Autism presentation in female and Black populations: Examining the roles of identity, theory, and systemic inequalities / Maire Claire DIEMER in Autism, 26-8 (November 2022)  

Public ISBD [article]  inAutism > 26-8 (November 2022) . - p.1931-1946 Titre : Autism presentation in female and Black populations: Examining the roles of identity, theory, and systemic inequalities Type de document : Texte imprimé et/ou numérique Auteurs : Maire Claire DIEMER, Auteur ; Emily D. GERSTEIN, Auteur ; April REGESTER, Auteur Article en page(s) : p.1931-1946 Langues : Anglais (eng) Mots-clés : Child  Humans  United States  Female  Child, Preschool  Autistic Disorder/diagnosis  Autism Spectrum Disorder/epidemiology  Intellectual Disability  Ethnicity  Racial Groups  African American  autism spectrum disorders  diagnosis  diversity  gender  health disparity  intellectual disability  intersectional  race  systemic inequality Index. décimale : PER Périodiques Résumé : Although the prevalence of autism has been rising in recent years, disparities in diagnosis still remain. Female and Black populations in the United States are diagnosed later, are more likely to have an intellectual disability, and are excluded from research as well as services designed for autistic individuals. Autistic Black girls are effectively invisible in the current scientific literature. Intersectional theory, which looks at a person as a whole, examines models that are inclusive toward diverse gender, ability, and racial/ethnic backgrounds. This theory may be a useful approach to clinical and research work with autism so that practitioners may be most effective for the whole population of autistic people. The authors recommend research focusing on inclusion of autistic populations with intellectual disability and research studies that include evaluations as part of the procedure. Clinically, the authors recommend a focus on screening all young children for autism and improving provider knowledge in working with diverse autistic populations. En ligne : http://dx.doi.org/10.1177/13623613221113501 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488 [article] Autism presentation in female and Black populations: Examining the roles of identity, theory, and systemic inequalities [Texte imprimé et/ou numérique] / Maire Claire DIEMER, Auteur ; Emily D. GERSTEIN, Auteur ; April REGESTER, Auteur . - p.1931-1946. Langues : Anglais (eng) in Autism > 26-8 (November 2022) . - p.1931-1946 Mots-clés : Child  Humans  United States  Female  Child, Preschool  Autistic Disorder/diagnosis  Autism Spectrum Disorder/epidemiology  Intellectual Disability  Ethnicity  Racial Groups  African American  autism spectrum disorders  diagnosis  diversity  gender  health disparity  intellectual disability  intersectional  race  systemic inequality Index. décimale : PER Périodiques Résumé : Although the prevalence of autism has been rising in recent years, disparities in diagnosis still remain. Female and Black populations in the United States are diagnosed later, are more likely to have an intellectual disability, and are excluded from research as well as services designed for autistic individuals. Autistic Black girls are effectively invisible in the current scientific literature. Intersectional theory, which looks at a person as a whole, examines models that are inclusive toward diverse gender, ability, and racial/ethnic backgrounds. This theory may be a useful approach to clinical and research work with autism so that practitioners may be most effective for the whole population of autistic people. The authors recommend research focusing on inclusion of autistic populations with intellectual disability and research studies that include evaluations as part of the procedure. Clinically, the authors recommend a focus on screening all young children for autism and improving provider knowledge in working with diverse autistic populations. En ligne : http://dx.doi.org/10.1177/13623613221113501 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488

Risk and resilience in preterm children at age 6 / Julie POEHLMANN-TYNAN in Development and Psychopathology, 27-3 (August 2015)  

Public ISBD [article]  inDevelopment and Psychopathology > 27-3 (August 2015) . - p.843-858 Titre : Risk and resilience in preterm children at age 6 Type de document : Texte imprimé et/ou numérique Auteurs : Julie POEHLMANN-TYNAN, Auteur ; Emily D. GERSTEIN, Auteur ; Cynthia BURNSON, Auteur ; Lindsay WEYMOUTH, Auteur ; Daniel M. BOLT, Auteur ; Sarah MALECK, Auteur ; A. J. SCHWICHTENBERG, Auteur Article en page(s) : p.843-858 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Children born preterm are at risk for experiencing significant deleterious developmental outcomes throughout their childhood and adolescence. However, individual variation and resilience are hallmarks of the preterm population. The present study examined pathways to resilience across multiple domains (e.g., social activities, peer relations, attention-deficit/hyperactivity disorder symptomology, externalizing and internalizing behavior, and sleep quality) as children born preterm reached school age. The study also examined early child and family predictors of resilience. Using a prospective longitudinal design, 173 infants born preterm and without significant neurological complications were assessed at five time points: neonatal intensive care unit discharge, 9 months, 16 months, 24 months, and 6 years. Three pathways of adaptation emerged at 6 years: children who were resilient, those who remained at-risk, and children who exhibited significant difficulties. Resilient children were less likely to have experienced negative parenting at 9 and 16 months, more likely to delay gratification at 24 months, and more likely to experience neonatal health complications than nonresilient children. En ligne : http://dx.doi.org/10.1017/S095457941400087X Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263 [article] Risk and resilience in preterm children at age 6 [Texte imprimé et/ou numérique] / Julie POEHLMANN-TYNAN, Auteur ; Emily D. GERSTEIN, Auteur ; Cynthia BURNSON, Auteur ; Lindsay WEYMOUTH, Auteur ; Daniel M. BOLT, Auteur ; Sarah MALECK, Auteur ; A. J. SCHWICHTENBERG, Auteur . - p.843-858. Langues : Anglais (eng) in Development and Psychopathology > 27-3 (August 2015) . - p.843-858 Index. décimale : PER Périodiques Résumé : Children born preterm are at risk for experiencing significant deleterious developmental outcomes throughout their childhood and adolescence. However, individual variation and resilience are hallmarks of the preterm population. The present study examined pathways to resilience across multiple domains (e.g., social activities, peer relations, attention-deficit/hyperactivity disorder symptomology, externalizing and internalizing behavior, and sleep quality) as children born preterm reached school age. The study also examined early child and family predictors of resilience. Using a prospective longitudinal design, 173 infants born preterm and without significant neurological complications were assessed at five time points: neonatal intensive care unit discharge, 9 months, 16 months, 24 months, and 6 years. Three pathways of adaptation emerged at 6 years: children who were resilient, those who remained at-risk, and children who exhibited significant difficulties. Resilient children were less likely to have experienced negative parenting at 9 and 16 months, more likely to delay gratification at 24 months, and more likely to experience neonatal health complications than nonresilient children. En ligne : http://dx.doi.org/10.1017/S095457941400087X Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263

Socioeconomic disadvantage and parental mood/affective problems links negative parenting and executive dysfunction in children born very preterm / Rachel E. LEAN in Development and Psychopathology, 35-3 (August 2023)  

Public ISBD [article]  inDevelopment and Psychopathology > 35-3 (August 2023) . - p.1092-1107 Titre : Socioeconomic disadvantage and parental mood/affective problems links negative parenting and executive dysfunction in children born very preterm Type de document : Texte imprimé et/ou numérique Auteurs : Rachel E. LEAN, Auteur ; Emily D. GERSTEIN, Auteur ; Tara A. SMYSER, Auteur ; Christopher D. SMYSER, Auteur ; Cynthia E. ROGERS, Auteur Article en page(s) : p.1092-1107 Langues : Anglais (eng) Mots-clés : executive function  parenting  poverty  prematurity Index. décimale : PER Périodiques Résumé : Poverty increases the risk of poorer executive function (EF) in children born full-term (FT). Stressors associated with poverty, including variability in parenting behavior, may explain links between poverty and poorer EF, but this remains unclear for children born very preterm (VPT). We examine socioeconomic and parental psychosocial adversity on parenting behavior, and whether these factors independently or jointly influence EF in children born VPT. At age five years, 154 children (VPT = 88, FT = 66) completed parent-child interaction and EF tasks. Parental sensitivity, intrusiveness, cognitive stimulation, and positive and negative regard were coded with the Parent-Child Interaction Rating Scale. Socioeconomic adversity spanned maternal demographic stressors, Income-to-Needs ratio, and Area Deprivation Index. Parents completed measures of depression, anxiety, inattention/hyperactivity, parenting stress, and social-communication interaction (SCI) problems. Parental SCI problems were associated with parenting behavior in parents of children born VPT, whereas socioeconomic adversity was significant in parents of FT children. Negative parenting behaviors, but not positive parenting behaviors, were related to child EF. This association was explained by parental depression/anxiety symptoms and socioeconomic adversity. Results persisted after adjustment for parent and child IQ. Findings may inform research on dyadic interventions that embed treatment for parental mood/affective symptoms and SCI problems to improve childhood EF. En ligne : http://dx.doi.org/10.1017/S0954579421000961 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=510 [article] Socioeconomic disadvantage and parental mood/affective problems links negative parenting and executive dysfunction in children born very preterm [Texte imprimé et/ou numérique] / Rachel E. LEAN, Auteur ; Emily D. GERSTEIN, Auteur ; Tara A. SMYSER, Auteur ; Christopher D. SMYSER, Auteur ; Cynthia E. ROGERS, Auteur . - p.1092-1107. Langues : Anglais (eng) in Development and Psychopathology > 35-3 (August 2023) . - p.1092-1107 Mots-clés : executive function  parenting  poverty  prematurity Index. décimale : PER Périodiques Résumé : Poverty increases the risk of poorer executive function (EF) in children born full-term (FT). Stressors associated with poverty, including variability in parenting behavior, may explain links between poverty and poorer EF, but this remains unclear for children born very preterm (VPT). We examine socioeconomic and parental psychosocial adversity on parenting behavior, and whether these factors independently or jointly influence EF in children born VPT. At age five years, 154 children (VPT = 88, FT = 66) completed parent-child interaction and EF tasks. Parental sensitivity, intrusiveness, cognitive stimulation, and positive and negative regard were coded with the Parent-Child Interaction Rating Scale. Socioeconomic adversity spanned maternal demographic stressors, Income-to-Needs ratio, and Area Deprivation Index. Parents completed measures of depression, anxiety, inattention/hyperactivity, parenting stress, and social-communication interaction (SCI) problems. Parental SCI problems were associated with parenting behavior in parents of children born VPT, whereas socioeconomic adversity was significant in parents of FT children. Negative parenting behaviors, but not positive parenting behaviors, were related to child EF. This association was explained by parental depression/anxiety symptoms and socioeconomic adversity. Results persisted after adjustment for parent and child IQ. Findings may inform research on dyadic interventions that embed treatment for parental mood/affective symptoms and SCI problems to improve childhood EF. En ligne : http://dx.doi.org/10.1017/S0954579421000961 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=510

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