Investigating the Mediating Role of Executive Function in the Relationship Between ADHD and DCD Symptoms and Depression in Adults / Maria C. BROLETTI in Journal of Autism and Developmental Disorders, 54-12 (December 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-12 (December 2024) . - p.4684-4696 Titre : Investigating the Mediating Role of Executive Function in the Relationship Between ADHD and DCD Symptoms and Depression in Adults Type de document : Texte imprimé et/ou numérique Auteurs : Maria C. BROLETTI, Auteur ; Christina EFTHYMIOU, Auteur ; Aja Louise MURRAY, Auteur ; Emily MCDOUGAL, Auteur ; Sinéad M. RHODES, Auteur Article en page(s) : p.4684-4696 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study was designed to test the effects of Attention Deficit Hyperactivity Disorder (ADHD) and Developmental Co-ordination Disorder (DCD) on depression levels and investigate the mediating role of executive function (EF) in adults. Adults with ADHD, DCD, and ADHD?+?DCD (N = 139) completed self-report measures of ADHD, DCD, depression, and EF. There were distinct profiles of EF across diagnostic groups, and higher depression symptoms in adults with ADHD?+?DCD than DCD alone. All EF domains were predicted by ADHD symptoms, and several by DCD symptoms. ADHD and DCD symptoms, and most EF domains, predicted depression symptoms. Overall EF difficulties fully mediated the relationships between ADHD/DCD and depression symptoms. Several specific EF domains relating to behavioural regulation and metacognition also showed full/partial mediating effects. The mediating role of EF difficulties between these neurodevelopmental conditions and depression symptoms has implications for their understanding and treatment, suggesting that targeting EF may be important for preventing co-occurring depression. En ligne : https://doi.org/10.1007/s10803-023-06148-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540 [article] Investigating the Mediating Role of Executive Function in the Relationship Between ADHD and DCD Symptoms and Depression in Adults [Texte imprimé et/ou numérique] / Maria C. BROLETTI, Auteur ; Christina EFTHYMIOU, Auteur ; Aja Louise MURRAY, Auteur ; Emily MCDOUGAL, Auteur ; Sinéad M. RHODES, Auteur . - p.4684-4696. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-12 (December 2024) . - p.4684-4696 Index. décimale : PER Périodiques Résumé : This study was designed to test the effects of Attention Deficit Hyperactivity Disorder (ADHD) and Developmental Co-ordination Disorder (DCD) on depression levels and investigate the mediating role of executive function (EF) in adults. Adults with ADHD, DCD, and ADHD?+?DCD (N = 139) completed self-report measures of ADHD, DCD, depression, and EF. There were distinct profiles of EF across diagnostic groups, and higher depression symptoms in adults with ADHD?+?DCD than DCD alone. All EF domains were predicted by ADHD symptoms, and several by DCD symptoms. ADHD and DCD symptoms, and most EF domains, predicted depression symptoms. Overall EF difficulties fully mediated the relationships between ADHD/DCD and depression symptoms. Several specific EF domains relating to behavioural regulation and metacognition also showed full/partial mediating effects. The mediating role of EF difficulties between these neurodevelopmental conditions and depression symptoms has implications for their understanding and treatment, suggesting that targeting EF may be important for preventing co-occurring depression. En ligne : https://doi.org/10.1007/s10803-023-06148-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540

Teacher insights into the barriers and facilitators of learning in autism / Emily MCDOUGAL in Research in Autism Spectrum Disorders, 79 (November 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 79 (November 2020) . - 101674 Titre : Teacher insights into the barriers and facilitators of learning in autism Type de document : Texte imprimé et/ou numérique Auteurs : Emily MCDOUGAL, Auteur ; Deborah M. RIBY, Auteur ; Mary HANLEY, Auteur Article en page(s) : 101674 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Education  Learning  Teachers Index. décimale : PER Périodiques Résumé : Background Little is known about the factors impacting on learning for autistic pupils, even though academic outcomes are highly heterogeneous. The aim of the current study was to qualitatively explore factors that are perceived to impact positively (i.e. facilitators) and negatively (i.e. barriers) upon learning for primary school pupils with an Autism Spectrum Disorder diagnosis. Method Semi-structured interviews were conducted with ten teachers currently engaged in teaching autistic pupils, which were analysed using thematic analysis. Results Three key themes were identified: pupil’s behaviours and abilities (factors related to the child’s behaviour, cognition or personality), academic environment (physical and contextual), and teacher skills and qualities (e.g. training, trust and relationships). Conclusions A range of factors were therefore identified by teachers, some of which corroborate with existing research, while other findings provide novel insights. Priorities for facilitating learning are discussed, as well as key areas for future investigation and potential intervention. En ligne : https://doi.org/10.1016/j.rasd.2020.101674 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434 [article] Teacher insights into the barriers and facilitators of learning in autism [Texte imprimé et/ou numérique] / Emily MCDOUGAL, Auteur ; Deborah M. RIBY, Auteur ; Mary HANLEY, Auteur . - 101674. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 79 (November 2020) . - 101674 Mots-clés : Autism spectrum disorders  Education  Learning  Teachers Index. décimale : PER Périodiques Résumé : Background Little is known about the factors impacting on learning for autistic pupils, even though academic outcomes are highly heterogeneous. The aim of the current study was to qualitatively explore factors that are perceived to impact positively (i.e. facilitators) and negatively (i.e. barriers) upon learning for primary school pupils with an Autism Spectrum Disorder diagnosis. Method Semi-structured interviews were conducted with ten teachers currently engaged in teaching autistic pupils, which were analysed using thematic analysis. Results Three key themes were identified: pupil’s behaviours and abilities (factors related to the child’s behaviour, cognition or personality), academic environment (physical and contextual), and teacher skills and qualities (e.g. training, trust and relationships). Conclusions A range of factors were therefore identified by teachers, some of which corroborate with existing research, while other findings provide novel insights. Priorities for facilitating learning are discussed, as well as key areas for future investigation and potential intervention. En ligne : https://doi.org/10.1016/j.rasd.2020.101674 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434

Understanding and Supporting Attention Deficit Hyperactivity Disorder (ADHD) in the Primary School Classroom: Perspectives of Children with ADHD and their Teachers / Emily MCDOUGAL in Journal of Autism and Developmental Disorders, 53-9 (September 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-9 (September 2023) . - p.3406-3421 Titre : Understanding and Supporting Attention Deficit Hyperactivity Disorder (ADHD) in the Primary School Classroom: Perspectives of Children with ADHD and their Teachers Type de document : Texte imprimé et/ou numérique Auteurs : Emily MCDOUGAL, Auteur ; Claire TAI, Auteur ; Tracy M. STEWART, Auteur ; Josephine N. BOOTH, Auteur ; Sinéad M. RHODES, Auteur Article en page(s) : p.3406-3421 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Children with Attention Deficit Hyperactivity Disorder (ADHD) are more at risk for academic underachievement compared to their typically developing peers. Understanding their greatest strengths and challenges at school, and how these can be supported, is vital in order to develop focused classroom interventions. Ten primary school pupils with ADHD (aged 6-11 years) and their teachers (N=6) took part in semi-structured interviews that focused on (1) ADHD knowledge, (2) the child?s strengths and challenges at school, and (3) strategies in place to support challenges. Thematic analysis was used to analyse the interview transcripts and three key themes were identified; classroom-general versus individual-specific strategies, heterogeneity of strategies, and the role of peers. Implications relating to educational practice and future research are discussed. En ligne : https://doi.org/10.1007/s10803-022-05639-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511 [article] Understanding and Supporting Attention Deficit Hyperactivity Disorder (ADHD) in the Primary School Classroom: Perspectives of Children with ADHD and their Teachers [Texte imprimé et/ou numérique] / Emily MCDOUGAL, Auteur ; Claire TAI, Auteur ; Tracy M. STEWART, Auteur ; Josephine N. BOOTH, Auteur ; Sinéad M. RHODES, Auteur . - p.3406-3421. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-9 (September 2023) . - p.3406-3421 Index. décimale : PER Périodiques Résumé : Children with Attention Deficit Hyperactivity Disorder (ADHD) are more at risk for academic underachievement compared to their typically developing peers. Understanding their greatest strengths and challenges at school, and how these can be supported, is vital in order to develop focused classroom interventions. Ten primary school pupils with ADHD (aged 6-11 years) and their teachers (N=6) took part in semi-structured interviews that focused on (1) ADHD knowledge, (2) the child?s strengths and challenges at school, and (3) strategies in place to support challenges. Thematic analysis was used to analyse the interview transcripts and three key themes were identified; classroom-general versus individual-specific strategies, heterogeneity of strategies, and the role of peers. Implications relating to educational practice and future research are discussed. En ligne : https://doi.org/10.1007/s10803-022-05639-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511

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