Early Social, Imitation, Play, and Language Abilities of Young Non-Autistic Siblings of Children with Autism / Karen TOTH in Journal of Autism and Developmental Disorders, 37-1 (January 2007)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 37-1 (January 2007) . - p.145-157 Titre : Early Social, Imitation, Play, and Language Abilities of Young Non-Autistic Siblings of Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Karen TOTH, Auteur ; Geraldine DAWSON, Auteur ; Andrew N. MELTZOFF, Auteur ; Jessica GREENSON, Auteur ; Deborah A. FEIN, Auteur Année de publication : 2007 Article en page(s) : p.145-157 Langues : Anglais (eng) Mots-clés : Autism Siblings Social Imitation Play Language Index. décimale : PER Périodiques Résumé : Studies are needed to better understand the broad autism phenotype in young siblings of children with autism. Cognitive, adaptive, social, imitation, play, and language abilities were examined in 42 non-autistic siblings and 20 toddlers with no family history of autism, ages 18–27 months. Siblings, as a group, were below average in expressive language and composite IQ, had lower mean receptive language, adaptive behavior, and social communication skills, and used fewer words, distal gestures, and responsive social smiles than comparison children. Additionally, parents reported social impairments in siblings by 13 months of age. These results suggest that the development of young non-autistic siblings is affected at an early age and, thus, should be closely monitored, with appropriate interventions implemented as needed. En ligne : http://dx.doi.org/10.1007/s10803-006-0336-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=621 [article] Early Social, Imitation, Play, and Language Abilities of Young Non-Autistic Siblings of Children with Autism [Texte imprimé et/ou numérique] / Karen TOTH, Auteur ; Geraldine DAWSON, Auteur ; Andrew N. MELTZOFF, Auteur ; Jessica GREENSON, Auteur ; Deborah A. FEIN, Auteur . - 2007 . - p.145-157. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 37-1 (January 2007) . - p.145-157 Mots-clés : Autism Siblings Social Imitation Play Language Index. décimale : PER Périodiques Résumé : Studies are needed to better understand the broad autism phenotype in young siblings of children with autism. Cognitive, adaptive, social, imitation, play, and language abilities were examined in 42 non-autistic siblings and 20 toddlers with no family history of autism, ages 18–27 months. Siblings, as a group, were below average in expressive language and composite IQ, had lower mean receptive language, adaptive behavior, and social communication skills, and used fewer words, distal gestures, and responsive social smiles than comparison children. Additionally, parents reported social impairments in siblings by 13 months of age. These results suggest that the development of young non-autistic siblings is affected at an early age and, thus, should be closely monitored, with appropriate interventions implemented as needed. En ligne : http://dx.doi.org/10.1007/s10803-006-0336-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=621

Early theories of mind: what the theory can tell us about autism / Alison GOPNICK

Public ISBD contenu dans Understanding other minds / Simon BARON-COHEN Titre : Early theories of mind: what the theory can tell us about autism Type de document : Texte imprimé et/ou numérique Auteurs : Alison GOPNICK, Auteur ; Lisa CAPPS, Auteur ; Andrew N. MELTZOFF, Auteur Année de publication : 2000 Importance : p.50-72 Langues : Anglais (eng) Index. décimale : SCI-D SCI-D - Neurosciences Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151 contenu dans Understanding other minds / Simon BARON-COHEN Early theories of mind: what the theory can tell us about autism [Texte imprimé et/ou numérique] / Alison GOPNICK, Auteur ; Lisa CAPPS, Auteur ; Andrew N. MELTZOFF, Auteur . - 2000 . - p.50-72. Langues : Anglais (eng) Index. décimale : SCI-D SCI-D - Neurosciences Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151

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Executive function predicts the development of play skills for verbal preschoolers with autism spectrum disorders / Susan FAJA in Autism Research, 9-12 (December 2016)  

Public ISBD [article]  inAutism Research > 9-12 (December 2016) . - p.1274-1284 Titre : Executive function predicts the development of play skills for verbal preschoolers with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Susan FAJA, Auteur ; Geraldine DAWSON, Auteur ; Katherine SULLIVAN, Auteur ; Andrew N. MELTZOFF, Auteur ; Annette ESTES, Auteur ; Raphael BERNIER, Auteur Article en page(s) : p.1274-1284 Langues : Anglais (eng) Mots-clés : autism  executive function  inhibition  spatial working memory  play  language Index. décimale : PER Périodiques Résumé : Executive function and play skills develop in early childhood and are linked to cognitive and language ability. The present study examined these abilities longitudinally in two groups with autism spectrum disorder—a group with higher initial language (n?=?30) and a group with lower initial language ability (n?=?36). Among the lower language group, concurrent nonverbal cognitive ability contributed most to individual differences in executive function and play skills. For the higher language group, executive function during preschool significantly predicted play ability at age 6 over and above intelligence, but early play did not predict later executive function. These results suggested that factors related to the development of play and executive function differ for subgroups of children with different language abilities and that early executive function skills may be critical in order for verbal children with autism to develop play. En ligne : http://dx.doi.org/10.1002/aur.1608 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298 [article] Executive function predicts the development of play skills for verbal preschoolers with autism spectrum disorders [Texte imprimé et/ou numérique] / Susan FAJA, Auteur ; Geraldine DAWSON, Auteur ; Katherine SULLIVAN, Auteur ; Andrew N. MELTZOFF, Auteur ; Annette ESTES, Auteur ; Raphael BERNIER, Auteur . - p.1274-1284. Langues : Anglais (eng) in Autism Research > 9-12 (December 2016) . - p.1274-1284 Mots-clés : autism  executive function  inhibition  spatial working memory  play  language Index. décimale : PER Périodiques Résumé : Executive function and play skills develop in early childhood and are linked to cognitive and language ability. The present study examined these abilities longitudinally in two groups with autism spectrum disorder—a group with higher initial language (n?=?30) and a group with lower initial language ability (n?=?36). Among the lower language group, concurrent nonverbal cognitive ability contributed most to individual differences in executive function and play skills. For the higher language group, executive function during preschool significantly predicted play ability at age 6 over and above intelligence, but early play did not predict later executive function. These results suggested that factors related to the development of play and executive function differ for subgroups of children with different language abilities and that early executive function skills may be critical in order for verbal children with autism to develop play. En ligne : http://dx.doi.org/10.1002/aur.1608 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298

Lower implicit self-esteem as a pathway linking childhood abuse to depression and suicidal ideation / Azure REID-RUSSELL in Development and Psychopathology, 34-4 (October 2022)  

Public ISBD [article]  inDevelopment and Psychopathology > 34-4 (October 2022) . - p.1272-1286 Titre : Lower implicit self-esteem as a pathway linking childhood abuse to depression and suicidal ideation Type de document : Texte imprimé et/ou numérique Auteurs : Azure REID-RUSSELL, Auteur ; Adam Bryant MILLER, Auteur ; Dario CVENCEK, Auteur ; Andrew N. MELTZOFF, Auteur ; Katie A. MCLAUGHLIN, Auteur Article en page(s) : p.1272-1286 Langues : Anglais (eng) Mots-clés : Adolescent  Anxiety  Child  Child Abuse  Depression  Humans  Self Concept  Suicidal Ideation  childhood abuse  implicit self-esteem  suicide  trauma Index. décimale : PER Périodiques Résumé : Identifying the potential pathways linking childhood abuse to depression and suicidal ideation is critical for developing effective interventions. This study investigated implicit self-esteem-unconscious valenced self-evaluation-as a potential pathway linking childhood abuse with depression and suicidal ideation. A sample of youth aged 8-16 years (N = 240) completed a self-esteem Implicit Association Test (IAT) and assessments of abuse exposure, and psychopathology symptoms, including depression, suicidal ideation, anxiety, and externalizing symptoms. Psychopathology symptoms were re-assessed 1-3 years later. Childhood abuse was positively associated with baseline and follow-up depression symptoms and suicidal ideation severity, and negatively associated with implicit self-esteem. Lower implicit self-esteem was associated with both depression and suicidal ideation assessed concurrently and predicted significant increases in depression and suicidal ideation over the longitudinal follow-up period. Lower implicit self-esteem was also associated with baseline anxiety, externalizing symptoms, and a general psychopathology factor (i.e. p-factor). We found an indirect effect of childhood abuse on baseline and follow-up depression symptoms and baseline suicidal ideation through implicit self-esteem. These findings point to implicit self-esteem as a potential mechanism linking childhood abuse to depression and suicidal ideation. En ligne : http://dx.doi.org/10.1017/s0954579420002217 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488 [article] Lower implicit self-esteem as a pathway linking childhood abuse to depression and suicidal ideation [Texte imprimé et/ou numérique] / Azure REID-RUSSELL, Auteur ; Adam Bryant MILLER, Auteur ; Dario CVENCEK, Auteur ; Andrew N. MELTZOFF, Auteur ; Katie A. MCLAUGHLIN, Auteur . - p.1272-1286. Langues : Anglais (eng) in Development and Psychopathology > 34-4 (October 2022) . - p.1272-1286 Mots-clés : Adolescent  Anxiety  Child  Child Abuse  Depression  Humans  Self Concept  Suicidal Ideation  childhood abuse  implicit self-esteem  suicide  trauma Index. décimale : PER Périodiques Résumé : Identifying the potential pathways linking childhood abuse to depression and suicidal ideation is critical for developing effective interventions. This study investigated implicit self-esteem-unconscious valenced self-evaluation-as a potential pathway linking childhood abuse with depression and suicidal ideation. A sample of youth aged 8-16 years (N = 240) completed a self-esteem Implicit Association Test (IAT) and assessments of abuse exposure, and psychopathology symptoms, including depression, suicidal ideation, anxiety, and externalizing symptoms. Psychopathology symptoms were re-assessed 1-3 years later. Childhood abuse was positively associated with baseline and follow-up depression symptoms and suicidal ideation severity, and negatively associated with implicit self-esteem. Lower implicit self-esteem was associated with both depression and suicidal ideation assessed concurrently and predicted significant increases in depression and suicidal ideation over the longitudinal follow-up period. Lower implicit self-esteem was also associated with baseline anxiety, externalizing symptoms, and a general psychopathology factor (i.e. p-factor). We found an indirect effect of childhood abuse on baseline and follow-up depression symptoms and baseline suicidal ideation through implicit self-esteem. These findings point to implicit self-esteem as a potential mechanism linking childhood abuse to depression and suicidal ideation. En ligne : http://dx.doi.org/10.1017/s0954579420002217 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488

Parenting and Temperament Prior to September 11, 2001, and Parenting Specific to 9/11 as Predictors of Children's Posttraumatic Stress Symptoms Following 9/11 / Anna WILSON in Journal of Clinical Child & Adolescent Psychology, 39-4 (July-August 2010)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 39-4 (July-August 2010) . - p.445-459 Titre : Parenting and Temperament Prior to September 11, 2001, and Parenting Specific to 9/11 as Predictors of Children's Posttraumatic Stress Symptoms Following 9/11 Type de document : Texte imprimé et/ou numérique Auteurs : Anna WILSON, Auteur ; Andrew N. MELTZOFF, Auteur ; Liliana J. LENGUA, Auteur ; Kimberly R. SMITH, Auteur Année de publication : 2010 Article en page(s) : p.445-459 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Parenting is related to children's adjustment, but little research has examined the role of parenting in children's responses to disasters. This study describes parenting responses specific to the 9/11 terrorist attacks and examines pre-9/11 parenting, child temperament, and 9/11-specific parenting as predictors of children's posttraumatic stress (PTS) symptoms among children geographically distant from the attack locations. A community sample of children and parents (n = 137, ages 9-13 years) participating in an ongoing study were interviewed 1 month following 9/11. Parents reported engaging in a number of parenting responses following 9/11. Pre-9/11 acceptance and 9/11-specific, self-focused parental responses predicted PTS symptoms. Pre-9/11 parenting and temperament interacted to predict PTS symptoms, suggesting that parenting and temperament are important prospective predictors of children's responses to indirect exposure to disasters. En ligne : http://dx.doi.org/10.1080/15374416.2010.486317 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108 [article] Parenting and Temperament Prior to September 11, 2001, and Parenting Specific to 9/11 as Predictors of Children's Posttraumatic Stress Symptoms Following 9/11 [Texte imprimé et/ou numérique] / Anna WILSON, Auteur ; Andrew N. MELTZOFF, Auteur ; Liliana J. LENGUA, Auteur ; Kimberly R. SMITH, Auteur . - 2010 . - p.445-459. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 39-4 (July-August 2010) . - p.445-459 Index. décimale : PER Périodiques Résumé : Parenting is related to children's adjustment, but little research has examined the role of parenting in children's responses to disasters. This study describes parenting responses specific to the 9/11 terrorist attacks and examines pre-9/11 parenting, child temperament, and 9/11-specific parenting as predictors of children's posttraumatic stress (PTS) symptoms among children geographically distant from the attack locations. A community sample of children and parents (n = 137, ages 9-13 years) participating in an ongoing study were interviewed 1 month following 9/11. Parents reported engaging in a number of parenting responses following 9/11. Pre-9/11 acceptance and 9/11-specific, self-focused parental responses predicted PTS symptoms. Pre-9/11 parenting and temperament interacted to predict PTS symptoms, suggesting that parenting and temperament are important prospective predictors of children's responses to indirect exposure to disasters. En ligne : http://dx.doi.org/10.1080/15374416.2010.486317 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108

Pre-attack stress-load, appraisals, and coping in children's responses to the 9/11 terrorist attacks / Liliana J. LENGUA in Journal of Child Psychology and Psychiatry, 47-12 (December 2006)  

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Social experiences and youth psychopathology during the COVID-19 pandemic: A longitudinal study / Alexandra M. RODMAN in Development and Psychopathology, 36-1 (February 2024)  

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La théorie du « like me », précurseur de la compréhension sociale chez le bébé : imitation, intention et intersubjectivité / Andrew N. MELTZOFF

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