Combining Parent and Child Training for Young Children with ADHD / Carolyn WEBSTER-STRATTON in Journal of Clinical Child & Adolescent Psychology, 40-2 (March-April 2011)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 40-2 (March-April 2011) . - p.191-203 Titre : Combining Parent and Child Training for Young Children with ADHD Type de document : Texte imprimé et/ou numérique Auteurs : Carolyn WEBSTER-STRATTON, Auteur ; M. Jamila REID, Auteur ; Theodore P. BEAUCHAINE, Auteur Année de publication : 2011 Article en page(s) : p.191-203 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The efficacy of the Incredible Years parent and child training programs is established in children diagnosed with oppositional defiant disorder but not among young children whose primary diagnosis is attention-deficit/hyperactivity disorder (ADHD). We conducted a randomized control trial evaluating the combined parent and child program interventions among 99 children diagnosed with ADHD (ages 4-6). Mother reported significant treatment effects for appropriate and harsh discipline, use of physical punishment, and monitoring, whereas fathers reported no significant parenting changes. Independent observations revealed treatment effects for mothers' praise and coaching, mothers' critical statements, and child total deviant behaviors. Both mothers and fathers reported treatment effects for children's externalizing, hyperactivity, inattentive and oppositional behaviors, and emotion regulation and social competence. There were also significant treatment effects for children's emotion vocabulary and problem-solving ability. At school teachers reported treatment effects for externalizing behaviors and peer observations indicated improvements in treated children's social competence. En ligne : http://dx.doi.org/10.1080/15374416.2011.546044 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119 [article] Combining Parent and Child Training for Young Children with ADHD [Texte imprimé et/ou numérique] / Carolyn WEBSTER-STRATTON, Auteur ; M. Jamila REID, Auteur ; Theodore P. BEAUCHAINE, Auteur . - 2011 . - p.191-203. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 40-2 (March-April 2011) . - p.191-203 Index. décimale : PER Périodiques Résumé : The efficacy of the Incredible Years parent and child training programs is established in children diagnosed with oppositional defiant disorder but not among young children whose primary diagnosis is attention-deficit/hyperactivity disorder (ADHD). We conducted a randomized control trial evaluating the combined parent and child program interventions among 99 children diagnosed with ADHD (ages 4-6). Mother reported significant treatment effects for appropriate and harsh discipline, use of physical punishment, and monitoring, whereas fathers reported no significant parenting changes. Independent observations revealed treatment effects for mothers' praise and coaching, mothers' critical statements, and child total deviant behaviors. Both mothers and fathers reported treatment effects for children's externalizing, hyperactivity, inattentive and oppositional behaviors, and emotion regulation and social competence. There were also significant treatment effects for children's emotion vocabulary and problem-solving ability. At school teachers reported treatment effects for externalizing behaviors and peer observations indicated improvements in treated children's social competence. En ligne : http://dx.doi.org/10.1080/15374416.2011.546044 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119

Enhancing a Classroom Social Competence and Problem-Solving Curriculum by Offering Parent Training to Families of Moderate- to High-Risk Elementary School Children / M. Jamila REID in Journal of Clinical Child & Adolescent Psychology, 36-4 (October-December 2007)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 36-4 (October-December 2007) . - p.605-620 Titre : Enhancing a Classroom Social Competence and Problem-Solving Curriculum by Offering Parent Training to Families of Moderate- to High-Risk Elementary School Children Type de document : Texte imprimé et/ou numérique Auteurs : M. Jamila REID, Auteur ; Carolyn WEBSTER-STRATTON, Auteur ; Mary HAMMOND, Auteur Année de publication : 2007 Article en page(s) : p.605-620 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The Incredible Years parent and classroom interventions were evaluated for the first time in elementary schools. Culturally diverse, socioeconomically disadvantaged schools were randomly assigned to intervention or control (CON). In intervention schools, all children received a 2-year classroom intervention beginning in kindergarten. In addition, indicated children were randomly assigned to also receive parent training (PT + CR) or only the classroom intervention (CR). PT + CR mothers reported that, following intervention, children showed fewer externalizing problems and more emotion regulation than CR or CON children. Observations showed that child–mother bonding was stronger in the PT + CR condition than in the CON condition, and PT + CR mothers were significantly more supportive and less critical than CR or CON mothers. Teachers reported that PT + CR mothers were significantly more involved in school and that children in the PT + CR and the CR conditions had significantly fewer externalizing problems than in the CON condition. En ligne : http://dx.doi.org/10.1080/15374410701662741 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=312 [article] Enhancing a Classroom Social Competence and Problem-Solving Curriculum by Offering Parent Training to Families of Moderate- to High-Risk Elementary School Children [Texte imprimé et/ou numérique] / M. Jamila REID, Auteur ; Carolyn WEBSTER-STRATTON, Auteur ; Mary HAMMOND, Auteur . - 2007 . - p.605-620. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 36-4 (October-December 2007) . - p.605-620 Index. décimale : PER Périodiques Résumé : The Incredible Years parent and classroom interventions were evaluated for the first time in elementary schools. Culturally diverse, socioeconomically disadvantaged schools were randomly assigned to intervention or control (CON). In intervention schools, all children received a 2-year classroom intervention beginning in kindergarten. In addition, indicated children were randomly assigned to also receive parent training (PT + CR) or only the classroom intervention (CR). PT + CR mothers reported that, following intervention, children showed fewer externalizing problems and more emotion regulation than CR or CON children. Observations showed that child–mother bonding was stronger in the PT + CR condition than in the CON condition, and PT + CR mothers were significantly more supportive and less critical than CR or CON mothers. Teachers reported that PT + CR mothers were significantly more involved in school and that children in the PT + CR and the CR conditions had significantly fewer externalizing problems than in the CON condition. En ligne : http://dx.doi.org/10.1080/15374410701662741 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=312

Marital Conflict Management Skills, Parenting Style, and Early-onset Conduct Problems: Processes and Pathways / Carolyn WEBSTER-STRATTON in Journal of Child Psychology and Psychiatry, 40-6 (September 1999)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 40-6 (September 1999) . - p.917-927 Titre : Marital Conflict Management Skills, Parenting Style, and Early-onset Conduct Problems: Processes and Pathways Type de document : Texte imprimé et/ou numérique Auteurs : Carolyn WEBSTER-STRATTON, Auteur ; Mary HAMMOND, Auteur Année de publication : 1999 Article en page(s) : p.917-927 Langues : Anglais (eng) Mots-clés : Behavior problems  communication  conduct disorder  marital relationships  parenting  peer relationships Index. décimale : PER Périodiques Résumé : This study examined whether the link between marital conflict management style and child conduct problems with peers and parents is direct or mediated by mothers' and fathers' parenting style (critical parenting and low emotional responsivity). One hundred and twenty children, aged 4 to 7 years, were observed interacting in our laboratory playroom solving a problem with their best friend as well as at home with their parents. In addition, all the children's parents were observed in our laboratory trying to solve two family problems as well as at home interacting under more natural conditions with each other and with their children. Mothers and fathers completed questionnaires assessing marital problem solving as well as reports of their children's behavior problems. Results indicated that a negative marital conflict management style had direct links with children's conduct problems. In addition, the linkage between negative marital conflict management and children's interactions with parents and peers was found to be mediated by both mothers' and fathers' critical parenting and low emotional responsivity, thereby supporting the indirect as well as the direct model of negative family interactions. The findings are discussed in relation to the implications for treatment. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124 [article] Marital Conflict Management Skills, Parenting Style, and Early-onset Conduct Problems: Processes and Pathways [Texte imprimé et/ou numérique] / Carolyn WEBSTER-STRATTON, Auteur ; Mary HAMMOND, Auteur . - 1999 . - p.917-927. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 40-6 (September 1999) . - p.917-927 Mots-clés : Behavior problems  communication  conduct disorder  marital relationships  parenting  peer relationships Index. décimale : PER Périodiques Résumé : This study examined whether the link between marital conflict management style and child conduct problems with peers and parents is direct or mediated by mothers' and fathers' parenting style (critical parenting and low emotional responsivity). One hundred and twenty children, aged 4 to 7 years, were observed interacting in our laboratory playroom solving a problem with their best friend as well as at home with their parents. In addition, all the children's parents were observed in our laboratory trying to solve two family problems as well as at home interacting under more natural conditions with each other and with their children. Mothers and fathers completed questionnaires assessing marital problem solving as well as reports of their children's behavior problems. Results indicated that a negative marital conflict management style had direct links with children's conduct problems. In addition, the linkage between negative marital conflict management and children's interactions with parents and peers was found to be mediated by both mothers' and fathers' critical parenting and low emotional responsivity, thereby supporting the indirect as well as the direct model of negative family interactions. The findings are discussed in relation to the implications for treatment. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124

Preventing conduct problems and improving school readiness: evaluation of the Incredible Years Teacher and Child Training Programs in high-risk schools / Carolyn WEBSTER-STRATTON in Journal of Child Psychology and Psychiatry, 49-5 (May 2008)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 49-5 (May 2008) . - p.471-488 Titre : Preventing conduct problems and improving school readiness: evaluation of the Incredible Years Teacher and Child Training Programs in high-risk schools Type de document : Texte imprimé et/ou numérique Auteurs : Carolyn WEBSTER-STRATTON, Auteur ; M. Jamila REID, Auteur ; Mike STOOLMILLER, Auteur Année de publication : 2008 Article en page(s) : p.471-488 Langues : Anglais (eng) Mots-clés : Aggression behavior-problem prevention school teacher school-readiness Index. décimale : PER Périodiques Résumé : Background: School readiness, conceptualized as three components including emotional self-regulation, social competence, and family/school involvement, as well as absence of conduct problems play a key role in young children's future interpersonal adjustment and academic success. Unfortunately, exposure to multiple poverty-related risks increases the odds that children will demonstrate increased emotional dysregulation, fewer social skills, less teacher/parent involvement and more conduct problems. Consequently intervention offered to socio-economically disadvantaged populations that includes a social and emotional school curriculum and trains teachers in effective classroom management skills and in promotion of parent–school involvement would seem to be a strategic strategy for improving young children's school readiness, leading to later academic success and prevention of the development of conduct disorders. Methods: This randomized trial evaluated the Incredible Years (IY) Teacher Classroom Management and Child Social and Emotion curriculum (Dinosaur School) as a universal prevention program for children enrolled in Head Start, kindergarten, or first grade classrooms in schools selected because of high rates of poverty. Trained teachers offered the Dinosaur School curriculum to all their students in bi-weekly lessons throughout the year. They sent home weekly dinosaur homework to encourage parents’ involvement. Part of the curriculum involved promotion of lesson objectives through the teachers’ continual use of positive classroom management skills focused on building social competence and emotional self-regulation skills as well as decreasing conduct problems. Matched pairs of schools were randomly assigned to intervention or control conditions. Results: Results from multi-level models on a total of 153 teachers and 1,768 students are presented. Children and teachers were observed in the classrooms by blinded observers at the beginning and the end of the school year. Results indicated that intervention teachers used more positive classroom management strategies and their students showed more social competence and emotional self-regulation and fewer conduct problems than control teachers and students. Intervention teachers reported more involvement with parents than control teachers. Satisfaction with the program was very high regardless of grade levels. Conclusions: These findings provide support for the efficacy of this universal preventive curriculum for enhancing school protective factors and reducing child and classroom risk factors faced by socio-economically disadvantaged children. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01861.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386 [article] Preventing conduct problems and improving school readiness: evaluation of the Incredible Years Teacher and Child Training Programs in high-risk schools [Texte imprimé et/ou numérique] / Carolyn WEBSTER-STRATTON, Auteur ; M. Jamila REID, Auteur ; Mike STOOLMILLER, Auteur . - 2008 . - p.471-488. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 49-5 (May 2008) . - p.471-488 Mots-clés : Aggression behavior-problem prevention school teacher school-readiness Index. décimale : PER Périodiques Résumé : Background: School readiness, conceptualized as three components including emotional self-regulation, social competence, and family/school involvement, as well as absence of conduct problems play a key role in young children's future interpersonal adjustment and academic success. Unfortunately, exposure to multiple poverty-related risks increases the odds that children will demonstrate increased emotional dysregulation, fewer social skills, less teacher/parent involvement and more conduct problems. Consequently intervention offered to socio-economically disadvantaged populations that includes a social and emotional school curriculum and trains teachers in effective classroom management skills and in promotion of parent–school involvement would seem to be a strategic strategy for improving young children's school readiness, leading to later academic success and prevention of the development of conduct disorders. Methods: This randomized trial evaluated the Incredible Years (IY) Teacher Classroom Management and Child Social and Emotion curriculum (Dinosaur School) as a universal prevention program for children enrolled in Head Start, kindergarten, or first grade classrooms in schools selected because of high rates of poverty. Trained teachers offered the Dinosaur School curriculum to all their students in bi-weekly lessons throughout the year. They sent home weekly dinosaur homework to encourage parents’ involvement. Part of the curriculum involved promotion of lesson objectives through the teachers’ continual use of positive classroom management skills focused on building social competence and emotional self-regulation skills as well as decreasing conduct problems. Matched pairs of schools were randomly assigned to intervention or control conditions. Results: Results from multi-level models on a total of 153 teachers and 1,768 students are presented. Children and teachers were observed in the classrooms by blinded observers at the beginning and the end of the school year. Results indicated that intervention teachers used more positive classroom management strategies and their students showed more social competence and emotional self-regulation and fewer conduct problems than control teachers and students. Intervention teachers reported more involvement with parents than control teachers. Satisfaction with the program was very high regardless of grade levels. Conclusions: These findings provide support for the efficacy of this universal preventive curriculum for enhancing school protective factors and reducing child and classroom risk factors faced by socio-economically disadvantaged children. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01861.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386

Quantifying respiratory sinus arrhythmia: Effects of misspecifying breathing frequencies across development / Tiffany M. SHADER in Development and Psychopathology, 30-1 (February 2018)  

Public ISBD [article]  inDevelopment and Psychopathology > 30-1 (February 2018) . - p.351-366 Titre : Quantifying respiratory sinus arrhythmia: Effects of misspecifying breathing frequencies across development Type de document : Texte imprimé et/ou numérique Auteurs : Tiffany M. SHADER, Auteur ; Lisa M. GATZKE-KOPP, Auteur ; Sheila E. CROWELL, Auteur ; M. JAMILA REID, Auteur ; Julian F. THAYER, Auteur ; Michael W. VASEY, Auteur ; Carolyn WEBSTER-STRATTON, Auteur ; Ziv BELL, Auteur ; Theodore P. BEAUCHAINE, Auteur Article en page(s) : p.351-366 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Low resting respiratory sinus arrhythmia (RSA), and to a lesser extent excessive RSA reactivity to emotion evocation, are observed in many psychiatric disorders characterized by emotion dysregulation, including syndromes spanning the internalizing and externalizing spectra, and other conditions such as nonsuicidal self-injury. Nevertheless, some inconsistencies exist. For example, null outcomes in studies of RSA–emotion dysregulation relations are sometimes observed among younger participants. Such findings may derive from use of age inappropriate frequency bands in calculating RSA. We combine data from five published samples (N = 559) spanning ages 4 to 17 years, and reanalyze RSA data using age-appropriate respiratory frequencies. Misspecifying respiratory frequencies results in overestimates of resting RSA and underestimates of RSA reactivity, particularly among young children. Underestimates of developmental shifts in RSA and RSA reactivity from preschool to adolescence were also observed. Although correlational analyses revealed weak negative associations between resting RSA and aggression, those with clinical levels of externalizing exhibited lower resting RSA than their peers. No associations between RSA reactivity and externalizing were observed. Results confirm that age-corrected frequency bands should be used when estimating RSA, and that literature-wide overestimates of resting RSA, underestimates of RSA reactivity, and underestimates of developmental shifts in RSA and RSA reactivity may exist. En ligne : https://doi.org/10.1017/S0954579417000669 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=336 [article] Quantifying respiratory sinus arrhythmia: Effects of misspecifying breathing frequencies across development [Texte imprimé et/ou numérique] / Tiffany M. SHADER, Auteur ; Lisa M. GATZKE-KOPP, Auteur ; Sheila E. CROWELL, Auteur ; M. JAMILA REID, Auteur ; Julian F. THAYER, Auteur ; Michael W. VASEY, Auteur ; Carolyn WEBSTER-STRATTON, Auteur ; Ziv BELL, Auteur ; Theodore P. BEAUCHAINE, Auteur . - p.351-366. Langues : Anglais (eng) in Development and Psychopathology > 30-1 (February 2018) . - p.351-366 Index. décimale : PER Périodiques Résumé : Low resting respiratory sinus arrhythmia (RSA), and to a lesser extent excessive RSA reactivity to emotion evocation, are observed in many psychiatric disorders characterized by emotion dysregulation, including syndromes spanning the internalizing and externalizing spectra, and other conditions such as nonsuicidal self-injury. Nevertheless, some inconsistencies exist. For example, null outcomes in studies of RSA–emotion dysregulation relations are sometimes observed among younger participants. Such findings may derive from use of age inappropriate frequency bands in calculating RSA. We combine data from five published samples (N = 559) spanning ages 4 to 17 years, and reanalyze RSA data using age-appropriate respiratory frequencies. Misspecifying respiratory frequencies results in overestimates of resting RSA and underestimates of RSA reactivity, particularly among young children. Underestimates of developmental shifts in RSA and RSA reactivity from preschool to adolescence were also observed. Although correlational analyses revealed weak negative associations between resting RSA and aggression, those with clinical levels of externalizing exhibited lower resting RSA than their peers. No associations between RSA reactivity and externalizing were observed. Results confirm that age-corrected frequency bands should be used when estimating RSA, and that literature-wide overestimates of resting RSA, underestimates of RSA reactivity, and underestimates of developmental shifts in RSA and RSA reactivity may exist. En ligne : https://doi.org/10.1017/S0954579417000669 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=336

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