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Détail de l'auteur
Auteur Joni HOLMES |
Documents disponibles écrits par cet auteur (2)
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Annual Research Review: The transdiagnostic revolution in neurodevelopmental disorders / Duncan E. ASTLE in Journal of Child Psychology and Psychiatry, 63-4 (April 2022)
[article]
Titre : Annual Research Review: The transdiagnostic revolution in neurodevelopmental disorders Type de document : Texte imprimé et/ou numérique Auteurs : Duncan E. ASTLE, Auteur ; Joni HOLMES, Auteur ; Rogier. KIEVIT, Auteur ; Susan E. GATHERCOLE, Auteur Article en page(s) : p.397-417 Langues : Anglais (eng) Mots-clés : Adhd Autism Developmental Language Disorder Neurodevelopmental disorders learning difficulties working memory Index. décimale : PER Périodiques Résumé : Practitioners frequently use diagnostic criteria to identify children with neurodevelopmental disorders and to guide intervention decisions. These criteria also provide the organising framework for much of the research focussing on these disorders. Study design, recruitment, analysis and theory are largely built on the assumption that diagnostic criteria reflect an underlying reality. However, there is growing concern that this assumption may not be a valid and that an alternative transdiagnostic approach may better serve our understanding of this large heterogeneous population of young people. This review draws on important developments over the past decade that have set the stage for much-needed breakthroughs in understanding neurodevelopmental disorders. We evaluate contemporary approaches to study design and recruitment, review the use of data-driven methods to characterise cognition, behaviour and neurobiology, and consider what alternative transdiagnostic models could mean for children and families. This review concludes that an overreliance on ill-fitting diagnostic criteria is impeding progress towards identifying the barriers that children encounter, understanding underpinning mechanisms and finding the best route to supporting them. En ligne : http://dx.doi.org/10.1111/jcpp.13481 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475
in Journal of Child Psychology and Psychiatry > 63-4 (April 2022) . - p.397-417[article] Annual Research Review: The transdiagnostic revolution in neurodevelopmental disorders [Texte imprimé et/ou numérique] / Duncan E. ASTLE, Auteur ; Joni HOLMES, Auteur ; Rogier. KIEVIT, Auteur ; Susan E. GATHERCOLE, Auteur . - p.397-417.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 63-4 (April 2022) . - p.397-417
Mots-clés : Adhd Autism Developmental Language Disorder Neurodevelopmental disorders learning difficulties working memory Index. décimale : PER Périodiques Résumé : Practitioners frequently use diagnostic criteria to identify children with neurodevelopmental disorders and to guide intervention decisions. These criteria also provide the organising framework for much of the research focussing on these disorders. Study design, recruitment, analysis and theory are largely built on the assumption that diagnostic criteria reflect an underlying reality. However, there is growing concern that this assumption may not be a valid and that an alternative transdiagnostic approach may better serve our understanding of this large heterogeneous population of young people. This review draws on important developments over the past decade that have set the stage for much-needed breakthroughs in understanding neurodevelopmental disorders. We evaluate contemporary approaches to study design and recruitment, review the use of data-driven methods to characterise cognition, behaviour and neurobiology, and consider what alternative transdiagnostic models could mean for children and families. This review concludes that an overreliance on ill-fitting diagnostic criteria is impeding progress towards identifying the barriers that children encounter, understanding underpinning mechanisms and finding the best route to supporting them. En ligne : http://dx.doi.org/10.1111/jcpp.13481 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475 Transdiagnostic profiles of behaviour and communication relate to academic and socioemotional functioning and neural white matter organisation / Silvana MAREVA in Journal of Child Psychology and Psychiatry, 64-2 (February 2023)
[article]
Titre : Transdiagnostic profiles of behaviour and communication relate to academic and socioemotional functioning and neural white matter organisation Type de document : Texte imprimé et/ou numérique Auteurs : Silvana MAREVA, Auteur ; Danyal AKARCA, Auteur ; The CALM TEAM, Auteur ; Joni HOLMES, Auteur Article en page(s) : p.217-233 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background Behavioural and language difficulties co-occur in multiple neurodevelopmental conditions. Our understanding of these problems has arguably been slowed by an overreliance on study designs that compare diagnostic groups and fail to capture the overlap across different neurodevelopmental disorders and the heterogeneity within them. Methods We recruited a large transdiagnostic cohort of children with complex needs (N=805) to identify distinct subgroups of children with common profiles of behavioural and language strengths and difficulties. We then investigated whether and how these data-driven groupings could be distinguished from a comparison sample (N=158) on measures of academic and socioemotional functioning and patterns of global and local white matter connectome organisation. Academic skills were assessed via standardised measures of reading and maths. Socioemotional functioning was captured by the parent-rated version of the Strengths and Difficulties Questionnaire. Results We identified three distinct subgroups of children, each with different levels of difficulties in structural language, pragmatic communication, and hot and cool executive functions. All three subgroups struggled with academic and socioemotional skills relative to the comparison sample, potentially representing three alternative but related developmental pathways to difficulties in these areas. The children with the weakest language skills had the most widespread difficulties with learning, whereas those with more pronounced difficulties with hot executive skills experienced the most severe difficulties in the socioemotional domain. Each data-driven subgroup could be distinguished from the comparison sample based on both shared and subgroup-unique patterns of neural white matter organisation. Children with the most pronounced deficits in language, cool executive, or hot executive function were differentiated from the comparison sample by altered connectivity in predominantly thalamocortical, temporal-parietal-occipital, and frontostriatal circuits, respectively. Conclusions These findings advance our understanding of commonly co-morbid behavioural and language problems and their relationship to behavioural outcomes and neurobiological substrates. En ligne : https://doi.org/10.1111/jcpp.13685 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=492
in Journal of Child Psychology and Psychiatry > 64-2 (February 2023) . - p.217-233[article] Transdiagnostic profiles of behaviour and communication relate to academic and socioemotional functioning and neural white matter organisation [Texte imprimé et/ou numérique] / Silvana MAREVA, Auteur ; Danyal AKARCA, Auteur ; The CALM TEAM, Auteur ; Joni HOLMES, Auteur . - p.217-233.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 64-2 (February 2023) . - p.217-233
Index. décimale : PER Périodiques Résumé : Background Behavioural and language difficulties co-occur in multiple neurodevelopmental conditions. Our understanding of these problems has arguably been slowed by an overreliance on study designs that compare diagnostic groups and fail to capture the overlap across different neurodevelopmental disorders and the heterogeneity within them. Methods We recruited a large transdiagnostic cohort of children with complex needs (N=805) to identify distinct subgroups of children with common profiles of behavioural and language strengths and difficulties. We then investigated whether and how these data-driven groupings could be distinguished from a comparison sample (N=158) on measures of academic and socioemotional functioning and patterns of global and local white matter connectome organisation. Academic skills were assessed via standardised measures of reading and maths. Socioemotional functioning was captured by the parent-rated version of the Strengths and Difficulties Questionnaire. Results We identified three distinct subgroups of children, each with different levels of difficulties in structural language, pragmatic communication, and hot and cool executive functions. All three subgroups struggled with academic and socioemotional skills relative to the comparison sample, potentially representing three alternative but related developmental pathways to difficulties in these areas. The children with the weakest language skills had the most widespread difficulties with learning, whereas those with more pronounced difficulties with hot executive skills experienced the most severe difficulties in the socioemotional domain. Each data-driven subgroup could be distinguished from the comparison sample based on both shared and subgroup-unique patterns of neural white matter organisation. Children with the most pronounced deficits in language, cool executive, or hot executive function were differentiated from the comparison sample by altered connectivity in predominantly thalamocortical, temporal-parietal-occipital, and frontostriatal circuits, respectively. Conclusions These findings advance our understanding of commonly co-morbid behavioural and language problems and their relationship to behavioural outcomes and neurobiological substrates. En ligne : https://doi.org/10.1111/jcpp.13685 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=492