Dépouillements

Annotation: The therapeutic alliance – a significant but neglected variable in child mental health treatment studies / Jonathan GREEN in Journal of Child Psychology and Psychiatry, 47-5 (May 2006)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 47-5 (May 2006) . - p.425–435 Titre : Annotation: The therapeutic alliance – a significant but neglected variable in child mental health treatment studies Type de document : Texte imprimé et/ou numérique Auteurs : Jonathan GREEN, Auteur Année de publication : 2006 Article en page(s) : p.425–435 Langues : Anglais (eng) Mots-clés : Therapeutic-alliance treatment-outcome randomised-controlled-trials Index. décimale : PER Périodiques Résumé : Background: There has been relatively little research into therapeutic alliance in child and adolescent mental health and virtually no incorporation of alliance measures as a variable in treatment trials in Child and Adolescent Mental Health Services (CAMHS). Method: A selective literature review on studies in therapeutic alliance in adulthood and childhood along with a theoretical formulation of possible mechanisms of alliance. Results: Therapeutic alliance is reliably measurable both by observation and questionnaire methods at all points in the treatment cycle. In both adult and child studies it shows a consistent, albeit modest, association with treatment outcome. In specific adult studies it has shown a high predictive validity in relation to outcome compared to other variables. In child studies alliance is particularly salient in externalising disorder and predicts outcome of inpatient treatment. Child alliance and parental alliance are independent factors. Theoretical models of alliance outlined in this paper suggest testable hypotheses regarding predictors for positive and negative alliance. Conclusions: Therapeutic alliance in CAMHS is measurable and worth measuring. It is likely to be an important variable for treatment outcome studies and should be included in future trial designs. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2005.01516.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=728 [article] Annotation: The therapeutic alliance – a significant but neglected variable in child mental health treatment studies [Texte imprimé et/ou numérique] / Jonathan GREEN, Auteur . - 2006 . - p.425–435. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 47-5 (May 2006) . - p.425–435 Mots-clés : Therapeutic-alliance treatment-outcome randomised-controlled-trials Index. décimale : PER Périodiques Résumé : Background: There has been relatively little research into therapeutic alliance in child and adolescent mental health and virtually no incorporation of alliance measures as a variable in treatment trials in Child and Adolescent Mental Health Services (CAMHS). Method: A selective literature review on studies in therapeutic alliance in adulthood and childhood along with a theoretical formulation of possible mechanisms of alliance. Results: Therapeutic alliance is reliably measurable both by observation and questionnaire methods at all points in the treatment cycle. In both adult and child studies it shows a consistent, albeit modest, association with treatment outcome. In specific adult studies it has shown a high predictive validity in relation to outcome compared to other variables. In child studies alliance is particularly salient in externalising disorder and predicts outcome of inpatient treatment. Child alliance and parental alliance are independent factors. Theoretical models of alliance outlined in this paper suggest testable hypotheses regarding predictors for positive and negative alliance. Conclusions: Therapeutic alliance in CAMHS is measurable and worth measuring. It is likely to be an important variable for treatment outcome studies and should be included in future trial designs. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2005.01516.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=728

Child–therapist and parent–therapist alliance and therapeutic change in the treatment of children referred for oppositional, aggressive, and antisocial behavior / Alan E. KAZDIN in Journal of Child Psychology and Psychiatry, 47-5 (May 2006)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 47-5 (May 2006) . - p.436–445 Titre : Child–therapist and parent–therapist alliance and therapeutic change in the treatment of children referred for oppositional, aggressive, and antisocial behavior Type de document : Texte imprimé et/ou numérique Auteurs : Alan E. KAZDIN, Auteur ; Moira WHITLEY, Auteur ; Paul L. MARCIANO, Auteur Année de publication : 2006 Article en page(s) : p.436–445 Langues : Anglais (eng) Mots-clés : Therapeutic-alliance child-therapy treatment-outcome Index. décimale : PER Périodiques Résumé : Background: We examined the therapeutic alliance in evidence-based treatment for children (N = 77, 19 girls, 58 boys, ages 6–14) referred clinically for oppositional, aggressive, and antisocial behavior. Method: Different alliances (child–therapist, parent–therapist) were assessed from each participant's perspective at two points over the course of treatment. Both the quality of the child–therapist and the parent–therapist alliance predicted therapeutic changes in the children; the parent–therapist alliance also predicted improvements in parenting practices in the home. Results: The findings could not easily be attributed to the influence of other domains (socioeconomic disadvantage, parent psychopathology and stress, and severity of child dysfunction) known to predict therapeutic change or to rater effects (common rater variance) in the predictors and criteria. Conclusion: The therapeutic alliance warrants increased attention to understand the precise role in treatment and whether or how the alliance can be mobilized to enhance change. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2005.01475.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=729 [article] Child–therapist and parent–therapist alliance and therapeutic change in the treatment of children referred for oppositional, aggressive, and antisocial behavior [Texte imprimé et/ou numérique] / Alan E. KAZDIN, Auteur ; Moira WHITLEY, Auteur ; Paul L. MARCIANO, Auteur . - 2006 . - p.436–445. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 47-5 (May 2006) . - p.436–445 Mots-clés : Therapeutic-alliance child-therapy treatment-outcome Index. décimale : PER Périodiques Résumé : Background: We examined the therapeutic alliance in evidence-based treatment for children (N = 77, 19 girls, 58 boys, ages 6–14) referred clinically for oppositional, aggressive, and antisocial behavior. Method: Different alliances (child–therapist, parent–therapist) were assessed from each participant's perspective at two points over the course of treatment. Both the quality of the child–therapist and the parent–therapist alliance predicted therapeutic changes in the children; the parent–therapist alliance also predicted improvements in parenting practices in the home. Results: The findings could not easily be attributed to the influence of other domains (socioeconomic disadvantage, parent psychopathology and stress, and severity of child dysfunction) known to predict therapeutic change or to rater effects (common rater variance) in the predictors and criteria. Conclusion: The therapeutic alliance warrants increased attention to understand the precise role in treatment and whether or how the alliance can be mobilized to enhance change. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2005.01475.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=729

Assessing medication effects in the MTA study using neuropsychological outcomes / Jeffery N. EPSTEIN in Journal of Child Psychology and Psychiatry, 47-5 (May 2006)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 47-5 (May 2006) . - p.446–456 Titre : Assessing medication effects in the MTA study using neuropsychological outcomes Type de document : Texte imprimé et/ou numérique Auteurs : Jeffery N. EPSTEIN, Auteur ; Peter S. JENSEN, Auteur ; John S. MARCH, Auteur ; Jeffrey H. NEWCORN, Auteur ; William E. PELHAM, Auteur ; Joanne B. SEVERE, Auteur ; James M. SWANSON, Auteur ; Karen WELLS, Auteur ; Benedetto VITIELLO, Auteur ; Betsy HOZA, Auteur ; Stephen P. HINSHAW, Auteur ; Kimberly HOAGWOOD, Auteur ; C. Keith CONNERS, Auteur ; Aaron S. HERVEY, Auteur ; Simon T. TONEV, Auteur ; L. Eugene ARNOLD, Auteur ; Howard B. ABIKOFF, Auteur ; Glen ELLIOTT, Auteur ; Laurence L. GREENHILL, Auteur ; Lily HECHTMAN, Auteur ; Timothy WIGAL, Auteur Année de publication : 2006 Article en page(s) : p.446–456 Langues : Anglais (eng) Mots-clés : ADHD/ADD go/no-go-test stimulants reaction-time distributions neuropsychology pharmacology Index. décimale : PER Périodiques Résumé : Background: While studies have increasingly investigated deficits in reaction time (RT) and RT variability in children with attention deficit/hyperactivity disorder (ADHD), few studies have examined the effects of stimulant medication on these important neuropsychological outcome measures. Methods: 316 children who participated in the Multimodal Treatment Study of Children with ADHD (MTA) completed the Conners' Continuous Performance Test (CPT) at the 24-month assessment point. Outcome measures included standard CPT outcomes (e.g., errors of commission, mean hit reaction time (RT)) and RT indicators derived from an Ex-Gaussian distributional model (i.e., mu, sigma, and tau). Results: Analyses revealed significant effects of medication across all neuropsychological outcome measures. Results on the Ex-Gaussian outcome measures revealed that stimulant medication slows RT and reduces RT variability. Conclusions: This demonstrates the importance of including analytic strategies that can accurately model the actual distributional pattern, including the positive skew. Further, the results of the study relate to several theoretical models of ADHD. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2005.01469.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=730 [article] Assessing medication effects in the MTA study using neuropsychological outcomes [Texte imprimé et/ou numérique] / Jeffery N. EPSTEIN, Auteur ; Peter S. JENSEN, Auteur ; John S. MARCH, Auteur ; Jeffrey H. NEWCORN, Auteur ; William E. PELHAM, Auteur ; Joanne B. SEVERE, Auteur ; James M. SWANSON, Auteur ; Karen WELLS, Auteur ; Benedetto VITIELLO, Auteur ; Betsy HOZA, Auteur ; Stephen P. HINSHAW, Auteur ; Kimberly HOAGWOOD, Auteur ; C. Keith CONNERS, Auteur ; Aaron S. HERVEY, Auteur ; Simon T. TONEV, Auteur ; L. Eugene ARNOLD, Auteur ; Howard B. ABIKOFF, Auteur ; Glen ELLIOTT, Auteur ; Laurence L. GREENHILL, Auteur ; Lily HECHTMAN, Auteur ; Timothy WIGAL, Auteur . - 2006 . - p.446–456. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 47-5 (May 2006) . - p.446–456 Mots-clés : ADHD/ADD go/no-go-test stimulants reaction-time distributions neuropsychology pharmacology Index. décimale : PER Périodiques Résumé : Background: While studies have increasingly investigated deficits in reaction time (RT) and RT variability in children with attention deficit/hyperactivity disorder (ADHD), few studies have examined the effects of stimulant medication on these important neuropsychological outcome measures. Methods: 316 children who participated in the Multimodal Treatment Study of Children with ADHD (MTA) completed the Conners' Continuous Performance Test (CPT) at the 24-month assessment point. Outcome measures included standard CPT outcomes (e.g., errors of commission, mean hit reaction time (RT)) and RT indicators derived from an Ex-Gaussian distributional model (i.e., mu, sigma, and tau). Results: Analyses revealed significant effects of medication across all neuropsychological outcome measures. Results on the Ex-Gaussian outcome measures revealed that stimulant medication slows RT and reduces RT variability. Conclusions: This demonstrates the importance of including analytic strategies that can accurately model the actual distributional pattern, including the positive skew. Further, the results of the study relate to several theoretical models of ADHD. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2005.01469.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=730

Infrequent, but not frequent, reinforcers produce more variable responding and deficient sustained attention in young children with attention-deficit/hyperactivity disorder (ADHD) / Heidi AASE in Journal of Child Psychology and Psychiatry, 47-5 (May 2006)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 47-5 (May 2006) . - p.457–471 Titre : Infrequent, but not frequent, reinforcers produce more variable responding and deficient sustained attention in young children with attention-deficit/hyperactivity disorder (ADHD) Type de document : Texte imprimé et/ou numérique Auteurs : Heidi AASE, Auteur ; Terje SAGVOLDEN, Auteur Année de publication : 2006 Article en page(s) : p.457–471 Langues : Anglais (eng) Mots-clés : Hyperkinetic-disorder reward variance computer-task operant-analysis Index. décimale : PER Périodiques Résumé : Background: The underlying behavioral/psychological processes of attention-deficit/hyperactivity disorder are unclear. Motivational factors, related to dopamine dysfunction, may play an important role in the development of the behavioral symptoms. Particularly, infrequent, but not frequent, reinforcers have been suggested to be associated with altered responding and deviant behavior in children with ADHD. The present study was designed to analyze the influence of reinforcement frequency on operationalized measures of hyperactivity, impulsiveness, sustained attention, and response variability. Methods: Fifty-six boys, half of whom were diagnosed with ADHD, completed a computerized task presented as a game with two squares on the screen. One square was associated with reinforcement. The task required responses by the computer mouse under contingencies alternating between variable interval schedules of short (mean 2 s) and long (mean 20 s) durations. Reinforcers were cartoon pictures and small trinkets. Results: Overall, there was no difference between children with ADHD and comparison children when reinforcers were given frequently. Statistically significant differences on measures of sustained attention and variability, but not hyperactivity and impulsiveness, were found during infrequent reinforcement only. Age effects interacted with group effects on sustained attention, showing that group differences were found in the young children only. Surprisingly, older comparison children showed increased response variability and no learning. Conclusions: When reinforcers are infrequent, children with ADHD show deficient sustained attention and increased variability in responding. Computer experience may have interfered with measures of hyperactivity and impulsiveness. The unexpectedly poor performance of the older comparison children may have been due to inefficient reinforcers or to verbally governed behavior overruling reinforcer effects. Reinforcer characteristics and experimental procedures are important factors influencing findings in studies investigating motivational factors. The study provides some support for the dynamic developmental theory of ADHD predicting relationships between neurobiological deficits, altered reinforcement mechanisms, and treatment recommendations. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2005.01468.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=731 [article] Infrequent, but not frequent, reinforcers produce more variable responding and deficient sustained attention in young children with attention-deficit/hyperactivity disorder (ADHD) [Texte imprimé et/ou numérique] / Heidi AASE, Auteur ; Terje SAGVOLDEN, Auteur . - 2006 . - p.457–471. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 47-5 (May 2006) . - p.457–471 Mots-clés : Hyperkinetic-disorder reward variance computer-task operant-analysis Index. décimale : PER Périodiques Résumé : Background: The underlying behavioral/psychological processes of attention-deficit/hyperactivity disorder are unclear. Motivational factors, related to dopamine dysfunction, may play an important role in the development of the behavioral symptoms. Particularly, infrequent, but not frequent, reinforcers have been suggested to be associated with altered responding and deviant behavior in children with ADHD. The present study was designed to analyze the influence of reinforcement frequency on operationalized measures of hyperactivity, impulsiveness, sustained attention, and response variability. Methods: Fifty-six boys, half of whom were diagnosed with ADHD, completed a computerized task presented as a game with two squares on the screen. One square was associated with reinforcement. The task required responses by the computer mouse under contingencies alternating between variable interval schedules of short (mean 2 s) and long (mean 20 s) durations. Reinforcers were cartoon pictures and small trinkets. Results: Overall, there was no difference between children with ADHD and comparison children when reinforcers were given frequently. Statistically significant differences on measures of sustained attention and variability, but not hyperactivity and impulsiveness, were found during infrequent reinforcement only. Age effects interacted with group effects on sustained attention, showing that group differences were found in the young children only. Surprisingly, older comparison children showed increased response variability and no learning. Conclusions: When reinforcers are infrequent, children with ADHD show deficient sustained attention and increased variability in responding. Computer experience may have interfered with measures of hyperactivity and impulsiveness. The unexpectedly poor performance of the older comparison children may have been due to inefficient reinforcers or to verbally governed behavior overruling reinforcer effects. Reinforcer characteristics and experimental procedures are important factors influencing findings in studies investigating motivational factors. The study provides some support for the dynamic developmental theory of ADHD predicting relationships between neurobiological deficits, altered reinforcement mechanisms, and treatment recommendations. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2005.01468.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=731

Predictive validity of ICD-10 hyperkinetic disorder relative to DSM-IV attention-deficit/hyperactivity disorder among younger children / Benjamin B. LAHEY in Journal of Child Psychology and Psychiatry, 47-5 (May 2006)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 47-5 (May 2006) . - p.472–479 Titre : Predictive validity of ICD-10 hyperkinetic disorder relative to DSM-IV attention-deficit/hyperactivity disorder among younger children Type de document : Texte imprimé et/ou numérique Auteurs : Benjamin B. LAHEY, Auteur ; William E. PELHAM, Auteur ; Andrea CHRONIS, Auteur ; Greta MASSETTI, Auteur ; Heidi KIPP, Auteur ; Ashley EHRHARDT, Auteur ; Steve S. LEE, Auteur Année de publication : 2006 Article en page(s) : p.472–479 Langues : Anglais (eng) Mots-clés : ADD/ADHD hyperactivity diagnosis Index. décimale : PER Périodiques Résumé : Background: Little is known about the predictive validity of hyperkinetic disorder (HKD) as defined by the Diagnostic Criteria for Research for mental and behavioral disorders of the tenth edition of the International Classification of Diseases (ICD-10; World Health Organization, 1993), particularly when the diagnosis is given to younger children. Methods: The predictive validity of HKD was evaluated over a 6-year period and compared to the predictive validity of DSM-IV attention-deficit/hyperactivity disorder (ADHD) in 95 4–6-year-old children who met full criteria for at least ADHD and 122 demographically-matched nonreferred comparison children. Diagnoses were based on structured assessments of both parents and teachers. Results: All children who met full criteria for HKD also met full DSM-IV criteria for ADHD, but only 26% of ADHD children met criteria for HKD. Children who met criteria for HKD (N = 24), children who would have met criteria for HKD but were excluded from the diagnosis because they concurrently met criteria for an anxiety disorder or depression (N = 16), and the remaining children who met DSM-IV criteria for ADHD (N = 55) all exhibited significantly more symptoms of ADHD and greater social and academic impairment during years 2–7 than nonreferred comparison children. Unlike the two other diagnostic groups, however, children who met strict criteria for HKD were not more likely than comparison children to be injured unintentionally or to be placed in special education. Conclusions: Both ICD-10 HKD and DSM-IV ADHD exhibit predictive validity over 6 years, but ICD-10 HKD appears to under-identify children with persistent ADHD symptoms and related impairment. Children who met criteria for DSM-IV ADHD but not HKD exhibited at least as much functional impairment over time as hyperkinetic children. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2005.01590.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=732 [article] Predictive validity of ICD-10 hyperkinetic disorder relative to DSM-IV attention-deficit/hyperactivity disorder among younger children [Texte imprimé et/ou numérique] / Benjamin B. LAHEY, Auteur ; William E. PELHAM, Auteur ; Andrea CHRONIS, Auteur ; Greta MASSETTI, Auteur ; Heidi KIPP, Auteur ; Ashley EHRHARDT, Auteur ; Steve S. LEE, Auteur . - 2006 . - p.472–479. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 47-5 (May 2006) . - p.472–479 Mots-clés : ADD/ADHD hyperactivity diagnosis Index. décimale : PER Périodiques Résumé : Background: Little is known about the predictive validity of hyperkinetic disorder (HKD) as defined by the Diagnostic Criteria for Research for mental and behavioral disorders of the tenth edition of the International Classification of Diseases (ICD-10; World Health Organization, 1993), particularly when the diagnosis is given to younger children. Methods: The predictive validity of HKD was evaluated over a 6-year period and compared to the predictive validity of DSM-IV attention-deficit/hyperactivity disorder (ADHD) in 95 4–6-year-old children who met full criteria for at least ADHD and 122 demographically-matched nonreferred comparison children. Diagnoses were based on structured assessments of both parents and teachers. Results: All children who met full criteria for HKD also met full DSM-IV criteria for ADHD, but only 26% of ADHD children met criteria for HKD. Children who met criteria for HKD (N = 24), children who would have met criteria for HKD but were excluded from the diagnosis because they concurrently met criteria for an anxiety disorder or depression (N = 16), and the remaining children who met DSM-IV criteria for ADHD (N = 55) all exhibited significantly more symptoms of ADHD and greater social and academic impairment during years 2–7 than nonreferred comparison children. Unlike the two other diagnostic groups, however, children who met strict criteria for HKD were not more likely than comparison children to be injured unintentionally or to be placed in special education. Conclusions: Both ICD-10 HKD and DSM-IV ADHD exhibit predictive validity over 6 years, but ICD-10 HKD appears to under-identify children with persistent ADHD symptoms and related impairment. Children who met criteria for DSM-IV ADHD but not HKD exhibited at least as much functional impairment over time as hyperkinetic children. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2005.01590.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=732

Institutional care: associations between inattention and early reading performance / Penny ROY in Journal of Child Psychology and Psychiatry, 47-5 (May 2006)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 47-5 (May 2006) . - p.480–487 Titre : Institutional care: associations between inattention and early reading performance Type de document : Texte imprimé et/ou numérique Auteurs : Penny ROY, Auteur ; Michael RUTTER, Auteur Année de publication : 2006 Article en page(s) : p.480–487 Langues : Anglais (eng) Mots-clés : Institutional-care family-foster-care inattention underachievement reading Index. décimale : PER Périodiques Résumé : Background: Recent government papers have expressed concern about the poor educational attainment of 'looked after' children. Early reading development has been found to be significant in their subsequent academic achievement. The possibility that biosocial factors extraneous to their experiences in public care may underpin their low attainment has not been investigated to date. Methods: The reading ability of 19 primary school children, who had been raised in institutional care from an early age, were compared with 19 children, matched for age and sex, who were comparable in biological background and who had experienced uninterrupted family foster care. Both groups were compared with classroom controls using teacher questionnaires, interviews, systematic observations and cognitive testing. Results: Reading delay was more prevalent in the institutional group and as a group they had lower reading scores than the children reared in family foster care. Variation in IQ accounted for the lower reading scores of the family foster care group compared with their matched classroom controls. Inattention, found in a previous study to be much more evident in the institutional group, partially accounted for the group difference in reading scores, and was situationally specific to formal teacher-directed tasks. Differential effects of caregivers' interest in terms of help with homework were also found. Conclusions: Early reading performance was associated with the experience of being raised 'in care' but was not an inevitable outcome. It was concluded that the type of substitute caregiving experienced affected reading performance. Institutional upbringing affected reading performance both directly and indirectly through the heightened levels of inattention associated with institutional care. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2005.01526.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=733 [article] Institutional care: associations between inattention and early reading performance [Texte imprimé et/ou numérique] / Penny ROY, Auteur ; Michael RUTTER, Auteur . - 2006 . - p.480–487. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 47-5 (May 2006) . - p.480–487 Mots-clés : Institutional-care family-foster-care inattention underachievement reading Index. décimale : PER Périodiques Résumé : Background: Recent government papers have expressed concern about the poor educational attainment of 'looked after' children. Early reading development has been found to be significant in their subsequent academic achievement. The possibility that biosocial factors extraneous to their experiences in public care may underpin their low attainment has not been investigated to date. Methods: The reading ability of 19 primary school children, who had been raised in institutional care from an early age, were compared with 19 children, matched for age and sex, who were comparable in biological background and who had experienced uninterrupted family foster care. Both groups were compared with classroom controls using teacher questionnaires, interviews, systematic observations and cognitive testing. Results: Reading delay was more prevalent in the institutional group and as a group they had lower reading scores than the children reared in family foster care. Variation in IQ accounted for the lower reading scores of the family foster care group compared with their matched classroom controls. Inattention, found in a previous study to be much more evident in the institutional group, partially accounted for the group difference in reading scores, and was situationally specific to formal teacher-directed tasks. Differential effects of caregivers' interest in terms of help with homework were also found. Conclusions: Early reading performance was associated with the experience of being raised 'in care' but was not an inevitable outcome. It was concluded that the type of substitute caregiving experienced affected reading performance. Institutional upbringing affected reading performance both directly and indirectly through the heightened levels of inattention associated with institutional care. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2005.01526.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=733

Behavioural problems in 2-year-olds: links with individual differences in theory of mind, executive function and harsh parenting / Claire HUGHES in Journal of Child Psychology and Psychiatry, 47-5 (May 2006)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 47-5 (May 2006) . - p.488–497 Titre : Behavioural problems in 2-year-olds: links with individual differences in theory of mind, executive function and harsh parenting Type de document : Texte imprimé et/ou numérique Auteurs : Claire HUGHES, Auteur ; Rosie ENSOR, Auteur Année de publication : 2006 Article en page(s) : p.488–497 Langues : Anglais (eng) Mots-clés : Theory-of-mind executive-function behavioural-problems parenting Index. décimale : PER Périodiques Résumé : Background: Cognitive and family factors are implicated in the origins of behavioural problems, but little is known about their independence or interplay. Methods: We present data from 127 two-year-olds from predominantly disadvantaged families who completed tests of 'theory of mind' (ToM), executive function (EF) and verbal ability. Researchers' home-visit ratings and detailed video-based coding of mother–child interactions were combined to give an aggregate measure of harsh parenting, while behavioural problems were indexed by a multi-informant, multi-setting, multi-measure aggregate. Results: Harsh parenting and deficits in ToM and verbal ability each predicted unique variance in behavioural problems; independent effects of EF were only marginally significant. Harsh parenting and ToM interacted significantly in their effects on behavioural problems. Conclusions: Child and family influences on behavioural problems should be considered in tandem, as they show significant interplay; in particular, advanced ToM skills appear to buffer young children against effects of harsh parenting. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2005.01519.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=734 [article] Behavioural problems in 2-year-olds: links with individual differences in theory of mind, executive function and harsh parenting [Texte imprimé et/ou numérique] / Claire HUGHES, Auteur ; Rosie ENSOR, Auteur . - 2006 . - p.488–497. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 47-5 (May 2006) . - p.488–497 Mots-clés : Theory-of-mind executive-function behavioural-problems parenting Index. décimale : PER Périodiques Résumé : Background: Cognitive and family factors are implicated in the origins of behavioural problems, but little is known about their independence or interplay. Methods: We present data from 127 two-year-olds from predominantly disadvantaged families who completed tests of 'theory of mind' (ToM), executive function (EF) and verbal ability. Researchers' home-visit ratings and detailed video-based coding of mother–child interactions were combined to give an aggregate measure of harsh parenting, while behavioural problems were indexed by a multi-informant, multi-setting, multi-measure aggregate. Results: Harsh parenting and deficits in ToM and verbal ability each predicted unique variance in behavioural problems; independent effects of EF were only marginally significant. Harsh parenting and ToM interacted significantly in their effects on behavioural problems. Conclusions: Child and family influences on behavioural problems should be considered in tandem, as they show significant interplay; in particular, advanced ToM skills appear to buffer young children against effects of harsh parenting. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2005.01519.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=734

Predictors of between-family and within-family variation in parent–child relationships / Thomas G. O'CONNOR in Journal of Child Psychology and Psychiatry, 47-5 (May 2006)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 47-5 (May 2006) . - p.498–510 Titre : Predictors of between-family and within-family variation in parent–child relationships Type de document : Texte imprimé et/ou numérique Auteurs : Thomas G. O'CONNOR, Auteur ; Judy DUNN, Auteur ; Jennifer M. JENKINS, Auteur ; Jon RASBASH, Auteur Année de publication : 2006 Article en page(s) : p.498–510 Langues : Anglais (eng) Mots-clés : Parent–child-relationships differential-parenting step families behavior-problems divorce research-design Index. décimale : PER Périodiques Résumé : Background: Previous studies have found that multiple factors are associated with parent–child relationship quality, but have not distinguished potential sources of between-family and within-family variation in parent–child relationship quality. Methods: Approximately equal numbers of biological (non-stepfamilies), single-mother, stepfather, and complex/stepmother stepfamilies were selected from a large community study in England. The sample comprised 404 children in 171 families. Parent–child warmth/support and conflict/negativity were assessed using questionnaire and interview methods; family socio-demographic data were collected from parent report. Results: Multilevel model analyses indicated substantial within-family variation in parent–child relationship quality, and greater within-family variation in complex/stepmother families compared to other family types. Within-family variation was largely accounted for by differences in the siblings' biological relatedness to the mother and father and to child-specific factors, notably aggressive behavior. Conclusions: The findings illustrate how research using multilevel model designs and analytic strategies may enhance our understanding of family process. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2005.01527.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=735 [article] Predictors of between-family and within-family variation in parent–child relationships [Texte imprimé et/ou numérique] / Thomas G. O'CONNOR, Auteur ; Judy DUNN, Auteur ; Jennifer M. JENKINS, Auteur ; Jon RASBASH, Auteur . - 2006 . - p.498–510. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 47-5 (May 2006) . - p.498–510 Mots-clés : Parent–child-relationships differential-parenting step families behavior-problems divorce research-design Index. décimale : PER Périodiques Résumé : Background: Previous studies have found that multiple factors are associated with parent–child relationship quality, but have not distinguished potential sources of between-family and within-family variation in parent–child relationship quality. Methods: Approximately equal numbers of biological (non-stepfamilies), single-mother, stepfather, and complex/stepmother stepfamilies were selected from a large community study in England. The sample comprised 404 children in 171 families. Parent–child warmth/support and conflict/negativity were assessed using questionnaire and interview methods; family socio-demographic data were collected from parent report. Results: Multilevel model analyses indicated substantial within-family variation in parent–child relationship quality, and greater within-family variation in complex/stepmother families compared to other family types. Within-family variation was largely accounted for by differences in the siblings' biological relatedness to the mother and father and to child-specific factors, notably aggressive behavior. Conclusions: The findings illustrate how research using multilevel model designs and analytic strategies may enhance our understanding of family process. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2005.01527.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=735

The development of siblings of children with autism at 4 and 14 months: social engagement, communication, and cognition / Nurit YIRMIYA in Journal of Child Psychology and Psychiatry, 47-5 (May 2006)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 47-5 (May 2006) . - p.511–523 Titre : The development of siblings of children with autism at 4 and 14 months: social engagement, communication, and cognition Type de document : Texte imprimé et/ou numérique Auteurs : Nurit YIRMIYA, Auteur ; Simon BARON-COHEN, Auteur ; Marian SIGMAN, Auteur ; Ruth FELDMAN, Auteur ; Ifat GAMLIEL, Auteur ; Tammy PILOWSKY, Auteur Année de publication : 2006 Article en page(s) : p.511–523 Langues : Anglais (eng) Mots-clés : Autism siblings still-face synchrony mother–child-interaction language nonverbal-communication broad-phenotype joint-attention Index. décimale : PER Périodiques Résumé : Aims: To compare siblings of children with autism (SIBS-A) and siblings of children with typical development (SIBS-TD) at 4 and 14 months of age. Methods: At 4 months, mother–infant interactional synchrony during free play, infant gaze and affect during the still-face paradigm, and infant responsiveness to a name-calling paradigm were examined (n = 21 in each group). At 14 months, verbal and nonverbal communication skills were examined as well as cognition (30 SIBS-A and 31 SIBS-TD). Results: Most SIBS-A were functioning as well as the SIBS-TD at 4 and 14 months of age. However, some differences in early social engagement and later communicative and cognitive skills emerged. Synchrony was weaker in the SIBS-A dyads, but only for infant-led interactions. Infant SIBS-A revealed more neutral affect during the still-face procedure and were less upset by it than was true for the SIBS-TD. A surprising result was that significantly more SIBS-A responded to their name being called by their mothers compared to SIBS-TD. At 14 months, SIBS-A made fewer nonverbal requesting gestures and achieved lower language scores on the Bayley Scale. Six SIBS-A revealed a language delay of 5 months and were responsible for some of the significant differences between SIBS-A and SIBS-TD. Furthermore, infant SIBS-A who showed more neutral affect to the still face and were less able to respond to their name being called by their mothers initiated fewer nonverbal joint attention and requesting behaviors at 14 months, respectively. Discussion: Focused on the genetic liability for the broad phenotype of autism as well as the possible influence of having a sibling with autism. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2005.01528.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=736 [article] The development of siblings of children with autism at 4 and 14 months: social engagement, communication, and cognition [Texte imprimé et/ou numérique] / Nurit YIRMIYA, Auteur ; Simon BARON-COHEN, Auteur ; Marian SIGMAN, Auteur ; Ruth FELDMAN, Auteur ; Ifat GAMLIEL, Auteur ; Tammy PILOWSKY, Auteur . - 2006 . - p.511–523. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 47-5 (May 2006) . - p.511–523 Mots-clés : Autism siblings still-face synchrony mother–child-interaction language nonverbal-communication broad-phenotype joint-attention Index. décimale : PER Périodiques Résumé : Aims: To compare siblings of children with autism (SIBS-A) and siblings of children with typical development (SIBS-TD) at 4 and 14 months of age. Methods: At 4 months, mother–infant interactional synchrony during free play, infant gaze and affect during the still-face paradigm, and infant responsiveness to a name-calling paradigm were examined (n = 21 in each group). At 14 months, verbal and nonverbal communication skills were examined as well as cognition (30 SIBS-A and 31 SIBS-TD). Results: Most SIBS-A were functioning as well as the SIBS-TD at 4 and 14 months of age. However, some differences in early social engagement and later communicative and cognitive skills emerged. Synchrony was weaker in the SIBS-A dyads, but only for infant-led interactions. Infant SIBS-A revealed more neutral affect during the still-face procedure and were less upset by it than was true for the SIBS-TD. A surprising result was that significantly more SIBS-A responded to their name being called by their mothers compared to SIBS-TD. At 14 months, SIBS-A made fewer nonverbal requesting gestures and achieved lower language scores on the Bayley Scale. Six SIBS-A revealed a language delay of 5 months and were responsible for some of the significant differences between SIBS-A and SIBS-TD. Furthermore, infant SIBS-A who showed more neutral affect to the still face and were less able to respond to their name being called by their mothers initiated fewer nonverbal joint attention and requesting behaviors at 14 months, respectively. Discussion: Focused on the genetic liability for the broad phenotype of autism as well as the possible influence of having a sibling with autism. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2005.01528.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=736

Physical and emotional development, appetite and body image in adolescents who failed to thrive as infants / Robert F. DREWETT in Journal of Child Psychology and Psychiatry, 47-5 (May 2006)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 47-5 (May 2006) . - p.524–531 Titre : Physical and emotional development, appetite and body image in adolescents who failed to thrive as infants Type de document : Texte imprimé et/ou numérique Auteurs : Robert F. DREWETT, Auteur ; Sally S. CORBETT, Auteur Année de publication : 2006 Article en page(s) : p.524–531 Langues : Anglais (eng) Mots-clés : Adolescence anxiety body-image depression eating-behaviour failure-to-thrive Index. décimale : PER Périodiques Résumé : Background: Previous studies suggest that failure to thrive in infancy may be associated with adverse sequelae in childhood. Although cognitive abilities have been extensively investigated, little systematic research is available on other aspects of development. Methods: Eighty-nine children who failed to thrive as infants and 91 controls were followed up when twelve years old and examined using anthropometric measurement, self-ratings of appetite and body image, the Dutch Eating Behaviour Questionnaire, the Self-perception Profile for Children, The Revised Children's Manifest Anxiety Scale, the parent and child form of the Mood and Feelings Questionnaire and the parent and teacher's form of the Child Behavior Checklist. Results: The children who failed to thrive were significantly shorter and lighter at twelve and had significantly lower BMIs, but they did not go into puberty any later. They were more likely to rate their appetite as lower than their best friend's, were generally more satisfied with their body shape, and had significantly lower restraint score on the Dutch Eating Behaviour Questionnaire. They were not significantly different from controls on any of the measures reflecting anxiety, depression or low self-esteem. Conclusions: Failure to thrive in infancy is not associated with adverse emotional development in childhood. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2005.01529.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=737 [article] Physical and emotional development, appetite and body image in adolescents who failed to thrive as infants [Texte imprimé et/ou numérique] / Robert F. DREWETT, Auteur ; Sally S. CORBETT, Auteur . - 2006 . - p.524–531. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 47-5 (May 2006) . - p.524–531 Mots-clés : Adolescence anxiety body-image depression eating-behaviour failure-to-thrive Index. décimale : PER Périodiques Résumé : Background: Previous studies suggest that failure to thrive in infancy may be associated with adverse sequelae in childhood. Although cognitive abilities have been extensively investigated, little systematic research is available on other aspects of development. Methods: Eighty-nine children who failed to thrive as infants and 91 controls were followed up when twelve years old and examined using anthropometric measurement, self-ratings of appetite and body image, the Dutch Eating Behaviour Questionnaire, the Self-perception Profile for Children, The Revised Children's Manifest Anxiety Scale, the parent and child form of the Mood and Feelings Questionnaire and the parent and teacher's form of the Child Behavior Checklist. Results: The children who failed to thrive were significantly shorter and lighter at twelve and had significantly lower BMIs, but they did not go into puberty any later. They were more likely to rate their appetite as lower than their best friend's, were generally more satisfied with their body shape, and had significantly lower restraint score on the Dutch Eating Behaviour Questionnaire. They were not significantly different from controls on any of the measures reflecting anxiety, depression or low self-esteem. Conclusions: Failure to thrive in infancy is not associated with adverse emotional development in childhood. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2005.01529.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=737

Parent management training, treatment for oppositional, aggressive, and antisocial behaviour in children and adolescents / Stephen SCOTT in Journal of Child Psychology and Psychiatry, 47-5 (May 2006)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 47-5 (May 2006) . - p.532 Titre : Parent management training, treatment for oppositional, aggressive, and antisocial behaviour in children and adolescents Type de document : Texte imprimé et/ou numérique Auteurs : Stephen SCOTT, Auteur Année de publication : 2006 Article en page(s) : p.532 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1111/j.1469-7610.2006.01622.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422 [article] Parent management training, treatment for oppositional, aggressive, and antisocial behaviour in children and adolescents [Texte imprimé et/ou numérique] / Stephen SCOTT, Auteur . - 2006 . - p.532. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 47-5 (May 2006) . - p.532 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1111/j.1469-7610.2006.01622.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422