Autism Training in Pediatric Residency: Evaluation of a Case-Based Curriculum / Nili E. MAJOR in Journal of Autism and Developmental Disorders, 43-5 (May 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-5 (May 2013) . - p.1171-1177 Titre : Autism Training in Pediatric Residency: Evaluation of a Case-Based Curriculum Type de document : Texte imprimé et/ou numérique Auteurs : Nili E. MAJOR, Auteur ; Georgina PEACOCK, Auteur ; Wendy RUBEN, Auteur ; Jana THOMAS, Auteur ; Carol C. WEITZMAN, Auteur Article en page(s) : p.1171-1177 Langues : Anglais (eng) Mots-clés : Autism  Medical education  Residency  Curriculum Index. décimale : PER Périodiques Résumé : Despite recent studies indicating the high prevalence of autism spectrum disorders (ASDs), there has been little focus on improving ASD education during pediatric residency training. The objective of this study was to evaluate a new curriculum developed in partnership with the Centers for Disease Control and Prevention and the Maternal and Child Health Bureau about ASDs. “Autism Case Training (ACT): A Developmental-Behavioral Pediatrics Curriculum” consists of 7 case-based teaching modules. Modules were facilitated by faculty at 26 pediatric residency programs and data were obtained on 114 residents. Pre- and post-test data revealed significant short-term improvements in residents’ knowledge and self-assessed competence regarding ASDs. Findings suggest that the ACT curriculum is effective in enhancing training about ASDs in pediatric residency programs. En ligne : http://dx.doi.org/10.1007/s10803-012-1662-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=195 [article] Autism Training in Pediatric Residency: Evaluation of a Case-Based Curriculum [Texte imprimé et/ou numérique] / Nili E. MAJOR, Auteur ; Georgina PEACOCK, Auteur ; Wendy RUBEN, Auteur ; Jana THOMAS, Auteur ; Carol C. WEITZMAN, Auteur . - p.1171-1177. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-5 (May 2013) . - p.1171-1177 Mots-clés : Autism  Medical education  Residency  Curriculum Index. décimale : PER Périodiques Résumé : Despite recent studies indicating the high prevalence of autism spectrum disorders (ASDs), there has been little focus on improving ASD education during pediatric residency training. The objective of this study was to evaluate a new curriculum developed in partnership with the Centers for Disease Control and Prevention and the Maternal and Child Health Bureau about ASDs. “Autism Case Training (ACT): A Developmental-Behavioral Pediatrics Curriculum” consists of 7 case-based teaching modules. Modules were facilitated by faculty at 26 pediatric residency programs and data were obtained on 114 residents. Pre- and post-test data revealed significant short-term improvements in residents’ knowledge and self-assessed competence regarding ASDs. Findings suggest that the ACT curriculum is effective in enhancing training about ASDs in pediatric residency programs. En ligne : http://dx.doi.org/10.1007/s10803-012-1662-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=195

Language and cognitive outcomes in internationally adopted children / Inge-Marie EIGSTI in Development and Psychopathology, 23-2 (May 2011)  

Public ISBD [article]  inDevelopment and Psychopathology > 23-2 (May 2011) . - p.629-646 Titre : Language and cognitive outcomes in internationally adopted children Type de document : Texte imprimé et/ou numérique Auteurs : Inge-Marie EIGSTI, Auteur ; Carol C. WEITZMAN, Auteur ; Jillian M. SCHUH, Auteur ; Ashley B. DE MARCHENA, Auteur ; B.J. CASEY, Auteur Année de publication : 2011 Article en page(s) : p.629-646 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study focuses on the association between language skills and core cognitive processes relative to the duration of institutionalization in children adopted from orphanages abroad. Participants in the adoptive group (n = 46) had arrived in the United States between the ages of 2 and 84 months (mean = 24 months), and had been living in the United States for 1–9 years. Drawing on both experimental and standardized assessments, language skills of the international adoptees differed as a function of length of time spent in an institution and from those of 24 nonadopted controls. Top-down cognitive assessments including measures of explicit memory and cognitive control differed between adopted and nonadopted children, yet differences between groups in bottom-up implicit learning processes were unremarkable. Based on the present findings, we propose a speculative model linking language and cognitive changes to underlying neural circuitry alterations that reflect the impact of chronic stress, due to adoptees' experience of noncontingent, nonindividualized caregiving. Thus, the present study provides support for a relationship between domain-general cognitive processes and language acquisition, and describes a potential mechanism by which language skills are affected by institutionalization. En ligne : http://dx.doi.org/10.1017/S0954579411000204 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=121 [article] Language and cognitive outcomes in internationally adopted children [Texte imprimé et/ou numérique] / Inge-Marie EIGSTI, Auteur ; Carol C. WEITZMAN, Auteur ; Jillian M. SCHUH, Auteur ; Ashley B. DE MARCHENA, Auteur ; B.J. CASEY, Auteur . - 2011 . - p.629-646. Langues : Anglais (eng) in Development and Psychopathology > 23-2 (May 2011) . - p.629-646 Index. décimale : PER Périodiques Résumé : This study focuses on the association between language skills and core cognitive processes relative to the duration of institutionalization in children adopted from orphanages abroad. Participants in the adoptive group (n = 46) had arrived in the United States between the ages of 2 and 84 months (mean = 24 months), and had been living in the United States for 1–9 years. Drawing on both experimental and standardized assessments, language skills of the international adoptees differed as a function of length of time spent in an institution and from those of 24 nonadopted controls. Top-down cognitive assessments including measures of explicit memory and cognitive control differed between adopted and nonadopted children, yet differences between groups in bottom-up implicit learning processes were unremarkable. Based on the present findings, we propose a speculative model linking language and cognitive changes to underlying neural circuitry alterations that reflect the impact of chronic stress, due to adoptees' experience of noncontingent, nonindividualized caregiving. Thus, the present study provides support for a relationship between domain-general cognitive processes and language acquisition, and describes a potential mechanism by which language skills are affected by institutionalization. En ligne : http://dx.doi.org/10.1017/S0954579411000204 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=121

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