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Détail de l'auteur
Auteur David W. EVANS |
Documents disponibles écrits par cet auteur (2)
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Relationship between repetitive behaviour and fear across normative development, autism spectrum disorder, and down syndrome / Mirko ULJAREVIC in Autism Research, 10-3 (March 2017)
[article]
Titre : Relationship between repetitive behaviour and fear across normative development, autism spectrum disorder, and down syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Mirko ULJAREVIC, Auteur ; David W. EVANS, Auteur Article en page(s) : p.502-507 Langues : Anglais (eng) Mots-clés : repetitive behaviour fear autism down syndrome typical development Index. décimale : PER Périodiques Résumé : The present study had two aims: first to compare levels of restricted and repetitive behaviours (RRB) across two groups of typically developing (TD) children, and two disorders: Autism Spectrum Disorder (ASD) and Down syndrome (DS), and second to explore the relationship between fear and repetitive behaviours in these four groups. Parents of 41 offspring with ASD (Mage?=?123.39 months, SDage?=?27.67), 38 offspring with DS (Mage?=?125.37 months, SDage?=?45.71), 45 typically developing children matched to the mental age (MA) of the DS group (TD MA; Mage?=?51.13 months, SDage?=?22.1), and 42 chronological age (TD CA; Mage?=?117.93 months, SDage?=?22.91) matched TD children, completed measures of RRB and fear. ANOVAs revealed differences across the four groups on the RRB subscale scores: “Just Right” F(3,162)?=?16.62, P?0.001; Rigid Routines F(3,162)?=?52.76, P?0.001; Sensory behaviours F(3,162)?=?23.26, P?0.001. Post-hoc comparisons revealed that children with ASD had the highest RRB levels followed by DS, TD MA, and TD CA children. In children with ASD, higher levels of fear were related to higher RRB levels. Similar, albeit less strong, patterns of associations was found among DS and TD MA children but not in older TD CA children. This study provided evidence of a fear-RRB association in children with ASD, DS, and two groups of TD children. En ligne : http://dx.doi.org/10.1002/aur.1674 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304
in Autism Research > 10-3 (March 2017) . - p.502-507[article] Relationship between repetitive behaviour and fear across normative development, autism spectrum disorder, and down syndrome [Texte imprimé et/ou numérique] / Mirko ULJAREVIC, Auteur ; David W. EVANS, Auteur . - p.502-507.
Langues : Anglais (eng)
in Autism Research > 10-3 (March 2017) . - p.502-507
Mots-clés : repetitive behaviour fear autism down syndrome typical development Index. décimale : PER Périodiques Résumé : The present study had two aims: first to compare levels of restricted and repetitive behaviours (RRB) across two groups of typically developing (TD) children, and two disorders: Autism Spectrum Disorder (ASD) and Down syndrome (DS), and second to explore the relationship between fear and repetitive behaviours in these four groups. Parents of 41 offspring with ASD (Mage?=?123.39 months, SDage?=?27.67), 38 offspring with DS (Mage?=?125.37 months, SDage?=?45.71), 45 typically developing children matched to the mental age (MA) of the DS group (TD MA; Mage?=?51.13 months, SDage?=?22.1), and 42 chronological age (TD CA; Mage?=?117.93 months, SDage?=?22.91) matched TD children, completed measures of RRB and fear. ANOVAs revealed differences across the four groups on the RRB subscale scores: “Just Right” F(3,162)?=?16.62, P?0.001; Rigid Routines F(3,162)?=?52.76, P?0.001; Sensory behaviours F(3,162)?=?23.26, P?0.001. Post-hoc comparisons revealed that children with ASD had the highest RRB levels followed by DS, TD MA, and TD CA children. In children with ASD, higher levels of fear were related to higher RRB levels. Similar, albeit less strong, patterns of associations was found among DS and TD MA children but not in older TD CA children. This study provided evidence of a fear-RRB association in children with ASD, DS, and two groups of TD children. En ligne : http://dx.doi.org/10.1002/aur.1674 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304 The science of humanity and the humanity of science: Perspectives on Ed Zigler's contributions to developmental psychopathology and the study of all children / Jacob A. BURACK in Development and Psychopathology, 33-2 (May 2021)
[article]
Titre : The science of humanity and the humanity of science: Perspectives on Ed Zigler's contributions to developmental psychopathology and the study of all children Type de document : Texte imprimé et/ou numérique Auteurs : Jacob A. BURACK, Auteur ; David W. EVANS, Auteur ; Jenilee-Sarah NAPOLEON, Auteur ; Vanessa K. WEVA, Auteur ; Natalie RUSSO, Auteur ; Grace IAROCCI, Auteur Année de publication : 2021 Article en page(s) : p.441-452 Langues : Anglais (eng) Mots-clés : Ed Zigler Indigenous youth autism spectrum disorder developmental approach intellectual disability Index. décimale : PER Périodiques Résumé : We present this article as a testament to Ed Zigler's commitment to science in the service of humanity and to policy based on conceptually compelling theory and methodologically rigorous science. In doing so, we highlight ways that Ed's universal and inclusive developmental world view, early training as a behaviorist, exacting scientific standards, concern for others, and appreciation of his own roots and upbringing all transformed the way that many different groups of people of all ages and backgrounds are studied, viewed, and intervened with by researchers, policy makers, and society at large. Ed's narrative of development rather than defect, universality rather than difference, and holistic rather than reductionist continues to compel us in the quest for a kinder, more inclusive, and enabling society. Conversely, Ed's behaviorist training as a graduate student also influenced him throughout his career and was essential to his career-long commitment to systemic action in the service of improving the lives of others. We cite the lessons that we, as his descendants, learned from Ed and apply them to our own areas of research with populations that Ed did not study, but had considerable interest in - persons with autism spectrum disorder and Indigenous youth. En ligne : http://dx.doi.org/10.1017/s0954579420002011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444
in Development and Psychopathology > 33-2 (May 2021) . - p.441-452[article] The science of humanity and the humanity of science: Perspectives on Ed Zigler's contributions to developmental psychopathology and the study of all children [Texte imprimé et/ou numérique] / Jacob A. BURACK, Auteur ; David W. EVANS, Auteur ; Jenilee-Sarah NAPOLEON, Auteur ; Vanessa K. WEVA, Auteur ; Natalie RUSSO, Auteur ; Grace IAROCCI, Auteur . - 2021 . - p.441-452.
Langues : Anglais (eng)
in Development and Psychopathology > 33-2 (May 2021) . - p.441-452
Mots-clés : Ed Zigler Indigenous youth autism spectrum disorder developmental approach intellectual disability Index. décimale : PER Périodiques Résumé : We present this article as a testament to Ed Zigler's commitment to science in the service of humanity and to policy based on conceptually compelling theory and methodologically rigorous science. In doing so, we highlight ways that Ed's universal and inclusive developmental world view, early training as a behaviorist, exacting scientific standards, concern for others, and appreciation of his own roots and upbringing all transformed the way that many different groups of people of all ages and backgrounds are studied, viewed, and intervened with by researchers, policy makers, and society at large. Ed's narrative of development rather than defect, universality rather than difference, and holistic rather than reductionist continues to compel us in the quest for a kinder, more inclusive, and enabling society. Conversely, Ed's behaviorist training as a graduate student also influenced him throughout his career and was essential to his career-long commitment to systemic action in the service of improving the lives of others. We cite the lessons that we, as his descendants, learned from Ed and apply them to our own areas of research with populations that Ed did not study, but had considerable interest in - persons with autism spectrum disorder and Indigenous youth. En ligne : http://dx.doi.org/10.1017/s0954579420002011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444