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Auteur Andrew PICKLES |
Documents disponibles écrits par cet auteur (79)
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Trends in parent- and teacher-rated emotional, conduct and ADHD problems and their impact in prepubertal children in Great Britain: 1999–2008 / Ruth SELLERS in Journal of Child Psychology and Psychiatry, 56-1 (January 2015)
[article]
Titre : Trends in parent- and teacher-rated emotional, conduct and ADHD problems and their impact in prepubertal children in Great Britain: 1999–2008 Type de document : Texte imprimé et/ou numérique Auteurs : Ruth SELLERS, Auteur ; Barbara MAUGHAN, Auteur ; Andrew PICKLES, Auteur ; Anita THAPAR, Auteur ; Stephan COLLISHAW, Auteur Article en page(s) : p.49-57 Langues : Anglais (eng) Mots-clés : Symptomatology survey psychopathology prevalence gender difference Index. décimale : PER Périodiques Résumé : Background Evidence from Western countries indicates marked increases in diagnosis and treatment of childhood psychiatric disorders in recent years. These could reflect changes in prevalence of mental health problems, changes in their impact or increased clinical recognition and help-seeking. Epidemiological cross-cohort comparisons are required to test possible changes in prevalence, but are lacking for pre-adolescent children in Great Britain. Methods Parent and teacher Strength and Difficulties Questionnaire (SDQ) ratings were used to compare rates of emotional, conduct and hyperactivity problems in 7-year-old children across three nationally representative British samples assessed in 1999 (n = 1033), 2004 (n = 648) and 2008 (n = 13 857). The SDQ impact supplement was used to assess associated distress, social, and educational impairment. Stratified analyses examined trends by gender and socio-economic group. Results There was a decline in mean problem scores and a fall in the percentages scoring in the ‘abnormal’ range for all symptom types across the period of study. This decline was observed for all demographic groups, for parent and teacher reports, and was more marked for boys than girls. Both parent- and teacher-rated impact scores differed across the three cohorts for boys. Teacher-rated impact scores differed across cohorts for girls. Conclusions The first decade of the 21st Century saw a reduction in perceived levels of emotional and behaviour problems in pre-adolescent children in Great Britain. The threshold at which mental health problems have an impact on children's distress and classroom learning has changed over time. Continued monitoring of child mental health remains a priority. En ligne : http://dx.doi.org/10.1111/jcpp.12273 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259
in Journal of Child Psychology and Psychiatry > 56-1 (January 2015) . - p.49-57[article] Trends in parent- and teacher-rated emotional, conduct and ADHD problems and their impact in prepubertal children in Great Britain: 1999–2008 [Texte imprimé et/ou numérique] / Ruth SELLERS, Auteur ; Barbara MAUGHAN, Auteur ; Andrew PICKLES, Auteur ; Anita THAPAR, Auteur ; Stephan COLLISHAW, Auteur . - p.49-57.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 56-1 (January 2015) . - p.49-57
Mots-clés : Symptomatology survey psychopathology prevalence gender difference Index. décimale : PER Périodiques Résumé : Background Evidence from Western countries indicates marked increases in diagnosis and treatment of childhood psychiatric disorders in recent years. These could reflect changes in prevalence of mental health problems, changes in their impact or increased clinical recognition and help-seeking. Epidemiological cross-cohort comparisons are required to test possible changes in prevalence, but are lacking for pre-adolescent children in Great Britain. Methods Parent and teacher Strength and Difficulties Questionnaire (SDQ) ratings were used to compare rates of emotional, conduct and hyperactivity problems in 7-year-old children across three nationally representative British samples assessed in 1999 (n = 1033), 2004 (n = 648) and 2008 (n = 13 857). The SDQ impact supplement was used to assess associated distress, social, and educational impairment. Stratified analyses examined trends by gender and socio-economic group. Results There was a decline in mean problem scores and a fall in the percentages scoring in the ‘abnormal’ range for all symptom types across the period of study. This decline was observed for all demographic groups, for parent and teacher reports, and was more marked for boys than girls. Both parent- and teacher-rated impact scores differed across the three cohorts for boys. Teacher-rated impact scores differed across cohorts for girls. Conclusions The first decade of the 21st Century saw a reduction in perceived levels of emotional and behaviour problems in pre-adolescent children in Great Britain. The threshold at which mental health problems have an impact on children's distress and classroom learning has changed over time. Continued monitoring of child mental health remains a priority. En ligne : http://dx.doi.org/10.1111/jcpp.12273 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 Utility of the Autism Diagnostic Observation Schedule and the Brief Observation of Social and Communication Change for Measuring Outcomes for a Parent-Mediated Early Autism Intervention / Sophie CARRUTHERS in Autism Research, 14-2 (February 2021)
[article]
Titre : Utility of the Autism Diagnostic Observation Schedule and the Brief Observation of Social and Communication Change for Measuring Outcomes for a Parent-Mediated Early Autism Intervention Type de document : Texte imprimé et/ou numérique Auteurs : Sophie CARRUTHERS, Auteur ; Tony CHARMAN, Auteur ; Nicole EL HAWI, Auteur ; Young Ah KIM, Auteur ; Rachel RANDLE, Auteur ; Catherine LORD, Auteur ; Andrew PICKLES, Auteur Article en page(s) : p.411-425 Langues : Anglais (eng) Mots-clés : Autism Diagnostic Observation Schedule Brief Observation of Social Communication Change autism spectrum disorder intervention outcome measures trials Index. décimale : PER Périodiques Résumé : Measuring outcomes for autistic children following social communication interventions is an ongoing challenge given the heterogeneous changes, which can be subtle. We tested and compared the overall and item-level intervention effects of the Brief Observation of Social Communication Change (BOSCC), Autism Diagnostic Observation Schedule (ADOS-2) algorithm, and ADOS-2 Calibrated Severity Scores (CSS) with autistic children aged 2-5?years from the Preschool Autism Communication Trial (PACT). The BOSCC was applied to Module 1 ADOS assessments (ADOS-BOSCC). Among the 117 children using single or no words (Module 1), the ADOS-BOSCC, ADOS algorithm, and ADOS CSS each detected small non-significant intervention effects. However, on the ADOS algorithm, there was a medium significant intervention effect for children with "few to no words" at baseline, while children with "some words" showed little intervention effect. For the full PACT sample (including ADOS Module 2, total n=152), ADOS metrics evidenced significant small (CSS) and medium (algorithm) overall intervention effects. None of the Module 1 item-level intervention effects reached significance, with largest changes observed for Gesture (ADOS-BOSCC and ADOS), Facial Expressions (ADOS), and Intonation (ADOS). Significant ADOS Module 2 item-level effects were observed for Mannerisms and Repetitive Interests and Stereotyped Behaviors. Despite strong psychometric properties, the ADOS-BOSCC was not more sensitive to behavioral changes than the ADOS among Module 1 children. Our results suggest the ADOS can be a sensitive outcome measure. Item-level intervention effect plots have the potential to indicate intervention "signatures of change," a concept that may be useful in future trials and systematic reviews. LAY SUMMARY: This study compares two outcome measures in a parent-mediated therapy. Neither was clearly better or worse than the other; however, the Autism Diagnostic Observation Schedule produced somewhat clearer evidence than the Brief Observation of Social Communication Change of improvement among children who had use of "few to no" words at the start. We explore which particular behaviors are associated with greater improvement. These findings can inform researchers when they consider how best to explore the impact of their intervention. En ligne : http://dx.doi.org/10.1002/aur.2449 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=441
in Autism Research > 14-2 (February 2021) . - p.411-425[article] Utility of the Autism Diagnostic Observation Schedule and the Brief Observation of Social and Communication Change for Measuring Outcomes for a Parent-Mediated Early Autism Intervention [Texte imprimé et/ou numérique] / Sophie CARRUTHERS, Auteur ; Tony CHARMAN, Auteur ; Nicole EL HAWI, Auteur ; Young Ah KIM, Auteur ; Rachel RANDLE, Auteur ; Catherine LORD, Auteur ; Andrew PICKLES, Auteur . - p.411-425.
Langues : Anglais (eng)
in Autism Research > 14-2 (February 2021) . - p.411-425
Mots-clés : Autism Diagnostic Observation Schedule Brief Observation of Social Communication Change autism spectrum disorder intervention outcome measures trials Index. décimale : PER Périodiques Résumé : Measuring outcomes for autistic children following social communication interventions is an ongoing challenge given the heterogeneous changes, which can be subtle. We tested and compared the overall and item-level intervention effects of the Brief Observation of Social Communication Change (BOSCC), Autism Diagnostic Observation Schedule (ADOS-2) algorithm, and ADOS-2 Calibrated Severity Scores (CSS) with autistic children aged 2-5?years from the Preschool Autism Communication Trial (PACT). The BOSCC was applied to Module 1 ADOS assessments (ADOS-BOSCC). Among the 117 children using single or no words (Module 1), the ADOS-BOSCC, ADOS algorithm, and ADOS CSS each detected small non-significant intervention effects. However, on the ADOS algorithm, there was a medium significant intervention effect for children with "few to no words" at baseline, while children with "some words" showed little intervention effect. For the full PACT sample (including ADOS Module 2, total n=152), ADOS metrics evidenced significant small (CSS) and medium (algorithm) overall intervention effects. None of the Module 1 item-level intervention effects reached significance, with largest changes observed for Gesture (ADOS-BOSCC and ADOS), Facial Expressions (ADOS), and Intonation (ADOS). Significant ADOS Module 2 item-level effects were observed for Mannerisms and Repetitive Interests and Stereotyped Behaviors. Despite strong psychometric properties, the ADOS-BOSCC was not more sensitive to behavioral changes than the ADOS among Module 1 children. Our results suggest the ADOS can be a sensitive outcome measure. Item-level intervention effect plots have the potential to indicate intervention "signatures of change," a concept that may be useful in future trials and systematic reviews. LAY SUMMARY: This study compares two outcome measures in a parent-mediated therapy. Neither was clearly better or worse than the other; however, the Autism Diagnostic Observation Schedule produced somewhat clearer evidence than the Brief Observation of Social Communication Change of improvement among children who had use of "few to no" words at the start. We explore which particular behaviors are associated with greater improvement. These findings can inform researchers when they consider how best to explore the impact of their intervention. En ligne : http://dx.doi.org/10.1002/aur.2449 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=441 Work, living, and the pursuit of happiness: Vocational and psychosocial outcomes for young adults with autism / Catherine LORD in Autism, 24-7 (October 2020)
[article]
Titre : Work, living, and the pursuit of happiness: Vocational and psychosocial outcomes for young adults with autism Type de document : Texte imprimé et/ou numérique Auteurs : Catherine LORD, Auteur ; James B. MCCAULEY, Auteur ; Lauren A. PEPA, Auteur ; Marisela HUERTA, Auteur ; Andrew PICKLES, Auteur Article en page(s) : p.1691-1703 Langues : Anglais (eng) Mots-clés : *adaptive behavior *adults *autism spectrum disorders *diagnosis *vocational/labor force participation Index. décimale : PER Périodiques Résumé : It is important to better understand how adults with autism are functioning in adulthood. Studies that have tracked individuals across the lifespan can help identify developmental factors influence differences in adult outcomes. The present study examines the independence, well-being, and functioning of 123 adults that have been closely followed since early childhood. Autism diagnosis and cognitive assessments were given frequently throughout childhood and during adulthood. We examined differences between adults who had received an autism diagnosis at some point with higher cognitive abilities (Ever ASD-High IQ) and lower cognitive abilities (Ever ASD-Low IQ), as well as adults who never received a diagnosis of autism in the course of the study (Never ASD). We found that autistic features specifically related to adaptive skills and friendships, and verbal intelligence related to work outcomes. In many ways, the Never ASD group had similar outcomes compared to the ASD groups. However, adults with ASD tended to have lower well-being and fewer positive emotions. Families played a major role in supporting adults with and without ASD at all intellectual levels. The findings suggest that realistic ways of increasing independence need to be developed by working with adults and their families, while acknowledging the contribution of individual differences in mental health, intelligence and autism symptoms across neurodevelopmental disorders. En ligne : http://dx.doi.org/10.1177/1362361320919246 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431
in Autism > 24-7 (October 2020) . - p.1691-1703[article] Work, living, and the pursuit of happiness: Vocational and psychosocial outcomes for young adults with autism [Texte imprimé et/ou numérique] / Catherine LORD, Auteur ; James B. MCCAULEY, Auteur ; Lauren A. PEPA, Auteur ; Marisela HUERTA, Auteur ; Andrew PICKLES, Auteur . - p.1691-1703.
Langues : Anglais (eng)
in Autism > 24-7 (October 2020) . - p.1691-1703
Mots-clés : *adaptive behavior *adults *autism spectrum disorders *diagnosis *vocational/labor force participation Index. décimale : PER Périodiques Résumé : It is important to better understand how adults with autism are functioning in adulthood. Studies that have tracked individuals across the lifespan can help identify developmental factors influence differences in adult outcomes. The present study examines the independence, well-being, and functioning of 123 adults that have been closely followed since early childhood. Autism diagnosis and cognitive assessments were given frequently throughout childhood and during adulthood. We examined differences between adults who had received an autism diagnosis at some point with higher cognitive abilities (Ever ASD-High IQ) and lower cognitive abilities (Ever ASD-Low IQ), as well as adults who never received a diagnosis of autism in the course of the study (Never ASD). We found that autistic features specifically related to adaptive skills and friendships, and verbal intelligence related to work outcomes. In many ways, the Never ASD group had similar outcomes compared to the ASD groups. However, adults with ASD tended to have lower well-being and fewer positive emotions. Families played a major role in supporting adults with and without ASD at all intellectual levels. The findings suggest that realistic ways of increasing independence need to be developed by working with adults and their families, while acknowledging the contribution of individual differences in mental health, intelligence and autism symptoms across neurodevelopmental disorders. En ligne : http://dx.doi.org/10.1177/1362361320919246 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 Younger children experience lower levels of language competence and academic progress in the first year of school: evidence from a population study / Courtenay F. NORBURY in Journal of Child Psychology and Psychiatry, 57-1 (January 2016)
[article]
Titre : Younger children experience lower levels of language competence and academic progress in the first year of school: evidence from a population study Type de document : Texte imprimé et/ou numérique Auteurs : Courtenay F. NORBURY, Auteur ; Debbie GOOCH, Auteur ; Gillian BAIRD, Auteur ; Tony CHARMAN, Auteur ; Emily SIMONOFF, Auteur ; Andrew PICKLES, Auteur Article en page(s) : p.65-73 Langues : Anglais (eng) Mots-clés : Relative age language impairment behaviour problems academic achievement Index. décimale : PER Périodiques Résumé : Background The youngest children in an academic year are reported to be educationally disadvantaged and overrepresented in referrals to clinical services. In this study we investigate for the first time whether these disadvantages are indicative of a mismatch between language competence at school entry and the academic demands of the classroom. Methods We recruited a population sample of 7,267 children aged 4 years 9 months to 5 years 10 months attending state-maintained reception classrooms in Surrey, England. Teacher ratings on the Children's Communication Checklist-Short (CCC-S), a measure of language competence, the Strengths and Difficulties Questionnaire-Total Difficulties Score (SDQ), a measure of behavioural problems, and the Early Years Foundation Stage Profile (EYFSP), a measure of academic attainment, were obtained at the end of the reception year. Results The youngest children were rated by teachers as having more language deficits, behaviour problems, and poorer academic progress at the end of the school year. Language deficits were highly associated with behaviour problems; adjusted odds ratio 8.70, 95% CI [7.25–10.45]. Only 4.8% of children with teacher-rated language deficits and 1.3% of those with co-occurring language and behaviour difficulties obtained a ‘Good Level of Development’ on the EYFSP. While age predicted unique variance in academic attainment (1%), language competence was the largest associate of academic achievement (19%). Conclusion The youngest children starting school have relatively immature language and behaviour skills and many are not yet ready to meet the academic and social demands of the classroom. At a population level, developing oral language skills and/or ensuring academic targets reflect developmental capacity could substantially reduce the numbers of children requiring specialist clinical services in later years. En ligne : http://dx.doi.org/10.1111/jcpp.12431 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=273
in Journal of Child Psychology and Psychiatry > 57-1 (January 2016) . - p.65-73[article] Younger children experience lower levels of language competence and academic progress in the first year of school: evidence from a population study [Texte imprimé et/ou numérique] / Courtenay F. NORBURY, Auteur ; Debbie GOOCH, Auteur ; Gillian BAIRD, Auteur ; Tony CHARMAN, Auteur ; Emily SIMONOFF, Auteur ; Andrew PICKLES, Auteur . - p.65-73.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 57-1 (January 2016) . - p.65-73
Mots-clés : Relative age language impairment behaviour problems academic achievement Index. décimale : PER Périodiques Résumé : Background The youngest children in an academic year are reported to be educationally disadvantaged and overrepresented in referrals to clinical services. In this study we investigate for the first time whether these disadvantages are indicative of a mismatch between language competence at school entry and the academic demands of the classroom. Methods We recruited a population sample of 7,267 children aged 4 years 9 months to 5 years 10 months attending state-maintained reception classrooms in Surrey, England. Teacher ratings on the Children's Communication Checklist-Short (CCC-S), a measure of language competence, the Strengths and Difficulties Questionnaire-Total Difficulties Score (SDQ), a measure of behavioural problems, and the Early Years Foundation Stage Profile (EYFSP), a measure of academic attainment, were obtained at the end of the reception year. Results The youngest children were rated by teachers as having more language deficits, behaviour problems, and poorer academic progress at the end of the school year. Language deficits were highly associated with behaviour problems; adjusted odds ratio 8.70, 95% CI [7.25–10.45]. Only 4.8% of children with teacher-rated language deficits and 1.3% of those with co-occurring language and behaviour difficulties obtained a ‘Good Level of Development’ on the EYFSP. While age predicted unique variance in academic attainment (1%), language competence was the largest associate of academic achievement (19%). Conclusion The youngest children starting school have relatively immature language and behaviour skills and many are not yet ready to meet the academic and social demands of the classroom. At a population level, developing oral language skills and/or ensuring academic targets reflect developmental capacity could substantially reduce the numbers of children requiring specialist clinical services in later years. En ligne : http://dx.doi.org/10.1111/jcpp.12431 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=273