Dépouillements

Psychosocial outcomes at 15 years of children with a preschool history of speech-language impairment / Margaret J. SNOWLING in Journal of Child Psychology and Psychiatry, 47-8 (August 2006)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 47-8 (August 2006) . - p.759–765 Titre : Psychosocial outcomes at 15 years of children with a preschool history of speech-language impairment Type de document : Texte imprimé et/ou numérique Auteurs : Margaret J. SNOWLING, Auteur ; Susan E. STOTHARD, Auteur ; Barry CHIPCHASE, Auteur ; Dorothy V. M. BISHOP, Auteur Année de publication : 2006 Article en page(s) : p.759–765 Langues : Anglais (eng) Mots-clés : Speech-language-impairment psychiatric-disorder psychosocial-outcomes SLI adolescence Index. décimale : PER Périodiques Résumé : Background: Evidence suggests there is a heightened risk of psychiatric disorder in children with speech-language impairments. However, not all forms of language impairment are strongly associated with psychosocial difficulty, and some psychiatric disorders (e.g., attention deficit/hyperactivity disorder (ADHD)) are more prevalent than others in language-impaired populations. The present study assessed the psychosocial adjustment in adolescence of young people with history of speech-language impairment, and investigated specific relationships between language deficits and psychiatric disorders. Methods: Seventy-one young people (aged 15–16 years) with a preschool history of speech-language impairment were assessed using a psychiatric interview (K-SADS) supplemented by questionnaires probing social encounters and parental reports of behaviour and attention. Their psycho-social adjustment was compared with that of a cross-sectional control group of age-matched controls. Results: Overall the rate of psychiatric disorder was low in the clinical sample and children whose language delay had resolved by 5.5 years had a good outcome. For those whose language difficulties persisted through the school years, there was a raised incidence of attention and social difficulties. These difficulties were partially independent and associated with different language profiles. The group with attention problems showed a profile of specific expressive language difficulties; the group with social difficulties had receptive and expressive language difficulties; and the group with both attention and social difficulties was of low IQ with global language difficulties. Conclusions: Amongst children with speech-language delays at 5.5 years, those with more severe and persistent language difficulties and low nonverbal IQ are at higher risk of psychiatric morbidity in adolescence. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2006.01631.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=761 [article] Psychosocial outcomes at 15 years of children with a preschool history of speech-language impairment [Texte imprimé et/ou numérique] / Margaret J. SNOWLING, Auteur ; Susan E. STOTHARD, Auteur ; Barry CHIPCHASE, Auteur ; Dorothy V. M. BISHOP, Auteur . - 2006 . - p.759–765. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 47-8 (August 2006) . - p.759–765 Mots-clés : Speech-language-impairment psychiatric-disorder psychosocial-outcomes SLI adolescence Index. décimale : PER Périodiques Résumé : Background: Evidence suggests there is a heightened risk of psychiatric disorder in children with speech-language impairments. However, not all forms of language impairment are strongly associated with psychosocial difficulty, and some psychiatric disorders (e.g., attention deficit/hyperactivity disorder (ADHD)) are more prevalent than others in language-impaired populations. The present study assessed the psychosocial adjustment in adolescence of young people with history of speech-language impairment, and investigated specific relationships between language deficits and psychiatric disorders. Methods: Seventy-one young people (aged 15–16 years) with a preschool history of speech-language impairment were assessed using a psychiatric interview (K-SADS) supplemented by questionnaires probing social encounters and parental reports of behaviour and attention. Their psycho-social adjustment was compared with that of a cross-sectional control group of age-matched controls. Results: Overall the rate of psychiatric disorder was low in the clinical sample and children whose language delay had resolved by 5.5 years had a good outcome. For those whose language difficulties persisted through the school years, there was a raised incidence of attention and social difficulties. These difficulties were partially independent and associated with different language profiles. The group with attention problems showed a profile of specific expressive language difficulties; the group with social difficulties had receptive and expressive language difficulties; and the group with both attention and social difficulties was of low IQ with global language difficulties. Conclusions: Amongst children with speech-language delays at 5.5 years, those with more severe and persistent language difficulties and low nonverbal IQ are at higher risk of psychiatric morbidity in adolescence. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2006.01631.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=761

Co-occurrence of conduct disorder and depression in a clinic-based sample of boys with ADHD / Deborah A.G. DRABICK in Journal of Child Psychology and Psychiatry, 47-8 (August 2006)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 47-8 (August 2006) . - p.766–774 Titre : Co-occurrence of conduct disorder and depression in a clinic-based sample of boys with ADHD Type de document : Texte imprimé et/ou numérique Auteurs : Deborah A.G. DRABICK, Auteur ; Kenneth D. GADOW, Auteur ; Joyce SPRAFKIN, Auteur Année de publication : 2006 Article en page(s) : p.766–774 Langues : Anglais (eng) Mots-clés : Comorbidity ADD/ADHD conduct-disorder depression Index. décimale : PER Périodiques Résumé : Background: Children with attention-deficit/hyperactivity disorder (ADHD) are at risk for the development of comorbid conduct disorder (CD) and depression. The current study examined potential psychosocial risk factors for CD and depression in a clinic-based sample of 203 boys (aged 6–10 years) with ADHD. Methods: The boys and their mothers participated in an evaluation that involved assessments of cognitive, behavioral, academic, and family functioning. Potential predictors of CD and depression involved four domains: parenting behaviors, family environment, academic/cognitive functioning, and peer relations. ADHD groups were defined using mother- and teacher-report of DSM-IV symptoms. Mother-ratings of DSM-IV symptoms were obtained for a subsample of 91 boys approximately 5 years after the initial assessment. Results: For both mother- and teacher-defined ADHD groups, social problems were related to depression symptoms; hostile, inconsistent, and detached parenting behaviors were related to CD symptoms; and family environment characterized by low cohesion, high conflict, and low marital satisfaction was related to CD and depression symptoms. For the teacher-defined ADHD group, parenting variables also predicted depression symptoms. Academic and cognitive variables did not predict CD or depression symptoms when parenting, family, and peer relationship variables were taken into account. Depression prospectively predicted CD, but not the reverse, and parental hostile control and familial conflict prospectively predicted CD for the teacher-defined ADHD group only. Conclusions: Source-specificity is a useful consideration when describing the relation of parenting and home environment with CD and depression symptoms in boys with ADHD. Intervention efforts that address these parenting, family, and peer relationship variables may aid in preventing the development of comorbid conditions. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2006.01625.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=762 [article] Co-occurrence of conduct disorder and depression in a clinic-based sample of boys with ADHD [Texte imprimé et/ou numérique] / Deborah A.G. DRABICK, Auteur ; Kenneth D. GADOW, Auteur ; Joyce SPRAFKIN, Auteur . - 2006 . - p.766–774. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 47-8 (August 2006) . - p.766–774 Mots-clés : Comorbidity ADD/ADHD conduct-disorder depression Index. décimale : PER Périodiques Résumé : Background: Children with attention-deficit/hyperactivity disorder (ADHD) are at risk for the development of comorbid conduct disorder (CD) and depression. The current study examined potential psychosocial risk factors for CD and depression in a clinic-based sample of 203 boys (aged 6–10 years) with ADHD. Methods: The boys and their mothers participated in an evaluation that involved assessments of cognitive, behavioral, academic, and family functioning. Potential predictors of CD and depression involved four domains: parenting behaviors, family environment, academic/cognitive functioning, and peer relations. ADHD groups were defined using mother- and teacher-report of DSM-IV symptoms. Mother-ratings of DSM-IV symptoms were obtained for a subsample of 91 boys approximately 5 years after the initial assessment. Results: For both mother- and teacher-defined ADHD groups, social problems were related to depression symptoms; hostile, inconsistent, and detached parenting behaviors were related to CD symptoms; and family environment characterized by low cohesion, high conflict, and low marital satisfaction was related to CD and depression symptoms. For the teacher-defined ADHD group, parenting variables also predicted depression symptoms. Academic and cognitive variables did not predict CD or depression symptoms when parenting, family, and peer relationship variables were taken into account. Depression prospectively predicted CD, but not the reverse, and parental hostile control and familial conflict prospectively predicted CD for the teacher-defined ADHD group only. Conclusions: Source-specificity is a useful consideration when describing the relation of parenting and home environment with CD and depression symptoms in boys with ADHD. Intervention efforts that address these parenting, family, and peer relationship variables may aid in preventing the development of comorbid conditions. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2006.01625.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=762

Teenage mothers'anger over twelve years: partner conflict, partner transitions and children's anger / Jennifer M. JENKINS in Journal of Child Psychology and Psychiatry, 47-8 (August 2006)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 47-8 (August 2006) . - p.775–782 Titre : Teenage mothers'anger over twelve years: partner conflict, partner transitions and children's anger Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer M. JENKINS, Auteur ; Jennifer D. SHAPKA, Auteur ; Ann M. SORENSON, Auteur Année de publication : 2006 Article en page(s) : p.775–782 Langues : Anglais (eng) Mots-clés : Maternal-anger trait-anger children's-emotional-and-behavioral-problems marital-conflict marital-transitions longitudinal-analysis indirect-effects Index. décimale : PER Périodiques Résumé : Background: This study examined the effects of maternal anger, partner transitions and partner conflict on later oppositional and angry behavior of the children of teenage mothers. Methods: One hundred and twenty-one teenage women were interviewed prior to the birth of the baby and at 3 points subsequently, when children were newborn, 7 years old and 12 years old. Child and teacher reports of children's oppositional behavior were obtained. Results: Women who showed higher levels of anger at Time 1 experienced more conflict with partners and more partner transitions over the next 12 years than women with lower levels of anger. Partner conflict was a stronger predictor of children's oppositional and angry behavior than partner transitions. Maternal anger at Time 1 was associated with maternal anger at Time 4 but neither predicted children's oppositional behavior at Time 4. Conclusion: There was support for the theoretical model that suggested that the personality characteristics of teenaged mothers confer some of their risk to children through children's exposure to the mothers' problematic partner relationships. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2005.01593.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=763 [article] Teenage mothers'anger over twelve years: partner conflict, partner transitions and children's anger [Texte imprimé et/ou numérique] / Jennifer M. JENKINS, Auteur ; Jennifer D. SHAPKA, Auteur ; Ann M. SORENSON, Auteur . - 2006 . - p.775–782. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 47-8 (August 2006) . - p.775–782 Mots-clés : Maternal-anger trait-anger children's-emotional-and-behavioral-problems marital-conflict marital-transitions longitudinal-analysis indirect-effects Index. décimale : PER Périodiques Résumé : Background: This study examined the effects of maternal anger, partner transitions and partner conflict on later oppositional and angry behavior of the children of teenage mothers. Methods: One hundred and twenty-one teenage women were interviewed prior to the birth of the baby and at 3 points subsequently, when children were newborn, 7 years old and 12 years old. Child and teacher reports of children's oppositional behavior were obtained. Results: Women who showed higher levels of anger at Time 1 experienced more conflict with partners and more partner transitions over the next 12 years than women with lower levels of anger. Partner conflict was a stronger predictor of children's oppositional and angry behavior than partner transitions. Maternal anger at Time 1 was associated with maternal anger at Time 4 but neither predicted children's oppositional behavior at Time 4. Conclusion: There was support for the theoretical model that suggested that the personality characteristics of teenaged mothers confer some of their risk to children through children's exposure to the mothers' problematic partner relationships. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2005.01593.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=763

Development of male proactive and reactive physical aggression during adolescence / Edward D. BARKER in Journal of Child Psychology and Psychiatry, 47-8 (August 2006)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 47-8 (August 2006) . - p.783–790 Titre : Development of male proactive and reactive physical aggression during adolescence Type de document : Texte imprimé et/ou numérique Auteurs : Edward D. BARKER, Auteur ; Richard E. TREMBLAY, Auteur ; Frank VITARO, Auteur ; Eric LACOURSE, Auteur ; Daniel S. NAGIN, Auteur Année de publication : 2006 Article en page(s) : p.783–790 Langues : Anglais (eng) Mots-clés : Proactive reactive gang-membership dual-trajectories Index. décimale : PER Périodiques Résumé : Background: Different developmental courses have been postulated for proactive and reactive aggression. Objective: Investigated the developmental course of proactive and reactive aggression in a large sample of adolescent boys from low socioeconomic areas. Method: A dual group-based joint trajectory method was used to identify distinct trajectories as well as similarities and differences in intra-individual changes. Results: The trajectories for proactive and reactive aggression were similar: the majority of individuals followed infrequent and desisting trajectories. Contrary to expectations, very few adolescents followed trajectories of increasing proactive aggression. Reactive aggression was more common than proactive aggression. The overlap in trajectory group membership of individuals following trajectories of high peaking proactive and reactive aggression was nearly 100%. Across a period of 5 years, the boys on the high peaking trajectories were twice as likely to have affiliated with gangs. Conclusions: The developmental courses of proactive and reactive aggression are similar during adolescence. Males who tend to frequently use one form of aggression throughout adolescence also tend to frequently use the other and are at an increased risk for contemporaneous delinquent lifestyles. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2005.01585.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=764 [article] Development of male proactive and reactive physical aggression during adolescence [Texte imprimé et/ou numérique] / Edward D. BARKER, Auteur ; Richard E. TREMBLAY, Auteur ; Frank VITARO, Auteur ; Eric LACOURSE, Auteur ; Daniel S. NAGIN, Auteur . - 2006 . - p.783–790. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 47-8 (August 2006) . - p.783–790 Mots-clés : Proactive reactive gang-membership dual-trajectories Index. décimale : PER Périodiques Résumé : Background: Different developmental courses have been postulated for proactive and reactive aggression. Objective: Investigated the developmental course of proactive and reactive aggression in a large sample of adolescent boys from low socioeconomic areas. Method: A dual group-based joint trajectory method was used to identify distinct trajectories as well as similarities and differences in intra-individual changes. Results: The trajectories for proactive and reactive aggression were similar: the majority of individuals followed infrequent and desisting trajectories. Contrary to expectations, very few adolescents followed trajectories of increasing proactive aggression. Reactive aggression was more common than proactive aggression. The overlap in trajectory group membership of individuals following trajectories of high peaking proactive and reactive aggression was nearly 100%. Across a period of 5 years, the boys on the high peaking trajectories were twice as likely to have affiliated with gangs. Conclusions: The developmental courses of proactive and reactive aggression are similar during adolescence. Males who tend to frequently use one form of aggression throughout adolescence also tend to frequently use the other and are at an increased risk for contemporaneous delinquent lifestyles. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2005.01585.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=764

Trajectories of aggression from toddlerhood to age 9 predict academic and social functioning through age 12 / Susan B. CAMPBELL in Journal of Child Psychology and Psychiatry, 47-8 (August 2006)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 47-8 (August 2006) . - p.791–800 Titre : Trajectories of aggression from toddlerhood to age 9 predict academic and social functioning through age 12 Type de document : Texte imprimé et/ou numérique Auteurs : Susan B. CAMPBELL, Auteur ; Michele D. POE, Auteur ; Susan SPIEKER, Auteur ; NICHD EARLY CHILD CARE RESEARCH NETWORK, Auteur ; Margaret R. BURCHINAL, Auteur Année de publication : 2006 Article en page(s) : p.791–800 Langues : Anglais (eng) Mots-clés : Trajectories-of-physical-aggression behavior-problems longitudinal-studies middle-childhood academic-functioning social-adjustment Index. décimale : PER Périodiques Résumé : Background: Using longitudinal data from the NICHD Study of Early Child Care and Youth Development, we examined behavior problems and social and academic outcomes from ages 9 through 12 in children classified into five trajectories of physical aggression, on the basis of maternal ratings obtained from 24 months through 9 years (N = 1195). Methods: Outcome data were obtained from teacher reports, observations of children's behavior, and children's self-reports. Results: Children on the high-stable aggression trajectory (3% of sample) showed the most severe adjustment problems, including poorer social skills, higher levels of externalizing problems, and more self-reported peer problems; those on the moderate-stable aggression trajectory (15%) showed poor regulation and inattention. Although children with moderate levels of early aggression that decreased sharply by school entry (12%) appeared well adjusted at follow-up, those who showed a low level of stable aggression (25%) evidenced some unanticipated social and behavior problems. Children in the contrast group (45%) were consistently very low in aggression from toddlerhood onward. Conclusions: Results highlight links between different patterns (stable or decreasing) and levels (high, moderate, low, very low) of aggression across childhood and children's later adjustment. For example, even quite low aggression that is stable appears to be a risk factor for some social problems; in contrast, moderate aggression that decreases sharply to no aggression by school entry is associated with good adjustment at age 12. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2006.01636.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=765 [article] Trajectories of aggression from toddlerhood to age 9 predict academic and social functioning through age 12 [Texte imprimé et/ou numérique] / Susan B. CAMPBELL, Auteur ; Michele D. POE, Auteur ; Susan SPIEKER, Auteur ; NICHD EARLY CHILD CARE RESEARCH NETWORK, Auteur ; Margaret R. BURCHINAL, Auteur . - 2006 . - p.791–800. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 47-8 (August 2006) . - p.791–800 Mots-clés : Trajectories-of-physical-aggression behavior-problems longitudinal-studies middle-childhood academic-functioning social-adjustment Index. décimale : PER Périodiques Résumé : Background: Using longitudinal data from the NICHD Study of Early Child Care and Youth Development, we examined behavior problems and social and academic outcomes from ages 9 through 12 in children classified into five trajectories of physical aggression, on the basis of maternal ratings obtained from 24 months through 9 years (N = 1195). Methods: Outcome data were obtained from teacher reports, observations of children's behavior, and children's self-reports. Results: Children on the high-stable aggression trajectory (3% of sample) showed the most severe adjustment problems, including poorer social skills, higher levels of externalizing problems, and more self-reported peer problems; those on the moderate-stable aggression trajectory (15%) showed poor regulation and inattention. Although children with moderate levels of early aggression that decreased sharply by school entry (12%) appeared well adjusted at follow-up, those who showed a low level of stable aggression (25%) evidenced some unanticipated social and behavior problems. Children in the contrast group (45%) were consistently very low in aggression from toddlerhood onward. Conclusions: Results highlight links between different patterns (stable or decreasing) and levels (high, moderate, low, very low) of aggression across childhood and children's later adjustment. For example, even quite low aggression that is stable appears to be a risk factor for some social problems; in contrast, moderate aggression that decreases sharply to no aggression by school entry is associated with good adjustment at age 12. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2006.01636.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=765

Terrible ones? Assessment of externalizing behaviors in infancy with the Child Behavior Checklist / Jantien VAN ZEIJL in Journal of Child Psychology and Psychiatry, 47-8 (August 2006)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 47-8 (August 2006) . - p.801–810 Titre : Terrible ones? Assessment of externalizing behaviors in infancy with the Child Behavior Checklist Type de document : Texte imprimé et/ou numérique Auteurs : Jantien VAN ZEIJL, Auteur ; Marinus H. VAN IJZENDOORN, Auteur ; Marian J. BAKERMANS-KRANENBURG, Auteur ; Judi MESMAN, Auteur ; Mirjam N. STOLK, Auteur ; Femmie JUFFER, Auteur ; Hans M. KOOT, Auteur ; Lenneke R. A. ALINK, Auteur Année de publication : 2006 Article en page(s) : p.801–810 Langues : Anglais (eng) Mots-clés : Externalizing-behaviors Child-Behavior-Checklist toddlers infancy prevalence stability correlates Index. décimale : PER Périodiques Résumé : Background: This study investigated the occurrence, cross-informant agreement, 1-year stability, and context characteristics of externalizing behaviors in 12-month-old children, as compared to 24- and 36-month-olds. Method: In a general population sample of 786 12-month-olds, 720 24-month-olds, and 744 36-month-olds, the CBCL/1½–5 was obtained from mothers and fathers and again one year later for a subsample of 307 children. Mothers of 1,831 children also provided complete data on child, mother, and family characteristics. Results: Over three-fourths of the externalizing behaviors occurred in more than 10% of 12-month-olds, over one-third of the items in more than 25%. For almost all externalizing behaviors, the occurrence was significantly lower in 12-month-olds compared to 24- and 36-month-old children. Mother–father agreement and 1-year stability of externalizing behaviors in 12-month-old children were significant, but generally somewhat lower than in 24- and 36-month-olds. Context characteristics were related to externalizing behaviors in 12-month-olds as well as in older children. Some associations were less pronounced in 12-month-old children, but the overall pattern of correlates was similar across age groups. Conclusions: The results of this study show that externalizing behaviors in 12-month-old children merit further research and can be assessed with the CBCL in a valid way. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2006.01616.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=766 [article] Terrible ones? Assessment of externalizing behaviors in infancy with the Child Behavior Checklist [Texte imprimé et/ou numérique] / Jantien VAN ZEIJL, Auteur ; Marinus H. VAN IJZENDOORN, Auteur ; Marian J. BAKERMANS-KRANENBURG, Auteur ; Judi MESMAN, Auteur ; Mirjam N. STOLK, Auteur ; Femmie JUFFER, Auteur ; Hans M. KOOT, Auteur ; Lenneke R. A. ALINK, Auteur . - 2006 . - p.801–810. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 47-8 (August 2006) . - p.801–810 Mots-clés : Externalizing-behaviors Child-Behavior-Checklist toddlers infancy prevalence stability correlates Index. décimale : PER Périodiques Résumé : Background: This study investigated the occurrence, cross-informant agreement, 1-year stability, and context characteristics of externalizing behaviors in 12-month-old children, as compared to 24- and 36-month-olds. Method: In a general population sample of 786 12-month-olds, 720 24-month-olds, and 744 36-month-olds, the CBCL/1½–5 was obtained from mothers and fathers and again one year later for a subsample of 307 children. Mothers of 1,831 children also provided complete data on child, mother, and family characteristics. Results: Over three-fourths of the externalizing behaviors occurred in more than 10% of 12-month-olds, over one-third of the items in more than 25%. For almost all externalizing behaviors, the occurrence was significantly lower in 12-month-olds compared to 24- and 36-month-old children. Mother–father agreement and 1-year stability of externalizing behaviors in 12-month-old children were significant, but generally somewhat lower than in 24- and 36-month-olds. Context characteristics were related to externalizing behaviors in 12-month-olds as well as in older children. Some associations were less pronounced in 12-month-old children, but the overall pattern of correlates was similar across age groups. Conclusions: The results of this study show that externalizing behaviors in 12-month-old children merit further research and can be assessed with the CBCL in a valid way. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2006.01616.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=766

Nicaraguan Sign Language and Theory of Mind: the issue of critical periods and abilities / Gary MORGAN in Journal of Child Psychology and Psychiatry, 47-8 (August 2006)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 47-8 (August 2006) . - p.811–819 Titre : Nicaraguan Sign Language and Theory of Mind: the issue of critical periods and abilities Type de document : Texte imprimé et/ou numérique Auteurs : Gary MORGAN, Auteur ; Judy KEGL, Auteur Année de publication : 2006 Article en page(s) : p.811–819 Langues : Anglais (eng) Mots-clés : Theory-of-Mind false-belief deaf sign-language Index. décimale : PER Périodiques Résumé : Background: Previous studies in the literature report that deaf individuals who experience late access to language perform poorly on false belief tests of Theory of Mind (ToM) compared with age-matched deaf and hearing controls exposed to language early. Methods: A group of 22 deaf Nicaraguans (aged 7 to 39 years) who learned Nicaraguan Sign Language (ISN) at different ages were tested on a false belief and a nonverbal cartoon retell task designed to elicit talk about the contents of character's mental states. Results: Access to sign language by 10 years of age with possible advantages in language fluency was a strong predictor of performance on both the false belief task and mental state narrative task. However, a comparison of performance on the two tests indicated that children and adults who learned sign after the age of 10 were still able to demonstrate a more general ability to use mental state expressions in narratives. Results are discussed in terms of late access to language and critical periods for the parallel development of Theory of Mind and language. Conclusions: The findings point to age 10 years as a crucial period when lack of language exposure can lead to long-lasting deficits in false belief abilities. Late exposure to sign language does not, however, rule out all aspects of the ability to consider others' mental states. This paper also highlights the need to take into consideration a variety of communication responses when evaluating deaf children's ToM reasoning. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2006.01621.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=767 [article] Nicaraguan Sign Language and Theory of Mind: the issue of critical periods and abilities [Texte imprimé et/ou numérique] / Gary MORGAN, Auteur ; Judy KEGL, Auteur . - 2006 . - p.811–819. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 47-8 (August 2006) . - p.811–819 Mots-clés : Theory-of-Mind false-belief deaf sign-language Index. décimale : PER Périodiques Résumé : Background: Previous studies in the literature report that deaf individuals who experience late access to language perform poorly on false belief tests of Theory of Mind (ToM) compared with age-matched deaf and hearing controls exposed to language early. Methods: A group of 22 deaf Nicaraguans (aged 7 to 39 years) who learned Nicaraguan Sign Language (ISN) at different ages were tested on a false belief and a nonverbal cartoon retell task designed to elicit talk about the contents of character's mental states. Results: Access to sign language by 10 years of age with possible advantages in language fluency was a strong predictor of performance on both the false belief task and mental state narrative task. However, a comparison of performance on the two tests indicated that children and adults who learned sign after the age of 10 were still able to demonstrate a more general ability to use mental state expressions in narratives. Results are discussed in terms of late access to language and critical periods for the parallel development of Theory of Mind and language. Conclusions: The findings point to age 10 years as a crucial period when lack of language exposure can lead to long-lasting deficits in false belief abilities. Late exposure to sign language does not, however, rule out all aspects of the ability to consider others' mental states. This paper also highlights the need to take into consideration a variety of communication responses when evaluating deaf children's ToM reasoning. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2006.01621.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=767

Efficacy of small group reading intervention for beginning readers with reading-delay: a randomised controlled trial / Peter J. HATCHER in Journal of Child Psychology and Psychiatry, 47-8 (August 2006)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 47-8 (August 2006) . - p.820–827 Titre : Efficacy of small group reading intervention for beginning readers with reading-delay: a randomised controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : Peter J. HATCHER, Auteur ; Margaret J. SNOWLING, Auteur ; Charles HULME, Auteur ; Jeremy N.V. MILES, Auteur ; Julia M. CARROLL, Auteur ; Janet HATCHER, Auteur ; Simon GIBBS, Auteur ; Glynnis SMITH, Auteur ; Claudine BOWYER-CRANE, Auteur Année de publication : 2006 Article en page(s) : p.820–827 Langues : Anglais (eng) Mots-clés : Reading-intervention remedial-teaching reading-difficulties randomised-controlled-trial Index. décimale : PER Périodiques Résumé : Background: This study evaluated the effectiveness of an intervention for reading-delayed children in Year-1 classes. Methods: A sample (N = 77) of children drawn from 14 schools representing those with the weakest reading skills were randomly allocated to one of two groups. A 20-week intervention group received the intervention for two consecutive 10-week periods, while a 10-week intervention group only received the intervention for the second 10 weeks of the study. The programme was delivered in daily 20-minute sessions that alternated between small group (N = 3) and individual teaching. The programme combined phoneme awareness training, word and text reading, and phonological linkage exercises. Results: The children receiving the intervention during the first 10-week period made significantly more progress on measures of letter knowledge, single word reading, and phoneme awareness than children not receiving the intervention. However, the children who only received the intervention during the second 10-week period made rapid progress and appeared to catch up with the children who had been given the more prolonged intervention. Failure to respond to the intervention was predicted by poor initial literacy skills and being in receipt of free school meals. Conclusion: A reading intervention programme delivered on a daily basis by trained teaching assistants is an effective intervention for children who show reading delays at the end of their first year in school. However, around one-quarter of the children did not respond to this intervention and these children would appear to need more intensive or more prolonged help to improve their reading skills. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2005.01559.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=768 [article] Efficacy of small group reading intervention for beginning readers with reading-delay: a randomised controlled trial [Texte imprimé et/ou numérique] / Peter J. HATCHER, Auteur ; Margaret J. SNOWLING, Auteur ; Charles HULME, Auteur ; Jeremy N.V. MILES, Auteur ; Julia M. CARROLL, Auteur ; Janet HATCHER, Auteur ; Simon GIBBS, Auteur ; Glynnis SMITH, Auteur ; Claudine BOWYER-CRANE, Auteur . - 2006 . - p.820–827. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 47-8 (August 2006) . - p.820–827 Mots-clés : Reading-intervention remedial-teaching reading-difficulties randomised-controlled-trial Index. décimale : PER Périodiques Résumé : Background: This study evaluated the effectiveness of an intervention for reading-delayed children in Year-1 classes. Methods: A sample (N = 77) of children drawn from 14 schools representing those with the weakest reading skills were randomly allocated to one of two groups. A 20-week intervention group received the intervention for two consecutive 10-week periods, while a 10-week intervention group only received the intervention for the second 10 weeks of the study. The programme was delivered in daily 20-minute sessions that alternated between small group (N = 3) and individual teaching. The programme combined phoneme awareness training, word and text reading, and phonological linkage exercises. Results: The children receiving the intervention during the first 10-week period made significantly more progress on measures of letter knowledge, single word reading, and phoneme awareness than children not receiving the intervention. However, the children who only received the intervention during the second 10-week period made rapid progress and appeared to catch up with the children who had been given the more prolonged intervention. Failure to respond to the intervention was predicted by poor initial literacy skills and being in receipt of free school meals. Conclusion: A reading intervention programme delivered on a daily basis by trained teaching assistants is an effective intervention for children who show reading delays at the end of their first year in school. However, around one-quarter of the children did not respond to this intervention and these children would appear to need more intensive or more prolonged help to improve their reading skills. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2005.01559.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=768

The Croydon Assessment of Learning Study: Prevalence and educational identification of mild mental retardation / Emily SIMONOFF in Journal of Child Psychology and Psychiatry, 47-8 (August 2006)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 47-8 (August 2006) . - p.828–839 Titre : The Croydon Assessment of Learning Study: Prevalence and educational identification of mild mental retardation Type de document : Texte imprimé et/ou numérique Auteurs : Emily SIMONOFF, Auteur ; Huma IQBAL, Auteur ; Nisha KARIA, Auteur ; Julie-Ann MANEY, Auteur ; Siobhan HIGGINS, Auteur ; Nicky WOOD, Auteur ; Paul GRINGRAS, Auteur ; Oliver CHADWICK, Auteur ; Andrew PICKLES, Auteur ; Anne MOORE, Auteur Année de publication : 2006 Article en page(s) : p.828–839 Langues : Anglais (eng) Mots-clés : Mental-retardation prevalence psychological-testing intelligence conduct-disorder emotional-disorder Index. décimale : PER Périodiques Résumé : Background: Mild mental retardation is an enduring and impairing condition. Its prevalence has varied widely across different studies from .5 to over 8%, with higher rates in completely ascertained samples. The current study estimates the prevalence of low IQ in the mental retardation range (intellectual disability) in a population sample and examines the factors that relate to educational identification. Method: A total of 2,730 children in school years 8 and 9 attending local authority schools were assessed in school with the group-administered Cognitive Abilities Test (CAT). A sample of 304 pupils at high, moderate and low risk of mild mental retardation was selected for in-depth study. This included the individually measured full-scale IQ (WISC-IIIUK), the Wechsler Quicktest of attainments, the Strengths and Difficulties Questionnaire from parents and teachers and an abbreviated version of the Social Communication Questionnaire. Results: Of those selected for the in-depth study, 204 (67%) participated, with a greater proportion from the low risk group. A range of prevalence estimates were calculated using different imputation methods and assumptions about individuals not screened. Rates of pupils with WISC IQ < 70 varied from 5.8% to 10.6%. There were no significant gender differences. In contrast to the high prevalence estimates using the WISC, the proportion of pupils scoring in the lowest stanine on the CAT was as expected. Only 15% of those with IQ < 70 had a statement of special educational needs or attended a school for moderate learning difficulties. Behaviour, particularly social communication problems, predicted educational identification. Conclusions: The current study produced a high estimate of the prevalence of mild intellectual disability based on the WISC but not on the CAT. The findings highlight that the majority of mild intellectual disability in the UK would not be detected using registers. Cases that are detected by registers are more behaviourally disturbed than others. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2006.01630.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=769 [article] The Croydon Assessment of Learning Study: Prevalence and educational identification of mild mental retardation [Texte imprimé et/ou numérique] / Emily SIMONOFF, Auteur ; Huma IQBAL, Auteur ; Nisha KARIA, Auteur ; Julie-Ann MANEY, Auteur ; Siobhan HIGGINS, Auteur ; Nicky WOOD, Auteur ; Paul GRINGRAS, Auteur ; Oliver CHADWICK, Auteur ; Andrew PICKLES, Auteur ; Anne MOORE, Auteur . - 2006 . - p.828–839. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 47-8 (August 2006) . - p.828–839 Mots-clés : Mental-retardation prevalence psychological-testing intelligence conduct-disorder emotional-disorder Index. décimale : PER Périodiques Résumé : Background: Mild mental retardation is an enduring and impairing condition. Its prevalence has varied widely across different studies from .5 to over 8%, with higher rates in completely ascertained samples. The current study estimates the prevalence of low IQ in the mental retardation range (intellectual disability) in a population sample and examines the factors that relate to educational identification. Method: A total of 2,730 children in school years 8 and 9 attending local authority schools were assessed in school with the group-administered Cognitive Abilities Test (CAT). A sample of 304 pupils at high, moderate and low risk of mild mental retardation was selected for in-depth study. This included the individually measured full-scale IQ (WISC-IIIUK), the Wechsler Quicktest of attainments, the Strengths and Difficulties Questionnaire from parents and teachers and an abbreviated version of the Social Communication Questionnaire. Results: Of those selected for the in-depth study, 204 (67%) participated, with a greater proportion from the low risk group. A range of prevalence estimates were calculated using different imputation methods and assumptions about individuals not screened. Rates of pupils with WISC IQ < 70 varied from 5.8% to 10.6%. There were no significant gender differences. In contrast to the high prevalence estimates using the WISC, the proportion of pupils scoring in the lowest stanine on the CAT was as expected. Only 15% of those with IQ < 70 had a statement of special educational needs or attended a school for moderate learning difficulties. Behaviour, particularly social communication problems, predicted educational identification. Conclusions: The current study produced a high estimate of the prevalence of mild intellectual disability based on the WISC but not on the CAT. The findings highlight that the majority of mild intellectual disability in the UK would not be detected using registers. Cases that are detected by registers are more behaviourally disturbed than others. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2006.01630.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=769

Gender disparities in mental health service use of Puerto Rican children and adolescents / José J. CABIYA in Journal of Child Psychology and Psychiatry, 47-8 (August 2006)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 47-8 (August 2006) . - p.840–848 Titre : Gender disparities in mental health service use of Puerto Rican children and adolescents Type de document : Texte imprimé et/ou numérique Auteurs : José J. CABIYA, Auteur ; Alfonso MARITINEZ-TABOAS, Auteur ; José J. BAUERMEISTER, Auteur ; Milagros BRAVO, Auteur ; Ann HOHMAN, Auteur ; Patrick SHROUT, Auteur ; Margenta ALEGRIA, Auteur ; Rafael RAMIREZ, Auteur ; Glorisa CANINO, Auteur ; Ligia CHAVEZ, Auteur Année de publication : 2006 Article en page(s) : p.840–848 Langues : Anglais (eng) Mots-clés : Service-development public-health disruptive-behavior internalizing-disorder Index. décimale : PER Périodiques Résumé : Background: Differences in service utilization indicating that boys use more mental health services than girls were analyzed to see if they could be explained by known correlates of service use. These correlates were arranged into individual (severe emotional disturbance, level of impairment and externalizing disorders), family (parental education, psychopathology and parental concern) and school factors (difficulties with school work). The objectives were to understand and identify the factors accounting for gender differences in mental health service utilization in order to develop alternatives to promote equity in service delivery. Methods: A representative sample of 1,896 children 4 to 17 years of age and their primary caretakers were interviewed for this study. Reports of service use were obtained using the Service Assessment for Children and Adolescents. Logistic regression was used to assess the relationship between gender and service use, adjusting for known correlates. Results: Our results showed that, except for impairment, other individual, family and school factors did not explain gender differences in service utilization. Males with impairment were 2.87 times more likely to receive services than impaired females (p ≤ .01), and this result continued to hold true for impaired undiagnosed boys compared to impaired diagnoses-free girls (p ≤ .001). Conclusions: Our findings showed a service disparity between impaired boys and girls who did not meet criteria for a DSM IV diagnosis, but no observed differences in service use between boys and girls who met criteria for severe emotional disturbance (SED). Continued investigations are necessary to analyze, assess and understand the different circumstances that bring boys and girls into treatment, followed by the development of appropriate intervention programs at the school and community levels. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2006.01623.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=770 [article] Gender disparities in mental health service use of Puerto Rican children and adolescents [Texte imprimé et/ou numérique] / José J. CABIYA, Auteur ; Alfonso MARITINEZ-TABOAS, Auteur ; José J. BAUERMEISTER, Auteur ; Milagros BRAVO, Auteur ; Ann HOHMAN, Auteur ; Patrick SHROUT, Auteur ; Margenta ALEGRIA, Auteur ; Rafael RAMIREZ, Auteur ; Glorisa CANINO, Auteur ; Ligia CHAVEZ, Auteur . - 2006 . - p.840–848. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 47-8 (August 2006) . - p.840–848 Mots-clés : Service-development public-health disruptive-behavior internalizing-disorder Index. décimale : PER Périodiques Résumé : Background: Differences in service utilization indicating that boys use more mental health services than girls were analyzed to see if they could be explained by known correlates of service use. These correlates were arranged into individual (severe emotional disturbance, level of impairment and externalizing disorders), family (parental education, psychopathology and parental concern) and school factors (difficulties with school work). The objectives were to understand and identify the factors accounting for gender differences in mental health service utilization in order to develop alternatives to promote equity in service delivery. Methods: A representative sample of 1,896 children 4 to 17 years of age and their primary caretakers were interviewed for this study. Reports of service use were obtained using the Service Assessment for Children and Adolescents. Logistic regression was used to assess the relationship between gender and service use, adjusting for known correlates. Results: Our results showed that, except for impairment, other individual, family and school factors did not explain gender differences in service utilization. Males with impairment were 2.87 times more likely to receive services than impaired females (p ≤ .01), and this result continued to hold true for impaired undiagnosed boys compared to impaired diagnoses-free girls (p ≤ .001). Conclusions: Our findings showed a service disparity between impaired boys and girls who did not meet criteria for a DSM IV diagnosis, but no observed differences in service use between boys and girls who met criteria for severe emotional disturbance (SED). Continued investigations are necessary to analyze, assess and understand the different circumstances that bring boys and girls into treatment, followed by the development of appropriate intervention programs at the school and community levels. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2006.01623.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=770

Causal connections in the acquisition of an orthographic rule: a test of Uta Frith's developmental hypothesis / Claire DAVIS in Journal of Child Psychology and Psychiatry, 47-8 (August 2006)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 47-8 (August 2006) . - p.849–856 Titre : Causal connections in the acquisition of an orthographic rule: a test of Uta Frith's developmental hypothesis Type de document : Texte imprimé et/ou numérique Auteurs : Claire DAVIS, Auteur ; Peter BRYANT, Auteur Année de publication : 2006 Article en page(s) : p.849–856 Langues : Anglais (eng) Mots-clés : Reading-development spelling-development orthographic-knowledge conditional-rules Index. décimale : PER Périodiques Résumé : Background: In a longitudinal study we tested Frith's causal hypothesis that children first gain orthographic knowledge through reading and then later, as a consequence, through spelling. Method: Children from Years 2 and 3 were tested three times over two years on their reading and spelling of pseudo-words which conformed to the conditional orthographic rule, the 'final –e' or 'split-digraph' rule. Results: Cross-lagged panel correlation analyses suggested that the children's success in reading split-digraph words was a causal determinant of their learning to use split-digraphs in spelling, in the 7- to 8-year period and, with one year-group but not with the other, in the 8- to 9-year period. In the 9- to 10-year period children's success in reading no longer seemed to affect their spelling. Conclusions: These results strongly support Frith's causal hypothesis about the development of orthographic knowledge. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2006.01597.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=771 [article] Causal connections in the acquisition of an orthographic rule: a test of Uta Frith's developmental hypothesis [Texte imprimé et/ou numérique] / Claire DAVIS, Auteur ; Peter BRYANT, Auteur . - 2006 . - p.849–856. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 47-8 (August 2006) . - p.849–856 Mots-clés : Reading-development spelling-development orthographic-knowledge conditional-rules Index. décimale : PER Périodiques Résumé : Background: In a longitudinal study we tested Frith's causal hypothesis that children first gain orthographic knowledge through reading and then later, as a consequence, through spelling. Method: Children from Years 2 and 3 were tested three times over two years on their reading and spelling of pseudo-words which conformed to the conditional orthographic rule, the 'final –e' or 'split-digraph' rule. Results: Cross-lagged panel correlation analyses suggested that the children's success in reading split-digraph words was a causal determinant of their learning to use split-digraphs in spelling, in the 7- to 8-year period and, with one year-group but not with the other, in the 8- to 9-year period. In the 9- to 10-year period children's success in reading no longer seemed to affect their spelling. Conclusions: These results strongly support Frith's causal hypothesis about the development of orthographic knowledge. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2006.01597.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=771

Inner speech impairments in autism / Andrew J. O. WHITEHOUSE in Journal of Child Psychology and Psychiatry, 47-8 (August 2006)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 47-8 (August 2006) . - p.857–865 Titre : Inner speech impairments in autism Type de document : Texte imprimé et/ou numérique Auteurs : Andrew J. O. WHITEHOUSE, Auteur ; Murray T. MAYBERY, Auteur ; Kevin DURKIN, Auteur Année de publication : 2006 Article en page(s) : p.857–865 Langues : Anglais (eng) Mots-clés : Autistic-disorder executive-function language inner-speech Index. décimale : PER Périodiques Résumé : Background: Three experiments investigated the role of inner speech deficit in cognitive performances of children with autism. Methods: Experiment 1 compared children with autism with ability-matched controls on a verbal recall task presenting pictures and words. Experiment 2 used pictures for which the typical names were either single syllable or multisyllable. Two encoding conditions manipulated the use of verbal encoding. Experiment 3 employed a task-switching paradigm for which performance has been shown to be contingent upon inner speech. Results: In Experiment 1, children with autism demonstrated a lower picture-superiority effect compared to controls. In Experiment 2, the children with autism showed a lower word-length effect when pictures were presented alone, but a more substantial word-length effect in a condition requiring overt labelling. In Experiment 3, articulatory suppression affected the task-switching performance of the control participants only. Conclusions: Individuals with autism have limitations in their use of inner speech. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2006.01624.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=772 [article] Inner speech impairments in autism [Texte imprimé et/ou numérique] / Andrew J. O. WHITEHOUSE, Auteur ; Murray T. MAYBERY, Auteur ; Kevin DURKIN, Auteur . - 2006 . - p.857–865. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 47-8 (August 2006) . - p.857–865 Mots-clés : Autistic-disorder executive-function language inner-speech Index. décimale : PER Périodiques Résumé : Background: Three experiments investigated the role of inner speech deficit in cognitive performances of children with autism. Methods: Experiment 1 compared children with autism with ability-matched controls on a verbal recall task presenting pictures and words. Experiment 2 used pictures for which the typical names were either single syllable or multisyllable. Two encoding conditions manipulated the use of verbal encoding. Experiment 3 employed a task-switching paradigm for which performance has been shown to be contingent upon inner speech. Results: In Experiment 1, children with autism demonstrated a lower picture-superiority effect compared to controls. In Experiment 2, the children with autism showed a lower word-length effect when pictures were presented alone, but a more substantial word-length effect in a condition requiring overt labelling. In Experiment 3, articulatory suppression affected the task-switching performance of the control participants only. Conclusions: Individuals with autism have limitations in their use of inner speech. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2006.01624.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=772

Longitudinal analyses of risk-disorder pathways: the key to early identification and targeted intervention / Edmund J. S. SONUGA-BARKE in Journal of Child Psychology and Psychiatry, 47-8 (August 2006)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 47-8 (August 2006) . - p.757–758 Titre : Longitudinal analyses of risk-disorder pathways: the key to early identification and targeted intervention Type de document : Texte imprimé et/ou numérique Auteurs : Edmund J. S. SONUGA-BARKE, Auteur Année de publication : 2006 Article en page(s) : p.757–758 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1111/j.1469-7610.2006.01669.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422 [article] Longitudinal analyses of risk-disorder pathways: the key to early identification and targeted intervention [Texte imprimé et/ou numérique] / Edmund J. S. SONUGA-BARKE, Auteur . - 2006 . - p.757–758. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 47-8 (August 2006) . - p.757–758 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1111/j.1469-7610.2006.01669.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422

Reviewers in Journal of Child Psychology and Psychiatry, 47-8 (August 2006)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 47-8 (August 2006) . - p.866-867 Titre : Reviewers Type de document : Texte imprimé et/ou numérique Année de publication : 2006 Article en page(s) : p.866-867 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1111/j.1469-7610.2006.01670.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422 [article] Reviewers [Texte imprimé et/ou numérique] . - 2006 . - p.866-867. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 47-8 (August 2006) . - p.866-867 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1111/j.1469-7610.2006.01670.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422