Are Clinicians' Assessments of Improvements in Children's Functioning “Global”? / Andres DE LOS REYES 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.281-294 Titre : Are Clinicians' Assessments of Improvements in Children's Functioning “Global”? Type de document : Texte imprimé et/ou numérique Auteurs : Andres DE LOS REYES, Auteur ; Candice A. ALFANO, Auteur ; Deborah C. BEIDEL, Auteur Année de publication : 2011 Article en page(s) : p.281-294 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : n this study, the authors examined the relations among clinician ratings of treatment improvement and discrepancies between parent and blinded laboratory rater reports of child social functioning administered before and after treatment for social anxiety disorder. Participants included a clinic sample of 101 children (7-16 years old; M = 11.67, SD = 2.57; 51 girls, 81% Caucasian) receiving treatment as part of a two-site controlled trial. Overall, clinician ratings reflected lack of improvement when parents reported persistent (i.e., pre- to posttreament) social functioning deficits not reported by blinded raters. However, when blinded raters reported persistent social skill deficits not reported by parents, we did not observe the same effect on clinician ratings as we did when the direction of discrepant reports was reversed. We replicated these observations in a subset of participants (n = 81) providing parent and child pre-post reports of social anxiety symptoms. These findings have implications for the interpretations of clinical ratings as “primary outcome measures” within controlled trials. En ligne : http://dx.doi.org/10.1080/15374416.2011.546043 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119 [article] Are Clinicians' Assessments of Improvements in Children's Functioning “Global”? [Texte imprimé et/ou numérique] / Andres DE LOS REYES, Auteur ; Candice A. ALFANO, Auteur ; Deborah C. BEIDEL, Auteur . - 2011 . - p.281-294. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 40-2 (March-April 2011) . - p.281-294 Index. décimale : PER Périodiques Résumé : n this study, the authors examined the relations among clinician ratings of treatment improvement and discrepancies between parent and blinded laboratory rater reports of child social functioning administered before and after treatment for social anxiety disorder. Participants included a clinic sample of 101 children (7-16 years old; M = 11.67, SD = 2.57; 51 girls, 81% Caucasian) receiving treatment as part of a two-site controlled trial. Overall, clinician ratings reflected lack of improvement when parents reported persistent (i.e., pre- to posttreament) social functioning deficits not reported by blinded raters. However, when blinded raters reported persistent social skill deficits not reported by parents, we did not observe the same effect on clinician ratings as we did when the direction of discrepant reports was reversed. We replicated these observations in a subset of participants (n = 81) providing parent and child pre-post reports of social anxiety symptoms. These findings have implications for the interpretations of clinical ratings as “primary outcome measures” within controlled trials. En ligne : http://dx.doi.org/10.1080/15374416.2011.546043 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119

Negative Self-Imagery Among Adolescents with Social Phobia: A Test of an Adult Model of the Disorder / Candice A. ALFANO in Journal of Clinical Child & Adolescent Psychology, 37-2 (April-June 2008)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 37-2 (April-June 2008) . - p.327-336 Titre : Negative Self-Imagery Among Adolescents with Social Phobia: A Test of an Adult Model of the Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Candice A. ALFANO, Auteur ; Deborah C. BEIDEL, Auteur ; Samuel M. TURNER, Auteur Année de publication : 2008 Article en page(s) : p.327-336 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Based on findings from the adult literature, this study examined the role of negative self-images (NSI) in social phobia during adolescence. NSI was manipulated among 21 nonphobic (IMAG) adolescents (M age = 14.05 years, SD = 1.56) during two social tasks. Self and observer-rated anxiety and performance as well as co-occurring cognition were compared to 21 adolescents with social phobia (SOC) and 21 control adolescents not instructed to use self-imagery. Few differences in observer-rated anxiety or performance were found between the IMAG and control groups, whereas SOC adolescents were consistently rated as more anxious and poorer social performers. Nonsignificantly higher rates of anxiety were reported by the IMAG group compared to controls, but anxiety was not associated with decrements in performance or social skill. A significantly fewer number of on-task thoughts reported by IMAG adolescents suggests that inability to attend to the interaction itself, rather the presence of NSI, served to increase anxiety. En ligne : http://dx.doi.org/10.1080/15374410801955870 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 [article] Negative Self-Imagery Among Adolescents with Social Phobia: A Test of an Adult Model of the Disorder [Texte imprimé et/ou numérique] / Candice A. ALFANO, Auteur ; Deborah C. BEIDEL, Auteur ; Samuel M. TURNER, Auteur . - 2008 . - p.327-336. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 37-2 (April-June 2008) . - p.327-336 Index. décimale : PER Périodiques Résumé : Based on findings from the adult literature, this study examined the role of negative self-images (NSI) in social phobia during adolescence. NSI was manipulated among 21 nonphobic (IMAG) adolescents (M age = 14.05 years, SD = 1.56) during two social tasks. Self and observer-rated anxiety and performance as well as co-occurring cognition were compared to 21 adolescents with social phobia (SOC) and 21 control adolescents not instructed to use self-imagery. Few differences in observer-rated anxiety or performance were found between the IMAG and control groups, whereas SOC adolescents were consistently rated as more anxious and poorer social performers. Nonsignificantly higher rates of anxiety were reported by the IMAG group compared to controls, but anxiety was not associated with decrements in performance or social skill. A significantly fewer number of on-task thoughts reported by IMAG adolescents suggests that inability to attend to the interaction itself, rather the presence of NSI, served to increase anxiety. En ligne : http://dx.doi.org/10.1080/15374410801955870 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452

Sleep restriction alters children's positive emotional responses, but effects are moderated by anxiety / Candice A. ALFANO in Journal of Child Psychology and Psychiatry, 61-10 (October 2020)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 61-10 (October 2020) . - p.1150-1159 Titre : Sleep restriction alters children's positive emotional responses, but effects are moderated by anxiety Type de document : Texte imprimé et/ou numérique Auteurs : Candice A. ALFANO, Auteur ; Joanne L. BOWER, Auteur ; Allison G. HARVEY, Auteur ; Deborah C. BEIDEL, Auteur ; Carla SHARP, Auteur ; Cara A. PALMER, Auteur Article en page(s) : p.1150-1159 Langues : Anglais (eng) Mots-clés : Sleep  anxiety  emotion  emotional expression  emotional regulation Index. décimale : PER Périodiques Résumé : BACKGROUND: An abundance of cross-sectional research links inadequate sleep with poor emotional health, but experimental studies in children are rare. Further, the impact of sleep loss is not uniform across individuals and pre-existing anxiety might potentiate the effects of poor sleep on children's emotional functioning. METHODS: A sample of 53 children (7-11 years, M = 9.0; 56% female) completed multimodal, assessments in the laboratory when rested and after two nights of sleep restriction (7 and 6 hr in bed, respectively). Sleep was monitored with polysomnography and actigraphy. Subjective reports of affect and arousal, psychophysiological reactivity and regulation, and objective emotional expression were examined during two emotional processing tasks, including one where children were asked to suppress their emotional responses. RESULTS: After sleep restriction, deleterious alterations were observed in children's affect, emotional arousal, facial expressions, and emotion regulation. These effects were primarily detected in response to positive emotional stimuli. The presence of anxiety symptoms moderated most alterations in emotional processing observed after sleep restriction. CONCLUSIONS: Results suggest inadequate sleep preferentially impacts positive compared to negative emotion in prepubertal children and that pre-existing anxiety symptoms amplify these effects. Implications for children's everyday socioemotional lives and long-term affective risk are highlighted. En ligne : http://dx.doi.org/10.1111/jcpp.13287 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432 [article] Sleep restriction alters children's positive emotional responses, but effects are moderated by anxiety [Texte imprimé et/ou numérique] / Candice A. ALFANO, Auteur ; Joanne L. BOWER, Auteur ; Allison G. HARVEY, Auteur ; Deborah C. BEIDEL, Auteur ; Carla SHARP, Auteur ; Cara A. PALMER, Auteur . - p.1150-1159. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 61-10 (October 2020) . - p.1150-1159 Mots-clés : Sleep  anxiety  emotion  emotional expression  emotional regulation Index. décimale : PER Périodiques Résumé : BACKGROUND: An abundance of cross-sectional research links inadequate sleep with poor emotional health, but experimental studies in children are rare. Further, the impact of sleep loss is not uniform across individuals and pre-existing anxiety might potentiate the effects of poor sleep on children's emotional functioning. METHODS: A sample of 53 children (7-11 years, M = 9.0; 56% female) completed multimodal, assessments in the laboratory when rested and after two nights of sleep restriction (7 and 6 hr in bed, respectively). Sleep was monitored with polysomnography and actigraphy. Subjective reports of affect and arousal, psychophysiological reactivity and regulation, and objective emotional expression were examined during two emotional processing tasks, including one where children were asked to suppress their emotional responses. RESULTS: After sleep restriction, deleterious alterations were observed in children's affect, emotional arousal, facial expressions, and emotion regulation. These effects were primarily detected in response to positive emotional stimuli. The presence of anxiety symptoms moderated most alterations in emotional processing observed after sleep restriction. CONCLUSIONS: Results suggest inadequate sleep preferentially impacts positive compared to negative emotion in prepubertal children and that pre-existing anxiety symptoms amplify these effects. Implications for children's everyday socioemotional lives and long-term affective risk are highlighted. En ligne : http://dx.doi.org/10.1111/jcpp.13287 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432

Social Skills Interventions for Children with Asperger’s Syndrome or High-Functioning Autism: A Review and Recommendations / Patricia A. RAO in Journal of Autism and Developmental Disorders, 38-2 (February 2008)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 38-2 (February 2008) . - p.353-361 Titre : Social Skills Interventions for Children with Asperger’s Syndrome or High-Functioning Autism: A Review and Recommendations Type de document : Texte imprimé et/ou numérique Auteurs : Patricia A. RAO, Auteur ; Deborah C. BEIDEL, Auteur ; Michael J. MURRAY, Auteur Année de publication : 2008 Article en page(s) : p.353-361 Langues : Anglais (eng) Mots-clés : Asperger’s-syndrome High-functioning-autism Social-skills Intervention Review Index. décimale : PER Périodiques Résumé : This paper reviews the literature examining social skills training (SST) programs for youth with AS/HFA, with an emphasis on critically evaluating efficacy and highlighting areas of future research. The review highlights the disparity between SST programs described in the extant literature, including lack of a universal definition of social skills, various levels of intensity and duration of treatment, divergent theoretical backgrounds, and variety in services provided in clinic or classroom settings. Overall, it is clear that, despite their widespread clinical use, empirical support for SST programs for children with AS/HFA is minimal at this time. Based on this critical review, a “roadmap” for future research, consistent with recommendations put forth by a leading group of autism researchers, is presented. En ligne : http://dx.doi.org/10.1007/s10803-007-0402-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=319 [article] Social Skills Interventions for Children with Asperger’s Syndrome or High-Functioning Autism: A Review and Recommendations [Texte imprimé et/ou numérique] / Patricia A. RAO, Auteur ; Deborah C. BEIDEL, Auteur ; Michael J. MURRAY, Auteur . - 2008 . - p.353-361. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 38-2 (February 2008) . - p.353-361 Mots-clés : Asperger’s-syndrome High-functioning-autism Social-skills Intervention Review Index. décimale : PER Périodiques Résumé : This paper reviews the literature examining social skills training (SST) programs for youth with AS/HFA, with an emphasis on critically evaluating efficacy and highlighting areas of future research. The review highlights the disparity between SST programs described in the extant literature, including lack of a universal definition of social skills, various levels of intensity and duration of treatment, divergent theoretical backgrounds, and variety in services provided in clinic or classroom settings. Overall, it is clear that, despite their widespread clinical use, empirical support for SST programs for children with AS/HFA is minimal at this time. Based on this critical review, a “roadmap” for future research, consistent with recommendations put forth by a leading group of autism researchers, is presented. En ligne : http://dx.doi.org/10.1007/s10803-007-0402-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=319

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