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Détail de l'auteur
Auteur Glenn A. MELVIN |
Documents disponibles écrits par cet auteur (2)
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Coping, Daily Hassles and Behavior and Emotional Problems in Adolescents with High-Functioning Autism/Asperger’s Disorder / Angela S. KHOR in Journal of Autism and Developmental Disorders, 44-3 (March 2014)
[article]
Titre : Coping, Daily Hassles and Behavior and Emotional Problems in Adolescents with High-Functioning Autism/Asperger’s Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Angela S. KHOR, Auteur ; Glenn A. MELVIN, Auteur ; Sophie C. REID, Auteur ; Kylie M. GRAY, Auteur Article en page(s) : p.593-608 Langues : Anglais (eng) Mots-clés : Coping Daily hassles Psychopathology Autism Asperger’s Disorder Index. décimale : PER Périodiques Résumé : Although daily hassles and coping are associated with behavior and emotional problems in non-clinical populations, few studies have investigated these relationships in individuals with high-functioning autism/Asperger’s Disorder (HFASD). This study examined the relationships between daily hassles, coping and behavior and emotional problems in adolescents with HFASD. Thirty-one adolescents with HFASD completed questionnaires assessing their coping and behavior and emotional problems, and completed an Ecological Momentary Assessment run via a mobile phone application on their coping and daily hassles. Parents completed questionnaires of the adolescents’ daily hassles, coping, and behavior and emotional problems. The disengagement coping style was associated with significantly higher levels of behavior and emotional problems regardless of respondent or methodology, suggesting it may be a valuable target for intervention. En ligne : http://dx.doi.org/10.1007/s10803-013-1912-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225
in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.593-608[article] Coping, Daily Hassles and Behavior and Emotional Problems in Adolescents with High-Functioning Autism/Asperger’s Disorder [Texte imprimé et/ou numérique] / Angela S. KHOR, Auteur ; Glenn A. MELVIN, Auteur ; Sophie C. REID, Auteur ; Kylie M. GRAY, Auteur . - p.593-608.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.593-608
Mots-clés : Coping Daily hassles Psychopathology Autism Asperger’s Disorder Index. décimale : PER Périodiques Résumé : Although daily hassles and coping are associated with behavior and emotional problems in non-clinical populations, few studies have investigated these relationships in individuals with high-functioning autism/Asperger’s Disorder (HFASD). This study examined the relationships between daily hassles, coping and behavior and emotional problems in adolescents with HFASD. Thirty-one adolescents with HFASD completed questionnaires assessing their coping and behavior and emotional problems, and completed an Ecological Momentary Assessment run via a mobile phone application on their coping and daily hassles. Parents completed questionnaires of the adolescents’ daily hassles, coping, and behavior and emotional problems. The disengagement coping style was associated with significantly higher levels of behavior and emotional problems regardless of respondent or methodology, suggesting it may be a valuable target for intervention. En ligne : http://dx.doi.org/10.1007/s10803-013-1912-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225 School Attendance Problems Among Children with Neurodevelopmental Conditions One year Following the Start of the COVID-19 Pandemic / Athanasia KOUROUPA ; Amanda TIMMERMAN ; Amanda ALLARD ; Kylie M. GRAY ; Richard P. HASTINGS ; David HEYNE ; Glenn A. MELVIN ; Bruce TONGE in Journal of Autism and Developmental Disorders, 54-8 (August 2024)
[article]
Titre : School Attendance Problems Among Children with Neurodevelopmental Conditions One year Following the Start of the COVID-19 Pandemic Type de document : Texte imprimé et/ou numérique Auteurs : Athanasia KOUROUPA, Auteur ; Amanda TIMMERMAN, Auteur ; Amanda ALLARD, Auteur ; Kylie M. GRAY, Auteur ; Richard P. HASTINGS, Auteur ; David HEYNE, Auteur ; Glenn A. MELVIN, Auteur ; Bruce TONGE, Auteur Article en page(s) : p.2998-3007 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Purpose: The present study investigated school absence among 1,076 5-15 year-old children with neurodevelopmental conditions (intellectual disability and/or autism) approximately one year following the start of COVID-19 in the UK. Methods: Parents completed an online survey indicating whether their child was absent from school during May 2021 and the reason for each absence. Multi-variable regression models investigated child, family and school variables associated with absenteeism and types of absenteeism. Qualitative data were collected on barriers and facilitators of school attendance. Results: During May 2021, 32% of children presented with persistent absence (missing???10% of school). School refusal and absence due to ill-health were the most frequent types of absence, accounting for 37% and 22% of days missed, respectively. COVID-19 related absence accounted for just 11% of days missed. Child anxiety was associated with overall absenteeism and with days missed because of school refusal. Parent pandemic anxiety and child conduct problems were not associated with school absenteeism. Hyperactivity was associated with lower levels of absenteeism and school refusal but higher levels of school exclusion. A positive parent-teacher relationship was associated with lower levels of absenteeism, school refusal and exclusion. Child unmet need in school was the most frequently reported barrier to attendance while COVID-19 was one of the least frequently reported barriers. Conclusion: COVID-19 had a limited impact on school attendance problems during this period. Findings highlighted the role of child mental health in different types of absence and the likely protective role of a positive parent-teacher relationship. En ligne : https://doi.org/10.1007/s10803-023-06025-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.2998-3007[article] School Attendance Problems Among Children with Neurodevelopmental Conditions One year Following the Start of the COVID-19 Pandemic [Texte imprimé et/ou numérique] / Athanasia KOUROUPA, Auteur ; Amanda TIMMERMAN, Auteur ; Amanda ALLARD, Auteur ; Kylie M. GRAY, Auteur ; Richard P. HASTINGS, Auteur ; David HEYNE, Auteur ; Glenn A. MELVIN, Auteur ; Bruce TONGE, Auteur . - p.2998-3007.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.2998-3007
Index. décimale : PER Périodiques Résumé : Purpose: The present study investigated school absence among 1,076 5-15 year-old children with neurodevelopmental conditions (intellectual disability and/or autism) approximately one year following the start of COVID-19 in the UK. Methods: Parents completed an online survey indicating whether their child was absent from school during May 2021 and the reason for each absence. Multi-variable regression models investigated child, family and school variables associated with absenteeism and types of absenteeism. Qualitative data were collected on barriers and facilitators of school attendance. Results: During May 2021, 32% of children presented with persistent absence (missing???10% of school). School refusal and absence due to ill-health were the most frequent types of absence, accounting for 37% and 22% of days missed, respectively. COVID-19 related absence accounted for just 11% of days missed. Child anxiety was associated with overall absenteeism and with days missed because of school refusal. Parent pandemic anxiety and child conduct problems were not associated with school absenteeism. Hyperactivity was associated with lower levels of absenteeism and school refusal but higher levels of school exclusion. A positive parent-teacher relationship was associated with lower levels of absenteeism, school refusal and exclusion. Child unmet need in school was the most frequently reported barrier to attendance while COVID-19 was one of the least frequently reported barriers. Conclusion: COVID-19 had a limited impact on school attendance problems during this period. Findings highlighted the role of child mental health in different types of absence and the likely protective role of a positive parent-teacher relationship. En ligne : https://doi.org/10.1007/s10803-023-06025-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534