Trajectories of emotional and behavioral problems from childhood to early adult life / Dominic STRINGER in Autism, 24-4 (May 2020)  

Public ISBD [article]  inAutism > 24-4 (May 2020) . - p.1011-1024 Titre : Trajectories of emotional and behavioral problems from childhood to early adult life Type de document : texte imprimé Auteurs : Dominic STRINGER, Auteur ; Rachel G. KENT, Auteur ; Jacqueline A. BRISKMAN, Auteur ; Steve LUKITO, Auteur ; Tony CHARMAN, Auteur ; Gillian BAIRD, Auteur ; Catherine LORD, Auteur ; Andrew PICKLES, Auteur ; Emily SIMONOFF, Auteur Article en page(s) : p.1011-1024 Langues : Anglais (eng) Mots-clés : Strengths and Difficulties Questionnaire  autism  emotional and behavioral problems  longitudinal  mental disorders Index. décimale : PER Périodiques Résumé : Although mental health problems are common in autism, relatively little is known about their stability and the factors that influence their persistence or change over the life-course. To address this, we use data from the Special Needs and Autism Project (SNAP) cohort studied at three time-points from 12 to 23 years. Using the parent-reported Strengths and Difficulties Questionnaire (SDQ) domains of conduct, emotional, and ADHD symptoms, we evaluated the role of child, family, and contextual characteristics on these three trajectories. Symptoms decreased significantly over time for all three domains, but many participants still scored above the published disorder cutoffs. Individuals showed high levels of persistence. Higher initial adaptive function and language levels predicted a greater decline in conduct and ADHD symptoms. In contrast, higher language functioning was associated with higher levels of emotional symptoms, as was lower levels of autism symptom severity and higher parental education. Those with higher neighborhood deprivation had higher initial conduct problems but a steeper decline over time. Our findings highlight that it may be possible to accurately predict mental health trajectories over this time period, which could help parents and carers in planning and help professionals target resources more efficiently. En ligne : http://dx.doi.org/10.1177/1362361320908972 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426 [article] Trajectories of emotional and behavioral problems from childhood to early adult life [texte imprimé] / Dominic STRINGER, Auteur ; Rachel G. KENT, Auteur ; Jacqueline A. BRISKMAN, Auteur ; Steve LUKITO, Auteur ; Tony CHARMAN, Auteur ; Gillian BAIRD, Auteur ; Catherine LORD, Auteur ; Andrew PICKLES, Auteur ; Emily SIMONOFF, Auteur . - p.1011-1024. Langues : Anglais (eng) in Autism > 24-4 (May 2020) . - p.1011-1024 Mots-clés : Strengths and Difficulties Questionnaire  autism  emotional and behavioral problems  longitudinal  mental disorders Index. décimale : PER Périodiques Résumé : Although mental health problems are common in autism, relatively little is known about their stability and the factors that influence their persistence or change over the life-course. To address this, we use data from the Special Needs and Autism Project (SNAP) cohort studied at three time-points from 12 to 23 years. Using the parent-reported Strengths and Difficulties Questionnaire (SDQ) domains of conduct, emotional, and ADHD symptoms, we evaluated the role of child, family, and contextual characteristics on these three trajectories. Symptoms decreased significantly over time for all three domains, but many participants still scored above the published disorder cutoffs. Individuals showed high levels of persistence. Higher initial adaptive function and language levels predicted a greater decline in conduct and ADHD symptoms. In contrast, higher language functioning was associated with higher levels of emotional symptoms, as was lower levels of autism symptom severity and higher parental education. Those with higher neighborhood deprivation had higher initial conduct problems but a steeper decline over time. Our findings highlight that it may be possible to accurately predict mental health trajectories over this time period, which could help parents and carers in planning and help professionals target resources more efficiently. En ligne : http://dx.doi.org/10.1177/1362361320908972 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426

Visual orienting in the early broader autism phenotype: disengagement and facilitation / Mayada ELSABBAGH in Journal of Child Psychology and Psychiatry, 50-5 (May 2009)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 50-5 (May 2009) . - p.637-642 Titre : Visual orienting in the early broader autism phenotype: disengagement and facilitation Type de document : texte imprimé Auteurs : Mayada ELSABBAGH, Auteur ; Simon BARON-COHEN, Auteur ; Gergely CSIBRA, Auteur ; Leslie TUCKER, Auteur ; Karla HOLMBOE, Auteur ; Ágnes VOLEIN, Auteur ; Gillian BAIRD, Auteur ; Patrick BOLTON, Auteur ; Tony CHARMAN, Auteur ; Mark H. JOHNSON, Auteur Année de publication : 2009 Article en page(s) : p.637-642 Langues : Anglais (eng) Mots-clés : Infancy autism visual-attention gap-overlap-task disengagement Index. décimale : PER Périodiques Résumé : Background: Recent studies of infant siblings of children diagnosed with autism have allowed for a prospective approach to examine the emergence of symptoms and revealed behavioral differences in the broader autism phenotype within the early years. In the current study we focused on a set of functions associated with visual attention, previously reported to be atypical in autism. Method: We compared performance of a group of 9–10-month-old infant siblings of children with autism to a control group with no family history of autism on the 'gap-overlap task', which measures the cost of disengaging from a central stimulus in order to fixate a peripheral one. Two measures were derived on the basis of infants' saccadic reaction times. The first is the Disengagement effect, which measures the efficiency of disengaging from a central stimulus to orient to a peripheral one. The second was a Facilitation effect, which arises when the infant is cued by a temporal gap preceding the onset of the peripheral stimulus, and would orient faster after its onset. Results and conclusion: Infant siblings of children with autism showed longer Disengagement latencies as well as less Facilitation relative to the control group. The findings are discussed in relation to how differences in visual attention may relate to characteristics observed in autism and the broader phenotype. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.02051.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=732 [article] Visual orienting in the early broader autism phenotype: disengagement and facilitation [texte imprimé] / Mayada ELSABBAGH, Auteur ; Simon BARON-COHEN, Auteur ; Gergely CSIBRA, Auteur ; Leslie TUCKER, Auteur ; Karla HOLMBOE, Auteur ; Ágnes VOLEIN, Auteur ; Gillian BAIRD, Auteur ; Patrick BOLTON, Auteur ; Tony CHARMAN, Auteur ; Mark H. JOHNSON, Auteur . - 2009 . - p.637-642. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 50-5 (May 2009) . - p.637-642 Mots-clés : Infancy autism visual-attention gap-overlap-task disengagement Index. décimale : PER Périodiques Résumé : Background: Recent studies of infant siblings of children diagnosed with autism have allowed for a prospective approach to examine the emergence of symptoms and revealed behavioral differences in the broader autism phenotype within the early years. In the current study we focused on a set of functions associated with visual attention, previously reported to be atypical in autism. Method: We compared performance of a group of 9–10-month-old infant siblings of children with autism to a control group with no family history of autism on the 'gap-overlap task', which measures the cost of disengaging from a central stimulus in order to fixate a peripheral one. Two measures were derived on the basis of infants' saccadic reaction times. The first is the Disengagement effect, which measures the efficiency of disengaging from a central stimulus to orient to a peripheral one. The second was a Facilitation effect, which arises when the infant is cued by a temporal gap preceding the onset of the peripheral stimulus, and would orient faster after its onset. Results and conclusion: Infant siblings of children with autism showed longer Disengagement latencies as well as less Facilitation relative to the control group. The findings are discussed in relation to how differences in visual attention may relate to characteristics observed in autism and the broader phenotype. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.02051.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=732

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)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 57-1 (January 2016) . - p.65-73 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 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 [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] / 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

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