Brief Report: Application of the TEACCH Program on Chinese Pre-School Children with Autism––Does Culture Make a Difference? / Sandra K.M. TSANG in Journal of Autism and Developmental Disorders, 37-2 (February 2007)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 37-2 (February 2007) . - p.390-396 Titre : Brief Report: Application of the TEACCH Program on Chinese Pre-School Children with Autism––Does Culture Make a Difference? Type de document : texte imprimé Auteurs : Sandra K.M. TSANG, Auteur ; Daniel T.L. SHEK, Auteur ; Lorinda L. LAM, Auteur ; Florence L.Y. TANG, Auteur ; Penita M.P. CHEUNG, Auteur Année de publication : 2007 Article en page(s) : p.390-396 Langues : Anglais (eng) Mots-clés : Autism TEACCH Hong-Kong Chinese-children Intervention Preschool-program-training Index. décimale : PER Périodiques Résumé : A longitudinal study was conducted on 34 children with autism to evaluate the usefulness of the Treatment and Education of Autistic and related Communication Handicapped Children (TEACCH) program for Chinese pre-school children in Hong Kong. Eighteen children received full-time center-based TEACCH program training. The control group included 16 children who received different types of individualized or group training but not TEACCH program training. Instruments validated in Hong Kong were used to assess the children’s cognitive, social adaptive functioning and developmental abilities before and during the training at 6-month intervals for 12 months. Children in the experimental group showed better outcomes at posttest. They also showed progress in different developmental domains over time. The study provided initial support for the effectiveness of using the TEACCH program with Chinese children. En ligne : http://dx.doi.org/10.1007/s10803-006-0199-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=644 [article] Brief Report: Application of the TEACCH Program on Chinese Pre-School Children with Autism––Does Culture Make a Difference? [texte imprimé] / Sandra K.M. TSANG, Auteur ; Daniel T.L. SHEK, Auteur ; Lorinda L. LAM, Auteur ; Florence L.Y. TANG, Auteur ; Penita M.P. CHEUNG, Auteur . - 2007 . - p.390-396. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 37-2 (February 2007) . - p.390-396 Mots-clés : Autism TEACCH Hong-Kong Chinese-children Intervention Preschool-program-training Index. décimale : PER Périodiques Résumé : A longitudinal study was conducted on 34 children with autism to evaluate the usefulness of the Treatment and Education of Autistic and related Communication Handicapped Children (TEACCH) program for Chinese pre-school children in Hong Kong. Eighteen children received full-time center-based TEACCH program training. The control group included 16 children who received different types of individualized or group training but not TEACCH program training. Instruments validated in Hong Kong were used to assess the children’s cognitive, social adaptive functioning and developmental abilities before and during the training at 6-month intervals for 12 months. Children in the experimental group showed better outcomes at posttest. They also showed progress in different developmental domains over time. The study provided initial support for the effectiveness of using the TEACCH program with Chinese children. En ligne : http://dx.doi.org/10.1007/s10803-006-0199-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=644

Construct Validity of the Chinese Version of the Psycho-Educational Profile-3rd Edition (CPEP-3) / Daniel Tan Lei SHEK in Journal of Autism and Developmental Disorders, 44-11 (November 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-11 (November 2014) . - p.2832-2843 Titre : Construct Validity of the Chinese Version of the Psycho-Educational Profile-3rd Edition (CPEP-3) Type de document : texte imprimé Auteurs : Daniel Tan Lei SHEK, Auteur ; Lu YU, Auteur Article en page(s) : p.2832-2843 Langues : Anglais (eng) Mots-clés : Assessment  Autism spectrum disorder  Chinese  Construct validity  Psycho-Educational Profile-3rd edition  Psychometric properties Index. décimale : PER Périodiques Résumé : Objective behavioral assessment of autism spectrum disorder (ASD) in early childhood is essential for guiding appropriate treatment and intervention. In contrast to Western societies, validated measures of ASD are very limited in different Chinese contexts. The present study attempted to examine the construct validity of the Chinese version of Psycho-Educational Profile-3rd edition (CPEP-3). The CPEP-3 was administered to a sample of 455 children with ASD and a comparison group of 281 children without ASD. As predicted, older children scored significantly higher than younger children on different subtests of CPEP-3, and there was no gender difference within the autistic group. The construct validity of the CPEP-3 was further supported by the high internal consistency of each subtest as well as the moderate to large correlation coefficients among subtests. In line with the theoretical model, confirmatory factor analysis showed the three-factor model of the Performance test fitted well. In conjunction with the data reported previously, the present findings provided sound evidence for the construct validity of CPEP-3. En ligne : http://dx.doi.org/10.1007/s10803-014-2143-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241 [article] Construct Validity of the Chinese Version of the Psycho-Educational Profile-3rd Edition (CPEP-3) [texte imprimé] / Daniel Tan Lei SHEK, Auteur ; Lu YU, Auteur . - p.2832-2843. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-11 (November 2014) . - p.2832-2843 Mots-clés : Assessment  Autism spectrum disorder  Chinese  Construct validity  Psycho-Educational Profile-3rd edition  Psychometric properties Index. décimale : PER Périodiques Résumé : Objective behavioral assessment of autism spectrum disorder (ASD) in early childhood is essential for guiding appropriate treatment and intervention. In contrast to Western societies, validated measures of ASD are very limited in different Chinese contexts. The present study attempted to examine the construct validity of the Chinese version of Psycho-Educational Profile-3rd edition (CPEP-3). The CPEP-3 was administered to a sample of 455 children with ASD and a comparison group of 281 children without ASD. As predicted, older children scored significantly higher than younger children on different subtests of CPEP-3, and there was no gender difference within the autistic group. The construct validity of the CPEP-3 was further supported by the high internal consistency of each subtest as well as the moderate to large correlation coefficients among subtests. In line with the theoretical model, confirmatory factor analysis showed the three-factor model of the Performance test fitted well. In conjunction with the data reported previously, the present findings provided sound evidence for the construct validity of CPEP-3. En ligne : http://dx.doi.org/10.1007/s10803-014-2143-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241

Validation of the Simplified Chinese Psychoeducational Profile Third Edition in Mainland China / Lan YU in Journal of Autism and Developmental Disorders, 49-4 (April 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-4 (April 2019) . - p.1599-1612 Titre : Validation of the Simplified Chinese Psychoeducational Profile Third Edition in Mainland China Type de document : texte imprimé Auteurs : Lan YU, Auteur ; Xiaoqin ZHU, Auteur ; Daniel T.L. SHEK, Auteur ; Xiao-Bing ZOU, Auteur ; Hong-zhu DENG, Auteur ; Peter W.H. AU YEUNG, Auteur Article en page(s) : p.1599-1612 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Caregiver Report  Performance Test  Psychoeducational Profile Third Edition  Simplified Chinese  Validation Index. décimale : PER Périodiques Résumé : The Psychoeducational Profile 3rd Edition (PEP-3) is a comprehensive assessment tool designed for children with autism spectrum disorder (ASD). Although its original English version has been validated, few validation studies have been conducted on translated versions including Chinese ones. Based on 554 Chinese children with ASD and 311 typically developing Chinese children as the control group, this study investigated the psychometric properties of a simplified Chinese PEP-3 (sCPEP-3) in China mainland. Psychometric evaluation of the sCPEP-3 showed satisfactory internal consistency, test-retest reliability, inter-rater reliability, convergent validity, construct validity, and factorial validity. The findings have several implications such as utilizing the sCPEP-3 in mainland China for customized educational program planning, early identification, and evaluating the treatment effects for children with ASD. En ligne : https://dx.doi.org/10.1007/s10803-018-3827-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388 [article] Validation of the Simplified Chinese Psychoeducational Profile Third Edition in Mainland China [texte imprimé] / Lan YU, Auteur ; Xiaoqin ZHU, Auteur ; Daniel T.L. SHEK, Auteur ; Xiao-Bing ZOU, Auteur ; Hong-zhu DENG, Auteur ; Peter W.H. AU YEUNG, Auteur . - p.1599-1612. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-4 (April 2019) . - p.1599-1612 Mots-clés : Autism spectrum disorder  Caregiver Report  Performance Test  Psychoeducational Profile Third Edition  Simplified Chinese  Validation Index. décimale : PER Périodiques Résumé : The Psychoeducational Profile 3rd Edition (PEP-3) is a comprehensive assessment tool designed for children with autism spectrum disorder (ASD). Although its original English version has been validated, few validation studies have been conducted on translated versions including Chinese ones. Based on 554 Chinese children with ASD and 311 typically developing Chinese children as the control group, this study investigated the psychometric properties of a simplified Chinese PEP-3 (sCPEP-3) in China mainland. Psychometric evaluation of the sCPEP-3 showed satisfactory internal consistency, test-retest reliability, inter-rater reliability, convergent validity, construct validity, and factorial validity. The findings have several implications such as utilizing the sCPEP-3 in mainland China for customized educational program planning, early identification, and evaluating the treatment effects for children with ASD. En ligne : https://dx.doi.org/10.1007/s10803-018-3827-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388

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