
- <Centre d'Information et de documentation du CRA Rhône-Alpes
- CRA
- Informations pratiques
-
Adresse
Centre d'information et de documentation
Horaires
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexLundi au Vendredi
Contact
9h00-12h00 13h30-16h00Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Adresse
Détail de l'auteur
Auteur B. MAUGHAN |
Documents disponibles écrits par cet auteur (3)



Comparing the characteristics and outcomes of parent- and teacher-reported oppositional defiant disorder: findings from a national sample / J. MCNEILIS in Journal of Child Psychology and Psychiatry, 59-6 (June 2018)
![]()
[article]
Titre : Comparing the characteristics and outcomes of parent- and teacher-reported oppositional defiant disorder: findings from a national sample Type de document : Texte imprimé et/ou numérique Auteurs : J. MCNEILIS, Auteur ; B. MAUGHAN, Auteur ; R. GOODMAN, Auteur ; R. ROWE, Auteur Article en page(s) : p.659-666 Langues : Anglais (eng) Mots-clés : Oppositional defiant disorder diagnosis nosology Index. décimale : PER Périodiques Résumé : BACKGROUND: Parents and teachers often disagree on the presence of Oppositional Defiant Disorder (ODD) in children. It has been argued that ODD should be treated as an informant-specific disorder. This study compared the characteristics of children identified with ODD by parent- and teacher report. METHODS: We used the 1999 British Child and Adolescent Mental Health Survey, including more than 10,000 observations aged 5-15 years, to investigate symptom profiles, risk factors, comorbidities and three-year outcomes of parent- and teacher-reported ODD. RESULTS: Parents and teachers poorly agreed on ODD diagnosis. Parent-reported ODD was more strongly associated with a concurrent anxiety disorder at time1 and a successive diagnosis of ODD at time2 . Beyond these differences, parent- and teacher- reported ODD showed similar symptom profiles, risk factors, comorbidities, and outcomes. CONCLUSIONS: Children identified by parent report and teacher report share more similarities than differences in the characteristics of their disorder. This does not support the formation of informant-specific ODD disorders. En ligne : http://dx.doi.org/10.1111/jcpp.12845 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=363
in Journal of Child Psychology and Psychiatry > 59-6 (June 2018) . - p.659-666[article] Comparing the characteristics and outcomes of parent- and teacher-reported oppositional defiant disorder: findings from a national sample [Texte imprimé et/ou numérique] / J. MCNEILIS, Auteur ; B. MAUGHAN, Auteur ; R. GOODMAN, Auteur ; R. ROWE, Auteur . - p.659-666.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 59-6 (June 2018) . - p.659-666
Mots-clés : Oppositional defiant disorder diagnosis nosology Index. décimale : PER Périodiques Résumé : BACKGROUND: Parents and teachers often disagree on the presence of Oppositional Defiant Disorder (ODD) in children. It has been argued that ODD should be treated as an informant-specific disorder. This study compared the characteristics of children identified with ODD by parent- and teacher report. METHODS: We used the 1999 British Child and Adolescent Mental Health Survey, including more than 10,000 observations aged 5-15 years, to investigate symptom profiles, risk factors, comorbidities and three-year outcomes of parent- and teacher-reported ODD. RESULTS: Parents and teachers poorly agreed on ODD diagnosis. Parent-reported ODD was more strongly associated with a concurrent anxiety disorder at time1 and a successive diagnosis of ODD at time2 . Beyond these differences, parent- and teacher- reported ODD showed similar symptom profiles, risk factors, comorbidities, and outcomes. CONCLUSIONS: Children identified by parent report and teacher report share more similarities than differences in the characteristics of their disorder. This does not support the formation of informant-specific ODD disorders. En ligne : http://dx.doi.org/10.1111/jcpp.12845 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=363 Cross-cohort change in adolescent outcomes for children with mental health problems / R. SELLERS in Journal of Child Psychology and Psychiatry, 60-7 (July 2019)
![]()
[article]
Titre : Cross-cohort change in adolescent outcomes for children with mental health problems Type de document : Texte imprimé et/ou numérique Auteurs : R. SELLERS, Auteur ; N. WARNE, Auteur ; A. PICKLES, Auteur ; B. MAUGHAN, Auteur ; A. THAPAR, Auteur ; S. COLLISHAW, Auteur Article en page(s) : p.813-821 Langues : Anglais (eng) Mots-clés : Avon Longitudinal Study of Parents and Children Child mental health Millennium Cohort Study National Child Development Study secular change Index. décimale : PER Périodiques Résumé : BACKGROUND: Child mental health problems are common. Previous studies have examined secular changes in their prevalence but have not assessed whether later outcomes have changed. We therefore aimed to test whether outcomes of child mental health problems have changed over a 40-year period. METHODS: Three cohorts were utilized: The National Child Development Study (NCDS: N = 14,544, aged 7 in 1965), the Avon Longitudinal Study of Parents and Children (ALSPAC: N = 8,188, aged 7 in 1998), and the Millennium Cohort Study (MCS: N = 13,192, aged 7 in 2008). Mental health problems at age 7 were identified using the parent-reported Rutter-A scale (NCDS) and Strengths and Difficulties Questionnaire (ALSPAC and MCS). Associated outcomes were compared across cohorts: age 11 social functioning, age 16 exam attainment and age 16 mental health. RESULTS: Child mental health problems were common in each cohort (boys: 7.0%-9.7%; girls: 5.4%-8.4%). Child mental health problems became more strongly associated with social functioning problems (boys: NCDS OR = 1.95 (1.50, 2.53), MCS OR = 3.77 (2.89, 4.92); interaction p < .001; girls: NCDS OR = 1.69 (1.22, 2.33), MCS OR = 3.99 (3.04, 5.25), interaction p < .001), lower academic attainment for boys (NCDS OR = 0.49 (0.31, 0.78), ALSPAC OR = 0.30 (0.22, 0.41), interaction p = .009), and age 16 mental health problems (boys: NCDS d' = 0.55 (0.38, 0.72), ALSPAC d' = 0.95 (0.73, 1.16); interaction p = .004; girls: NCDS d' = 0.50 (0.34, 0.65), ALSPAC d' = 0.99 (0.78, 1.20); interaction p < .001). CONCLUSIONS: Child mental health problems have become more strongly associated with negative social, educational and mental health outcomes in recent generations. En ligne : http://dx.doi.org/10.1111/jcpp.13029 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=401
in Journal of Child Psychology and Psychiatry > 60-7 (July 2019) . - p.813-821[article] Cross-cohort change in adolescent outcomes for children with mental health problems [Texte imprimé et/ou numérique] / R. SELLERS, Auteur ; N. WARNE, Auteur ; A. PICKLES, Auteur ; B. MAUGHAN, Auteur ; A. THAPAR, Auteur ; S. COLLISHAW, Auteur . - p.813-821.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 60-7 (July 2019) . - p.813-821
Mots-clés : Avon Longitudinal Study of Parents and Children Child mental health Millennium Cohort Study National Child Development Study secular change Index. décimale : PER Périodiques Résumé : BACKGROUND: Child mental health problems are common. Previous studies have examined secular changes in their prevalence but have not assessed whether later outcomes have changed. We therefore aimed to test whether outcomes of child mental health problems have changed over a 40-year period. METHODS: Three cohorts were utilized: The National Child Development Study (NCDS: N = 14,544, aged 7 in 1965), the Avon Longitudinal Study of Parents and Children (ALSPAC: N = 8,188, aged 7 in 1998), and the Millennium Cohort Study (MCS: N = 13,192, aged 7 in 2008). Mental health problems at age 7 were identified using the parent-reported Rutter-A scale (NCDS) and Strengths and Difficulties Questionnaire (ALSPAC and MCS). Associated outcomes were compared across cohorts: age 11 social functioning, age 16 exam attainment and age 16 mental health. RESULTS: Child mental health problems were common in each cohort (boys: 7.0%-9.7%; girls: 5.4%-8.4%). Child mental health problems became more strongly associated with social functioning problems (boys: NCDS OR = 1.95 (1.50, 2.53), MCS OR = 3.77 (2.89, 4.92); interaction p < .001; girls: NCDS OR = 1.69 (1.22, 2.33), MCS OR = 3.99 (3.04, 5.25), interaction p < .001), lower academic attainment for boys (NCDS OR = 0.49 (0.31, 0.78), ALSPAC OR = 0.30 (0.22, 0.41), interaction p = .009), and age 16 mental health problems (boys: NCDS d' = 0.55 (0.38, 0.72), ALSPAC d' = 0.95 (0.73, 1.16); interaction p = .004; girls: NCDS d' = 0.50 (0.34, 0.65), ALSPAC d' = 0.99 (0.78, 1.20); interaction p < .001). CONCLUSIONS: Child mental health problems have become more strongly associated with negative social, educational and mental health outcomes in recent generations. En ligne : http://dx.doi.org/10.1111/jcpp.13029 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=401 Promoting better functioning among children exposed to high levels of family adversity: the protective role of childcare attendance / M. P. LAROSE in Journal of Child Psychology and Psychiatry, 62-6 (June 2021)
![]()
[article]
Titre : Promoting better functioning among children exposed to high levels of family adversity: the protective role of childcare attendance Type de document : Texte imprimé et/ou numérique Auteurs : M. P. LAROSE, Auteur ; Sylvana M. CÔTÉ, Auteur ; I. OUELLET-MORIN, Auteur ; B. MAUGHAN, Auteur ; Edward D. BARKER, Auteur Article en page(s) : p.762-770 Langues : Anglais (eng) Mots-clés : Adolescent Child Child Behavior Disorders Child Care Child Health Female Humans Longitudinal Studies Pregnancy Problem Behavior adversity childcare cognitive development externalizing behaviors prevention Index. décimale : PER Périodiques Résumé : BACKGROUND: Children exposed to early adversity are vulnerable to cognitive impairments and externalizing behaviors. Attending childcare may, however, partly buffer this detrimental effect by providing social and cognitive stimulation in a secure environment. The aims of this study were (a) to determine whether the association between exposure to adversity and later externalizing behaviors is mediated by children's cognitive abilities, and (b) to examine if childcare attendance moderates this mediation-thereby highlighting a protective function of children's childcare attendance. METHODS: Data come from the Avon Longitudinal Study of Children and Parents (N = 6,149). Exposure to adversity was assessed by maternal reports three times from the second trimester of the mother's pregnancy to the child's fourth year of age. Childcare attendance was assessed on four occasions between eight months and three years of age. Factors explaining differences in childcare attendance were controlled using propensity score weights. Children's cognitive abilities were assessed by the Weschler Intelligence Scale for Children at eight years of age, and externalizing behaviors were reported by mothers using the Development and Well-Being Assessment interview at 10, 13, and 15 years of age. RESULTS: Notably, lower cognitive abilities partly accounted for the higher levels of externalizing behaviors in adolescents exposed to adversity (B indirect effect = 0.02, 95% CI = 0.007-0.03, p < .01). Importantly, childcare attendance moderated this indirect effect. For children exposed to adversity, being in maternal care was associated with lower cognitive abilities which were related to higher levels of externalizing behaviors. On the contrary, for children exposed to adversity, attending childcare was associated with higher cognitive abilities which were linked to lower levels of externalizing behaviors. CONCLUSIONS: Easily accessible community childcare may be a relatively low-cost public health strategy to prevent the emergence of externalizing behavioral problems in adolescence through its positive effects on cognitive abilities. En ligne : http://dx.doi.org/10.1111/jcpp.13313 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456
in Journal of Child Psychology and Psychiatry > 62-6 (June 2021) . - p.762-770[article] Promoting better functioning among children exposed to high levels of family adversity: the protective role of childcare attendance [Texte imprimé et/ou numérique] / M. P. LAROSE, Auteur ; Sylvana M. CÔTÉ, Auteur ; I. OUELLET-MORIN, Auteur ; B. MAUGHAN, Auteur ; Edward D. BARKER, Auteur . - p.762-770.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 62-6 (June 2021) . - p.762-770
Mots-clés : Adolescent Child Child Behavior Disorders Child Care Child Health Female Humans Longitudinal Studies Pregnancy Problem Behavior adversity childcare cognitive development externalizing behaviors prevention Index. décimale : PER Périodiques Résumé : BACKGROUND: Children exposed to early adversity are vulnerable to cognitive impairments and externalizing behaviors. Attending childcare may, however, partly buffer this detrimental effect by providing social and cognitive stimulation in a secure environment. The aims of this study were (a) to determine whether the association between exposure to adversity and later externalizing behaviors is mediated by children's cognitive abilities, and (b) to examine if childcare attendance moderates this mediation-thereby highlighting a protective function of children's childcare attendance. METHODS: Data come from the Avon Longitudinal Study of Children and Parents (N = 6,149). Exposure to adversity was assessed by maternal reports three times from the second trimester of the mother's pregnancy to the child's fourth year of age. Childcare attendance was assessed on four occasions between eight months and three years of age. Factors explaining differences in childcare attendance were controlled using propensity score weights. Children's cognitive abilities were assessed by the Weschler Intelligence Scale for Children at eight years of age, and externalizing behaviors were reported by mothers using the Development and Well-Being Assessment interview at 10, 13, and 15 years of age. RESULTS: Notably, lower cognitive abilities partly accounted for the higher levels of externalizing behaviors in adolescents exposed to adversity (B indirect effect = 0.02, 95% CI = 0.007-0.03, p < .01). Importantly, childcare attendance moderated this indirect effect. For children exposed to adversity, being in maternal care was associated with lower cognitive abilities which were related to higher levels of externalizing behaviors. On the contrary, for children exposed to adversity, attending childcare was associated with higher cognitive abilities which were linked to lower levels of externalizing behaviors. CONCLUSIONS: Easily accessible community childcare may be a relatively low-cost public health strategy to prevent the emergence of externalizing behavioral problems in adolescence through its positive effects on cognitive abilities. En ligne : http://dx.doi.org/10.1111/jcpp.13313 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456