Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Détail de l'auteur
Auteur Mehdi TEHRANI-DOOST |
Documents disponibles écrits par cet auteur (2)
Faire une suggestion Affiner la recherche
Cross-Cultural Validation and Normative Data of the Social Responsiveness Scale in a Group of Iranian General Child Population / Mehdi TEHRANI-DOOST in Journal of Autism and Developmental Disorders, 50-7 (July 2020)
[article]
Titre : Cross-Cultural Validation and Normative Data of the Social Responsiveness Scale in a Group of Iranian General Child Population Type de document : Texte imprimé et/ou numérique Auteurs : Mehdi TEHRANI-DOOST, Auteur ; Zahra SHAHRIVAR, Auteur ; Naghme TORABI, Auteur ; Shadi ANSARI, Auteur ; Maryam HAJI-ESMAEELZADEH, Auteur ; Sanaz SAEED-AHMADI, Auteur Article en page(s) : p.2389-2396 Langues : Anglais (eng) Mots-clés : Children Farsi Norms Social Responsiveness Scale Validity Index. décimale : PER Périodiques Résumé : This study aimed to assess the validity and normative statistics of the Farsi version of the Social Responsiveness Scale-2 (SRS-2). Among the mainstream elementary schools, 191 boys and 342 girls with a mean age of 9.46 (+?1.72) years were recruited. Teachers and parents completed the SRS-2. The parents also answered the Social Communication Questionnaire (SCQ) and the Vineland Adaptive Behavior Scale (VABS). There were not any significant differences regarding the parents' and teachers' ratings of the SRS mean scores in terms of gender, academic level, and age. The SRS was significantly correlated with the SCQ (0.438) and VABS (-?0.142) mean scores. The study supported the validity of the SRS as a screening instrument for social communication problems in Farsi-speaking school-aged children. En ligne : http://dx.doi.org/10.1007/s10803-018-3773-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426
in Journal of Autism and Developmental Disorders > 50-7 (July 2020) . - p.2389-2396[article] Cross-Cultural Validation and Normative Data of the Social Responsiveness Scale in a Group of Iranian General Child Population [Texte imprimé et/ou numérique] / Mehdi TEHRANI-DOOST, Auteur ; Zahra SHAHRIVAR, Auteur ; Naghme TORABI, Auteur ; Shadi ANSARI, Auteur ; Maryam HAJI-ESMAEELZADEH, Auteur ; Sanaz SAEED-AHMADI, Auteur . - p.2389-2396.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-7 (July 2020) . - p.2389-2396
Mots-clés : Children Farsi Norms Social Responsiveness Scale Validity Index. décimale : PER Périodiques Résumé : This study aimed to assess the validity and normative statistics of the Farsi version of the Social Responsiveness Scale-2 (SRS-2). Among the mainstream elementary schools, 191 boys and 342 girls with a mean age of 9.46 (+?1.72) years were recruited. Teachers and parents completed the SRS-2. The parents also answered the Social Communication Questionnaire (SCQ) and the Vineland Adaptive Behavior Scale (VABS). There were not any significant differences regarding the parents' and teachers' ratings of the SRS mean scores in terms of gender, academic level, and age. The SRS was significantly correlated with the SCQ (0.438) and VABS (-?0.142) mean scores. The study supported the validity of the SRS as a screening instrument for social communication problems in Farsi-speaking school-aged children. En ligne : http://dx.doi.org/10.1007/s10803-018-3773-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426 Normative data and psychometric properties of a farsi translation of the strange stories test / Zahra SHAHRIVAR in Autism Research, 10-12 (December 2017)
[article]
Titre : Normative data and psychometric properties of a farsi translation of the strange stories test Type de document : Texte imprimé et/ou numérique Auteurs : Zahra SHAHRIVAR, Auteur ; Mehdi TEHRANI-DOOST, Auteur ; Anahita KHORRAMI BANARAKI, Auteur ; Azar MOHAMMADZADEH, Auteur ; Francesca HAPPE, Auteur Article en page(s) : p.1960-1967 Langues : Anglais (eng) Mots-clés : strange stories theory of mind reliability validity children Index. décimale : PER Périodiques Résumé : Background and objective The Strange Stories test is one of the most commonly used tests to evaluate advanced “theory of mind,” i.e. attribution of mental states. Normative data and psychometric properties of a new Farsi translation of this test were evaluated in a large community-based sample of Iranian school-aged children. Methods: Through randomized cluster sampling, 398 children aged 9–11 years studying at 20 elementary schools were recruited from 4 central regions of Tehran, Iran. The mean age of the students was 9.96 years (SD?=?0.92), and 51% were girls (n?=?202). The Child Behavior Checklist (CBCL) was completed by parents. The Strange Stories test was completed by all children and repeated for 20% of them after 2–4 weeks to assess the test-retest reliability. Findings: Students in upper grades had higher scores (P?.01); age predicted 2% of variance on the mental state score. Girls had significantly higher mentalizing scores than boys (P?=?.003). The split-half internal reliability coefficient was good (0.73). The test-retest reliability was fair to good. Item-scale score correlations were all significant (P?.01). Conclusion: This new translation of the Strange Stories test is a reliable and valid instrument to evaluate higher level theory of mind abilities in community samples of Farsi speaking children. Autism Res 2017, 10: 1960–1967. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary “Mentalizing” or “theory of mind,” the ability to recognize others' mental states, is a key aspect of social understanding. Mentalizing problems are characteristic of some clinical conditions such as autism. The Strange Stories is a test evaluating mentalizing in every day social situations. It was translated into Farsi language and administered to a group of Iranian school-aged children. The instrument was useful in assessing children's mind reading. Older children and girls were better in mentalizing ability. En ligne : http://dx.doi.org/10.1002/aur.1844 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=323
in Autism Research > 10-12 (December 2017) . - p.1960-1967[article] Normative data and psychometric properties of a farsi translation of the strange stories test [Texte imprimé et/ou numérique] / Zahra SHAHRIVAR, Auteur ; Mehdi TEHRANI-DOOST, Auteur ; Anahita KHORRAMI BANARAKI, Auteur ; Azar MOHAMMADZADEH, Auteur ; Francesca HAPPE, Auteur . - p.1960-1967.
Langues : Anglais (eng)
in Autism Research > 10-12 (December 2017) . - p.1960-1967
Mots-clés : strange stories theory of mind reliability validity children Index. décimale : PER Périodiques Résumé : Background and objective The Strange Stories test is one of the most commonly used tests to evaluate advanced “theory of mind,” i.e. attribution of mental states. Normative data and psychometric properties of a new Farsi translation of this test were evaluated in a large community-based sample of Iranian school-aged children. Methods: Through randomized cluster sampling, 398 children aged 9–11 years studying at 20 elementary schools were recruited from 4 central regions of Tehran, Iran. The mean age of the students was 9.96 years (SD?=?0.92), and 51% were girls (n?=?202). The Child Behavior Checklist (CBCL) was completed by parents. The Strange Stories test was completed by all children and repeated for 20% of them after 2–4 weeks to assess the test-retest reliability. Findings: Students in upper grades had higher scores (P?.01); age predicted 2% of variance on the mental state score. Girls had significantly higher mentalizing scores than boys (P?=?.003). The split-half internal reliability coefficient was good (0.73). The test-retest reliability was fair to good. Item-scale score correlations were all significant (P?.01). Conclusion: This new translation of the Strange Stories test is a reliable and valid instrument to evaluate higher level theory of mind abilities in community samples of Farsi speaking children. Autism Res 2017, 10: 1960–1967. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary “Mentalizing” or “theory of mind,” the ability to recognize others' mental states, is a key aspect of social understanding. Mentalizing problems are characteristic of some clinical conditions such as autism. The Strange Stories is a test evaluating mentalizing in every day social situations. It was translated into Farsi language and administered to a group of Iranian school-aged children. The instrument was useful in assessing children's mind reading. Older children and girls were better in mentalizing ability. En ligne : http://dx.doi.org/10.1002/aur.1844 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=323