Comparison of parent report and direct assessment of child skills in toddlers / Lauren E. MILLER in Research in Autism Spectrum Disorders, 41-42 (September 2017)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 41-42 (September 2017) . - p.57-65 Titre : Comparison of parent report and direct assessment of child skills in toddlers Type de document : Texte imprimé et/ou numérique Auteurs : Lauren E. MILLER, Auteur ; Kayla A. PERKINS, Auteur ; Yael G. DAI, Auteur ; Deborah A. FEIN, Auteur Article en page(s) : p.57-65 Langues : Anglais (eng) Mots-clés : Parent report  Direct assessment  Toddlers  Child ability  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : There are unique challenges associated with measuring development in early childhood. Two primary sources of information are used: parent report and direct assessment. Each approach has strengths and weaknesses, particularly when used to identify and diagnose developmental delays. The present study aimed to evaluate consistency between parent report and direct assessment of child skills in toddlers with and without Autism Spectrum Disorder (ASD) across receptive language, expressive language, and fine motor domains. Method 109 children were evaluated at an average age of two years; data on child skills were collected via parent report and direct assessment. Children were classified into three groups (i.e., ASD, Other Developmental Disorder, or Typical Development) based on DSM-IV-TR diagnosis. Mixed design ANOVAs, with data source as a within subjects factor and diagnostic group as a between subjects factor, were used to assess agreement. Chi square tests of agreement were then used to examine correspondence at the item level. Results Results suggested that parent report of language and fine motor skills did not significantly differ from direct assessment, and this finding held across diagnostic groups. Item level analyses revealed that, in most cases of significant disagreement, parents reported a skill as present, but it was not seen on direct testing. Conclusions Results indicate that parents are generally reliable reporters of child language and fine motor abilities in toddlerhood, even when their children have developmental disorders such as ASD. However, the fullest picture may be obtained by using both parent report and direct assessment. En ligne : https://doi.org/10.1016/j.rasd.2017.08.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321 [article] Comparison of parent report and direct assessment of child skills in toddlers [Texte imprimé et/ou numérique] / Lauren E. MILLER, Auteur ; Kayla A. PERKINS, Auteur ; Yael G. DAI, Auteur ; Deborah A. FEIN, Auteur . - p.57-65. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 41-42 (September 2017) . - p.57-65 Mots-clés : Parent report  Direct assessment  Toddlers  Child ability  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : There are unique challenges associated with measuring development in early childhood. Two primary sources of information are used: parent report and direct assessment. Each approach has strengths and weaknesses, particularly when used to identify and diagnose developmental delays. The present study aimed to evaluate consistency between parent report and direct assessment of child skills in toddlers with and without Autism Spectrum Disorder (ASD) across receptive language, expressive language, and fine motor domains. Method 109 children were evaluated at an average age of two years; data on child skills were collected via parent report and direct assessment. Children were classified into three groups (i.e., ASD, Other Developmental Disorder, or Typical Development) based on DSM-IV-TR diagnosis. Mixed design ANOVAs, with data source as a within subjects factor and diagnostic group as a between subjects factor, were used to assess agreement. Chi square tests of agreement were then used to examine correspondence at the item level. Results Results suggested that parent report of language and fine motor skills did not significantly differ from direct assessment, and this finding held across diagnostic groups. Item level analyses revealed that, in most cases of significant disagreement, parents reported a skill as present, but it was not seen on direct testing. Conclusions Results indicate that parents are generally reliable reporters of child language and fine motor abilities in toddlerhood, even when their children have developmental disorders such as ASD. However, the fullest picture may be obtained by using both parent report and direct assessment. En ligne : https://doi.org/10.1016/j.rasd.2017.08.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321

Sleep restriction worsens mood and emotion regulation in adolescents / Katherine T. BAUM in Journal of Child Psychology and Psychiatry, 55-2 (February 2014)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 55-2 (February 2014) . - p.180-190 Titre : Sleep restriction worsens mood and emotion regulation in adolescents Type de document : Texte imprimé et/ou numérique Auteurs : Katherine T. BAUM, Auteur ; Anjali DESAI, Auteur ; Julie FIELD, Auteur ; Lauren E. MILLER, Auteur ; Joseph RAUSCH, Auteur ; Dean W. BEEBE, Auteur Article en page(s) : p.180-190 Langues : Anglais (eng) Mots-clés : Adolescence  sleep  anxiety  mental health  pediatrics Index. décimale : PER Périodiques Résumé : Background The relationship between inadequate sleep and mood has been well-established in adults and is supported primarily by correlational data in younger populations. Given that adolescents often experience shortened sleep on school nights, we sought to better understand the effect of experimentally induced chronic sleep restriction on adolescents’ mood and mood regulation. Methods Fifty healthy adolescents, ages 14–17, completed a 3-week sleep manipulation protocol involving a baseline week, followed by a sleep restriction (SR) condition (6.5 hr in bed per night for five nights) and healthy sleep duration (HS) condition (10 hr in bed per night for five nights). The study used a randomized, counterbalanced, crossover experimental design. Participants’ sleep was monitored at home via self-report and actigraphy. At the end of each condition, participants and their parents completed questionnaires of mood and mood regulation. To assess for expectancy effects, we also analyzed parent and teen ratings of hyperactivity/impulsivity, which prior research suggests is not sensitive to SR in adolescents. Wilcoxon Signed Rank tests compared questionnaire outcomes across the two conditions. Results Participants averaged 2.5 more hours of sleep per night during HS relative to SR. Compared with HS, adolescents rated themselves as significantly more tense/anxious, angry/hostile, confused, and fatigued, and as less vigorous (p = .001–.01) during SR. Parents and adolescents also reported greater oppositionality/irritability and poorer emotional regulation during SR compared with HS (p .05). There were no cross-condition differences in depression or hyperactivity/impulsivity (p .05). Conclusions Findings complement prior correlational study results to show that after only a few days of shortened sleep, at a level of severity that is experienced regularly by millions of adolescents on school nights, adolescents have worsened mood and decreased ability to regulate negative emotions. En ligne : http://dx.doi.org/10.1111/jcpp.12125 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=221 [article] Sleep restriction worsens mood and emotion regulation in adolescents [Texte imprimé et/ou numérique] / Katherine T. BAUM, Auteur ; Anjali DESAI, Auteur ; Julie FIELD, Auteur ; Lauren E. MILLER, Auteur ; Joseph RAUSCH, Auteur ; Dean W. BEEBE, Auteur . - p.180-190. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 55-2 (February 2014) . - p.180-190 Mots-clés : Adolescence  sleep  anxiety  mental health  pediatrics Index. décimale : PER Périodiques Résumé : Background The relationship between inadequate sleep and mood has been well-established in adults and is supported primarily by correlational data in younger populations. Given that adolescents often experience shortened sleep on school nights, we sought to better understand the effect of experimentally induced chronic sleep restriction on adolescents’ mood and mood regulation. Methods Fifty healthy adolescents, ages 14–17, completed a 3-week sleep manipulation protocol involving a baseline week, followed by a sleep restriction (SR) condition (6.5 hr in bed per night for five nights) and healthy sleep duration (HS) condition (10 hr in bed per night for five nights). The study used a randomized, counterbalanced, crossover experimental design. Participants’ sleep was monitored at home via self-report and actigraphy. At the end of each condition, participants and their parents completed questionnaires of mood and mood regulation. To assess for expectancy effects, we also analyzed parent and teen ratings of hyperactivity/impulsivity, which prior research suggests is not sensitive to SR in adolescents. Wilcoxon Signed Rank tests compared questionnaire outcomes across the two conditions. Results Participants averaged 2.5 more hours of sleep per night during HS relative to SR. Compared with HS, adolescents rated themselves as significantly more tense/anxious, angry/hostile, confused, and fatigued, and as less vigorous (p = .001–.01) during SR. Parents and adolescents also reported greater oppositionality/irritability and poorer emotional regulation during SR compared with HS (p .05). There were no cross-condition differences in depression or hyperactivity/impulsivity (p .05). Conclusions Findings complement prior correlational study results to show that after only a few days of shortened sleep, at a level of severity that is experienced regularly by millions of adolescents on school nights, adolescents have worsened mood and decreased ability to regulate negative emotions. En ligne : http://dx.doi.org/10.1111/jcpp.12125 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=221

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