Appraisals and cognitive coping styles associated with chronic post-traumatic symptoms in child road traffic accident survivors / Paul STALLARD in Journal of Child Psychology and Psychiatry, 48-2 (February 2007)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 48-2 (February 2007) . - p.194–201 Titre : Appraisals and cognitive coping styles associated with chronic post-traumatic symptoms in child road traffic accident survivors Type de document : Texte imprimé et/ou numérique Auteurs : Paul STALLARD, Auteur ; Elizabeth G. SMITH, Auteur Année de publication : 2007 Article en page(s) : p.194–201 Langues : Anglais (eng) Mots-clés : Cognitive-appraisals coping-styles road-traffic-accidents children post-traumatic-stress-disorder Index. décimale : PER Périodiques Résumé : Comparatively little is known about the cognitive appraisals and coping styles of child road traffic accident (RTA) survivors that are associated with chronic post-traumatic reactions. Methods: Seventy-five children and young people aged 7–18 who were involved in a road traffic accident and attended an accident and emergency department were assessed 8 months after their accident. Post-traumatic symptoms were assessed by diagnostic interview (CAPS-C) and self-report questionnaires (IES). Demographic, accident and injury severity variables were recorded. Informed by the Ehlers and Clark (2000) model, trauma memory, subjective appraisals of the trauma and cognitive coping styles were assessed. Results: Gender was the only non-cognitive variable associated with significant post-traumatic reactions and explained 5–6% of the overall variance. Trauma memory did not significantly contribute to the final regression model. The addition of the remaining cognitive factors assessing subjective appraisals of the trauma and cognitive coping style resulted in the model accounting for 61–65% of the variance of post-traumatic stress disorder (PTSD) symptoms 8 months post trauma. Conclusion: This study adds support to the applicability of the Ehlers and Clark (2000) cognitive model to children. The results indicate that the theoretically determined appraisals and cognitive coping styles are associated with chronic post-traumatic reactions. The findings suggest the need to develop trauma-focused interventions for children that directly address these key cognitions during therapy. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2006.01692.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=944 [article] Appraisals and cognitive coping styles associated with chronic post-traumatic symptoms in child road traffic accident survivors [Texte imprimé et/ou numérique] / Paul STALLARD, Auteur ; Elizabeth G. SMITH, Auteur . - 2007 . - p.194–201. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 48-2 (February 2007) . - p.194–201 Mots-clés : Cognitive-appraisals coping-styles road-traffic-accidents children post-traumatic-stress-disorder Index. décimale : PER Périodiques Résumé : Comparatively little is known about the cognitive appraisals and coping styles of child road traffic accident (RTA) survivors that are associated with chronic post-traumatic reactions. Methods: Seventy-five children and young people aged 7–18 who were involved in a road traffic accident and attended an accident and emergency department were assessed 8 months after their accident. Post-traumatic symptoms were assessed by diagnostic interview (CAPS-C) and self-report questionnaires (IES). Demographic, accident and injury severity variables were recorded. Informed by the Ehlers and Clark (2000) model, trauma memory, subjective appraisals of the trauma and cognitive coping styles were assessed. Results: Gender was the only non-cognitive variable associated with significant post-traumatic reactions and explained 5–6% of the overall variance. Trauma memory did not significantly contribute to the final regression model. The addition of the remaining cognitive factors assessing subjective appraisals of the trauma and cognitive coping style resulted in the model accounting for 61–65% of the variance of post-traumatic stress disorder (PTSD) symptoms 8 months post trauma. Conclusion: This study adds support to the applicability of the Ehlers and Clark (2000) cognitive model to children. The results indicate that the theoretically determined appraisals and cognitive coping styles are associated with chronic post-traumatic reactions. The findings suggest the need to develop trauma-focused interventions for children that directly address these key cognitions during therapy. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2006.01692.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=944

Audiovisual speech integration and lipreading in autism / Elizabeth G. SMITH in Journal of Child Psychology and Psychiatry, 48-8 (August 2007)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 48-8 (August 2007) . - p.813–821 Titre : Audiovisual speech integration and lipreading in autism Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth G. SMITH, Auteur ; Loisa BENNETTO, Auteur Année de publication : 2007 Article en page(s) : p.813–821 Langues : Anglais (eng) Mots-clés : Speech-reception-threshold speech-in-noise audiovisual-speech-integration autism Index. décimale : PER Périodiques Résumé : Background: During speech perception, the ability to integrate auditory and visual information causes speech to sound louder and be more intelligible, and leads to quicker processing. This integration is important in early language development, and also continues to affect speech comprehension throughout the lifespan. Previous research shows that individuals with autism have difficulty integrating information, especially across multiple sensory domains. Methods: In the present study, audiovisual speech integration was investigated in 18 adolescents with high-functioning autism and 19 well-matched adolescents with typical development using a speech in noise paradigm. Speech reception thresholds were calculated for auditory only and audiovisual matched speech, and lipreading ability was measured. Results: Compared to individuals with typical development, individuals with autism showed less benefit from the addition of visual information in audiovisual speech perception. We also found that individuals with autism were significantly worse than those in the comparison group at lipreading. Hierarchical regression demonstrated that group differences in the audiovisual condition, while influenced by auditory perception and especially by lipreading, were also attributable to a unique factor, which may reflect a specific deficit in audiovisual integration. Conclusions: Combined deficits in audiovisual speech integration and lipreading in individuals with autism are likely to contribute to ongoing difficulties in speech comprehension, and may also be related to delays in early language development. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01766.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=162 [article] Audiovisual speech integration and lipreading in autism [Texte imprimé et/ou numérique] / Elizabeth G. SMITH, Auteur ; Loisa BENNETTO, Auteur . - 2007 . - p.813–821. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 48-8 (August 2007) . - p.813–821 Mots-clés : Speech-reception-threshold speech-in-noise audiovisual-speech-integration autism Index. décimale : PER Périodiques Résumé : Background: During speech perception, the ability to integrate auditory and visual information causes speech to sound louder and be more intelligible, and leads to quicker processing. This integration is important in early language development, and also continues to affect speech comprehension throughout the lifespan. Previous research shows that individuals with autism have difficulty integrating information, especially across multiple sensory domains. Methods: In the present study, audiovisual speech integration was investigated in 18 adolescents with high-functioning autism and 19 well-matched adolescents with typical development using a speech in noise paradigm. Speech reception thresholds were calculated for auditory only and audiovisual matched speech, and lipreading ability was measured. Results: Compared to individuals with typical development, individuals with autism showed less benefit from the addition of visual information in audiovisual speech perception. We also found that individuals with autism were significantly worse than those in the comparison group at lipreading. Hierarchical regression demonstrated that group differences in the audiovisual condition, while influenced by auditory perception and especially by lipreading, were also attributable to a unique factor, which may reflect a specific deficit in audiovisual integration. Conclusions: Combined deficits in audiovisual speech integration and lipreading in individuals with autism are likely to contribute to ongoing difficulties in speech comprehension, and may also be related to delays in early language development. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01766.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=162

The Lived Experiences of Adolescents with Disabilities and Their Parents in Transition Planning / Susan A. HETHERINGTON in Focus on Autism and Other Developmental Disabilities, 25-3 (September 2010)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 25-3 (September 2010) . - p.163-172 Titre : The Lived Experiences of Adolescents with Disabilities and Their Parents in Transition Planning Type de document : Texte imprimé et/ou numérique Auteurs : Susan A. HETHERINGTON, Auteur ; Elizabeth G. SMITH, Auteur ; Lisa DURANT-JONES, Auteur ; Kimberly JOHNSON, Auteur ; Karen NOLAN, Auteur ; Susan TAYLOR-BROWN, Auteur ; Jane TUTTLE, Auteur Année de publication : 2010 Article en page(s) : p.163-172 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The educational transition process experienced by adolescents with disabilities and their parents was examined in this study. The results of the qualitative study can be interpreted to conclude that students rarely were engaged in transition planning, and when they were engaged, it came too late in their high school careers. Students with disabilities and their parents described dissatisfaction in the following areas: inadequate communication from school staff, frustration with assumptions made about the student, funneling of the student into traditional adult service programs, and a lack of accountability from the schools. Even those students who reported being engaged in the transition process experienced inadequate transition planning. Strategies to improve transition planning are presented. En ligne : http://dx.doi.org/10.1177/1088357610373760 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108 [article] The Lived Experiences of Adolescents with Disabilities and Their Parents in Transition Planning [Texte imprimé et/ou numérique] / Susan A. HETHERINGTON, Auteur ; Elizabeth G. SMITH, Auteur ; Lisa DURANT-JONES, Auteur ; Kimberly JOHNSON, Auteur ; Karen NOLAN, Auteur ; Susan TAYLOR-BROWN, Auteur ; Jane TUTTLE, Auteur . - 2010 . - p.163-172. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 25-3 (September 2010) . - p.163-172 Index. décimale : PER Périodiques Résumé : The educational transition process experienced by adolescents with disabilities and their parents was examined in this study. The results of the qualitative study can be interpreted to conclude that students rarely were engaged in transition planning, and when they were engaged, it came too late in their high school careers. Students with disabilities and their parents described dissatisfaction in the following areas: inadequate communication from school staff, frustration with assumptions made about the student, funneling of the student into traditional adult service programs, and a lack of accountability from the schools. Even those students who reported being engaged in the transition process experienced inadequate transition planning. Strategies to improve transition planning are presented. En ligne : http://dx.doi.org/10.1177/1088357610373760 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108

---

1 (1 - 3 / 3)