Comparing the percentage of non-overlapping data approach and the hierarchical linear modeling approach for synthesizing single-case studies in autism research / Mieke HEYVAERT in Research in Autism Spectrum Disorders, 11 (March 2015)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 11 (March 2015) . - p.112-125 Titre : Comparing the percentage of non-overlapping data approach and the hierarchical linear modeling approach for synthesizing single-case studies in autism research Type de document : texte imprimé Auteurs : Mieke HEYVAERT, Auteur ; Lore SAENEN, Auteur ; Bea MAES, Auteur ; Patrick ONGHENA, Auteur Article en page(s) : p.112-125 Langues : Anglais (eng) Mots-clés : Single-case research  Single-subject experimental designs  Meta-analysis  Systematic review  Behavioral interventions  Challenging behavior Index. décimale : PER Périodiques Résumé : We examined the performance of two approaches for synthesizing single-case experimental data: the percentage of non-overlapping data (PND) approach and the hierarchical linear modeling (HLM) approach. The comparison was performed by analyzing an empirical dataset on behavioral interventions for reducing challenging behavior in persons with autism by means of the two approaches. We compared the findings of both approaches for analyzing the outcomes of the behavioral interventions as well as for identifying moderating variables. With respect to the analysis of the interventions’ outcomes, similar positive results were found based on both approaches. With respect to the moderating variables, Functional analysis/assessment and Availability of follow up data were found to be statistically significant moderators by means of the PND as well as the HLM approach. The variables Intervention type, Availability of generalization attempts, Design type, and Availability of inter-rater reliability data were also found to be statistically significant moderators by means of the PND approach. The PND approach seems overly liberal in identifying statistically significant predictors in comparison to the HLM approach. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.12.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260 [article] Comparing the percentage of non-overlapping data approach and the hierarchical linear modeling approach for synthesizing single-case studies in autism research [texte imprimé] / Mieke HEYVAERT, Auteur ; Lore SAENEN, Auteur ; Bea MAES, Auteur ; Patrick ONGHENA, Auteur . - p.112-125. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 11 (March 2015) . - p.112-125 Mots-clés : Single-case research  Single-subject experimental designs  Meta-analysis  Systematic review  Behavioral interventions  Challenging behavior Index. décimale : PER Périodiques Résumé : We examined the performance of two approaches for synthesizing single-case experimental data: the percentage of non-overlapping data (PND) approach and the hierarchical linear modeling (HLM) approach. The comparison was performed by analyzing an empirical dataset on behavioral interventions for reducing challenging behavior in persons with autism by means of the two approaches. We compared the findings of both approaches for analyzing the outcomes of the behavioral interventions as well as for identifying moderating variables. With respect to the analysis of the interventions’ outcomes, similar positive results were found based on both approaches. With respect to the moderating variables, Functional analysis/assessment and Availability of follow up data were found to be statistically significant moderators by means of the PND as well as the HLM approach. The variables Intervention type, Availability of generalization attempts, Design type, and Availability of inter-rater reliability data were also found to be statistically significant moderators by means of the PND approach. The PND approach seems overly liberal in identifying statistically significant predictors in comparison to the HLM approach. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.12.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260

Relations Between Parental Psychological Control and Childhood Relational Aggression: Reciprocal in Nature? / Sofie KUPPENS in Journal of Clinical Child & Adolescent Psychology, 38-1 (January-February 2009)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 38-1 (January-February 2009) . - p.117-131 Titre : Relations Between Parental Psychological Control and Childhood Relational Aggression: Reciprocal in Nature? Type de document : texte imprimé Auteurs : Sofie KUPPENS, Auteur ; Hans GRIETENS, Auteur ; Patrick ONGHENA, Auteur ; Daisy MICHIELS, Auteur Année de publication : 2009 Article en page(s) : p.117-131 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Using a cross-lagged panel design, this study examined the directionality of relations between parental psychological control and child relational aggression. Data were collected from a proportionally stratified sample of 600 Flemish 8- to 10-year-old children at 3 measurement points with 1-year intervals. Reciprocal effects were evident in mother-child dyads. Maternal psychological control was positively related to child relational aggression 1 year later, and child relational aggression was positively related to maternal psychological control 1 year later. The father-child dyads were best represented by unidirectional parent effects. Paternal psychological control was positively related to child relational aggression 1 year later. Surprisingly, these effects emerged only for relational aggression as indexed by mother and father reports and not for relational aggression as indexed by teacher and peer measures. En ligne : http://dx.doi.org/10.1080/15374410802575354 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=682 [article] Relations Between Parental Psychological Control and Childhood Relational Aggression: Reciprocal in Nature? [texte imprimé] / Sofie KUPPENS, Auteur ; Hans GRIETENS, Auteur ; Patrick ONGHENA, Auteur ; Daisy MICHIELS, Auteur . - 2009 . - p.117-131. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 38-1 (January-February 2009) . - p.117-131 Index. décimale : PER Périodiques Résumé : Using a cross-lagged panel design, this study examined the directionality of relations between parental psychological control and child relational aggression. Data were collected from a proportionally stratified sample of 600 Flemish 8- to 10-year-old children at 3 measurement points with 1-year intervals. Reciprocal effects were evident in mother-child dyads. Maternal psychological control was positively related to child relational aggression 1 year later, and child relational aggression was positively related to maternal psychological control 1 year later. The father-child dyads were best represented by unidirectional parent effects. Paternal psychological control was positively related to child relational aggression 1 year later. Surprisingly, these effects emerged only for relational aggression as indexed by mother and father reports and not for relational aggression as indexed by teacher and peer measures. En ligne : http://dx.doi.org/10.1080/15374410802575354 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=682

Sequential meta-analysis to determine the sufficiency of cumulative knowledge: The case of early intensive behavioral intervention for children with autism spectrum disorders / Sofie KUPPENS in Research in Autism Spectrum Disorders, 6-1 (January-March 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-1 (January-March 2012) . - p.168-176 Titre : Sequential meta-analysis to determine the sufficiency of cumulative knowledge: The case of early intensive behavioral intervention for children with autism spectrum disorders Type de document : texte imprimé Auteurs : Sofie KUPPENS, Auteur ; Patrick ONGHENA, Auteur Année de publication : 2012 Article en page(s) : p.168-176 Langues : Anglais (eng) Mots-clés : Sufficiency  Meta-analysis  Group sequential boundaries  Sequential meta-analysis  Early intensive behavioral intervention  Autism spectrum disorders Index. décimale : PER Périodiques Résumé : Meta-analysis has become a popular tool to statistically integrate results across studies in order to formulate more general conclusions on treatment effectiveness. Unfortunately, traditional meta-analytic applications fail to answer the question whether enough cumulative knowledge is available to draw convincing statistical conclusions. Leaving questions regarding the sufficiency of cumulative knowledge unaddressed may lead to inefficient use of limited resources or to the dissemination of spurious treatment benefit. Sequential meta-analysis or SMA provides a statistical framework to determine the sufficiency of cumulative knowledge in a meta-analysis, but is relatively unknown in mental health or disability fields. In this article, we introduce SMA and demonstrate its application by resynthesizing research findings on the effectiveness of early intensive behavioral intervention (EIBI) for children with autism reported in five published meta-analyses. The results illustrate the additional information that can be gained by including a sequential approach in research synthesis. SMA may serve as a valuable tool to systematically build and interpret a cumulative knowledge base on treatment effectiveness in the field of developmental disabilities. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.04.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146 [article] Sequential meta-analysis to determine the sufficiency of cumulative knowledge: The case of early intensive behavioral intervention for children with autism spectrum disorders [texte imprimé] / Sofie KUPPENS, Auteur ; Patrick ONGHENA, Auteur . - 2012 . - p.168-176. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-1 (January-March 2012) . - p.168-176 Mots-clés : Sufficiency  Meta-analysis  Group sequential boundaries  Sequential meta-analysis  Early intensive behavioral intervention  Autism spectrum disorders Index. décimale : PER Périodiques Résumé : Meta-analysis has become a popular tool to statistically integrate results across studies in order to formulate more general conclusions on treatment effectiveness. Unfortunately, traditional meta-analytic applications fail to answer the question whether enough cumulative knowledge is available to draw convincing statistical conclusions. Leaving questions regarding the sufficiency of cumulative knowledge unaddressed may lead to inefficient use of limited resources or to the dissemination of spurious treatment benefit. Sequential meta-analysis or SMA provides a statistical framework to determine the sufficiency of cumulative knowledge in a meta-analysis, but is relatively unknown in mental health or disability fields. In this article, we introduce SMA and demonstrate its application by resynthesizing research findings on the effectiveness of early intensive behavioral intervention (EIBI) for children with autism reported in five published meta-analyses. The results illustrate the additional information that can be gained by including a sequential approach in research synthesis. SMA may serve as a valuable tool to systematically build and interpret a cumulative knowledge base on treatment effectiveness in the field of developmental disabilities. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.04.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146

The Additive Effect of CBT Elements on the Video Game 'Mindlight' in Decreasing Anxiety Symptoms of Children with Autism Spectrum Disorder / Lamw WIJNHOVEN in Journal of Autism and Developmental Disorders, 52-1 (January 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-1 (January 2022) . - p.150-168 Titre : The Additive Effect of CBT Elements on the Video Game 'Mindlight' in Decreasing Anxiety Symptoms of Children with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Lamw WIJNHOVEN, Auteur ; Rutger C.M.E. ENGELS, Auteur ; Patrick ONGHENA, Auteur ; Roy OTTEN, Auteur ; Daan H.M. CREEMERS, Auteur Article en page(s) : p.150-168 Langues : Anglais (eng) Mots-clés : Anxiety/therapy  Anxiety Disorders  Autism Spectrum Disorder/therapy  Child  Cognitive Behavioral Therapy  Humans  Video Games  Anxiety symptoms  Autism spectrum disorders  Children  Cognitive-behavioral therapy  Video game  Roy Otten and Dr. Daan Creemers declare that they have no conflicts of interest  associated with this publication. Index. décimale : PER Périodiques Résumé : The aim of the present study was to examine the additive effect of elements of cognitive behavioral therapy (CBT) on the video game Mindlight in decreasing anxiety of children with an autism spectrum disorder (ASD). A non-concurrent multiple baseline design with 8 children with ASD in the age of 8-12 was used. CBT did not have the hypothesized additive effect on Mindlight in decreasing anxiety of children with ASD. Instead, multiple participants already experienced a decrease in anxiety during the Mindlight sessions. Yet, several participants did experience a stabilization in anxiety at a low level during the CBT sessions. For now, it can be concluded that CBT does not have an additive effect on Mindlight. En ligne : http://dx.doi.org/10.1007/s10803-021-04927-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 [article] The Additive Effect of CBT Elements on the Video Game 'Mindlight' in Decreasing Anxiety Symptoms of Children with Autism Spectrum Disorder [texte imprimé] / Lamw WIJNHOVEN, Auteur ; Rutger C.M.E. ENGELS, Auteur ; Patrick ONGHENA, Auteur ; Roy OTTEN, Auteur ; Daan H.M. CREEMERS, Auteur . - p.150-168. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-1 (January 2022) . - p.150-168 Mots-clés : Anxiety/therapy  Anxiety Disorders  Autism Spectrum Disorder/therapy  Child  Cognitive Behavioral Therapy  Humans  Video Games  Anxiety symptoms  Autism spectrum disorders  Children  Cognitive-behavioral therapy  Video game  Roy Otten and Dr. Daan Creemers declare that they have no conflicts of interest  associated with this publication. Index. décimale : PER Périodiques Résumé : The aim of the present study was to examine the additive effect of elements of cognitive behavioral therapy (CBT) on the video game Mindlight in decreasing anxiety of children with an autism spectrum disorder (ASD). A non-concurrent multiple baseline design with 8 children with ASD in the age of 8-12 was used. CBT did not have the hypothesized additive effect on Mindlight in decreasing anxiety of children with ASD. Instead, multiple participants already experienced a decrease in anxiety during the Mindlight sessions. Yet, several participants did experience a stabilization in anxiety at a low level during the CBT sessions. For now, it can be concluded that CBT does not have an additive effect on Mindlight. En ligne : http://dx.doi.org/10.1007/s10803-021-04927-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454

Transactional Associations Among Teacher Support, Peer Social Preference, and Child Externalizing Behavior: A Four-Wave Longitudinal Study / Geertje LEFLOT in Journal of Clinical Child & Adolescent Psychology, 40-1 (January-February 2011)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 40-1 (January-February 2011) . - p.87-99 Titre : Transactional Associations Among Teacher Support, Peer Social Preference, and Child Externalizing Behavior: A Four-Wave Longitudinal Study Type de document : texte imprimé Auteurs : Geertje LEFLOT, Auteur ; Pol A.C. VAN LIER, Auteur ; Karine VERSCHUEREN, Auteur ; Patrick ONGHENA, Auteur ; Hilde COLPIN, Auteur Année de publication : 2011 Article en page(s) : p.87-99 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The links between children's externalizing behaviors and two characteristics of children's social interactions within the classroom, namely, peer social preference and received support from the teacher, were studied in 570 children followed from their 2nd- to 3rd-grade years of elementary school. Data consisted of peer and teacher reports of externalizing behavior, sociometric “liked most” and “liked least” nominations, and teacher rated support. Results showed consistent paths from externalizing behavior to (low) peer social preference. Peer social preference, in turn, predicted decreases in externalizing behavior, even after taking teacher support into account. Teacher support was not consistently linked to the development of externalizing behavior across time. However, an indirect path from externalizing behavior, via (low) peer social preference, to lower levels of teacher support was found. These results were similar for girls and boys. En ligne : http://dx.doi.org/10.1080/15374416.2011.533409 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=115 [article] Transactional Associations Among Teacher Support, Peer Social Preference, and Child Externalizing Behavior: A Four-Wave Longitudinal Study [texte imprimé] / Geertje LEFLOT, Auteur ; Pol A.C. VAN LIER, Auteur ; Karine VERSCHUEREN, Auteur ; Patrick ONGHENA, Auteur ; Hilde COLPIN, Auteur . - 2011 . - p.87-99. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 40-1 (January-February 2011) . - p.87-99 Index. décimale : PER Périodiques Résumé : The links between children's externalizing behaviors and two characteristics of children's social interactions within the classroom, namely, peer social preference and received support from the teacher, were studied in 570 children followed from their 2nd- to 3rd-grade years of elementary school. Data consisted of peer and teacher reports of externalizing behavior, sociometric “liked most” and “liked least” nominations, and teacher rated support. Results showed consistent paths from externalizing behavior to (low) peer social preference. Peer social preference, in turn, predicted decreases in externalizing behavior, even after taking teacher support into account. Teacher support was not consistently linked to the development of externalizing behavior across time. However, an indirect path from externalizing behavior, via (low) peer social preference, to lower levels of teacher support was found. These results were similar for girls and boys. En ligne : http://dx.doi.org/10.1080/15374416.2011.533409 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=115

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