An Introduction to the Problem of Pain in Developmental Disability / Tim F. OBERLANDER

Public ISBD in Pain in Children and Adults with Developmental Disabilities / Tim F. OBERLANDER Titre : An Introduction to the Problem of Pain in Developmental Disability Type de document : texte imprimé Auteurs : Tim F. OBERLANDER, Auteur ; Frank J. SYMONS, Auteur Année de publication : 2006 Importance : p.1-4 Langues : Anglais (eng) Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=142 in Pain in Children and Adults with Developmental Disabilities / Tim F. OBERLANDER An Introduction to the Problem of Pain in Developmental Disability [texte imprimé] / Tim F. OBERLANDER, Auteur ; Frank J. SYMONS, Auteur . - 2006 . - p.1-4. Langues : Anglais (eng) Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=142

Exemplaires(0)

Disponibilité
aucun exemplaire

Association of prenatal antidepressant use with internalizing behaviors from kindergarten to adolescence / Amanda S. NITSCHKE in Journal of Child Psychology and Psychiatry, 67-3 (March 2026)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 67-3 (March 2026) . - p.355-365 Titre : Association of prenatal antidepressant use with internalizing behaviors from kindergarten to adolescence Type de document : texte imprimé Auteurs : Amanda S. NITSCHKE, Auteur ; Paramdeep KAUR, Auteur ; Naomi PHAGAU, Auteur ; Helena Abreu DO VALLE, Auteur ; Jeffrey N. BONE, Auteur ; Brenda POON, Auteur ; Martin GUHN, Auteur ; Simone N. VIGOD, Auteur ; Tim F. OBERLANDER, Auteur ; Gillian E. HANLEY, Auteur Article en page(s) : p.355-365 Langues : Anglais (eng) Mots-clés : Prenatal antidepressants  childhood and adolescents mental health  anxiety  depression Index. décimale : PER Périodiques Résumé : Background To examine, using repeated measures, whether prenatal serotonin/norepinephrine reuptake inhibitor (SRI) antidepressant exposure is associated with increased anxious behaviors at kindergarten age and anxiety and/or depression behaviors after kindergarten and into adolescence. Methods This population-based retrospective cohort study included all live singleton infants delivered in British Columbia, Canada between January 2001 and December 2012 with complete outcome data. Follow-up lasted until December 2022. Logistic regression models were used to estimate unadjusted and adjusted odds ratios (OR). To minimize confounding, high-dimensional propensity score adjustment and a matched discordant sibling-pair analysis were conducted. Results Prenatal SRI exposure was associated with increased anxious behaviors in kindergarten (OR 1.77 [95% CI 1.59?1.97]) and anxiety and/or depression diagnostic codes in later childhood or adolescence (OR 2.09 [95% CI 1.97?2.22]). These associations attenuated but remained positive after high-dimensional propensity score adjustment; however, the associations did not remain in the conditional logistic regression of discordant sibling pairs (aORs 0.92 [95% CI 0.61?1.37] and 1.02 [95% CI 0.79?1.33]). Regardless of SRI exposure, children with high levels of anxious behaviors at kindergarten were more likely to receive anxiety and/or depression diagnostic codes later on (SRI exposed: aOR 1.59 [95% CI 1.24?2.06]; SRI unexposed: aOR 1.64 [95% CI 1.51?1.77]). Conclusions The associations of prenatal SRI exposure with increased internalizing behaviors at kindergarten and into adolescence are likely due to shared genetics or environmental factors. Findings also suggested kindergarten as a time for targeted interventions to address developmental vulnerabilities and prevent later development of anxiety and/or depression. En ligne : https://doi.org/10.1111/jcpp.70056 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580 [article] Association of prenatal antidepressant use with internalizing behaviors from kindergarten to adolescence [texte imprimé] / Amanda S. NITSCHKE, Auteur ; Paramdeep KAUR, Auteur ; Naomi PHAGAU, Auteur ; Helena Abreu DO VALLE, Auteur ; Jeffrey N. BONE, Auteur ; Brenda POON, Auteur ; Martin GUHN, Auteur ; Simone N. VIGOD, Auteur ; Tim F. OBERLANDER, Auteur ; Gillian E. HANLEY, Auteur . - p.355-365. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 67-3 (March 2026) . - p.355-365 Mots-clés : Prenatal antidepressants  childhood and adolescents mental health  anxiety  depression Index. décimale : PER Périodiques Résumé : Background To examine, using repeated measures, whether prenatal serotonin/norepinephrine reuptake inhibitor (SRI) antidepressant exposure is associated with increased anxious behaviors at kindergarten age and anxiety and/or depression behaviors after kindergarten and into adolescence. Methods This population-based retrospective cohort study included all live singleton infants delivered in British Columbia, Canada between January 2001 and December 2012 with complete outcome data. Follow-up lasted until December 2022. Logistic regression models were used to estimate unadjusted and adjusted odds ratios (OR). To minimize confounding, high-dimensional propensity score adjustment and a matched discordant sibling-pair analysis were conducted. Results Prenatal SRI exposure was associated with increased anxious behaviors in kindergarten (OR 1.77 [95% CI 1.59?1.97]) and anxiety and/or depression diagnostic codes in later childhood or adolescence (OR 2.09 [95% CI 1.97?2.22]). These associations attenuated but remained positive after high-dimensional propensity score adjustment; however, the associations did not remain in the conditional logistic regression of discordant sibling pairs (aORs 0.92 [95% CI 0.61?1.37] and 1.02 [95% CI 0.79?1.33]). Regardless of SRI exposure, children with high levels of anxious behaviors at kindergarten were more likely to receive anxiety and/or depression diagnostic codes later on (SRI exposed: aOR 1.59 [95% CI 1.24?2.06]; SRI unexposed: aOR 1.64 [95% CI 1.51?1.77]). Conclusions The associations of prenatal SRI exposure with increased internalizing behaviors at kindergarten and into adolescence are likely due to shared genetics or environmental factors. Findings also suggested kindergarten as a time for targeted interventions to address developmental vulnerabilities and prevent later development of anxiety and/or depression. En ligne : https://doi.org/10.1111/jcpp.70056 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580

Children's stress regulation mediates the association between prenatal maternal mood and child executive functions for boys, but not girls / Regula NEUENSCHWANDER in Development and Psychopathology, 30-3 (August 2018)  

Public ISBD [article]  inDevelopment and Psychopathology > 30-3 (August 2018) . - p.953-969 Titre : Children's stress regulation mediates the association between prenatal maternal mood and child executive functions for boys, but not girls Type de document : texte imprimé Auteurs : Regula NEUENSCHWANDER, Auteur ; Kaia HOOKENSON, Auteur ; Ursula BRAIN, Auteur ; Ruth E. GRUNAU, Auteur ; Angela M. DEVLIN, Auteur ; Joanne WEINBERG, Auteur ; Adele DIAMOND, Auteur ; Tim F. OBERLANDER, Auteur Article en page(s) : p.953-969 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Prenatal exposure to maternal mood disturbances shapes children's cognitive development reflected in the critical construct of executive functions (EFs). Little is known, however, about underlying mechanisms. By examining cortisol responses in both everyday and lab challenge settings, we tested whether the child/offspring hypothalamic-pituitary-adrenal axis mediates effects of prenatal maternal mood on child EFs at age 6. In 107 Canadian children born to women with a wide range of anxious and depressive symptoms during pregnancy, we found that in boys but not girls, depressed and/or anxious prenatal maternal mood is associated with heightened diurnal cortisol levels in everyday settings, as well as heightened cortisol reactivity to a lab challenge and that this heightened reactivity was associated with poorer EFs. Among boys we also observed that cortisol reactivity but not diurnal cortisol mediated the association between depressed and/or anxious prenatal maternal mood and EFs. Depressed and/or anxious prenatal maternal mood was related to child EFs for both girls and boys. To our knowledge, this is the first study to demonstrate a mediating role for child stress regulation in the association between prenatal maternal stress-related mood disturbances and child EFs, providing evidence of a mechanism contributing to fetal programming of cognition. En ligne : http://dx.doi.org/10.1017/s095457941800041x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=366 [article] Children's stress regulation mediates the association between prenatal maternal mood and child executive functions for boys, but not girls [texte imprimé] / Regula NEUENSCHWANDER, Auteur ; Kaia HOOKENSON, Auteur ; Ursula BRAIN, Auteur ; Ruth E. GRUNAU, Auteur ; Angela M. DEVLIN, Auteur ; Joanne WEINBERG, Auteur ; Adele DIAMOND, Auteur ; Tim F. OBERLANDER, Auteur . - p.953-969. Langues : Anglais (eng) in Development and Psychopathology > 30-3 (August 2018) . - p.953-969 Index. décimale : PER Périodiques Résumé : Prenatal exposure to maternal mood disturbances shapes children's cognitive development reflected in the critical construct of executive functions (EFs). Little is known, however, about underlying mechanisms. By examining cortisol responses in both everyday and lab challenge settings, we tested whether the child/offspring hypothalamic-pituitary-adrenal axis mediates effects of prenatal maternal mood on child EFs at age 6. In 107 Canadian children born to women with a wide range of anxious and depressive symptoms during pregnancy, we found that in boys but not girls, depressed and/or anxious prenatal maternal mood is associated with heightened diurnal cortisol levels in everyday settings, as well as heightened cortisol reactivity to a lab challenge and that this heightened reactivity was associated with poorer EFs. Among boys we also observed that cortisol reactivity but not diurnal cortisol mediated the association between depressed and/or anxious prenatal maternal mood and EFs. Depressed and/or anxious prenatal maternal mood was related to child EFs for both girls and boys. To our knowledge, this is the first study to demonstrate a mediating role for child stress regulation in the association between prenatal maternal stress-related mood disturbances and child EFs, providing evidence of a mechanism contributing to fetal programming of cognition. En ligne : http://dx.doi.org/10.1017/s095457941800041x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=366

Developmental profiles of children at risk for autism spectrum disorder at school entry / Angie IP in Autism Research, 15-7 (July 2022)  

Public ISBD [article]  inAutism Research > 15-7 (July 2022) . - p.1301-1310 Titre : Developmental profiles of children at risk for autism spectrum disorder at school entry Type de document : texte imprimé Auteurs : Angie IP, Auteur ; Brenda T. POON, Auteur ; Gillian E. HANLEY, Auteur ; Martin GUHN, Auteur ; Tim F. OBERLANDER, Auteur Article en page(s) : p.1301-1310 Langues : Anglais (eng) Mots-clés : attention deficit disorder  autism spectrum disorder  child development  cohort studies  diagnosis  functional status  health equity Index. décimale : PER Périodiques Résumé : Functional abilities in children with autism spectrum disorder (ASD) are highly heterogenous, and impairments can overlap with non-ASD neurodevelopmental disorders. We compared the profiles of children assessed for ASD with and without an ASD diagnosis using a retrospective cohort study of 101,739 children born in British Columbia (2000-2008). The children were grouped into the following five comparison groups: (1) ASD- (n = 1131), (2) ASD+ (n = 1583), (3) Ministry of Education designated ASD+ (n = 654), (4) special need other than ASD (n = 11,663), and (5) typically developing (n = 86,708). Five developmental domains were assessed using the Early Development Instrument. ANCOVA was used to control for covariates, Tukey's HSD test for multiple comparisons, and Cohen's d for effect size. The ASD- group had slightly higher scores than the ASD+ group with small to medium effect sizes in all domains (d = 0.20-0.48). The ASD- group had slightly higher scores than the Ministry of Education ASD+ group in only three domains with small effect sizes (d = 0.21-0.25). The ASD- group had lower scores in all domains compared to the typically developing group with large effect sizes in all domains (d = 1.12-1.77). The ASD- group received less education funding at school entry than both ASD+ groups. Overall, only small to medium differences in development were detected between the ASD- and ASD+ groups. While these children differ diagnostically, they share similar functional profiles and have substantially more difficulties than typically developing children. Therefore, differences in levels of support at school entry raise critical questions of equity. LAY SUMMARY: Comparison of children in British Columbia who have been referred for an autism assessment, with or without a diagnosis, shows similarities in their functional and developmental profiles in kindergarten. Furthermore, both groups of children have more difficulties than typically developing children. However, children who have been referred for assessment without an autism diagnosis receive less financial support at school entry, raising important questions on equity. En ligne : http://dx.doi.org/10.1002/aur.2742 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477 [article] Developmental profiles of children at risk for autism spectrum disorder at school entry [texte imprimé] / Angie IP, Auteur ; Brenda T. POON, Auteur ; Gillian E. HANLEY, Auteur ; Martin GUHN, Auteur ; Tim F. OBERLANDER, Auteur . - p.1301-1310. Langues : Anglais (eng) in Autism Research > 15-7 (July 2022) . - p.1301-1310 Mots-clés : attention deficit disorder  autism spectrum disorder  child development  cohort studies  diagnosis  functional status  health equity Index. décimale : PER Périodiques Résumé : Functional abilities in children with autism spectrum disorder (ASD) are highly heterogenous, and impairments can overlap with non-ASD neurodevelopmental disorders. We compared the profiles of children assessed for ASD with and without an ASD diagnosis using a retrospective cohort study of 101,739 children born in British Columbia (2000-2008). The children were grouped into the following five comparison groups: (1) ASD- (n = 1131), (2) ASD+ (n = 1583), (3) Ministry of Education designated ASD+ (n = 654), (4) special need other than ASD (n = 11,663), and (5) typically developing (n = 86,708). Five developmental domains were assessed using the Early Development Instrument. ANCOVA was used to control for covariates, Tukey's HSD test for multiple comparisons, and Cohen's d for effect size. The ASD- group had slightly higher scores than the ASD+ group with small to medium effect sizes in all domains (d = 0.20-0.48). The ASD- group had slightly higher scores than the Ministry of Education ASD+ group in only three domains with small effect sizes (d = 0.21-0.25). The ASD- group had lower scores in all domains compared to the typically developing group with large effect sizes in all domains (d = 1.12-1.77). The ASD- group received less education funding at school entry than both ASD+ groups. Overall, only small to medium differences in development were detected between the ASD- and ASD+ groups. While these children differ diagnostically, they share similar functional profiles and have substantially more difficulties than typically developing children. Therefore, differences in levels of support at school entry raise critical questions of equity. LAY SUMMARY: Comparison of children in British Columbia who have been referred for an autism assessment, with or without a diagnosis, shows similarities in their functional and developmental profiles in kindergarten. Furthermore, both groups of children have more difficulties than typically developing children. However, children who have been referred for assessment without an autism diagnosis receive less financial support at school entry, raising important questions on equity. En ligne : http://dx.doi.org/10.1002/aur.2742 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477

Douleur chez l'enfant autiste / Tim F. OBERLANDER

Public ISBD in Santé mentale et douleur / Serge MARCHAND Titre : Douleur chez l'enfant autiste Type de document : texte imprimé Auteurs : Tim F. OBERLANDER, Auteur ; L. ZELTZER, Auteur Année de publication : 2013 Importance : p.173-197 Langues : Français (fre) Index. décimale : SCI-E SCI-E - Psychiatrie Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=185 in Santé mentale et douleur / Serge MARCHAND Douleur chez l'enfant autiste [texte imprimé] / Tim F. OBERLANDER, Auteur ; L. ZELTZER, Auteur . - 2013 . - p.173-197. Langues : Français (fre) Index. décimale : SCI-E SCI-E - Psychiatrie Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=185

Exemplaires(0)

Disponibilité
aucun exemplaire

Identification of Pediatric Autism Spectrum Disorder Cases Using Health Administrative Data / Celeste D. BICKFORD in Autism Research, 13-3 (March 2020)  

Permalink

Pain in Children and Adults with Developmental Disabilities / Tim F. OBERLANDER

Permalink

Pharmacological Management of Pain in Children and Youth with Significant Neurological Impairments / Anna TADDIO

Permalink

The symphonic structure of childhood stress reactivity: Patterns of sympathetic, parasympathetic, and adrenocortical responses to psychological challenge / Jodi A. QUAS in Development and Psychopathology, 26-4 (Part 1) (November 2014)  

Permalink

Translational Research Perspectives and Priorities / Frank J. SYMONS

Permalink

What Is the Impact of Second Language Exposure and Intellectual Disability Status on Executive Function and Functional Communication Outcomes in Children and Adolescents With and Without Autism Spectrum Disorder (ASD)? / Sarah M. HUTCHISON in Autism Research, 18-9 (September 2025)  

Permalink

---

1 (1 - 11 / 11) Par page : 25 50 100 200