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Détail de l'auteur
Auteur Andreas BECKER |
Documents disponibles écrits par cet auteur (2)
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Colour perception in ADHD / Tobias BANASCHEWSKI in Journal of Child Psychology and Psychiatry, 47-6 (June 2006)
[article]
Titre : Colour perception in ADHD Type de document : Texte imprimé et/ou numérique Auteurs : Tobias BANASCHEWSKI, Auteur ; Aribert ROTHENBERGER, Auteur ; Sinje RUPPERT, Auteur ; Rosemary TANNOCK, Auteur ; Björn ALBRECHT, Auteur ; Andreas BECKER, Auteur ; Henrik UEBEL, Auteur ; Joseph A. SERGEANT, Auteur Année de publication : 2006 Article en page(s) : p.568–572 Langues : Anglais (eng) Mots-clés : Colour-vision attention-deficit-hyperactivity-disorder dopamine Stroop-Colour-Word-test Index. décimale : PER Périodiques Résumé : Attention-deficit/hyperactivity disorder (ADHD) is associated with unexplained impairments on speeded naming of coloured stimuli. These deficits may reflect hypofunctioning retinal dopaminergic mechanisms impairing particularly blue–yellow colour discrimination. Colour perception and rapid colour naming ability were investigated in 14 children with ADHD and 13 healthy peers matched for age, gender, and IQ, using the Farnsworth–Munsell 100 Hue Test (FMT) and the Stroop-Colour-Word test. Children with ADHD committed more errors on the FMT, particularly on discrimination of colours along the blue–yellow axis, and were slower on Stroop subtests involving colour naming. However, the latter deficit was accounted for similarly by blue–yellow and red–green discrimination abilities. Blue–yellow colour perception problems in ADHD contribute to but do not fully explain the observed slowed colour naming. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2005.01540.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=741
in Journal of Child Psychology and Psychiatry > 47-6 (June 2006) . - p.568–572[article] Colour perception in ADHD [Texte imprimé et/ou numérique] / Tobias BANASCHEWSKI, Auteur ; Aribert ROTHENBERGER, Auteur ; Sinje RUPPERT, Auteur ; Rosemary TANNOCK, Auteur ; Björn ALBRECHT, Auteur ; Andreas BECKER, Auteur ; Henrik UEBEL, Auteur ; Joseph A. SERGEANT, Auteur . - 2006 . - p.568–572.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 47-6 (June 2006) . - p.568–572
Mots-clés : Colour-vision attention-deficit-hyperactivity-disorder dopamine Stroop-Colour-Word-test Index. décimale : PER Périodiques Résumé : Attention-deficit/hyperactivity disorder (ADHD) is associated with unexplained impairments on speeded naming of coloured stimuli. These deficits may reflect hypofunctioning retinal dopaminergic mechanisms impairing particularly blue–yellow colour discrimination. Colour perception and rapid colour naming ability were investigated in 14 children with ADHD and 13 healthy peers matched for age, gender, and IQ, using the Farnsworth–Munsell 100 Hue Test (FMT) and the Stroop-Colour-Word test. Children with ADHD committed more errors on the FMT, particularly on discrimination of colours along the blue–yellow axis, and were slower on Stroop subtests involving colour naming. However, the latter deficit was accounted for similarly by blue–yellow and red–green discrimination abilities. Blue–yellow colour perception problems in ADHD contribute to but do not fully explain the observed slowed colour naming. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2005.01540.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=741 Multicultural assessment of child and adolescent psychopathology with ASEBA and SDQ instruments: research findings, applications, and future directions / Thomas M. ACHENBACH in Journal of Child Psychology and Psychiatry, 49-3 (March 2008)
[article]
Titre : Multicultural assessment of child and adolescent psychopathology with ASEBA and SDQ instruments: research findings, applications, and future directions Type de document : Texte imprimé et/ou numérique Auteurs : Thomas M. ACHENBACH, Auteur ; Aribert ROTHENBERGER, Auteur ; Andreas BECKER, Auteur ; Hans-Christoph STEINHAUSEN, Auteur ; Manfred DOPFNER, Auteur ; Einar HEIERVANG, Auteur ; Veit ROESSNER, Auteur Année de publication : 2008 Article en page(s) : p.251-275 Langues : Anglais (eng) Mots-clés : Multicultural psychopathology assessment dimensional informant-ratings cross-cultural Child-Behavior-Checklist rating-scales trans-cultural Strengths-and-Difficulties-Questionnaire dimensional-assessment Index. décimale : PER Périodiques Résumé : Around the world, cultural blending and conflict pose challenges for assessment and understanding of psychopathology. Economical, evidence-based, culturally robust assessment is needed for research, for answering public health questions, and for evaluating immigrant, refugee, and minority children. This article applies multicultural perspectives to behavioral, emotional, and social problems assessed on dimensions describing children's functioning, as rated by parents, teachers, children, and others. The development of Achenbach System of Empirically Based Assessment (ASEBA) and Strengths and Difficulties Questionnaire (SDQ) forms and their applications to multicultural research are presented. A primary aim of both questionnaires is to identify children at high risk of psychiatric disorders and who therefore warrant further assessment. The forms are self-administered or administered by lay interviewers. ASEBA problem items are scored on 6 DSM-oriented scales and 3 broader band scales, plus 8 syndromes derived statistically as taxonomic constructs and supported by uniform confirmatory factor analyses of samples from many populations. Comparisons of ASEBA scale scores, psychometrics, and correlates are available for diverse populations. SDQ forms are scored on one broad-band scale and 5 a priori behavioral dimensions supported by data from various populations. For both instruments, factor analyses, psychometrics, and correlates are available for diverse populations. The willingness and ability of hundreds of thousands of respondents from diverse groups to complete ASEBA and SDQ forms support this approach to multicultural assessment. Although particular items and scales may have differential relevance among groups and additional assessment procedures are needed, comparable results are found in many populations. Scale scores vary more within than between populations, and distributions of scores overlap greatly among different populations. Ratings of children's problems thus indicate more heterogeneity within populations than distinctiveness between populations. Norms from multiple populations can be used to compare children's scores with relevant peer groups. Multicultural dimensional research can advance knowledge by diversifying normative data; by comparing immigrant children with nonimmigrant compatriots and with host country children; by identifying outlier findings for elucidation by emic research; and by fostering efforts to dimensionalize DSM-V diagnostic criteria. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01867.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=336
in Journal of Child Psychology and Psychiatry > 49-3 (March 2008) . - p.251-275[article] Multicultural assessment of child and adolescent psychopathology with ASEBA and SDQ instruments: research findings, applications, and future directions [Texte imprimé et/ou numérique] / Thomas M. ACHENBACH, Auteur ; Aribert ROTHENBERGER, Auteur ; Andreas BECKER, Auteur ; Hans-Christoph STEINHAUSEN, Auteur ; Manfred DOPFNER, Auteur ; Einar HEIERVANG, Auteur ; Veit ROESSNER, Auteur . - 2008 . - p.251-275.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 49-3 (March 2008) . - p.251-275
Mots-clés : Multicultural psychopathology assessment dimensional informant-ratings cross-cultural Child-Behavior-Checklist rating-scales trans-cultural Strengths-and-Difficulties-Questionnaire dimensional-assessment Index. décimale : PER Périodiques Résumé : Around the world, cultural blending and conflict pose challenges for assessment and understanding of psychopathology. Economical, evidence-based, culturally robust assessment is needed for research, for answering public health questions, and for evaluating immigrant, refugee, and minority children. This article applies multicultural perspectives to behavioral, emotional, and social problems assessed on dimensions describing children's functioning, as rated by parents, teachers, children, and others. The development of Achenbach System of Empirically Based Assessment (ASEBA) and Strengths and Difficulties Questionnaire (SDQ) forms and their applications to multicultural research are presented. A primary aim of both questionnaires is to identify children at high risk of psychiatric disorders and who therefore warrant further assessment. The forms are self-administered or administered by lay interviewers. ASEBA problem items are scored on 6 DSM-oriented scales and 3 broader band scales, plus 8 syndromes derived statistically as taxonomic constructs and supported by uniform confirmatory factor analyses of samples from many populations. Comparisons of ASEBA scale scores, psychometrics, and correlates are available for diverse populations. SDQ forms are scored on one broad-band scale and 5 a priori behavioral dimensions supported by data from various populations. For both instruments, factor analyses, psychometrics, and correlates are available for diverse populations. The willingness and ability of hundreds of thousands of respondents from diverse groups to complete ASEBA and SDQ forms support this approach to multicultural assessment. Although particular items and scales may have differential relevance among groups and additional assessment procedures are needed, comparable results are found in many populations. Scale scores vary more within than between populations, and distributions of scores overlap greatly among different populations. Ratings of children's problems thus indicate more heterogeneity within populations than distinctiveness between populations. Norms from multiple populations can be used to compare children's scores with relevant peer groups. Multicultural dimensional research can advance knowledge by diversifying normative data; by comparing immigrant children with nonimmigrant compatriots and with host country children; by identifying outlier findings for elucidation by emic research; and by fostering efforts to dimensionalize DSM-V diagnostic criteria. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01867.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=336