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Détail de l'auteur
Auteur Donna MACOMBER |
Documents disponibles écrits par cet auteur (2)
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Evaluating a social problem solving intervention for juvenile detainees: Depressive outcomes and moderators of effectiveness / Gerald J. HAEFFEL in Development and Psychopathology, 29-3 (August 2017)
[article]
Titre : Evaluating a social problem solving intervention for juvenile detainees: Depressive outcomes and moderators of effectiveness Type de document : Texte imprimé et/ou numérique Auteurs : Gerald J. HAEFFEL, Auteur ; Sascha HEIN, Auteur ; Amanda SQUARE, Auteur ; Donna MACOMBER, Auteur ; Maria LEE, Auteur ; John CHAPMAN, Auteur ; Elena L. GRIGORENKO, Auteur Article en page(s) : p.1035-1042 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract This study reports findings from the administration of a social problem-solving training (SPST) intervention to juvenile detainees in the Connecticut Youth Detainee Program. SPST is a cognitive behavioral intervention that teaches children and youth how to more effectively cope with interpersonal stress and conflict. In the current study, we tested whether SPST could decrease depressive symptoms in a sample of detained adolescent offenders. The study used a randomized-control design with detention staff administering the intervention. The results showed that SPST, as a main effect, was not more effective in reducing depressive symptoms than treatment as usual. However, the effectiveness of SPST was moderated by fluid intelligence. Juvenile detainees with high intelligence scores were most likely to benefit from SPST compared to treatment as usual. It was surprising that, for those with lower intelligence scores, SPST increased depressive symptoms relative to treatment as usual. These results help fill a critical need for intervention effectiveness data on juvenile detainees and indicate that SPST may not be useful for reducing outcomes such as depression. En ligne : http://dx.doi.org/10.1017/s0954579416001000 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=312
in Development and Psychopathology > 29-3 (August 2017) . - p.1035-1042[article] Evaluating a social problem solving intervention for juvenile detainees: Depressive outcomes and moderators of effectiveness [Texte imprimé et/ou numérique] / Gerald J. HAEFFEL, Auteur ; Sascha HEIN, Auteur ; Amanda SQUARE, Auteur ; Donna MACOMBER, Auteur ; Maria LEE, Auteur ; John CHAPMAN, Auteur ; Elena L. GRIGORENKO, Auteur . - p.1035-1042.
Langues : Anglais (eng)
in Development and Psychopathology > 29-3 (August 2017) . - p.1035-1042
Index. décimale : PER Périodiques Résumé : Abstract This study reports findings from the administration of a social problem-solving training (SPST) intervention to juvenile detainees in the Connecticut Youth Detainee Program. SPST is a cognitive behavioral intervention that teaches children and youth how to more effectively cope with interpersonal stress and conflict. In the current study, we tested whether SPST could decrease depressive symptoms in a sample of detained adolescent offenders. The study used a randomized-control design with detention staff administering the intervention. The results showed that SPST, as a main effect, was not more effective in reducing depressive symptoms than treatment as usual. However, the effectiveness of SPST was moderated by fluid intelligence. Juvenile detainees with high intelligence scores were most likely to benefit from SPST compared to treatment as usual. It was surprising that, for those with lower intelligence scores, SPST increased depressive symptoms relative to treatment as usual. These results help fill a critical need for intervention effectiveness data on juvenile detainees and indicate that SPST may not be useful for reducing outcomes such as depression. En ligne : http://dx.doi.org/10.1017/s0954579416001000 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=312 Hyperlexia in Children with Autism Spectrum Disorders / Tina M. NEWMAN in Journal of Autism and Developmental Disorders, 37-4 (April 2007)
[article]
Titre : Hyperlexia in Children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Tina M. NEWMAN, Auteur ; Fred R. VOLKMAR, Auteur ; Tammy BABITZ, Auteur ; Donna MACOMBER, Auteur ; Adam J. NAPLES, Auteur ; Elena L. GRIGORENKO, Auteur Année de publication : 2007 Article en page(s) : p.760-774 Langues : Anglais (eng) Mots-clés : Autism-Spectrum-Disorders-(ASD) Comprehension Hyperlexia Reading Single-word-processing Index. décimale : PER Périodiques Résumé : We compared the reading-related skills of children with Autism Spectrum Disorders who have hyperlexia (ASD + HPL) with age-matched children with ASD without HPL (ASD − HPL) and with single-word reading-matched typically developing children (TYP). Children with ASD + HPL performed (1) better than did children with ASD − HPL on tasks of single-word reading and pseudoword decoding and (2) equivalently well compared to word-reading-matched TYP children on all reading-related tasks except reading comprehension. It appears that the general underlying model of single-word reading is the same in principle for “typical” and hyperlexic reading. Yet, the study revealed some dissimilarities between these two types of reading when more fine-grained cognitive and linguistic abilities were considered; these dissimilarities warrant further investigations.
Preparation of this report was supported by a grant from the Cure Autism Now Foundation (PI Grigorenko), a grant under the Javits Act Program (Grant No. R206R00001, PI Grigorenko) as administered by the Institute for Educational Sciences, U.S. Department of Education, and grants NICHD–HD03008 and NICHD–HP35482 from the National Institutes of Health (PI Volkmar). Grantees undertaking such projects are encouraged to express freely their professional judgment. This article, therefore, does not necessarily represent the position or policies of the Institute for Educational Sciences, the U.S. Department of Education, or the National Institutes of Health and no official endorsement should be inferred. We express our gratitude to Ms. Robyn Rissman for her editorial assistance. We are also indebted to the participants and their families.En ligne : http://dx.doi.org/10.1007/s10803-006-0206-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=979
in Journal of Autism and Developmental Disorders > 37-4 (April 2007) . - p.760-774[article] Hyperlexia in Children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Tina M. NEWMAN, Auteur ; Fred R. VOLKMAR, Auteur ; Tammy BABITZ, Auteur ; Donna MACOMBER, Auteur ; Adam J. NAPLES, Auteur ; Elena L. GRIGORENKO, Auteur . - 2007 . - p.760-774.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 37-4 (April 2007) . - p.760-774
Mots-clés : Autism-Spectrum-Disorders-(ASD) Comprehension Hyperlexia Reading Single-word-processing Index. décimale : PER Périodiques Résumé : We compared the reading-related skills of children with Autism Spectrum Disorders who have hyperlexia (ASD + HPL) with age-matched children with ASD without HPL (ASD − HPL) and with single-word reading-matched typically developing children (TYP). Children with ASD + HPL performed (1) better than did children with ASD − HPL on tasks of single-word reading and pseudoword decoding and (2) equivalently well compared to word-reading-matched TYP children on all reading-related tasks except reading comprehension. It appears that the general underlying model of single-word reading is the same in principle for “typical” and hyperlexic reading. Yet, the study revealed some dissimilarities between these two types of reading when more fine-grained cognitive and linguistic abilities were considered; these dissimilarities warrant further investigations.
Preparation of this report was supported by a grant from the Cure Autism Now Foundation (PI Grigorenko), a grant under the Javits Act Program (Grant No. R206R00001, PI Grigorenko) as administered by the Institute for Educational Sciences, U.S. Department of Education, and grants NICHD–HD03008 and NICHD–HP35482 from the National Institutes of Health (PI Volkmar). Grantees undertaking such projects are encouraged to express freely their professional judgment. This article, therefore, does not necessarily represent the position or policies of the Institute for Educational Sciences, the U.S. Department of Education, or the National Institutes of Health and no official endorsement should be inferred. We express our gratitude to Ms. Robyn Rissman for her editorial assistance. We are also indebted to the participants and their families.En ligne : http://dx.doi.org/10.1007/s10803-006-0206-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=979