Annual Research Review: Immersive virtual reality and digital applied gaming interventions for the treatment of mental health problems in children and young people: the need for rigorous treatment development and clinical evaluation / Brynjar HALLDORSSON in Journal of Child Psychology and Psychiatry, 62-5 (May 2021)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 62-5 (May 2021) . - p.584-605 Titre : Annual Research Review: Immersive virtual reality and digital applied gaming interventions for the treatment of mental health problems in children and young people: the need for rigorous treatment development and clinical evaluation Type de document : Texte imprimé et/ou numérique Auteurs : Brynjar HALLDORSSON, Auteur ; Claire HILL, Auteur ; Polly WAITE, Auteur ; Kate PARTRIDGE, Auteur ; Daniel FREEMAN, Auteur ; Cathy CRESWELL, Auteur Article en page(s) : p.584-605 Langues : Anglais (eng) Mots-clés : Mental health  RCT design  qualitative methods  treatment trials Index. décimale : PER Périodiques Résumé : BACKGROUND: Mental health problems in children and young people are common and can lead to poor long-term outcomes. Despite the availability of effective psychological interventions for mental health disorders, only a minority of affected children and young people access treatment. Digital interventions, such as applied games and virtual reality (VR), that target mental health problems in children and young people may hold a key to increasing access to, engagement with, and potentially the effectiveness of psychological treatments. To date, several applied games and VR interventions have been specifically developed for children and young people. This systematic review aims to identify and synthesize current data on the experience and effectiveness of applied games and VR for targeting mental health problems in children and young people (defined as average age of 18 years or below). METHODS: Electronic systematic searches were conducted in Medline, PsycINFO, CINAHL, and Web of Science. RESULTS: Nineteen studies were identified that examined nine applied games and two VR applications, and targeted symptoms of anxiety, depression, and phobias using both quantitative and qualitative methodologies. Existing evidence is at a very early stage and studies vary extensively in key methodological characteristics. For applied games, the most robust evidence is for adolescent depressive symptoms (medium clinical effect sizes). Insufficient research attention has been given to the efficacy of VR interventions in children and young people. CONCLUSIONS: The evidence to date is at a very early stage. Despite the enthusiasm for applied games and VR, existing interventions are limited in number and evidence of efficacy, and there is a clear need for further co-design, development, and evaluation of applied games and VR before they are routinely offered as treatments for children and young people with mental health problems. En ligne : http://dx.doi.org/10.1111/jcpp.13400 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Annual Research Review: Immersive virtual reality and digital applied gaming interventions for the treatment of mental health problems in children and young people: the need for rigorous treatment development and clinical evaluation [Texte imprimé et/ou numérique] / Brynjar HALLDORSSON, Auteur ; Claire HILL, Auteur ; Polly WAITE, Auteur ; Kate PARTRIDGE, Auteur ; Daniel FREEMAN, Auteur ; Cathy CRESWELL, Auteur . - p.584-605. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 62-5 (May 2021) . - p.584-605 Mots-clés : Mental health  RCT design  qualitative methods  treatment trials Index. décimale : PER Périodiques Résumé : BACKGROUND: Mental health problems in children and young people are common and can lead to poor long-term outcomes. Despite the availability of effective psychological interventions for mental health disorders, only a minority of affected children and young people access treatment. Digital interventions, such as applied games and virtual reality (VR), that target mental health problems in children and young people may hold a key to increasing access to, engagement with, and potentially the effectiveness of psychological treatments. To date, several applied games and VR interventions have been specifically developed for children and young people. This systematic review aims to identify and synthesize current data on the experience and effectiveness of applied games and VR for targeting mental health problems in children and young people (defined as average age of 18 years or below). METHODS: Electronic systematic searches were conducted in Medline, PsycINFO, CINAHL, and Web of Science. RESULTS: Nineteen studies were identified that examined nine applied games and two VR applications, and targeted symptoms of anxiety, depression, and phobias using both quantitative and qualitative methodologies. Existing evidence is at a very early stage and studies vary extensively in key methodological characteristics. For applied games, the most robust evidence is for adolescent depressive symptoms (medium clinical effect sizes). Insufficient research attention has been given to the efficacy of VR interventions in children and young people. CONCLUSIONS: The evidence to date is at a very early stage. Despite the enthusiasm for applied games and VR, existing interventions are limited in number and evidence of efficacy, and there is a clear need for further co-design, development, and evaluation of applied games and VR before they are routinely offered as treatments for children and young people with mental health problems. En ligne : http://dx.doi.org/10.1111/jcpp.13400 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Conceptualising paranoia in ASD: A systematic review and development of a theoretical framework / Debbie SPAIN in Research in Autism Spectrum Disorders, 25 (May 2016)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 25 (May 2016) . - p.97-111 Titre : Conceptualising paranoia in ASD: A systematic review and development of a theoretical framework Type de document : Texte imprimé et/ou numérique Auteurs : Debbie SPAIN, Auteur ; Jacqueline SIN, Auteur ; Daniel FREEMAN, Auteur Article en page(s) : p.97-111 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Asperger syndrome  Paranoia  Systematic review  Theoretical framework Index. décimale : PER Périodiques Résumé : Paranoia, unfounded ideation that others deliberately intend harm, has predominately been studied in schizophrenia. Increasingly, it is recognised that there is a spectrum of severity of excessive mistrust across the general population. Relatively little is known about paranoia in individuals with autism spectrum disorders (ASD), but rates could be expected to be higher given both difficulties in understanding others’ mental states and frequent experiences of negative social interactions. A systematic search of English-language peer-reviewed publications was undertaken to synthesise empirical research about paranoia in ASD. Seven studies, comprising a total of 180 ASD participants, met the inclusion criteria. All the studies were cross-sectional, thereby limiting causal interpretations. Individuals with ASD were consistently found to have higher levels of paranoia compared to non-clinical controls, and lower levels than individuals with current psychotic experiences manifesting in the context of schizophrenia. Furthermore, the initial evidence indicates that paranoia in ASD may be linked with theory of mind performance, negative affect, and jumping to conclusions, but not to attributional style. As in typically-developing populations, causal and maintaining mechanisms for paranoia in ASD, against a background of genetic and environmental risk, most likely include cognitive and affective processes interacting with social factors. We hypothesise, however, that core ASD characteristics and associated neurocognitive impairments also serve to precipitate and perpetuate paranoia. A framework to guide further investigation is outlined. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.02.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=285 [article] Conceptualising paranoia in ASD: A systematic review and development of a theoretical framework [Texte imprimé et/ou numérique] / Debbie SPAIN, Auteur ; Jacqueline SIN, Auteur ; Daniel FREEMAN, Auteur . - p.97-111. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 25 (May 2016) . - p.97-111 Mots-clés : Autism spectrum disorder  Asperger syndrome  Paranoia  Systematic review  Theoretical framework Index. décimale : PER Périodiques Résumé : Paranoia, unfounded ideation that others deliberately intend harm, has predominately been studied in schizophrenia. Increasingly, it is recognised that there is a spectrum of severity of excessive mistrust across the general population. Relatively little is known about paranoia in individuals with autism spectrum disorders (ASD), but rates could be expected to be higher given both difficulties in understanding others’ mental states and frequent experiences of negative social interactions. A systematic search of English-language peer-reviewed publications was undertaken to synthesise empirical research about paranoia in ASD. Seven studies, comprising a total of 180 ASD participants, met the inclusion criteria. All the studies were cross-sectional, thereby limiting causal interpretations. Individuals with ASD were consistently found to have higher levels of paranoia compared to non-clinical controls, and lower levels than individuals with current psychotic experiences manifesting in the context of schizophrenia. Furthermore, the initial evidence indicates that paranoia in ASD may be linked with theory of mind performance, negative affect, and jumping to conclusions, but not to attributional style. As in typically-developing populations, causal and maintaining mechanisms for paranoia in ASD, against a background of genetic and environmental risk, most likely include cognitive and affective processes interacting with social factors. We hypothesise, however, that core ASD characteristics and associated neurocognitive impairments also serve to precipitate and perpetuate paranoia. A framework to guide further investigation is outlined. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.02.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=285

A longitudinal twin study of the association between childhood autistic traits and psychotic experiences in adolescence / Mark J. TAYLOR in Molecular Autism, (July 2015)  

Public ISBD [article]  inMolecular Autism > (July 2015) . - p.1-11 Titre : A longitudinal twin study of the association between childhood autistic traits and psychotic experiences in adolescence Type de document : Texte imprimé et/ou numérique Auteurs : Mark J. TAYLOR, Auteur ; Elise B. ROBINSON, Auteur ; Francesca HAPPE, Auteur ; Patrick BOLTON, Auteur ; Daniel FREEMAN, Auteur ; Angelica RONALD, Auteur Article en page(s) : p.1-11 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This twin study investigated whether autistic traits during childhood were associated with adolescent psychotic experiences. En ligne : http://dx.doi.org/10.1186/s13229-015-0037-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=277 [article] A longitudinal twin study of the association between childhood autistic traits and psychotic experiences in adolescence [Texte imprimé et/ou numérique] / Mark J. TAYLOR, Auteur ; Elise B. ROBINSON, Auteur ; Francesca HAPPE, Auteur ; Patrick BOLTON, Auteur ; Daniel FREEMAN, Auteur ; Angelica RONALD, Auteur . - p.1-11. Langues : Anglais (eng) in Molecular Autism > (July 2015) . - p.1-11 Index. décimale : PER Périodiques Résumé : This twin study investigated whether autistic traits during childhood were associated with adolescent psychotic experiences. En ligne : http://dx.doi.org/10.1186/s13229-015-0037-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=277

Procedural and Conceptual Print-Related Achievements in Young Children With Autism Spectrum Disorders / Elizabeth LANTER in Focus on Autism and Other Developmental Disabilities, 28-1 (March 2013)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 28-1 (March 2013) . - p.14-25 Titre : Procedural and Conceptual Print-Related Achievements in Young Children With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth LANTER, Auteur ; Daniel FREEMAN, Auteur ; Stephanie DOVE, Auteur Article en page(s) : p.14-25 Mots-clés : emergent literacy  autism spectrum disorders  print knowledge  home literacy  early literacy  print awareness Index. décimale : PER Périodiques Résumé : A comparative analysis between emergent procedural and conceptual print-related achievements was conducted for 32 children with autism spectrum disorders (ASD) aged 4 to 8 years. To minimize the influence of linguistic competence on the assessment, the ASD print-related profile was compared with that of a language-matched sample of typically developing peers. Two factors associated with young children’s print-related achievements, their print motivation and home-based experiences, were illustrated for the matched participants. We found that children with ASD earned significantly higher scores on a parentally reported composite measure of emergent procedural (e.g., letter name identification) than conceptual (e.g., pretend reading) print-related accomplishments. The children with ASD were more often reported by their parents as motivated by letters but less likely to request or enjoy shared reading than their language-matched peers. Findings provide a preliminary profile of emergent print-related accomplishments that may be considered in educational planning for children with ASD. En ligne : http://dx.doi.org/10.1177/1088357612459270 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191 [article] Procedural and Conceptual Print-Related Achievements in Young Children With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Elizabeth LANTER, Auteur ; Daniel FREEMAN, Auteur ; Stephanie DOVE, Auteur . - p.14-25. in Focus on Autism and Other Developmental Disabilities > 28-1 (March 2013) . - p.14-25 Mots-clés : emergent literacy  autism spectrum disorders  print knowledge  home literacy  early literacy  print awareness Index. décimale : PER Périodiques Résumé : A comparative analysis between emergent procedural and conceptual print-related achievements was conducted for 32 children with autism spectrum disorders (ASD) aged 4 to 8 years. To minimize the influence of linguistic competence on the assessment, the ASD print-related profile was compared with that of a language-matched sample of typically developing peers. Two factors associated with young children’s print-related achievements, their print motivation and home-based experiences, were illustrated for the matched participants. We found that children with ASD earned significantly higher scores on a parentally reported composite measure of emergent procedural (e.g., letter name identification) than conceptual (e.g., pretend reading) print-related accomplishments. The children with ASD were more often reported by their parents as motivated by letters but less likely to request or enjoy shared reading than their language-matched peers. Findings provide a preliminary profile of emergent print-related accomplishments that may be considered in educational planning for children with ASD. En ligne : http://dx.doi.org/10.1177/1088357612459270 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191

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