Parenting behavior at 2 years predicts school-age performance at 7 years in very preterm children / Karli TREYVAUD in Journal of Child Psychology and Psychiatry, 57-7 (July 2016)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 57-7 (July 2016) . - p.814-821 Titre : Parenting behavior at 2 years predicts school-age performance at 7 years in very preterm children Type de document : Texte imprimé et/ou numérique Auteurs : Karli TREYVAUD, Auteur ; Lex W. DOYLE, Auteur ; Katherine J. LEE, Auteur ; Alexandra URE, Auteur ; Terrie E. INDER, Auteur ; Rod W. HUNT, Auteur ; Peter J. ANDERSON, Auteur Article en page(s) : p.814-821 Langues : Anglais (eng) Mots-clés : Preterm  child development  parent–child relationship  outcomes Index. décimale : PER Périodiques Résumé : Background Parenting influences child development, but it is unclear whether early parenting behavior can influence school-age outcomes in very preterm (VPT) children, and/or if certain groups of VPT children may be more affected by early parenting behavior. These research questions were examined. Methods Participants were 147 children born <30 weeks’ gestation or birth weight <1250 g and their primary caregiver. At term corrected age (CA), magnetic resonance imaging (MRI) was used to determine presence and severity of brain abnormality and medical data collected. High medical risk was defined as the presence of at least one of sepsis, necrotizing enterocolitis, bronchopulmonary dysplasia, moderate to severe white matter abnormality on MRI, or postnatal corticosteroids. At 2 years CA, parent–child interaction was assessed, and at 7 years CA, general intelligence (IQ), language, executive function, academic skills, and social-emotional functioning were assessed. Results Higher levels of parent–child synchrony, and parent facilitation, sensitivity and positive affect at 2 years were associated with better child outcomes at 7 years, while higher levels of intrusiveness and negative affect were associated with poorer outcomes. Many of these relationships remained after controlling for early child cognitive development. Interactions between child medical risk (higher/lower) and parenting were limited to child reading, math, and executive functioning outcomes, with stronger relationships for lower medical risk children. Conclusions The contribution of early parenting to VPT children's school-age performance is significant, with stronger effects for lower medical risk children in some outcomes. These findings support the premise that parenting strategies should be included in the NICU and early interventions programs for VPT infants. En ligne : http://dx.doi.org/10.1111/jcpp.12489 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=291 [article] Parenting behavior at 2 years predicts school-age performance at 7 years in very preterm children [Texte imprimé et/ou numérique] / Karli TREYVAUD, Auteur ; Lex W. DOYLE, Auteur ; Katherine J. LEE, Auteur ; Alexandra URE, Auteur ; Terrie E. INDER, Auteur ; Rod W. HUNT, Auteur ; Peter J. ANDERSON, Auteur . - p.814-821. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 57-7 (July 2016) . - p.814-821 Mots-clés : Preterm  child development  parent–child relationship  outcomes Index. décimale : PER Périodiques Résumé : Background Parenting influences child development, but it is unclear whether early parenting behavior can influence school-age outcomes in very preterm (VPT) children, and/or if certain groups of VPT children may be more affected by early parenting behavior. These research questions were examined. Methods Participants were 147 children born <30 weeks’ gestation or birth weight <1250 g and their primary caregiver. At term corrected age (CA), magnetic resonance imaging (MRI) was used to determine presence and severity of brain abnormality and medical data collected. High medical risk was defined as the presence of at least one of sepsis, necrotizing enterocolitis, bronchopulmonary dysplasia, moderate to severe white matter abnormality on MRI, or postnatal corticosteroids. At 2 years CA, parent–child interaction was assessed, and at 7 years CA, general intelligence (IQ), language, executive function, academic skills, and social-emotional functioning were assessed. Results Higher levels of parent–child synchrony, and parent facilitation, sensitivity and positive affect at 2 years were associated with better child outcomes at 7 years, while higher levels of intrusiveness and negative affect were associated with poorer outcomes. Many of these relationships remained after controlling for early child cognitive development. Interactions between child medical risk (higher/lower) and parenting were limited to child reading, math, and executive functioning outcomes, with stronger relationships for lower medical risk children. Conclusions The contribution of early parenting to VPT children's school-age performance is significant, with stronger effects for lower medical risk children in some outcomes. These findings support the premise that parenting strategies should be included in the NICU and early interventions programs for VPT infants. En ligne : http://dx.doi.org/10.1111/jcpp.12489 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=291

Prevalence and Age of Onset of Regression in Children with Autism Spectrum Disorder: A Systematic Review and Meta-analytical Update / Christine TAN in Autism Research, 14-3 (March 2021)  

Public ISBD [article]  inAutism Research > 14-3 (March 2021) . - p.582-598 Titre : Prevalence and Age of Onset of Regression in Children with Autism Spectrum Disorder: A Systematic Review and Meta-analytical Update Type de document : Texte imprimé et/ou numérique Auteurs : Christine TAN, Auteur ; Veronica FREWER, Auteur ; Georgina COX, Auteur ; Katrina WILLIAMS, Auteur ; Alexandra URE, Auteur Article en page(s) : p.582-598 Langues : Anglais (eng) Mots-clés : autism  children  onset  prevalence  regression  skill loss Index. décimale : PER Périodiques Résumé : A systematic review published in 2013 reported 32% of children on the autism spectrum experience skill loss, known as autistic regression. However, the frequency varied depending on definition and measures used to capture skills. Retrospective parent report and prospective observation indicate loss of language and/or social skills, with motor skills typically unaffected. Our aim was to update the prevalence and age of onset of autistic regression through a meta-analysis of the literature to understand if there have been changes to the reported onset and prevalence since 2010. A systematic literature search was conducted using Medline, Embase, PsycINFO, and the Cochrane Library databases and included studies published from 2010 onward. Risk of bias assessment was performed on included studies. A random effects model was used to calculate the pooled prevalence and age of onset of autistic regression. Ninety-seven studies were included in the systematic review, of which 75 studies involving 33,014 participants had sufficient data for meta-analytic syntheses. The pooled proportion of autistic regression was 30% (95% confidence interval [CI]: 27-32%) but heterogeneity was high (I(2) =?96.91) and did not reduce with sensitivity or subgroup analyses based on study design or clinical differences, respectively. Prevalence varied according to risk of bias (low: 27%) and definition of regression (language: 20%, language/social: 40%, mixed: 30%, and unspecified: 27%). Weighted average age of onset was 19.8?months. Findings from this meta-analysis highlight the importance of developing a standardized definition of autistic regression, and tools to measure this at multiple time points during early childhood development. LAY SUMMARY: About a third of children with Autism Spectrum Disorder experience loss of skills, which is also known as autistic regression. This paper provides an update of the rate of autistic regression in children and the age when they first experience loss of skills, based on current studies. The findings from this review contribute to our understanding of the onset patterns of autistic regression. Unfortunately, studies are not sufficiently similar, making it difficult to provide clear answers on the exact timing or type of regression seen in different children. En ligne : http://dx.doi.org/10.1002/aur.2463 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443 [article] Prevalence and Age of Onset of Regression in Children with Autism Spectrum Disorder: A Systematic Review and Meta-analytical Update [Texte imprimé et/ou numérique] / Christine TAN, Auteur ; Veronica FREWER, Auteur ; Georgina COX, Auteur ; Katrina WILLIAMS, Auteur ; Alexandra URE, Auteur . - p.582-598. Langues : Anglais (eng) in Autism Research > 14-3 (March 2021) . - p.582-598 Mots-clés : autism  children  onset  prevalence  regression  skill loss Index. décimale : PER Périodiques Résumé : A systematic review published in 2013 reported 32% of children on the autism spectrum experience skill loss, known as autistic regression. However, the frequency varied depending on definition and measures used to capture skills. Retrospective parent report and prospective observation indicate loss of language and/or social skills, with motor skills typically unaffected. Our aim was to update the prevalence and age of onset of autistic regression through a meta-analysis of the literature to understand if there have been changes to the reported onset and prevalence since 2010. A systematic literature search was conducted using Medline, Embase, PsycINFO, and the Cochrane Library databases and included studies published from 2010 onward. Risk of bias assessment was performed on included studies. A random effects model was used to calculate the pooled prevalence and age of onset of autistic regression. Ninety-seven studies were included in the systematic review, of which 75 studies involving 33,014 participants had sufficient data for meta-analytic syntheses. The pooled proportion of autistic regression was 30% (95% confidence interval [CI]: 27-32%) but heterogeneity was high (I(2) =?96.91) and did not reduce with sensitivity or subgroup analyses based on study design or clinical differences, respectively. Prevalence varied according to risk of bias (low: 27%) and definition of regression (language: 20%, language/social: 40%, mixed: 30%, and unspecified: 27%). Weighted average age of onset was 19.8?months. Findings from this meta-analysis highlight the importance of developing a standardized definition of autistic regression, and tools to measure this at multiple time points during early childhood development. LAY SUMMARY: About a third of children with Autism Spectrum Disorder experience loss of skills, which is also known as autistic regression. This paper provides an update of the rate of autistic regression in children and the age when they first experience loss of skills, based on current studies. The findings from this review contribute to our understanding of the onset patterns of autistic regression. Unfortunately, studies are not sufficiently similar, making it difficult to provide clear answers on the exact timing or type of regression seen in different children. En ligne : http://dx.doi.org/10.1002/aur.2463 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443

Psychiatric outcomes at age seven for very preterm children: rates and predictors / Karli TREYVAUD in Journal of Child Psychology and Psychiatry, 54-7 (July 2013)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 54-7 (July 2013) . - p.772-779 Titre : Psychiatric outcomes at age seven for very preterm children: rates and predictors Type de document : Texte imprimé et/ou numérique Auteurs : Karli TREYVAUD, Auteur ; Alexandra URE, Auteur ; Lex W. DOYLE, Auteur ; Katherine J. LEE, Auteur ; Cynthia E. ROGERS, Auteur ; Hiroyuki KIDOKORO, Auteur ; Terrie E. INDER, Auteur ; Peter J. ANDERSON, Auteur Article en page(s) : p.772-779 Langues : Anglais (eng) Mots-clés : Preterm  psychiatric disorder  brain abnormality  predictor  mental health Index. décimale : PER Périodiques Résumé : Background: Uncertainty remains about the rate of specific psychiatric disorders and associated predictive factors for very preterm (VPT) children. The aims of this study were to document rates of psychiatric disorders in VPT children aged 7 years compared with term born children, and to examine potential predictive factors for psychiatric diagnoses in VPT children. Methods: Participants were 177 VPT and 65 term born children. Perinatal medical data were collected, which included brain abnormalities detected using magnetic resonance imaging. The Infant-Toddler Social-Emotional Assessment (ITSEA) and Strengths and Difficulties Questionnaire (SDQ) were administered at 2 and 5 years respectively. At 7 years of age, the Developmental and Well-being Assessment (DAWBA) was used to indicate psychiatric diagnoses. Results: Compared with term born children, VPT children had three times the odds of meeting criteria for any psychiatric diagnosis at age 7 years (odds ratio 3.03; 95% confidence interval 1.23, 7.47, p = .02). The most common diagnoses were anxiety disorders (11% VPT, 8% term), attention-deficit/hyperactivity disorder (10% VPT, 3% term) and autism spectrum disorder (4.5% VPT, 0% term). For VPT children, those with severe global brain abnormalities (p = .02), those who displayed social-emotional problems at age 5 (p = .000) and those with higher social risk at age 7 (p = .001) were more likely to meet criteria for a psychiatric illness at age 7. Conclusions: Compared with term born children, VPT children have higher rates of psychiatric diagnoses at early school age, predicted by neonatal brain abnormalities, prior social-emotional problems and social factors. En ligne : http://dx.doi.org/10.1111/jcpp.12040 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=203 [article] Psychiatric outcomes at age seven for very preterm children: rates and predictors [Texte imprimé et/ou numérique] / Karli TREYVAUD, Auteur ; Alexandra URE, Auteur ; Lex W. DOYLE, Auteur ; Katherine J. LEE, Auteur ; Cynthia E. ROGERS, Auteur ; Hiroyuki KIDOKORO, Auteur ; Terrie E. INDER, Auteur ; Peter J. ANDERSON, Auteur . - p.772-779. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 54-7 (July 2013) . - p.772-779 Mots-clés : Preterm  psychiatric disorder  brain abnormality  predictor  mental health Index. décimale : PER Périodiques Résumé : Background: Uncertainty remains about the rate of specific psychiatric disorders and associated predictive factors for very preterm (VPT) children. The aims of this study were to document rates of psychiatric disorders in VPT children aged 7 years compared with term born children, and to examine potential predictive factors for psychiatric diagnoses in VPT children. Methods: Participants were 177 VPT and 65 term born children. Perinatal medical data were collected, which included brain abnormalities detected using magnetic resonance imaging. The Infant-Toddler Social-Emotional Assessment (ITSEA) and Strengths and Difficulties Questionnaire (SDQ) were administered at 2 and 5 years respectively. At 7 years of age, the Developmental and Well-being Assessment (DAWBA) was used to indicate psychiatric diagnoses. Results: Compared with term born children, VPT children had three times the odds of meeting criteria for any psychiatric diagnosis at age 7 years (odds ratio 3.03; 95% confidence interval 1.23, 7.47, p = .02). The most common diagnoses were anxiety disorders (11% VPT, 8% term), attention-deficit/hyperactivity disorder (10% VPT, 3% term) and autism spectrum disorder (4.5% VPT, 0% term). For VPT children, those with severe global brain abnormalities (p = .02), those who displayed social-emotional problems at age 5 (p = .000) and those with higher social risk at age 7 (p = .001) were more likely to meet criteria for a psychiatric illness at age 7. Conclusions: Compared with term born children, VPT children have higher rates of psychiatric diagnoses at early school age, predicted by neonatal brain abnormalities, prior social-emotional problems and social factors. En ligne : http://dx.doi.org/10.1111/jcpp.12040 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=203

The Feedback Session of an Autism Assessment: A Scoping Review of Clinical Practice Guideline Recommendations / Ellen PATTISON in Journal of Autism and Developmental Disorders, 52-4 (April 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-4 (April 2022) . - p.1821-1840 Titre : The Feedback Session of an Autism Assessment: A Scoping Review of Clinical Practice Guideline Recommendations Type de document : Texte imprimé et/ou numérique Auteurs : Ellen PATTISON, Auteur ; Alexandra URE, Auteur ; Sharon R. MITTIGA, Auteur ; Katrina WILLIAMS, Auteur ; Nerelie C. FREEMAN, Auteur Article en page(s) : p.1821-1840 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis/therapy  Autistic Disorder/diagnosis/therapy  Feedback  Humans  Assessment  Autism  Diagnosis disclosure  Guidelines Index. décimale : PER Périodiques Résumé : This review aimed to assess the quality and content of recommendations for delivering an autism diagnosis, published internationally within clinical practice guidelines. Seventeen relevant guidelines were identified. When methodological information was provided, recommendations for feedback were predominantly formed through consensus. Recommendations consistently included who should attend feedback, the timing and mode of delivery, the clinician's manner, and what should be discussed and/or included in an accompanying report. Specific recommendations were not consistent however, and a number of gaps were identified, such as the inclusion of educators and educational specific recommendations. Although individual variation is necessary for autism diagnosis disclosure, agreement on minimum standards of practice is warranted. Further investigation is required to establish best practice. En ligne : http://dx.doi.org/10.1007/s10803-021-05067-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476 [article] The Feedback Session of an Autism Assessment: A Scoping Review of Clinical Practice Guideline Recommendations [Texte imprimé et/ou numérique] / Ellen PATTISON, Auteur ; Alexandra URE, Auteur ; Sharon R. MITTIGA, Auteur ; Katrina WILLIAMS, Auteur ; Nerelie C. FREEMAN, Auteur . - p.1821-1840. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-4 (April 2022) . - p.1821-1840 Mots-clés : Autism Spectrum Disorder/diagnosis/therapy  Autistic Disorder/diagnosis/therapy  Feedback  Humans  Assessment  Autism  Diagnosis disclosure  Guidelines Index. décimale : PER Périodiques Résumé : This review aimed to assess the quality and content of recommendations for delivering an autism diagnosis, published internationally within clinical practice guidelines. Seventeen relevant guidelines were identified. When methodological information was provided, recommendations for feedback were predominantly formed through consensus. Recommendations consistently included who should attend feedback, the timing and mode of delivery, the clinician's manner, and what should be discussed and/or included in an accompanying report. Specific recommendations were not consistent however, and a number of gaps were identified, such as the inclusion of educators and educational specific recommendations. Although individual variation is necessary for autism diagnosis disclosure, agreement on minimum standards of practice is warranted. Further investigation is required to establish best practice. En ligne : http://dx.doi.org/10.1007/s10803-021-05067-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476

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