Annotation: Do Measures of Externalising Behaviour in Normal Populations Predict Later Outcome?: Implications for Targeted Interventions to Prevent Conduct Disorder / Kathryn J. BENNETT in Journal of Child Psychology and Psychiatry, 39-8 (November 1998)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 39-8 (November 1998) . - p.1059-1070 Titre : Annotation: Do Measures of Externalising Behaviour in Normal Populations Predict Later Outcome?: Implications for Targeted Interventions to Prevent Conduct Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Kathryn J. BENNETT, Auteur ; Ellen L. LIPMAN, Auteur ; Yvonne RACINE, Auteur ; David R. OFFORD, Auteur Année de publication : 1998 Article en page(s) : p.1059-1070 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124 [article] Annotation: Do Measures of Externalising Behaviour in Normal Populations Predict Later Outcome?: Implications for Targeted Interventions to Prevent Conduct Disorder [Texte imprimé et/ou numérique] / Kathryn J. BENNETT, Auteur ; Ellen L. LIPMAN, Auteur ; Yvonne RACINE, Auteur ; David R. OFFORD, Auteur . - 1998 . - p.1059-1070. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 39-8 (November 1998) . - p.1059-1070 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124

Effects of Structured Teaching on the Behavior of Young Children With Disabilities / Kathryn J. BENNETT in Focus on Autism and Other Developmental Disabilities, 26-3 (September 2011)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 26-3 (September 2011) . - p.143-152 Titre : Effects of Structured Teaching on the Behavior of Young Children With Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Kathryn J. BENNETT, Auteur ; Brian REICHOW, Auteur ; Mark WOLERY, Auteur Année de publication : 2011 Article en page(s) : p.143-152 Langues : Anglais (eng) Mots-clés : TEACCH  autism  developmental delay  early intervention Index. décimale : PER Périodiques Résumé : The effects of structured work systems based on the principles of structured teaching were evaluated with 3 preschool-aged children with developmental disabilities (2 children had autism). A withdrawal design was used with 2 participants, and a multiple baseline across stimuli was used with the other. During baseline, children were given 3 tasks to do with no structure or guidance. During intervention, a structured work system was provided, including organization of the physical structure, visual schedule, and predictable routines. Graduated guidance was used to teach the children use of the system. Use of the structured work system produced increases in engagement and the speed and accuracy of task completion along with decreases in stereotypic behavior and escape attempts. En ligne : http://dx.doi.org/10.1177/1088357611405040 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=141 [article] Effects of Structured Teaching on the Behavior of Young Children With Disabilities [Texte imprimé et/ou numérique] / Kathryn J. BENNETT, Auteur ; Brian REICHOW, Auteur ; Mark WOLERY, Auteur . - 2011 . - p.143-152. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 26-3 (September 2011) . - p.143-152 Mots-clés : TEACCH  autism  developmental delay  early intervention Index. décimale : PER Périodiques Résumé : The effects of structured work systems based on the principles of structured teaching were evaluated with 3 preschool-aged children with developmental disabilities (2 children had autism). A withdrawal design was used with 2 participants, and a multiple baseline across stimuli was used with the other. During baseline, children were given 3 tasks to do with no structure or guidance. During intervention, a structured work system was provided, including organization of the physical structure, visual schedule, and predictable routines. Graduated guidance was used to teach the children use of the system. Use of the structured work system produced increases in engagement and the speed and accuracy of task completion along with decreases in stereotypic behavior and escape attempts. En ligne : http://dx.doi.org/10.1177/1088357611405040 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=141

Practitioner Review: On the trustworthiness of clinical practice guidelines – a systematic review of the quality of methods used to develop guidelines in child and youth mental health / Kathryn J. BENNETT in Journal of Child Psychology and Psychiatry, 57-6 (June 2016)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 57-6 (June 2016) . - p.662-673 Titre : Practitioner Review: On the trustworthiness of clinical practice guidelines – a systematic review of the quality of methods used to develop guidelines in child and youth mental health Type de document : Texte imprimé et/ou numérique Auteurs : Kathryn J. BENNETT, Auteur ; Daniel A. GORMAN, Auteur ; Stephanie DUDA, Auteur ; Melissa BROUWERS, Auteur ; Peter SZATMARI, Auteur Article en page(s) : p.662-673 Langues : Anglais (eng) Mots-clés : Mental health  methodology Index. décimale : PER Périodiques Résumé : Background Numerous practice guidelines (PGs) relevant to child and youth mental health (CYMH) are available, but their quality is uncertain. We used systematic review methodology to identify the methods employed to develop PGs in CYMH and assess whether they align with international quality standards. Methods We used prespecified inclusion criteria to search for CYMH PGs (2009–2014) in journals of professional associations or websites of organizations who produce or house PGs. Eligible PGs and organization websites were screened to identify PG development methods. Two reviewers assessed the alignment of the PG development methods with PG quality criteria using the Appraisal of Guidelines for Research and Evaluation (AGREE II) domains and Institute of Medicine (IOM) standards. Results Five sets of eligible development methods were identified in 70 eligible PGs. Three sets adhered to all (National Institute for Health and Care Excellence; Scottish Intercollegiate Guidelines Network) or most (U.S. Preventive Services Task Force) AGREE II domains and IOM standards, and were used to develop 31.4% of PGs. The two remaining sets of development methods had important weaknesses (e.g. lack of mandatory rigorous systematic reviews, multidisciplinary development groups, or transparent conflict of interest methods) and were associated with 21.4% of PGs. No development methods could be identified in 40.0% of PGs; ineligible development methods were referenced in 7.1% of PGs. Conclusions Up to 69% of available CYMH PGs may have been developed using methods that do not align with AGREE II quality criteria or IOM standards. The quality of available CYMH PGs needs to be assessed, and strategies designed to guide practitioners to high quality PGs and facilitate adherence by PG developers to international quality standards are needed. En ligne : http://dx.doi.org/10.1111/jcpp.12547 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289 [article] Practitioner Review: On the trustworthiness of clinical practice guidelines – a systematic review of the quality of methods used to develop guidelines in child and youth mental health [Texte imprimé et/ou numérique] / Kathryn J. BENNETT, Auteur ; Daniel A. GORMAN, Auteur ; Stephanie DUDA, Auteur ; Melissa BROUWERS, Auteur ; Peter SZATMARI, Auteur . - p.662-673. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 57-6 (June 2016) . - p.662-673 Mots-clés : Mental health  methodology Index. décimale : PER Périodiques Résumé : Background Numerous practice guidelines (PGs) relevant to child and youth mental health (CYMH) are available, but their quality is uncertain. We used systematic review methodology to identify the methods employed to develop PGs in CYMH and assess whether they align with international quality standards. Methods We used prespecified inclusion criteria to search for CYMH PGs (2009–2014) in journals of professional associations or websites of organizations who produce or house PGs. Eligible PGs and organization websites were screened to identify PG development methods. Two reviewers assessed the alignment of the PG development methods with PG quality criteria using the Appraisal of Guidelines for Research and Evaluation (AGREE II) domains and Institute of Medicine (IOM) standards. Results Five sets of eligible development methods were identified in 70 eligible PGs. Three sets adhered to all (National Institute for Health and Care Excellence; Scottish Intercollegiate Guidelines Network) or most (U.S. Preventive Services Task Force) AGREE II domains and IOM standards, and were used to develop 31.4% of PGs. The two remaining sets of development methods had important weaknesses (e.g. lack of mandatory rigorous systematic reviews, multidisciplinary development groups, or transparent conflict of interest methods) and were associated with 21.4% of PGs. No development methods could be identified in 40.0% of PGs; ineligible development methods were referenced in 7.1% of PGs. Conclusions Up to 69% of available CYMH PGs may have been developed using methods that do not align with AGREE II quality criteria or IOM standards. The quality of available CYMH PGs needs to be assessed, and strategies designed to guide practitioners to high quality PGs and facilitate adherence by PG developers to international quality standards are needed. En ligne : http://dx.doi.org/10.1111/jcpp.12547 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289

Research Review: Test-retest reliability of standardized diagnostic interviews to assess child and adolescent psychiatric disorders: a systematic review and meta-analysis / L. DUNCAN in Journal of Child Psychology and Psychiatry, 60-1 (January 2019)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 60-1 (January 2019) . - p.16-29 Titre : Research Review: Test-retest reliability of standardized diagnostic interviews to assess child and adolescent psychiatric disorders: a systematic review and meta-analysis Type de document : Texte imprimé et/ou numérique Auteurs : L. DUNCAN, Auteur ; J. COMEAU, Auteur ; L. WANG, Auteur ; I. VITOROULIS, Auteur ; Michael H. BOYLE, Auteur ; Kathryn J. BENNETT, Auteur Article en page(s) : p.16-29 Langues : Anglais (eng) Mots-clés : Reliability  adolescent  child  meta-analysis  psychiatric disorders  structured interviews  systematic review Index. décimale : PER Périodiques Résumé : BACKGROUND: A better understanding of factors contributing to the observed variability in estimates of test-retest reliability in published studies on standardized diagnostic interviews (SDI) is needed. The objectives of this systematic review and meta-analysis were to estimate the pooled test-retest reliability for parent and youth assessments of seven common disorders, and to examine sources of between-study heterogeneity in reliability. METHODS: Following a systematic review of the literature, multilevel random effects meta-analyses were used to analyse 202 reliability estimates (Cohen's kappa = ) from 31 eligible studies and 5,369 assessments of 3,344 children and youth. RESULTS: Pooled reliability was moderate at = .58 (CI 95% 0.53-0.63) and between-study heterogeneity was substantial (Q = 2,063 (df = 201), p < .001 and I(2) = 79%). In subgroup analysis, reliability varied across informants for specific types of psychiatric disorder ( = .53-.69 for parent vs. = .39-.68 for youth) with estimates significantly higher for parents on attention deficit hyperactivity disorder, oppositional defiant disorder and the broad groupings of externalizing and any disorder. Reliability was also significantly higher in studies with indicators of poor or fair study methodology quality (sample size <50, retest interval <7 days). CONCLUSIONS: Our findings raise important questions about the meaningfulness of published evidence on the test-retest reliability of SDIs and the usefulness of these tools in both clinical and research contexts. Potential remedies include the introduction of standardized study and reporting requirements for reliability studies, and exploration of other approaches to assessing and classifying child and adolescent psychiatric disorder. En ligne : http://dx.doi.org/10.1111/jcpp.12876 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=374 [article] Research Review: Test-retest reliability of standardized diagnostic interviews to assess child and adolescent psychiatric disorders: a systematic review and meta-analysis [Texte imprimé et/ou numérique] / L. DUNCAN, Auteur ; J. COMEAU, Auteur ; L. WANG, Auteur ; I. VITOROULIS, Auteur ; Michael H. BOYLE, Auteur ; Kathryn J. BENNETT, Auteur . - p.16-29. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 60-1 (January 2019) . - p.16-29 Mots-clés : Reliability  adolescent  child  meta-analysis  psychiatric disorders  structured interviews  systematic review Index. décimale : PER Périodiques Résumé : BACKGROUND: A better understanding of factors contributing to the observed variability in estimates of test-retest reliability in published studies on standardized diagnostic interviews (SDI) is needed. The objectives of this systematic review and meta-analysis were to estimate the pooled test-retest reliability for parent and youth assessments of seven common disorders, and to examine sources of between-study heterogeneity in reliability. METHODS: Following a systematic review of the literature, multilevel random effects meta-analyses were used to analyse 202 reliability estimates (Cohen's kappa = ) from 31 eligible studies and 5,369 assessments of 3,344 children and youth. RESULTS: Pooled reliability was moderate at = .58 (CI 95% 0.53-0.63) and between-study heterogeneity was substantial (Q = 2,063 (df = 201), p < .001 and I(2) = 79%). In subgroup analysis, reliability varied across informants for specific types of psychiatric disorder ( = .53-.69 for parent vs. = .39-.68 for youth) with estimates significantly higher for parents on attention deficit hyperactivity disorder, oppositional defiant disorder and the broad groupings of externalizing and any disorder. Reliability was also significantly higher in studies with indicators of poor or fair study methodology quality (sample size <50, retest interval <7 days). CONCLUSIONS: Our findings raise important questions about the meaningfulness of published evidence on the test-retest reliability of SDIs and the usefulness of these tools in both clinical and research contexts. Potential remedies include the introduction of standardized study and reporting requirements for reliability studies, and exploration of other approaches to assessing and classifying child and adolescent psychiatric disorder. En ligne : http://dx.doi.org/10.1111/jcpp.12876 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=374

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