Commentary: Handling long-term attrition in randomised controlled field trials: Lessons from the Bucharest Early Intervention Project and reflections on Fox et al. (2011) / Robert B. MCCALL in Journal of Child Psychology and Psychiatry, 52-9 (September 2011)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 52-9 (September 2011) . - p.929-930 Titre : Commentary: Handling long-term attrition in randomised controlled field trials: Lessons from the Bucharest Early Intervention Project and reflections on Fox et al. (2011) Type de document : Texte imprimé et/ou numérique Auteurs : Robert B. MCCALL, Auteur Année de publication : 2011 Article en page(s) : p.929-930 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02429.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=141 [article] Commentary: Handling long-term attrition in randomised controlled field trials: Lessons from the Bucharest Early Intervention Project and reflections on Fox et al. (2011) [Texte imprimé et/ou numérique] / Robert B. MCCALL, Auteur . - 2011 . - p.929-930. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 52-9 (September 2011) . - p.929-930 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02429.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=141

Parent ratings of executive functioning in children adopted from psychosocially depriving institutions / Emily C. MERZ in Journal of Child Psychology and Psychiatry, 52-5 (May 2011)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 52-5 (May 2011) . - p.537-546 Titre : Parent ratings of executive functioning in children adopted from psychosocially depriving institutions Type de document : Texte imprimé et/ou numérique Auteurs : Emily C. MERZ, Auteur ; Robert B. MCCALL, Auteur Année de publication : 2011 Article en page(s) : p.537-546 Langues : Anglais (eng) Mots-clés : Early institutional deprivation  executive functioning Index. décimale : PER Périodiques Résumé : Background:  Previous studies have found that post-institutionalized (PI) children are particularly susceptible to attention problems and perform poorly on executive functioning (EF) lab tasks. Methods:  Parent ratings of EF were examined in 288 school-age and 130 preschool-age children adopted from psychosocially depriving Russian institutions that provided adequate physical resources but not one-on-one interactions with a consistent set of responsive caregivers. Results:  Results revealed a step-like association between age at adoption and EF deficits; school-age children adopted after 18 months of age had greater EF difficulties than younger-adopted children and the never-institutionalized normative sample. The onset of adolescence was associated with a greater increase in EF deficits for children adopted after 18 months than for younger-adopted children. Preschool-age children were not found to have greater EF difficulties than the normative sample. Conclusions:  These findings suggest that prolonged early psychosocial deprivation may increase children’s risk of EF deficits and that the developmental stresses of adolescence may be particularly challenging for older-adopted PI children. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02335.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=121 [article] Parent ratings of executive functioning in children adopted from psychosocially depriving institutions [Texte imprimé et/ou numérique] / Emily C. MERZ, Auteur ; Robert B. MCCALL, Auteur . - 2011 . - p.537-546. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 52-5 (May 2011) . - p.537-546 Mots-clés : Early institutional deprivation  executive functioning Index. décimale : PER Périodiques Résumé : Background:  Previous studies have found that post-institutionalized (PI) children are particularly susceptible to attention problems and perform poorly on executive functioning (EF) lab tasks. Methods:  Parent ratings of EF were examined in 288 school-age and 130 preschool-age children adopted from psychosocially depriving Russian institutions that provided adequate physical resources but not one-on-one interactions with a consistent set of responsive caregivers. Results:  Results revealed a step-like association between age at adoption and EF deficits; school-age children adopted after 18 months of age had greater EF difficulties than younger-adopted children and the never-institutionalized normative sample. The onset of adolescence was associated with a greater increase in EF deficits for children adopted after 18 months than for younger-adopted children. Preschool-age children were not found to have greater EF difficulties than the normative sample. Conclusions:  These findings suggest that prolonged early psychosocial deprivation may increase children’s risk of EF deficits and that the developmental stresses of adolescence may be particularly challenging for older-adopted PI children. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02335.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=121

The development of postinstitutionalized versus parent-reared Russian children as a function of age at placement and family type / Robert B. MCCALL in Development and Psychopathology, 28-1 (February 2016)  

Public ISBD [article]  inDevelopment and Psychopathology > 28-1 (February 2016) . - p.251-264 Titre : The development of postinstitutionalized versus parent-reared Russian children as a function of age at placement and family type Type de document : Texte imprimé et/ou numérique Auteurs : Robert B. MCCALL, Auteur ; Rifkat J. MUHAMEDRAHIMOV, Auteur ; Christina J. GROARK, Auteur ; Oleg I. PALMOV, Auteur ; Natalia V. NIKIFOROVA, Auteur ; Jennifer SALAWAY, Auteur ; Megan M. JULIAN, Auteur Article en page(s) : p.251-264 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : A total of 149 children, who spent an average of 13.8 months in Russian institutions, were transferred to Russian families of relatives and nonrelatives at an average age of 24.7 months. After residing in these families for at least 1 year (average = 43.2 months), parents reported on their attachment, indiscriminately friendly behavior, social–emotional competencies, problem behaviors, and effortful control when they were 1.5–10.7 years of age. They were compared to a sample of 83 Russian parents of noninstitutionalized children, whom they had reared from birth. Generally, institutionalized children were rated similarly to parent-reared children on most measures, consistent with substantial catch-up growth typically displayed by children after transitioning to families. However, institutionalized children were rated more poorly than parent-reared children on certain competencies in early childhood and some attentional skills. There were relatively few systematic differences associated with age at family placement or whether the families were relatives or nonrelatives. Russian parent-reared children were rated as having more problem behaviors than the US standardization sample, which raises cautions about using standards cross-culturally. En ligne : http://dx.doi.org/10.1017/S0954579415000425 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278 [article] The development of postinstitutionalized versus parent-reared Russian children as a function of age at placement and family type [Texte imprimé et/ou numérique] / Robert B. MCCALL, Auteur ; Rifkat J. MUHAMEDRAHIMOV, Auteur ; Christina J. GROARK, Auteur ; Oleg I. PALMOV, Auteur ; Natalia V. NIKIFOROVA, Auteur ; Jennifer SALAWAY, Auteur ; Megan M. JULIAN, Auteur . - p.251-264. Langues : Anglais (eng) in Development and Psychopathology > 28-1 (February 2016) . - p.251-264 Index. décimale : PER Périodiques Résumé : A total of 149 children, who spent an average of 13.8 months in Russian institutions, were transferred to Russian families of relatives and nonrelatives at an average age of 24.7 months. After residing in these families for at least 1 year (average = 43.2 months), parents reported on their attachment, indiscriminately friendly behavior, social–emotional competencies, problem behaviors, and effortful control when they were 1.5–10.7 years of age. They were compared to a sample of 83 Russian parents of noninstitutionalized children, whom they had reared from birth. Generally, institutionalized children were rated similarly to parent-reared children on most measures, consistent with substantial catch-up growth typically displayed by children after transitioning to families. However, institutionalized children were rated more poorly than parent-reared children on certain competencies in early childhood and some attentional skills. There were relatively few systematic differences associated with age at family placement or whether the families were relatives or nonrelatives. Russian parent-reared children were rated as having more problem behaviors than the US standardization sample, which raises cautions about using standards cross-culturally. En ligne : http://dx.doi.org/10.1017/S0954579415000425 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278

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