Conduct problems, IQ, and household chaos: a longitudinal multi-informant study / Kirby DEATER-DECKARD in Journal of Child Psychology and Psychiatry, 50-10 (October 2009)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 50-10 (October 2009) . - p.1301-1308 Titre : Conduct problems, IQ, and household chaos: a longitudinal multi-informant study Type de document : Texte imprimé et/ou numérique Auteurs : Kirby DEATER-DECKARD, Auteur ; Stephen A. PETRILL, Auteur ; Lee A. THOMPSON, Auteur ; Paula Y. MULLINEAUX, Auteur ; Christopher SCHATSCHNEIDER, Auteur ; Charles R. BEEKMAN, Auteur Année de publication : 2009 Article en page(s) : p.1301-1308 Langues : Anglais (eng) Mots-clés : IQ behavior-problems environment parenting Index. décimale : PER Périodiques Résumé : Background: We tested the hypothesis that household chaos would be associated with lower child IQ and more child conduct problems concurrently and longitudinally over two years while controlling for housing conditions, parent education/IQ, literacy environment, parental warmth/negativity, and stressful events. Methods: The sample included 302 families with same-sex twins (58% female) in Kindergarten/1st grade at the first assessment. Parents' and observers' ratings were gathered, with some collected over a two-year period. Results: Chaos varied widely. There was substantial mother–father agreement and longitudinal stability. Chaos covaried with poorer housing conditions, lower parental education/IQ, poorer home literacy environment, higher stress, higher negativity and lower warmth. Chaos statistically predicted lower IQ and more conduct problems, beyond the effects of other home environment factors. Conclusions: Even with other home environment factors controlled, higher levels of chaos were linked concurrently with lower child IQ, and concurrently and longitudinally with more child conduct problems. Parent self-reported chaos represents an important aspect of housing and family functioning, with respect to children's cognitive and behavioral functioning. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02108.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=838 [article] Conduct problems, IQ, and household chaos: a longitudinal multi-informant study [Texte imprimé et/ou numérique] / Kirby DEATER-DECKARD, Auteur ; Stephen A. PETRILL, Auteur ; Lee A. THOMPSON, Auteur ; Paula Y. MULLINEAUX, Auteur ; Christopher SCHATSCHNEIDER, Auteur ; Charles R. BEEKMAN, Auteur . - 2009 . - p.1301-1308. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 50-10 (October 2009) . - p.1301-1308 Mots-clés : IQ behavior-problems environment parenting Index. décimale : PER Périodiques Résumé : Background: We tested the hypothesis that household chaos would be associated with lower child IQ and more child conduct problems concurrently and longitudinally over two years while controlling for housing conditions, parent education/IQ, literacy environment, parental warmth/negativity, and stressful events. Methods: The sample included 302 families with same-sex twins (58% female) in Kindergarten/1st grade at the first assessment. Parents' and observers' ratings were gathered, with some collected over a two-year period. Results: Chaos varied widely. There was substantial mother–father agreement and longitudinal stability. Chaos covaried with poorer housing conditions, lower parental education/IQ, poorer home literacy environment, higher stress, higher negativity and lower warmth. Chaos statistically predicted lower IQ and more conduct problems, beyond the effects of other home environment factors. Conclusions: Even with other home environment factors controlled, higher levels of chaos were linked concurrently with lower child IQ, and concurrently and longitudinally with more child conduct problems. Parent self-reported chaos represents an important aspect of housing and family functioning, with respect to children's cognitive and behavioral functioning. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02108.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=838

Environmental influences on the longitudinal covariance of expressive vocabulary: measuring the home literacy environment in a genetically sensitive design / Sara A. HART in Journal of Child Psychology and Psychiatry, 50-8 (August 2009)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 50-8 (August 2009) . - p.911-919 Titre : Environmental influences on the longitudinal covariance of expressive vocabulary: measuring the home literacy environment in a genetically sensitive design Type de document : Texte imprimé et/ou numérique Auteurs : Sara A. HART, Auteur ; Kirby DEATER-DECKARD, Auteur ; Stephen A. PETRILL, Auteur ; Lee A. THOMPSON, Auteur ; Laura S. DE THORNE, Auteur ; Laurie E. CUTTING, Auteur ; Christopher SCHATSCHNEIDER, Auteur Année de publication : 2009 Article en page(s) : p.911-919 Langues : Anglais (eng) Mots-clés : Expressive-vocabulary home-literacy-environment twins genetics environments Index. décimale : PER Périodiques Résumé : Background: Despite the well-replicated relationship between the home literacy environment and expressive vocabulary, few studies have examined the extent to which the home literacy environment is associated with the development of early vocabulary ability in the context of genetic influences. This study examined the influence of the home literacy environment on the longitudinal covariance of expressive vocabulary within a genetically sensitive design. Methods: Participants were drawn from the Western Reserve Reading Project, a longitudinal twin project of 314 twin pairs based in Ohio. Twins were assessed via three annual home visits during early elementary school; expressive vocabulary was measured via the Boston Naming Test (BNT), and the Home Literacy Environment (HLE) was assessed using mothers' report. Results: The heritability of the BNT was moderate and significant at each measurement occasion, h2 = .29–.49, as were the estimates of the shared environment, c2 = .27–.39. HLE accounted for between 6–10% of the total variance in each year of vocabulary assessment. Furthermore, 7–9% of the total variance of the stability over time in BNT was accounted for by covariance in the home literacy environment. Conclusions: These results indicate that aspects of the home literacy environment, as reported by mothers, account for some of the shared environmental variance associated with expressive vocabulary in school aged children. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02074.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=787 [article] Environmental influences on the longitudinal covariance of expressive vocabulary: measuring the home literacy environment in a genetically sensitive design [Texte imprimé et/ou numérique] / Sara A. HART, Auteur ; Kirby DEATER-DECKARD, Auteur ; Stephen A. PETRILL, Auteur ; Lee A. THOMPSON, Auteur ; Laura S. DE THORNE, Auteur ; Laurie E. CUTTING, Auteur ; Christopher SCHATSCHNEIDER, Auteur . - 2009 . - p.911-919. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 50-8 (August 2009) . - p.911-919 Mots-clés : Expressive-vocabulary home-literacy-environment twins genetics environments Index. décimale : PER Périodiques Résumé : Background: Despite the well-replicated relationship between the home literacy environment and expressive vocabulary, few studies have examined the extent to which the home literacy environment is associated with the development of early vocabulary ability in the context of genetic influences. This study examined the influence of the home literacy environment on the longitudinal covariance of expressive vocabulary within a genetically sensitive design. Methods: Participants were drawn from the Western Reserve Reading Project, a longitudinal twin project of 314 twin pairs based in Ohio. Twins were assessed via three annual home visits during early elementary school; expressive vocabulary was measured via the Boston Naming Test (BNT), and the Home Literacy Environment (HLE) was assessed using mothers' report. Results: The heritability of the BNT was moderate and significant at each measurement occasion, h2 = .29–.49, as were the estimates of the shared environment, c2 = .27–.39. HLE accounted for between 6–10% of the total variance in each year of vocabulary assessment. Furthermore, 7–9% of the total variance of the stability over time in BNT was accounted for by covariance in the home literacy environment. Conclusions: These results indicate that aspects of the home literacy environment, as reported by mothers, account for some of the shared environmental variance associated with expressive vocabulary in school aged children. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02074.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=787

Evaluating Teacher Language Within General and Special Education Classrooms Serving Elementary Students with Autism / Nicole SPARAPANI in Journal of Autism and Developmental Disorders, 52-5 (May 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.2284-2299 Titre : Evaluating Teacher Language Within General and Special Education Classrooms Serving Elementary Students with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Nicole SPARAPANI, Auteur ; Vanessa P. REINHARDT, Auteur ; Jessica L. HOOKER, Auteur ; Lindee MORGAN, Auteur ; Christopher SCHATSCHNEIDER, Auteur ; Amy M. WETHERBY, Auteur Article en page(s) : p.2284-2299 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Child  Education, Special/methods  Humans  Language  Students  Autism  Measurement invariance  Student characteristics  Teacher language  Brookes Publishing. She receives royalties from this manual but not from this  study. Index. décimale : PER Périodiques Résumé : This study examined how teachers and paraprofessionals in 126 kindergarten-second grade general and special education classrooms talked with their 194 students with autism, and further, how individual student characteristics in language, autism symptoms, and social abilities influenced this talk. Using systematic observational methods and factor analysis, we identified a unidimensional model of teacher language for general and special education classrooms yet observed differences between the settings, with more language observed in special education classrooms-much of which included directives and close-ended questions. Students' receptive vocabulary explained a significant amount of variance in teacher language beyond its shared covariance with social impairment and problem behavior in general education classrooms but was non-significant within special education classrooms. Research implications are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05115-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476 [article] Evaluating Teacher Language Within General and Special Education Classrooms Serving Elementary Students with Autism [Texte imprimé et/ou numérique] / Nicole SPARAPANI, Auteur ; Vanessa P. REINHARDT, Auteur ; Jessica L. HOOKER, Auteur ; Lindee MORGAN, Auteur ; Christopher SCHATSCHNEIDER, Auteur ; Amy M. WETHERBY, Auteur . - p.2284-2299. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.2284-2299 Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Child  Education, Special/methods  Humans  Language  Students  Autism  Measurement invariance  Student characteristics  Teacher language  Brookes Publishing. She receives royalties from this manual but not from this  study. Index. décimale : PER Périodiques Résumé : This study examined how teachers and paraprofessionals in 126 kindergarten-second grade general and special education classrooms talked with their 194 students with autism, and further, how individual student characteristics in language, autism symptoms, and social abilities influenced this talk. Using systematic observational methods and factor analysis, we identified a unidimensional model of teacher language for general and special education classrooms yet observed differences between the settings, with more language observed in special education classrooms-much of which included directives and close-ended questions. Students' receptive vocabulary explained a significant amount of variance in teacher language beyond its shared covariance with social impairment and problem behavior in general education classrooms but was non-significant within special education classrooms. Research implications are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05115-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476

Evaluation of Classroom Active Engagement in Elementary Students with Autism Spectrum Disorder / Nicole SPARAPANI in Journal of Autism and Developmental Disorders, 46-3 (March 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-3 (March 2016) . - p.782-796 Titre : Evaluation of Classroom Active Engagement in Elementary Students with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Nicole SPARAPANI, Auteur ; Lindee MORGAN, Auteur ; Vanessa P. REINHARDT, Auteur ; Christopher SCHATSCHNEIDER, Auteur ; Amy M. WETHERBY, Auteur Article en page(s) : p.782-796 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Active engagement  Emotional regulation  Classroom participation  Social connectedness  Initiating communication Index. décimale : PER Périodiques Résumé : This study evaluated the classroom measure of active engagement (CMAE), an observational tool designed to measure active engagement in students with autism spectrum disorder (ASD). Participants included 196 students with ASD and their educators (n = 126) who were video-recorded at the beginning of the school year. Findings documented limited active engagement overall, with students spending less than half of the observation well-regulated, productive, or independent and infrequently directing eye gaze and communicating. Confirmatory factor analysis indicated that the structure of the CMAE was represented by a 5-factor model. These findings underscore the need for improved active engagement in students with ASD and show promise for a tool to measure behaviors associated with positive educational outcomes in students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2615-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=281 [article] Evaluation of Classroom Active Engagement in Elementary Students with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Nicole SPARAPANI, Auteur ; Lindee MORGAN, Auteur ; Vanessa P. REINHARDT, Auteur ; Christopher SCHATSCHNEIDER, Auteur ; Amy M. WETHERBY, Auteur . - p.782-796. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-3 (March 2016) . - p.782-796 Mots-clés : Autism spectrum disorder  Active engagement  Emotional regulation  Classroom participation  Social connectedness  Initiating communication Index. décimale : PER Périodiques Résumé : This study evaluated the classroom measure of active engagement (CMAE), an observational tool designed to measure active engagement in students with autism spectrum disorder (ASD). Participants included 196 students with ASD and their educators (n = 126) who were video-recorded at the beginning of the school year. Findings documented limited active engagement overall, with students spending less than half of the observation well-regulated, productive, or independent and infrequently directing eye gaze and communicating. Confirmatory factor analysis indicated that the structure of the CMAE was represented by a 5-factor model. These findings underscore the need for improved active engagement in students with ASD and show promise for a tool to measure behaviors associated with positive educational outcomes in students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2615-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=281

Examination of Sex Differences in a Large Sample of Young Children with Autism Spectrum Disorder and Typical Development / Vanessa P. REINHARDT in Journal of Autism and Developmental Disorders, 45-3 (March 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-3 (March 2015) . - p.697-706 Titre : Examination of Sex Differences in a Large Sample of Young Children with Autism Spectrum Disorder and Typical Development Type de document : Texte imprimé et/ou numérique Auteurs : Vanessa P. REINHARDT, Auteur ; Amy M. WETHERBY, Auteur ; Christopher SCHATSCHNEIDER, Auteur ; Catherine LORD, Auteur Article en page(s) : p.697-706 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Sex differences  Social communication  Adaptive behavior  Developmental functioning Index. décimale : PER Périodiques Résumé : Despite consistent and substantive research documenting a large male to female ratio in Autism Spectrum Disorder (ASD), only a modest body of research exists examining sex differences in characteristics. This study examined sex differences in developmental functioning and early social communication in children with ASD as compared to children with typical development. Sex differences in adaptive behavior and autism symptoms were also examined in children with ASD. Participants (n = 511) were recruited from the Florida State University FIRST WORDS® Project and University of Michigan Autism and Communication Disorders Center. Analyses did not reveal significant effects of sex or a diagnostic group by sex interaction, suggesting a similar phenotype in males and females early in development. Further research is needed to examine sex differences across development. En ligne : http://dx.doi.org/10.1007/s10803-014-2223-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258 [article] Examination of Sex Differences in a Large Sample of Young Children with Autism Spectrum Disorder and Typical Development [Texte imprimé et/ou numérique] / Vanessa P. REINHARDT, Auteur ; Amy M. WETHERBY, Auteur ; Christopher SCHATSCHNEIDER, Auteur ; Catherine LORD, Auteur . - p.697-706. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-3 (March 2015) . - p.697-706 Mots-clés : Autism spectrum disorder  Sex differences  Social communication  Adaptive behavior  Developmental functioning Index. décimale : PER Périodiques Résumé : Despite consistent and substantive research documenting a large male to female ratio in Autism Spectrum Disorder (ASD), only a modest body of research exists examining sex differences in characteristics. This study examined sex differences in developmental functioning and early social communication in children with ASD as compared to children with typical development. Sex differences in adaptive behavior and autism symptoms were also examined in children with ASD. Participants (n = 511) were recruited from the Florida State University FIRST WORDS® Project and University of Michigan Autism and Communication Disorders Center. Analyses did not reveal significant effects of sex or a diagnostic group by sex interaction, suggesting a similar phenotype in males and females early in development. Further research is needed to examine sex differences across development. En ligne : http://dx.doi.org/10.1007/s10803-014-2223-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258

Expanding the environment: gene × school-level SES interaction on reading comprehension / Sara A. HART in Journal of Child Psychology and Psychiatry, 54-10 (October 2013)  

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Genetic and environmental influences on the growth of early reading skills / Stephen A. PETRILL in Journal of Child Psychology and Psychiatry, 51-6 (June 2010)  

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Personality differences in children and adolescents with attention-deficit/hyperactivity disorder, conduct disorder, and controls / Kelly C. CUKROWICZ in Journal of Child Psychology and Psychiatry, 47-2 (February 2006)  

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The earlier the better: An RCT of treatment timing effects for toddlers on the autism spectrum / Whitney GUTHRIE in Autism, 27-8 (November 2023)  

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