Are ADHD trajectories shaped by the social environment? A longitudinal study of maternal influences  on the preschool origins of delay aversion / Kathy Kar-Man SHUM ; Johnny DOWNS ; Edmund J.S. SONUGA-BARKE in Journal of Child Psychology and Psychiatry, 66-6 (June 2025)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 66-6 (June 2025) . - p.892-905 Titre : Are ADHD trajectories shaped by the social environment? A longitudinal study of maternal influences  on the preschool origins of delay aversion Type de document : texte imprimé Auteurs : Kathy Kar-Man SHUM, Auteur ; Johnny DOWNS, Auteur ; Edmund J.S. SONUGA-BARKE, Auteur Article en page(s) : p.892-905 Langues : Anglais (eng) Mots-clés : ADHD  development  delay aversion  preschoolers  parenting  social factors Index. décimale : PER Périodiques Résumé : Background Attention-deficit/hyperactivity disorder (ADHD) is commonly attributed to neuro-cognitive deficits of genetic and/or prenatal/perinatal environmental origins. Sonuga-Barke proposed an alternative formulation, suggesting that ADHD behaviors are functional expressions of delay aversion a strong motivational disposition to avoid or escape negative affective states evoked by delay. It is hypothesized that the strength of this disposition, though neuro-biologically rooted, is exacerbated by early negative social interactions during waiting-related encounters. This paper reports findings from an initial proof-of-concept study that specifically tests this hypothesis in a nonclinical sample. Methods Preschoolers (n 112; mean age 46.2 months) and their parents from London, UK, and Hong Kong participated in a longitudinal study. The Parent?Child Delay Frustration Task (PC-DeFT) and two nonwaiting control tasks were administered at baseline. Children's performance, behavioral and emotional responses, and parents' reactions were observed. Teachers rated children's ADHD behaviors and delay aversion at baseline and follow-up (12 18 months later). Results At baseline, children's maladaptive performance and parental negative reactions during the PC-DeFT were correlated with each other and with teacher ratings of ADHD and delay aversion. Negative parental reactions during the PC-DeFT at baseline predicted an increase in teacher-rated ADHD behaviors at follow-up, but similar associations were not observed for baseline parental responses in the nonwaiting tasks. The increase in child ADHD symptoms associated with negative parental reactions at baseline was statistically mediated by delay aversion. These longitudinal effects were consistent across the UK and HK samples. Conclusions The findings provide the first evidence that parent's negative reactions to preschooler's attempts to manage delay are associated with increases in ADHD behaviors overtime, and linked to delay aversion increases. They underscore the potential significance of the early social environment as a contributor to developmental trajectory of ADHD behaviors. Future studies with clinical samples over an extended time-frame using a range of different aversive environments (i.e. difficult tasks to complete) are indicated. En ligne : https://doi.org/10.1111/jcpp.14103 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=556 [article] Are ADHD trajectories shaped by the social environment? A longitudinal study of maternal influences  on the preschool origins of delay aversion [texte imprimé] / Kathy Kar-Man SHUM, Auteur ; Johnny DOWNS, Auteur ; Edmund J.S. SONUGA-BARKE, Auteur . - p.892-905. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 66-6 (June 2025) . - p.892-905 Mots-clés : ADHD  development  delay aversion  preschoolers  parenting  social factors Index. décimale : PER Périodiques Résumé : Background Attention-deficit/hyperactivity disorder (ADHD) is commonly attributed to neuro-cognitive deficits of genetic and/or prenatal/perinatal environmental origins. Sonuga-Barke proposed an alternative formulation, suggesting that ADHD behaviors are functional expressions of delay aversion a strong motivational disposition to avoid or escape negative affective states evoked by delay. It is hypothesized that the strength of this disposition, though neuro-biologically rooted, is exacerbated by early negative social interactions during waiting-related encounters. This paper reports findings from an initial proof-of-concept study that specifically tests this hypothesis in a nonclinical sample. Methods Preschoolers (n 112; mean age 46.2 months) and their parents from London, UK, and Hong Kong participated in a longitudinal study. The Parent?Child Delay Frustration Task (PC-DeFT) and two nonwaiting control tasks were administered at baseline. Children's performance, behavioral and emotional responses, and parents' reactions were observed. Teachers rated children's ADHD behaviors and delay aversion at baseline and follow-up (12 18 months later). Results At baseline, children's maladaptive performance and parental negative reactions during the PC-DeFT were correlated with each other and with teacher ratings of ADHD and delay aversion. Negative parental reactions during the PC-DeFT at baseline predicted an increase in teacher-rated ADHD behaviors at follow-up, but similar associations were not observed for baseline parental responses in the nonwaiting tasks. The increase in child ADHD symptoms associated with negative parental reactions at baseline was statistically mediated by delay aversion. These longitudinal effects were consistent across the UK and HK samples. Conclusions The findings provide the first evidence that parent's negative reactions to preschooler's attempts to manage delay are associated with increases in ADHD behaviors overtime, and linked to delay aversion increases. They underscore the potential significance of the early social environment as a contributor to developmental trajectory of ADHD behaviors. Future studies with clinical samples over an extended time-frame using a range of different aversive environments (i.e. difficult tasks to complete) are indicated. En ligne : https://doi.org/10.1111/jcpp.14103 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=556

Autism spectrum disorder screening in Chinese-language preschools / Kathy Kar-Man SHUM in Autism, 26-2 (February 2022)  

Public ISBD [article]  inAutism > 26-2 (February 2022) . - p.545-551 Titre : Autism spectrum disorder screening in Chinese-language preschools Type de document : texte imprimé Auteurs : Kathy Kar-Man SHUM, Auteur ; Rose Mui-Fong WONG, Auteur ; Angel Hoe-Chi AU, Auteur ; Terry Kit-Fong AU, Auteur Article en page(s) : p.545-551 Langues : Anglais (eng) Mots-clés : Chinese  Classroom Observation Scale  autism spectrum disorder  preschoolers  screening  of interest with respect to the research, authorship, and/or publication of this  article. Index. décimale : PER Périodiques Résumé : The 13-item Classroom Observation Scale is an autism spectrum disorder screening tool for teachers and non-clinically trained observers to make real-time observation of children's peer interaction (or the lack thereof) in regular preschool classrooms. The Classroom Observation Scale was originally developed in English and validated with ethnically diverse preschoolers at English-speaking international schools serving families from middle to middle-upper socioeconomic backgrounds in Hong Kong. These private schools can usually afford a higher teacher-student ratio, which is not typical for most preschools. This study, therefore, investigated whether the Classroom Observation Scale is ecologically valid when used by Chinese teachers with teacher-student ratios typically found in less-resourced preschools. We found that the Classroom Observation Scale reliably helped observers with little or no clinical training-research assistants with just a few hours of Classroom Observation Scale training and preschool teachers with an hour of briefing-to identify children in their first year of Chinese-language preschool who were more likely than their peers to have autism spectrum disorder. Reliability estimates of Classroom Observation Scale-Teacher and Classroom Observation Scale-Researcher in this study were comparable to those for the original English Classroom Observation Scale. Our results provided further evidence on the versatility and ecological validity of the Classroom Observation Scale for use by preschool teachers and non-clinically trained observers in the early identification of children with autism spectrum disorder in community settings. En ligne : http://dx.doi.org/10.1177/13623613211039373 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 [article] Autism spectrum disorder screening in Chinese-language preschools [texte imprimé] / Kathy Kar-Man SHUM, Auteur ; Rose Mui-Fong WONG, Auteur ; Angel Hoe-Chi AU, Auteur ; Terry Kit-Fong AU, Auteur . - p.545-551. Langues : Anglais (eng) in Autism > 26-2 (February 2022) . - p.545-551 Mots-clés : Chinese  Classroom Observation Scale  autism spectrum disorder  preschoolers  screening  of interest with respect to the research, authorship, and/or publication of this  article. Index. décimale : PER Périodiques Résumé : The 13-item Classroom Observation Scale is an autism spectrum disorder screening tool for teachers and non-clinically trained observers to make real-time observation of children's peer interaction (or the lack thereof) in regular preschool classrooms. The Classroom Observation Scale was originally developed in English and validated with ethnically diverse preschoolers at English-speaking international schools serving families from middle to middle-upper socioeconomic backgrounds in Hong Kong. These private schools can usually afford a higher teacher-student ratio, which is not typical for most preschools. This study, therefore, investigated whether the Classroom Observation Scale is ecologically valid when used by Chinese teachers with teacher-student ratios typically found in less-resourced preschools. We found that the Classroom Observation Scale reliably helped observers with little or no clinical training-research assistants with just a few hours of Classroom Observation Scale training and preschool teachers with an hour of briefing-to identify children in their first year of Chinese-language preschool who were more likely than their peers to have autism spectrum disorder. Reliability estimates of Classroom Observation Scale-Teacher and Classroom Observation Scale-Researcher in this study were comparable to those for the original English Classroom Observation Scale. Our results provided further evidence on the versatility and ecological validity of the Classroom Observation Scale for use by preschool teachers and non-clinically trained observers in the early identification of children with autism spectrum disorder in community settings. En ligne : http://dx.doi.org/10.1177/13623613211039373 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452

Autism spectrum disorder screening in preschools / Angel Hoe-Chi AU in Autism, 25-2 (February 2021)  

Public ISBD [article]  inAutism > 25-2 (February 2021) . - p.516-528 Titre : Autism spectrum disorder screening in preschools Type de document : texte imprimé Auteurs : Angel Hoe-Chi AU, Auteur ; Kathy Kar-Man SHUM, Auteur ; Yongtian CHENG, Auteur ; Hannah Man-Yan TSE, Auteur ; Rose Mui-Fong WONG, Auteur ; Johnson LI, Auteur ; Terry Kit-Fong AU, Auteur Article en page(s) : p.516-528 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  early identification  peer interaction  preschool  screening Index. décimale : PER Périodiques Résumé : With professional training and regular opportunities to observe children interacting with their peers, preschool teachers are in a good position to notice children's autism spectrum disorder symptomatology. Yet even when a preschool teacher suspects that a child may have autism spectrum disorder, fear of false alarm may hold the teacher back from alerting the parents, let alone suggesting them to consider clinical assessment for the child. A valid and convenient screening tool can help preschool teachers make more informed and hence more confident judgment. We set out to develop a screening tool that capitalizes on peer interaction as a naturalistic "stress test" to identify children more likely than their peers to have autism spectrum disorder. A total of 304 3- to 4-year-olds were observed at school with an 84-item preliminary checklist; data-driven item reduction yielded a 13-item Classroom Observation Scale. The Classroom Observation Scale scores correlated significantly with Autism Diagnostic Observation Schedule-2 scores. To validate the scale, another 322 2- to 4-year-olds were screened using the Classroom Observation Scale. The screen-positive children and randomly selected typically developing peers were assessed for autism spectrum disorder 1.5 years later. The Classroom Observation Scale as used by teachers and researchers near preschool onset predicted autism spectrum disorder diagnoses 1.5 years later. This user-friendly 13-item Classroom Observation Scale enables teachers and healthcare workers with little or no clinical training to identify, with reliable and valid results, preschoolers more likely than their peers to have autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361320967529 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=442 [article] Autism spectrum disorder screening in preschools [texte imprimé] / Angel Hoe-Chi AU, Auteur ; Kathy Kar-Man SHUM, Auteur ; Yongtian CHENG, Auteur ; Hannah Man-Yan TSE, Auteur ; Rose Mui-Fong WONG, Auteur ; Johnson LI, Auteur ; Terry Kit-Fong AU, Auteur . - p.516-528. Langues : Anglais (eng) in Autism > 25-2 (February 2021) . - p.516-528 Mots-clés : autism spectrum disorder  early identification  peer interaction  preschool  screening Index. décimale : PER Périodiques Résumé : With professional training and regular opportunities to observe children interacting with their peers, preschool teachers are in a good position to notice children's autism spectrum disorder symptomatology. Yet even when a preschool teacher suspects that a child may have autism spectrum disorder, fear of false alarm may hold the teacher back from alerting the parents, let alone suggesting them to consider clinical assessment for the child. A valid and convenient screening tool can help preschool teachers make more informed and hence more confident judgment. We set out to develop a screening tool that capitalizes on peer interaction as a naturalistic "stress test" to identify children more likely than their peers to have autism spectrum disorder. A total of 304 3- to 4-year-olds were observed at school with an 84-item preliminary checklist; data-driven item reduction yielded a 13-item Classroom Observation Scale. The Classroom Observation Scale scores correlated significantly with Autism Diagnostic Observation Schedule-2 scores. To validate the scale, another 322 2- to 4-year-olds were screened using the Classroom Observation Scale. The screen-positive children and randomly selected typically developing peers were assessed for autism spectrum disorder 1.5 years later. The Classroom Observation Scale as used by teachers and researchers near preschool onset predicted autism spectrum disorder diagnoses 1.5 years later. This user-friendly 13-item Classroom Observation Scale enables teachers and healthcare workers with little or no clinical training to identify, with reliable and valid results, preschoolers more likely than their peers to have autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361320967529 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=442

Brief Report: A Randomized Controlled Trial of a Digital Working Memory Intervention for Preschoolers Displaying ADHD Symptoms / Que ZHENG in Journal of Autism and Developmental Disorders, 55-10 (October 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-10 (October 2025) . - p.3765-3776 Titre : Brief Report: A Randomized Controlled Trial of a Digital Working Memory Intervention for Preschoolers Displaying ADHD Symptoms Type de document : texte imprimé Auteurs : Que ZHENG, Auteur ; Kathy Kar-Man SHUM, Auteur Article en page(s) : p.3765-3776 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study aimed to investigate the effects of a self-paced digital working memory (WM) intervention on preschoolers with ADHD symptoms and explore the relation between WM and time perception (TP) through a randomized controlled trial. En ligne : https://doi.org/10.1007/s10803-023-06213-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=569 [article] Brief Report: A Randomized Controlled Trial of a Digital Working Memory Intervention for Preschoolers Displaying ADHD Symptoms [texte imprimé] / Que ZHENG, Auteur ; Kathy Kar-Man SHUM, Auteur . - p.3765-3776. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-10 (October 2025) . - p.3765-3776 Index. décimale : PER Périodiques Résumé : This study aimed to investigate the effects of a self-paced digital working memory (WM) intervention on preschoolers with ADHD symptoms and explore the relation between WM and time perception (TP) through a randomized controlled trial. En ligne : https://doi.org/10.1007/s10803-023-06213-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=569

Brief Report: A Randomized Controlled Trial of the Effects of RECALL (Reading to Engage Children with Autism in Language and Learning) for Preschoolers with Autism Spectrum Disorder / Jennie Ying Tung LO in Journal of Autism and Developmental Disorders, 51-6 (June 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-6 (June 2021) . - p.2146-2154 Titre : Brief Report: A Randomized Controlled Trial of the Effects of RECALL (Reading to Engage Children with Autism in Language and Learning) for Preschoolers with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Jennie Ying Tung LO, Auteur ; Kathy Kar-Man SHUM, Auteur Article en page(s) : p.2146-2154 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/psychology  Child  Child Language  Child, Preschool  Comprehension  Female  Humans  Male  Parents  Reading  Verbal Learning  Autism spectrum disorder  Dialogic reading  Intervention  Preschoolers  Randomized controlled trial Index. décimale : PER Périodiques Résumé : This study investigated the effects of a parent-implemented dialogic reading approach-Reading to Engage Children with Autism in Language and Learning (RECALL)-on the engagement in reading and inference-making ability for preschoolers with autism spectrum disorder (ASD). Thirty-one preschoolers (mean age = 5.90 years, SD = 0.69; 26 boys, 5 girls) were randomly assigned to a treatment or control group. Six weeks of RECALL significantly enhanced story comprehension, emotion knowledge, and reading engagement among preschoolers in the treatment group. This might be the first randomized controlled trial testing the effects of RECALL on children with ASD. Our findings suggest that additional instructional support such as the application of a prompting hierarchy during dialogic reading might help children with ASD reap greater benefits from shared book reading. En ligne : http://dx.doi.org/10.1007/s10803-020-04692-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 [article] Brief Report: A Randomized Controlled Trial of the Effects of RECALL (Reading to Engage Children with Autism in Language and Learning) for Preschoolers with Autism Spectrum Disorder [texte imprimé] / Jennie Ying Tung LO, Auteur ; Kathy Kar-Man SHUM, Auteur . - p.2146-2154. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-6 (June 2021) . - p.2146-2154 Mots-clés : Autism Spectrum Disorder/psychology  Child  Child Language  Child, Preschool  Comprehension  Female  Humans  Male  Parents  Reading  Verbal Learning  Autism spectrum disorder  Dialogic reading  Intervention  Preschoolers  Randomized controlled trial Index. décimale : PER Périodiques Résumé : This study investigated the effects of a parent-implemented dialogic reading approach-Reading to Engage Children with Autism in Language and Learning (RECALL)-on the engagement in reading and inference-making ability for preschoolers with autism spectrum disorder (ASD). Thirty-one preschoolers (mean age = 5.90 years, SD = 0.69; 26 boys, 5 girls) were randomly assigned to a treatment or control group. Six weeks of RECALL significantly enhanced story comprehension, emotion knowledge, and reading engagement among preschoolers in the treatment group. This might be the first randomized controlled trial testing the effects of RECALL on children with ASD. Our findings suggest that additional instructional support such as the application of a prompting hierarchy during dialogic reading might help children with ASD reap greater benefits from shared book reading. En ligne : http://dx.doi.org/10.1007/s10803-020-04692-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452

Learning How to Make Friends for Chinese Adolescents with Autism Spectrum Disorder: A Randomized Controlled Trial of the Hong Kong Chinese Version of the PEERS(R) Intervention / Kathy Kar-Man SHUM in Journal of Autism and Developmental Disorders, 49-2 (February 2019)  

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