou numérique] / Joseph MURRAY, Auteur ; Barbara MAUGHAN, Auteur ; Ana M. B. MENEZES, Auteur ; Matthew HICKMAN, Auteur ; John MACLEOD, Auteur ; Alicia MATIJASEVICH, Auteur ; Helen GONÇALVES, Auteur ; Luciana ANSELMI, Auteur ; Erika A. G. GALLO, Auteur ; Fernando C. BARROS, Auteur . - p.914-922. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 56-8 (August 2015) . - p.914-922 Mots-clés : Conduct problems  violence  risk factors  cohort study  middle-income country  ALSPAC Index. décimale : PER Périodiques Résumé : Background Many low- and middle-income countries have high levels of violence. Research in high-income countries shows that risk factors in the perinatal period are significant precursors of conduct problems which can develop into violence. It is not known whether the same early influences are important in lower income settings with higher rates of violence. This study compared perinatal and sociodemographic risk factors between Brazil and Britain, and their role in explaining higher rates of conduct problems and violence in Brazil. Methods Prospective population-based birth cohort studies were conducted in Pelotas, Brazil (N = 3,618) and Avon, Britain (N = 4,103). Eleven perinatal and sociodemographic risk factors were measured in questionnaires completed by mothers during the perinatal period. Conduct problems were measured in questionnaires completed by mothers at age 11, and violence in self-report questionnaires completed by adolescents at age 18. Results Conduct problems were predicted by similar risk factors in Brazil and Britain. Female violence was predicted by several of the same risk factors in both countries. However, male violence in Brazil was associated with only one risk factor, and several risk factor associations were weaker in Brazil than in Britain for both females and males. Almost 20% of the higher risk for conduct problems in Brazil compared to Britain was explained by differential exposure to risk factors. The percentage of the cross-national difference in violence explained by early risk factors was 15% for females and 8% for males. Conclusions A nontrivial proportion of cross-national differences in antisocial behaviour are related to perinatal and sociodemographic conditions at the start of life. However, risk factor associations are weaker in Brazil than in Britain, and influences in other developmental periods are probably of particular importance for understanding male youth violence in Brazil. En ligne : http://dx.doi.org/10.1111/jcpp.12369 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263

Perceived mother and father acceptance-rejection predict four unique aspects of child adjustment across nine countries / Diane L. PUTNICK in Journal of Child Psychology and Psychiatry, 56-8 (August 2015)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 56-8 (August 2015) . - p.923-932 Titre : Perceived mother and father acceptance-rejection predict four unique aspects of child adjustment across nine countries Type de document : Texte imprimé et/ou numérique Auteurs : Diane L. PUTNICK, Auteur ; Marc H. BORNSTEIN, Auteur ; Jennifer E. LANSFORD, Auteur ; Patrick S. MALONE, Auteur ; Concetta PASTORELLI, Auteur ; Ann T. SKINNER, Auteur ; Emma SORBRING, Auteur ; Sombat TAPANYA, Auteur ; Liliana Maria URIBE TIRADO, Auteur ; Arnaldo ZELLI, Auteur ; Liane Peña ALAMPAY, Auteur ; Suha M. AL-HASSAN, Auteur ; Dario BACCHINI, Auteur ; Anna Silvia BOMBI, Auteur ; Lei CHANG, Auteur ; Kirby DEATER-DECKARD, Auteur ; Laura DI GIUNTA, Auteur ; Kenneth A. DODGE, Auteur ; Paul OBURU, Auteur Article en page(s) : p.923-932 Langues : Anglais (eng) Mots-clés : Parental acceptance-rejection  behavior problems  school performance  prosocial behavior  social competence  cross-cultural Index. décimale : PER Périodiques Résumé : Background It is generally believed that parental rejection of children leads to child maladaptation. However, the specific effects of perceived parental acceptance-rejection on diverse domains of child adjustment and development have been incompletely documented, and whether these effects hold across diverse populations and for mothers and fathers are still open questions. Methods This study assessed children's perceptions of mother and father acceptance-rejection in 1,247 families from China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and the United States as antecedent predictors of later internalizing and externalizing behavior problems, school performance, prosocial behavior, and social competence. Results Higher perceived parental rejection predicted increases in internalizing and externalizing behavior problems and decreases in school performance and prosocial behavior across 3 years controlling for within-wave relations, stability across waves, and parental age, education, and social desirability bias. Patterns of relations were similar across mothers and fathers and, with a few exceptions, all nine countries. Conclusions Children's perceptions of maternal and paternal acceptance-rejection have small but nearly universal effects on multiple aspects of their adjustment and development regardless of the family's country of origin. En ligne : http://dx.doi.org/10.1111/jcpp.12366 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263 [article] Perceived mother and father acceptance-rejection predict four unique aspects of child adjustment across nine countries [Texte imprimé et/ou numérique] / Diane L. PUTNICK, Auteur ; Marc H. BORNSTEIN, Auteur ; Jennifer E. LANSFORD, Auteur ; Patrick S. MALONE, Auteur ; Concetta PASTORELLI, Auteur ; Ann T. SKINNER, Auteur ; Emma SORBRING, Auteur ; Sombat TAPANYA, Auteur ; Liliana Maria URIBE TIRADO, Auteur ; Arnaldo ZELLI, Auteur ; Liane Peña ALAMPAY, Auteur ; Suha M. AL-HASSAN, Auteur ; Dario BACCHINI, Auteur ; Anna Silvia BOMBI, Auteur ; Lei CHANG, Auteur ; Kirby DEATER-DECKARD, Auteur ; Laura DI GIUNTA, Auteur ; Kenneth A. DODGE, Auteur ; Paul OBURU, Auteur . - p.923-932. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 56-8 (August 2015) . - p.923-932 Mots-clés : Parental acceptance-rejection  behavior problems  school performance  prosocial behavior  social competence  cross-cultural Index. décimale : PER Périodiques Résumé : Background It is generally believed that parental rejection of children leads to child maladaptation. However, the specific effects of perceived parental acceptance-rejection on diverse domains of child adjustment and development have been incompletely documented, and whether these effects hold across diverse populations and for mothers and fathers are still open questions. Methods This study assessed children's perceptions of mother and father acceptance-rejection in 1,247 families from China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and the United States as antecedent predictors of later internalizing and externalizing behavior problems, school performance, prosocial behavior, and social competence. Results Higher perceived parental rejection predicted increases in internalizing and externalizing behavior problems and decreases in school performance and prosocial behavior across 3 years controlling for within-wave relations, stability across waves, and parental age, education, and social desirability bias. Patterns of relations were similar across mothers and fathers and, with a few exceptions, all nine countries. Conclusions Children's perceptions of maternal and paternal acceptance-rejection have small but nearly universal effects on multiple aspects of their adjustment and development regardless of the family's country of origin. En ligne : http://dx.doi.org/10.1111/jcpp.12366 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263