BRIEF-P : Inventaire d’évaluation comportementale des fonctions exécutives, version Préscolaire / Gérard A. GIOIA

Public ISBD Titre : BRIEF-P : Inventaire d’évaluation comportementale des fonctions exécutives, version Préscolaire : Adapation française du Behavior rating Inventory of Executive Function - Preschool Version Type de document : Texte imprimé et/ou numérique Auteurs : Gérard A. GIOIA, Auteur ; Kimberly Andrews ESPY, Auteur ; Peter K. ISQUITH, Auteur ; Arnaud ROY, Auteur ; Didier LE GALL, Adaptateur Editeur : Paris [France] : Hogrefe Année de publication : 2018 Importance : 99 p. Format : 21cm x 29,7cm x 1cm Langues : Français (fre) Index. décimale : OUT-A Outils d‘Evaluation - Tests Résumé : La BRIEF-P permet d’évaluer chez l’enfant de 2 à 5 ans les différents aspects du dysfonctionnement exécutif et ses répercussions sur la vie quotidienne dans le milieu familial et préscolaire. La BRIEF-P évalue les comportements de jeunes enfants d’âge préscolaire (2 ans à 5 ans 11 mois) à partir de 63 questions regroupées en 5 échelles : Inhibition, Flexibilité, Contrôle émotionnel, Mémoire de travail, Planification/Organisation. Ces échelles permettent au praticien, par l’analyse du profil, de repérer des dysfonctionnements exécutifs potentiels ayant un impact dans la vie quotidienne. [Résumé d'Auteur/Editeur] Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4077 BRIEF-P : Inventaire d’évaluation comportementale des fonctions exécutives, version Préscolaire : Adapation française du Behavior rating Inventory of Executive Function - Preschool Version [Texte imprimé et/ou numérique] / Gérard A. GIOIA, Auteur ; Kimberly Andrews ESPY, Auteur ; Peter K. ISQUITH, Auteur ; Arnaud ROY, Auteur ; Didier LE GALL, Adaptateur . - Paris [France] : Hogrefe, 2018 . - 99 p. ; 21cm x 29,7cm x 1cm. Langues : Français (fre) Index. décimale : OUT-A Outils d‘Evaluation - Tests Résumé : La BRIEF-P permet d’évaluer chez l’enfant de 2 à 5 ans les différents aspects du dysfonctionnement exécutif et ses répercussions sur la vie quotidienne dans le milieu familial et préscolaire. La BRIEF-P évalue les comportements de jeunes enfants d’âge préscolaire (2 ans à 5 ans 11 mois) à partir de 63 questions regroupées en 5 échelles : Inhibition, Flexibilité, Contrôle émotionnel, Mémoire de travail, Planification/Organisation. Ces échelles permettent au praticien, par l’analyse du profil, de repérer des dysfonctionnements exécutifs potentiels ayant un impact dans la vie quotidienne. [Résumé d'Auteur/Editeur] Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4077

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Executive control and dimensions of problem behaviors in preschool children / Kimberly Andrews ESPY in Journal of Child Psychology and Psychiatry, 52-1 (January 2011)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 52-1 (January 2011) . - p.33-46 Titre : Executive control and dimensions of problem behaviors in preschool children Type de document : Texte imprimé et/ou numérique Auteurs : Kimberly Andrews ESPY, Auteur ; Tiffany D. SHEFFIELD, Auteur ; Sandra A. WIEBE, Auteur ; Caron A. C. CLARK, Auteur ; Matthew J. MOEHR, Auteur Année de publication : 2011 Article en page(s) : p.33-46 Langues : Anglais (eng) Mots-clés : Executive function  pre-school children  behavior problems  disruptive behavior  psychometrics  ADD/ADHD Index. décimale : PER Périodiques Résumé : Background:  Despite the widespread recognition of the importance of executive control (EC) in externalizing psychopathology, the relation between EC and problem behavior has not been well characterized, particularly in typically developing preschoolers. Method:  Using the sample, battery of laboratory tasks, and latent variable modeling methods described in Wiebe, Espy, and Charak (2008), systematic latent dimensions of parent-rated problem behavior, measured by integrating scales from developmental and clinical traditions, were determined empirically, and then were related to EC. Results:  Substantial relations between EC and problem behaviors were revealed by extracting the common variance of interest and eliminating extraneous variance, which were robust to estimated child intelligence and differed somewhat in preschool boys and girls. Conclusion:  Preschool EC measured by laboratory tasks appears to tap abilities that strongly and robustly support broad control processes enabling behavioral regulation across cognitive and emotional domains. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02265.x Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=1138 [article] Executive control and dimensions of problem behaviors in preschool children [Texte imprimé et/ou numérique] / Kimberly Andrews ESPY, Auteur ; Tiffany D. SHEFFIELD, Auteur ; Sandra A. WIEBE, Auteur ; Caron A. C. CLARK, Auteur ; Matthew J. MOEHR, Auteur . - 2011 . - p.33-46. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 52-1 (January 2011) . - p.33-46 Mots-clés : Executive function  pre-school children  behavior problems  disruptive behavior  psychometrics  ADD/ADHD Index. décimale : PER Périodiques Résumé : Background:  Despite the widespread recognition of the importance of executive control (EC) in externalizing psychopathology, the relation between EC and problem behavior has not been well characterized, particularly in typically developing preschoolers. Method:  Using the sample, battery of laboratory tasks, and latent variable modeling methods described in Wiebe, Espy, and Charak (2008), systematic latent dimensions of parent-rated problem behavior, measured by integrating scales from developmental and clinical traditions, were determined empirically, and then were related to EC. Results:  Substantial relations between EC and problem behaviors were revealed by extracting the common variance of interest and eliminating extraneous variance, which were robust to estimated child intelligence and differed somewhat in preschool boys and girls. Conclusion:  Preschool EC measured by laboratory tasks appears to tap abilities that strongly and robustly support broad control processes enabling behavioral regulation across cognitive and emotional domains. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02265.x Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=1138

Executive function deficits in preschool children with ADHD and DBD / Kim SCHOEMAKER in Journal of Child Psychology and Psychiatry, 53-2 (February 2012)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 53-2 (February 2012) . - p.111-119 Titre : Executive function deficits in preschool children with ADHD and DBD Type de document : Texte imprimé et/ou numérique Auteurs : Kim SCHOEMAKER, Auteur ; Tessa BUNTE, Auteur ; Sandra A. WIEBE, Auteur ; Kimberly Andrews ESPY, Auteur ; Maja DEKOVIC, Auteur ; Walter MATTHYS, Auteur Année de publication : 2012 Article en page(s) : p.111-119 Langues : Anglais (eng) Mots-clés : Executive functions  preschool children  DBD;A DHD Index. décimale : PER Périodiques Résumé : Background:  Impairments in executive functions (EF) are consistently associated with attention deficit hyperactivity disorder (ADHD) and to a lesser extent, with disruptive behavior disorder (DBD), that is, oppositional defiant disorder or conduct disorder, in school-aged children. Recently, larger numbers of children with these disorders are diagnosed earlier in development, yet knowledge about impairments in clinically diagnosed preschool children and the role of comorbidity is limited. Therefore, the aim of the current study was to examine EF in clinically referred preschool children with a clinical diagnosis of ADHD, DBD and ADHD + DBD. Method:  Participants were 202 children aged 3.5–5.5 years, 61 with ADHD only, 33 with DBD only, 52 with comorbid ADHD + DBD and 56 typically developing children. Five EF tasks were administered. Results:  Confirmatory factor analysis showed that the two-factor model (inhibition and working memory) fit the data better than a one-factor model in this clinical sample. Preschoolers with ADHD displayed inhibition deficits, also after controlling for IQ. Likewise, preschoolers with DBD displayed impaired inhibition, but when IQ was controlled differences were carried mostly by the effect on the task where motivational demands were high (i.e. when tangible rewards were used). This pattern was also found in the interaction between ADHD and DBD; impaired inhibition in the comorbid group, however, was more severe than in the DBD group. Regarding working memory, few group differences were found. Conclusions:  Clinically diagnosed preschool children with ADHD showed robust inhibition deficits, whereas preschool children with DBD showed impaired inhibition especially where motivational incentives were prominent. Severity of inhibition impairment in the comorbid group was similar to the ADHD group. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02468.x Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=1508 [article] Executive function deficits in preschool children with ADHD and DBD [Texte imprimé et/ou numérique] / Kim SCHOEMAKER, Auteur ; Tessa BUNTE, Auteur ; Sandra A. WIEBE, Auteur ; Kimberly Andrews ESPY, Auteur ; Maja DEKOVIC, Auteur ; Walter MATTHYS, Auteur . - 2012 . - p.111-119. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 53-2 (February 2012) . - p.111-119 Mots-clés : Executive functions  preschool children  DBD;A DHD Index. décimale : PER Périodiques Résumé : Background:  Impairments in executive functions (EF) are consistently associated with attention deficit hyperactivity disorder (ADHD) and to a lesser extent, with disruptive behavior disorder (DBD), that is, oppositional defiant disorder or conduct disorder, in school-aged children. Recently, larger numbers of children with these disorders are diagnosed earlier in development, yet knowledge about impairments in clinically diagnosed preschool children and the role of comorbidity is limited. Therefore, the aim of the current study was to examine EF in clinically referred preschool children with a clinical diagnosis of ADHD, DBD and ADHD + DBD. Method:  Participants were 202 children aged 3.5–5.5 years, 61 with ADHD only, 33 with DBD only, 52 with comorbid ADHD + DBD and 56 typically developing children. Five EF tasks were administered. Results:  Confirmatory factor analysis showed that the two-factor model (inhibition and working memory) fit the data better than a one-factor model in this clinical sample. Preschoolers with ADHD displayed inhibition deficits, also after controlling for IQ. Likewise, preschoolers with DBD displayed impaired inhibition, but when IQ was controlled differences were carried mostly by the effect on the task where motivational demands were high (i.e. when tangible rewards were used). This pattern was also found in the interaction between ADHD and DBD; impaired inhibition in the comorbid group, however, was more severe than in the DBD group. Regarding working memory, few group differences were found. Conclusions:  Clinically diagnosed preschool children with ADHD showed robust inhibition deficits, whereas preschool children with DBD showed impaired inhibition especially where motivational incentives were prominent. Severity of inhibition impairment in the comorbid group was similar to the ADHD group. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02468.x Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=1508

Prenatal tobacco exposure and self-regulation in early childhood: Implications for developmental psychopathology / Sandra A. WIEBE in Development and Psychopathology, 27-2 (May 2015)  

Public ISBD [article]  inDevelopment and Psychopathology > 27-2 (May 2015) . - p.397-409 Titre : Prenatal tobacco exposure and self-regulation in early childhood: Implications for developmental psychopathology Type de document : Texte imprimé et/ou numérique Auteurs : Sandra A. WIEBE, Auteur ; Caron A. C. CLARK, Auteur ; Desiree M. DE JONG, Auteur ; Nicolas CHEVALIER, Auteur ; Kimberly Andrews ESPY, Auteur ; Lauren S. WAKSCHLAG, Auteur Article en page(s) : p.397-409 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Prenatal tobacco exposure (PTE) has a well-documented association with disruptive behavior in childhood, but the neurocognitive effects of exposure that underlie this link are not sufficiently understood. The present study was designed to address this gap, through longitudinal follow-up in early childhood of a prospectively enrolled cohort with well-characterized prenatal exposure. Three-year-old children (n = 151) were assessed using a developmentally sensitive battery capturing both cognitive and motivational aspects of self-regulation. PTE was related to motivational self-regulation, where children had to delay approach to attractive rewards, but not cognitive self-regulation, where children had to hold information in mind and inhibit prepotent motor responses. Furthermore, PTE predicted motivational self-regulation more strongly in boys than in girls, and when propensity scores were covaried to control for confounding risk factors, the effect of PTE on motivational self-regulation was significant only in boys. These findings suggest that PTE's impact on neurodevelopment may be greater in boys than in girls, perhaps reflecting vulnerability in neural circuits that subserve reward sensitivity and emotion regulation, and may also help to explain why PTE is more consistently related to disruptive behavior disorders than attention problems. En ligne : http://dx.doi.org/10.1017/S095457941500005X Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2576 [article] Prenatal tobacco exposure and self-regulation in early childhood: Implications for developmental psychopathology [Texte imprimé et/ou numérique] / Sandra A. WIEBE, Auteur ; Caron A. C. CLARK, Auteur ; Desiree M. DE JONG, Auteur ; Nicolas CHEVALIER, Auteur ; Kimberly Andrews ESPY, Auteur ; Lauren S. WAKSCHLAG, Auteur . - p.397-409. Langues : Anglais (eng) in Development and Psychopathology > 27-2 (May 2015) . - p.397-409 Index. décimale : PER Périodiques Résumé : Prenatal tobacco exposure (PTE) has a well-documented association with disruptive behavior in childhood, but the neurocognitive effects of exposure that underlie this link are not sufficiently understood. The present study was designed to address this gap, through longitudinal follow-up in early childhood of a prospectively enrolled cohort with well-characterized prenatal exposure. Three-year-old children (n = 151) were assessed using a developmentally sensitive battery capturing both cognitive and motivational aspects of self-regulation. PTE was related to motivational self-regulation, where children had to delay approach to attractive rewards, but not cognitive self-regulation, where children had to hold information in mind and inhibit prepotent motor responses. Furthermore, PTE predicted motivational self-regulation more strongly in boys than in girls, and when propensity scores were covaried to control for confounding risk factors, the effect of PTE on motivational self-regulation was significant only in boys. These findings suggest that PTE's impact on neurodevelopment may be greater in boys than in girls, perhaps reflecting vulnerability in neural circuits that subserve reward sensitivity and emotion regulation, and may also help to explain why PTE is more consistently related to disruptive behavior disorders than attention problems. En ligne : http://dx.doi.org/10.1017/S095457941500005X Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2576

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