Dépouillements

Editorial: Early prevention and intervention – the Five W (and one H) questions / Nurit YIRMIYA in Journal of Child Psychology and Psychiatry, 51-12 (December 2010)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 51-12 (December 2010) . - p.1297-1299 Titre : Editorial: Early prevention and intervention – the Five W (and one H) questions Type de document : Texte imprimé et/ou numérique Auteurs : Nurit YIRMIYA, Auteur Année de publication : 2010 Article en page(s) : p.1297-1299 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02344.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113 [article] Editorial: Early prevention and intervention – the Five W (and one H) questions [Texte imprimé et/ou numérique] / Nurit YIRMIYA, Auteur . - 2010 . - p.1297-1299. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 51-12 (December 2010) . - p.1297-1299 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02344.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113

Intervening in infancy: implications for autism spectrum disorders / Katherine S. WALLACE in Journal of Child Psychology and Psychiatry, 51-12 (December 2010)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 51-12 (December 2010) . - p.1300-1320 Titre : Intervening in infancy: implications for autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Katherine S. WALLACE, Auteur ; Sally J ROGERS, Auteur Année de publication : 2010 Article en page(s) : p.1300-1320 Langues : Anglais (eng) Mots-clés : Early intervention  autism  ASD  parent coaching  infant  toddler  evidence-based intervention Index. décimale : PER Périodiques Résumé : There is a scarcity of empirically validated treatments for infants and toddlers under age 3 years with autism spectrum disorders (ASD), as well as a scarcity of empirical investigation into successful intervention characteristics for this population. Yet early screening efforts are focused on identifying autism risk in children under age 3 years. In order to build ASD interventions for infants and toddlers upon a foundation of evidence-based characteristics, the current paper presents the results of a systematic literature search and effect size analysis of efficacious interventions for infants and toddlers with other developmental disorders: those who were born prematurely, have developmental impairments, or are at high risk for developmental impairments due to the presence of a biological or familial condition associated with developmental impairments. A review of 32 controlled, high-quality experimental studies revealed that the most efficacious interventions routinely used a combination of four specific intervention procedures, including (1) parent involvement in intervention, including ongoing parent coaching that focused both on parental responsivity and sensitivity to child cues and on teaching families to provide the infant interventions, (2) individualization to each infant’s developmental profile, (3) focusing on a broad rather than a narrow range of learning targets, and (4) temporal characteristics involving beginning as early as the risk is detected and providing greater intensity and duration of the intervention. These four characteristics of efficacious interventions for infants and toddlers with other developmental challenges likely represent a solid foundation from which researchers and clinicians can build efficacious interventions for infants and toddlers at risk for or affected by ASD. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02308.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113 [article] Intervening in infancy: implications for autism spectrum disorders [Texte imprimé et/ou numérique] / Katherine S. WALLACE, Auteur ; Sally J ROGERS, Auteur . - 2010 . - p.1300-1320. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 51-12 (December 2010) . - p.1300-1320 Mots-clés : Early intervention  autism  ASD  parent coaching  infant  toddler  evidence-based intervention Index. décimale : PER Périodiques Résumé : There is a scarcity of empirically validated treatments for infants and toddlers under age 3 years with autism spectrum disorders (ASD), as well as a scarcity of empirical investigation into successful intervention characteristics for this population. Yet early screening efforts are focused on identifying autism risk in children under age 3 years. In order to build ASD interventions for infants and toddlers upon a foundation of evidence-based characteristics, the current paper presents the results of a systematic literature search and effect size analysis of efficacious interventions for infants and toddlers with other developmental disorders: those who were born prematurely, have developmental impairments, or are at high risk for developmental impairments due to the presence of a biological or familial condition associated with developmental impairments. A review of 32 controlled, high-quality experimental studies revealed that the most efficacious interventions routinely used a combination of four specific intervention procedures, including (1) parent involvement in intervention, including ongoing parent coaching that focused both on parental responsivity and sensitivity to child cues and on teaching families to provide the infant interventions, (2) individualization to each infant’s developmental profile, (3) focusing on a broad rather than a narrow range of learning targets, and (4) temporal characteristics involving beginning as early as the risk is detected and providing greater intensity and duration of the intervention. These four characteristics of efficacious interventions for infants and toddlers with other developmental challenges likely represent a solid foundation from which researchers and clinicians can build efficacious interventions for infants and toddlers at risk for or affected by ASD. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02308.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113

Brief parent training in pivotal response treatment for preschoolers with autism / Jamesie COOLICAN in Journal of Child Psychology and Psychiatry, 51-12 (December 2010)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 51-12 (December 2010) . - p.1321-1330 Titre : Brief parent training in pivotal response treatment for preschoolers with autism Type de document : Texte imprimé et/ou numérique Auteurs : Jamesie COOLICAN, Auteur ; Isabel M. SMITH, Auteur ; Susan E. BRYSON, Auteur Année de publication : 2010 Article en page(s) : p.1321-1330 Langues : Anglais (eng) Mots-clés : Autism  pivotal response treatment  parent training  communication Index. décimale : PER Périodiques Résumé : Background:  Evidence of improved outcomes with early behavioural intervention has placed the early treatment of autism as a health priority. However, long waiting lists for treatment often preclude timely access, raising the question of whether parents could be trained in the interim. Parent training in pivotal response treatment (PRT) has been shown to enhance the communication skills of children with autism. This is typically provided within a 25-hour programme, although less intensive parent training may also be effective. The main objective of the present study was to evaluate the efficacy of brief training in PRT for parents of preschoolers with autism, who were awaiting, or unable to access, more comprehensive treatment. Method:  Eight preschoolers with autism and their parents participated in the study. A non-concurrent multiple (across-participants) baseline design was used, in which parents were seen individually for three 2-hour training sessions on PRT. Child and parent outcomes were assessed before, immediately after, and 2 to 4 months following training using standardised tests, questionnaires and behaviour coded directly from video recordings. Results:  Overall, children’s communication skills, namely functional utterances, increased following training. Parents’ fidelity in implementing PRT techniques also improved after training, and generally these changes were maintained at follow-up. A moderate to strong relationship was found between parents’ increased ability to implement PRT techniques and improvement in the children’s communication skills. Conclusion:  Our findings suggest that brief parent training in PRT promises to provide an immediate, cost-effective intervention that could be adopted widely. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02326.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113 [article] Brief parent training in pivotal response treatment for preschoolers with autism [Texte imprimé et/ou numérique] / Jamesie COOLICAN, Auteur ; Isabel M. SMITH, Auteur ; Susan E. BRYSON, Auteur . - 2010 . - p.1321-1330. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 51-12 (December 2010) . - p.1321-1330 Mots-clés : Autism  pivotal response treatment  parent training  communication Index. décimale : PER Périodiques Résumé : Background:  Evidence of improved outcomes with early behavioural intervention has placed the early treatment of autism as a health priority. However, long waiting lists for treatment often preclude timely access, raising the question of whether parents could be trained in the interim. Parent training in pivotal response treatment (PRT) has been shown to enhance the communication skills of children with autism. This is typically provided within a 25-hour programme, although less intensive parent training may also be effective. The main objective of the present study was to evaluate the efficacy of brief training in PRT for parents of preschoolers with autism, who were awaiting, or unable to access, more comprehensive treatment. Method:  Eight preschoolers with autism and their parents participated in the study. A non-concurrent multiple (across-participants) baseline design was used, in which parents were seen individually for three 2-hour training sessions on PRT. Child and parent outcomes were assessed before, immediately after, and 2 to 4 months following training using standardised tests, questionnaires and behaviour coded directly from video recordings. Results:  Overall, children’s communication skills, namely functional utterances, increased following training. Parents’ fidelity in implementing PRT techniques also improved after training, and generally these changes were maintained at follow-up. A moderate to strong relationship was found between parents’ increased ability to implement PRT techniques and improvement in the children’s communication skills. Conclusion:  Our findings suggest that brief parent training in PRT promises to provide an immediate, cost-effective intervention that could be adopted widely. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02326.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113

Impact of a parenting program in a high-risk, multi-ethnic community: the PALS trial / Stephen SCOTT in Journal of Child Psychology and Psychiatry, 51-12 (December 2010)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 51-12 (December 2010) . - p.1331-1341 Titre : Impact of a parenting program in a high-risk, multi-ethnic community: the PALS trial Type de document : Texte imprimé et/ou numérique Auteurs : Stephen SCOTT, Auteur ; Thomas G. O'CONNOR, Auteur ; Annabel FUTH, Auteur ; Carla MATIAS, Auteur ; Jenny PRICE, Auteur ; Moira DOOLAN, Auteur Année de publication : 2010 Article en page(s) : p.1331-1341 Langues : Anglais (eng) Mots-clés : Behavior problems  ethnicity  parent training  parent–child interaction  treatment Index. décimale : PER Périodiques Résumé : Background:  Parenting programs have been shown to work when delivered to motivated ethnic majority parents in demonstration projects, but comparatively little is known about their impact when delivered to high-risk, multi-ethnic populations by routine local services. Methods:  The Primary Age Learning Skills (PALS) trial was a randomized controlled trial of an evidence-based parenting-group program that targeted the parent–child relationship and child literacy. Parents of 174 children were selected from a population of 672 5- and 6-year-olds attending four primary schools in a high-risk, ethnically diverse, inner-city area. Eighty-eight children were allocated to the Incredible Years preventive program plus a shortened six-week version of the SPOKES literacy program, delivered by local services; 86 to usual community services; 152/174 (87%) of families were successfully followed up. Parent–child relationship quality and child behavior were measured using direct observation and parent interview; child reading was assessed psychometrically. Results:  Two-thirds (58/89) of those offered the parenting program attended at least one session, with similar enrolment rates across the Black African, African-Caribbean, White-British and Other ethnic groups. Mean attendance was four relationship-building sessions and one literacy-development session. Satisfaction questionnaires were completed by 43/58 starters; 93% said they were well or extremely satisfied, with equally high rates across ethnic groups. At follow-up after one year, those allocated to the intervention showed significant improvements in the parent–child relationship on observation and at interview compared to controls; effects were similar across all ethnic groups. However, child behavior problems and reading did not improve. The cost was £1,343 ($2,100) per child. Conclusions:  Programs can be organized to be engaging and effective in improving parenting among high-risk, multi-ethnic communities, which is of considerable value. To also be cost-effective in achieving child changes may require a set-up that enables parents to attend more sessions and/or an exclusive focus on children with clinically significant behavior problems. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02302.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113 [article] Impact of a parenting program in a high-risk, multi-ethnic community: the PALS trial [Texte imprimé et/ou numérique] / Stephen SCOTT, Auteur ; Thomas G. O'CONNOR, Auteur ; Annabel FUTH, Auteur ; Carla MATIAS, Auteur ; Jenny PRICE, Auteur ; Moira DOOLAN, Auteur . - 2010 . - p.1331-1341. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 51-12 (December 2010) . - p.1331-1341 Mots-clés : Behavior problems  ethnicity  parent training  parent–child interaction  treatment Index. décimale : PER Périodiques Résumé : Background:  Parenting programs have been shown to work when delivered to motivated ethnic majority parents in demonstration projects, but comparatively little is known about their impact when delivered to high-risk, multi-ethnic populations by routine local services. Methods:  The Primary Age Learning Skills (PALS) trial was a randomized controlled trial of an evidence-based parenting-group program that targeted the parent–child relationship and child literacy. Parents of 174 children were selected from a population of 672 5- and 6-year-olds attending four primary schools in a high-risk, ethnically diverse, inner-city area. Eighty-eight children were allocated to the Incredible Years preventive program plus a shortened six-week version of the SPOKES literacy program, delivered by local services; 86 to usual community services; 152/174 (87%) of families were successfully followed up. Parent–child relationship quality and child behavior were measured using direct observation and parent interview; child reading was assessed psychometrically. Results:  Two-thirds (58/89) of those offered the parenting program attended at least one session, with similar enrolment rates across the Black African, African-Caribbean, White-British and Other ethnic groups. Mean attendance was four relationship-building sessions and one literacy-development session. Satisfaction questionnaires were completed by 43/58 starters; 93% said they were well or extremely satisfied, with equally high rates across ethnic groups. At follow-up after one year, those allocated to the intervention showed significant improvements in the parent–child relationship on observation and at interview compared to controls; effects were similar across all ethnic groups. However, child behavior problems and reading did not improve. The cost was £1,343 ($2,100) per child. Conclusions:  Programs can be organized to be engaging and effective in improving parenting among high-risk, multi-ethnic communities, which is of considerable value. To also be cost-effective in achieving child changes may require a set-up that enables parents to attend more sessions and/or an exclusive focus on children with clinically significant behavior problems. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02302.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113

Tuning in to Kids: improving emotion socialization practices in parents of preschool children – findings from a community trial / Sophie S. HAVIGHURST in Journal of Child Psychology and Psychiatry, 51-12 (December 2010)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 51-12 (December 2010) . - p.1342-150 Titre : Tuning in to Kids: improving emotion socialization practices in parents of preschool children – findings from a community trial Type de document : Texte imprimé et/ou numérique Auteurs : Sophie S. HAVIGHURST, Auteur ; Katherine R. WILSON, Auteur ; Ann E. HARLEY, Auteur ; Margot PRIOR, Auteur ; Christiane KEHOE, Auteur Année de publication : 2010 Article en page(s) : p.1342-150 Langues : Anglais (eng) Mots-clés : Tuning in to Kids  emotion coaching  emotion socialization  preschool children  intervention  prevention  behavior problems  parenting Index. décimale : PER Périodiques Résumé : Background:  This study evaluated a new prevention and early intervention parenting program: Tuning in to Kids. The program aims to improve emotion socialization practices in parents of preschool children and is based on research evidence that parents’ responses to, and coaching of, their children’s emotions influence emotional and behavioral functioning in children. Methods:  Two hundred and sixteen primary caregiver parents of children aged 4.0–5.11 years were randomized into an intervention or waitlist control group. Parents in the intervention condition attended a 6-session group parenting program plus two booster sessions. Assessment occurred pre-intervention, post-intervention and at six-month follow-up. Questionnaires assessed parent emotion awareness and regulation, parent beliefs and practices of emotion socialization (emotion dismissing, emotion coaching, empathy) and child behavior (parent and teacher report). Observation of emotion socialization practices and child emotional knowledge was conducted pre-intervention and at follow-up with 161 parent–child dyads. Results:  Parents in the intervention condition reported significant improvements in their own emotion awareness and regulation, increases in emotion coaching, and decreases in emotionally dismissive beliefs and behaviors. There were increases in parents’ observed use of emotion labels and discussion of causes and consequences of emotions with their children. Child emotional knowledge improved, and reductions in child behavior problems were reported by parents and teachers. Conclusions:  This study provides support for the efficacy of a parenting intervention targeting parent emotion socialization practices that lead to improved child emotional knowledge and behavior. This preventative intervention targeting parents’ own emotion awareness and regulation, as well as emotional communication in parent–child relationships, is a promising addition to available parenting programs. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02303.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113 [article] Tuning in to Kids: improving emotion socialization practices in parents of preschool children – findings from a community trial [Texte imprimé et/ou numérique] / Sophie S. HAVIGHURST, Auteur ; Katherine R. WILSON, Auteur ; Ann E. HARLEY, Auteur ; Margot PRIOR, Auteur ; Christiane KEHOE, Auteur . - 2010 . - p.1342-150. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 51-12 (December 2010) . - p.1342-150 Mots-clés : Tuning in to Kids  emotion coaching  emotion socialization  preschool children  intervention  prevention  behavior problems  parenting Index. décimale : PER Périodiques Résumé : Background:  This study evaluated a new prevention and early intervention parenting program: Tuning in to Kids. The program aims to improve emotion socialization practices in parents of preschool children and is based on research evidence that parents’ responses to, and coaching of, their children’s emotions influence emotional and behavioral functioning in children. Methods:  Two hundred and sixteen primary caregiver parents of children aged 4.0–5.11 years were randomized into an intervention or waitlist control group. Parents in the intervention condition attended a 6-session group parenting program plus two booster sessions. Assessment occurred pre-intervention, post-intervention and at six-month follow-up. Questionnaires assessed parent emotion awareness and regulation, parent beliefs and practices of emotion socialization (emotion dismissing, emotion coaching, empathy) and child behavior (parent and teacher report). Observation of emotion socialization practices and child emotional knowledge was conducted pre-intervention and at follow-up with 161 parent–child dyads. Results:  Parents in the intervention condition reported significant improvements in their own emotion awareness and regulation, increases in emotion coaching, and decreases in emotionally dismissive beliefs and behaviors. There were increases in parents’ observed use of emotion labels and discussion of causes and consequences of emotions with their children. Child emotional knowledge improved, and reductions in child behavior problems were reported by parents and teachers. Conclusions:  This study provides support for the efficacy of a parenting intervention targeting parent emotion socialization practices that lead to improved child emotional knowledge and behavior. This preventative intervention targeting parents’ own emotion awareness and regulation, as well as emotional communication in parent–child relationships, is a promising addition to available parenting programs. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02303.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113

Identification of social-emotional problems among young children in foster care / Sandra H. JEE in Journal of Child Psychology and Psychiatry, 51-12 (December 2010)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 51-12 (December 2010) . - p.1351-1358 Titre : Identification of social-emotional problems among young children in foster care Type de document : Texte imprimé et/ou numérique Auteurs : Sandra H. JEE, Auteur ; Anne-Marie CONN, Auteur ; Peter G. SZILAGYI, Auteur ; Aaron BLUMKIN, Auteur ; Constance D. BALDWIN, Auteur ; Moira A. SZILAGYI, Auteur Année de publication : 2010 Article en page(s) : p.1351-1358 Langues : Anglais (eng) Mots-clés : Social-emotional  children  foster care  screening Index. décimale : PER Périodiques Résumé : Background:  Little is known about how best to implement behavioral screening recommendations in practice, especially for children in foster care, who are at risk for having social-emotional problems. Two validated screening tools are recommended for use with young children: the Ages and Stages Questionnaire: Social Emotional (ASQ-SE) identifies emotional problems, and the Ages and Stages Questionnaire (ASQ) identifies general developmental delays in five domains, including personal-social problems. The current study examined: (1) whether systematic use of a social-emotional screening tool improves the detection rate of social-emotional problems, compared to reliance on clinical judgment; (2) the relative effectiveness of two validated instruments to screen for social-emotional problems; and (3) the patterns of social-emotional problems among children in foster care. Methods:  We used retrospective chart review of children in foster care ages 6 months to 5.5 years: 192 children before and 159 after screening implementation, to measure detection rates for social-emotional problems among children. The ASQ-SE and the ASQ were used in multivariable logistic regression analyses to examine associations between children with social-emotional problems. Results:  Use of the screening tool identified 24% of the children as having a social-emotional problem, while provider surveillance detected 4%. We identified significantly more children with social-emotional problems using the ASQ-SE than using the ASQ, and agreement between the instruments ranged from 56% to 75%, when data were stratified by age group. Multivariable modeling showed that preschool children were more likely to have a social-emotional problem than toddlers and infants (aOR = 3.4, 95% CI = 1.1–10.8). Conclusions:  Systematic screening using the ASQ-SE increased the detection rate for social-emotional problems among young children in foster care, compared to provider surveillance and the ASQ. A specific social-emotional screening tool appears to detect children with psychosocial concerns who would not be detected with a broader developmental screening tool. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02315.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113 [article] Identification of social-emotional problems among young children in foster care [Texte imprimé et/ou numérique] / Sandra H. JEE, Auteur ; Anne-Marie CONN, Auteur ; Peter G. SZILAGYI, Auteur ; Aaron BLUMKIN, Auteur ; Constance D. BALDWIN, Auteur ; Moira A. SZILAGYI, Auteur . - 2010 . - p.1351-1358. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 51-12 (December 2010) . - p.1351-1358 Mots-clés : Social-emotional  children  foster care  screening Index. décimale : PER Périodiques Résumé : Background:  Little is known about how best to implement behavioral screening recommendations in practice, especially for children in foster care, who are at risk for having social-emotional problems. Two validated screening tools are recommended for use with young children: the Ages and Stages Questionnaire: Social Emotional (ASQ-SE) identifies emotional problems, and the Ages and Stages Questionnaire (ASQ) identifies general developmental delays in five domains, including personal-social problems. The current study examined: (1) whether systematic use of a social-emotional screening tool improves the detection rate of social-emotional problems, compared to reliance on clinical judgment; (2) the relative effectiveness of two validated instruments to screen for social-emotional problems; and (3) the patterns of social-emotional problems among children in foster care. Methods:  We used retrospective chart review of children in foster care ages 6 months to 5.5 years: 192 children before and 159 after screening implementation, to measure detection rates for social-emotional problems among children. The ASQ-SE and the ASQ were used in multivariable logistic regression analyses to examine associations between children with social-emotional problems. Results:  Use of the screening tool identified 24% of the children as having a social-emotional problem, while provider surveillance detected 4%. We identified significantly more children with social-emotional problems using the ASQ-SE than using the ASQ, and agreement between the instruments ranged from 56% to 75%, when data were stratified by age group. Multivariable modeling showed that preschool children were more likely to have a social-emotional problem than toddlers and infants (aOR = 3.4, 95% CI = 1.1–10.8). Conclusions:  Systematic screening using the ASQ-SE increased the detection rate for social-emotional problems among young children in foster care, compared to provider surveillance and the ASQ. A specific social-emotional screening tool appears to detect children with psychosocial concerns who would not be detected with a broader developmental screening tool. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02315.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113

Closing the gap in academic readiness and achievement: the role of early childcare / Marie-Claude GEOFFROY in Journal of Child Psychology and Psychiatry, 51-12 (December 2010)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 51-12 (December 2010) . - p.1359-1367 Titre : Closing the gap in academic readiness and achievement: the role of early childcare Type de document : Texte imprimé et/ou numérique Auteurs : Marie-Claude GEOFFROY, Auteur ; Sylvana M. CÔTÉ, Auteur ; Charles-Édouard GIGUERE, Auteur ; Ginette DIONNE, Auteur ; Philip David ZELAZO, Auteur ; Richard E. TREMBLAY, Auteur ; Michel BOIVIN, Auteur ; Jean R. SEGUIN, Auteur Année de publication : 2010 Article en page(s) : p.1359-1367 Langues : Anglais (eng) Mots-clés : Cognition  prevention  social class  day care Index. décimale : PER Périodiques Résumé : Background:  Socially disadvantaged children with academic difficulties at school entry are at increased risk for poor health and psychosocial outcomes. Our objective is to test the possibility that participation in childcare – at the population level – could attenuate the gap in academic readiness and achievement between children with and without a social disadvantage (indexed by low levels of maternal education). Methods:  A cohort of infants born in the Canadian province of Quebec in 1997/1998 was selected through birth registries and followed annually until 7 years of age (n = 1,863). Children receiving formal childcare (i.e., center-based or non-relative out-of-home) were distinguished from those receiving informal childcare (i.e., relative or nanny). Measures from 4 standardized tests that assessed cognitive school readiness (Lollipop Test for School Readiness), receptive vocabulary (Peabody Picture Vocabulary Test Revised), mathematics (Number Knowledge Test), and reading performance (Kaufman Assessment Battery for children) were administered at 6 and 7 years. Results:  Children of mothers with low levels of education showed a consistent pattern of lower scores on academic readiness and achievement tests at 6 and 7 years than those of highly educated mothers, unless they received formal childcare. Specifically, among children of mothers with low levels of education, those who received formal childcare obtained higher school readiness (d = 0.87), receptive vocabulary (d = 0.36), reading(d = 0.48) and math achievement scores (d = 0.38; although not significant at 5%) in comparison with those who were cared for by their parents. Childcare participation was not associated with cognitive outcomes among children of mothers with higher levels of education. Conclusions:  Public investments in early childcare are increasing in many countries with the intention of reducing cognitive inequalities between disadvantaged and advantaged children. Our findings provide further evidence suggesting that formal childcare could represent a preventative means of attenuating effects of disadvantage on children’s early academic trajectory. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02316.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113 [article] Closing the gap in academic readiness and achievement: the role of early childcare [Texte imprimé et/ou numérique] / Marie-Claude GEOFFROY, Auteur ; Sylvana M. CÔTÉ, Auteur ; Charles-Édouard GIGUERE, Auteur ; Ginette DIONNE, Auteur ; Philip David ZELAZO, Auteur ; Richard E. TREMBLAY, Auteur ; Michel BOIVIN, Auteur ; Jean R. SEGUIN, Auteur . - 2010 . - p.1359-1367. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 51-12 (December 2010) . - p.1359-1367 Mots-clés : Cognition  prevention  social class  day care Index. décimale : PER Périodiques Résumé : Background:  Socially disadvantaged children with academic difficulties at school entry are at increased risk for poor health and psychosocial outcomes. Our objective is to test the possibility that participation in childcare – at the population level – could attenuate the gap in academic readiness and achievement between children with and without a social disadvantage (indexed by low levels of maternal education). Methods:  A cohort of infants born in the Canadian province of Quebec in 1997/1998 was selected through birth registries and followed annually until 7 years of age (n = 1,863). Children receiving formal childcare (i.e., center-based or non-relative out-of-home) were distinguished from those receiving informal childcare (i.e., relative or nanny). Measures from 4 standardized tests that assessed cognitive school readiness (Lollipop Test for School Readiness), receptive vocabulary (Peabody Picture Vocabulary Test Revised), mathematics (Number Knowledge Test), and reading performance (Kaufman Assessment Battery for children) were administered at 6 and 7 years. Results:  Children of mothers with low levels of education showed a consistent pattern of lower scores on academic readiness and achievement tests at 6 and 7 years than those of highly educated mothers, unless they received formal childcare. Specifically, among children of mothers with low levels of education, those who received formal childcare obtained higher school readiness (d = 0.87), receptive vocabulary (d = 0.36), reading(d = 0.48) and math achievement scores (d = 0.38; although not significant at 5%) in comparison with those who were cared for by their parents. Childcare participation was not associated with cognitive outcomes among children of mothers with higher levels of education. Conclusions:  Public investments in early childcare are increasing in many countries with the intention of reducing cognitive inequalities between disadvantaged and advantaged children. Our findings provide further evidence suggesting that formal childcare could represent a preventative means of attenuating effects of disadvantage on children’s early academic trajectory. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02316.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113

The importance of quality of care: effects of perinatal HIV infection and early institutional rearing on preschoolers’ attachment and indiscriminate friendliness / Natasha A. DOBROVA-KROL in Journal of Child Psychology and Psychiatry, 51-12 (December 2010)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 51-12 (December 2010) . - p.1368-1376 Titre : The importance of quality of care: effects of perinatal HIV infection and early institutional rearing on preschoolers’ attachment and indiscriminate friendliness Type de document : Texte imprimé et/ou numérique Auteurs : Natasha A. DOBROVA-KROL, Auteur ; Marian J. BAKERMANS-KRANENBURG, Auteur ; Marinus H. VAN IJZENDOORN, Auteur ; Femmie JUFFER, Auteur Année de publication : 2010 Article en page(s) : p.1368-1376 Langues : Anglais (eng) Mots-clés : HIV  institutional care  attachment  indiscriminate friendliness  Ukraine Index. décimale : PER Périodiques Résumé : Background:  The rearing environment of human immunodeficiency virus (HIV)-infected children is often compromised, putting these children at additional risks. Positive caregiving may ameliorate the impact of adverse circumstances and promote attachment security. The goal of the present study was to examine the attachment relationships of HIV-infected children in biological families and institutions; to examine the effects of HIV infection and institutional rearing on attachment security and indiscriminate friendliness; and to assess the role of caregiving in the face of HIV-related adversities. Methods:  We studied 64 Ukrainian uninfected and HIV-infected children reared in families and institutions (mean age 50.9 months). Physical and cognitive development of children as well as attachment-related domains and indiscriminate friendliness were assessed. Results:  Institutional care but not the presence of HIV was associated with lower levels of attachment security and higher levels of indiscriminate friendliness. On average, the level of indiscriminate friendliness among institution-reared children was more than twice as high as among family-reared children. Only 24% of institution-reared children had clearly developed attachment patterns, as opposed to 97% among family-reared children. Controlling for physical and cognitive development, type of care (institution or family), and HIV status, positive caregiving was associated with higher levels of attachment security. Indiscriminate friendliness was associated with lower levels of attachment security among family-reared children, but with higher levels of positive caregiving among institution-reared children. Conclusions:  Etiology and function of indiscriminate friendliness may differ for family-reared versus institution-reared children. The findings of this study suggest the necessity of early interventions improving the quality of care for HIV-infected children. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02243.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113 [article] The importance of quality of care: effects of perinatal HIV infection and early institutional rearing on preschoolers’ attachment and indiscriminate friendliness [Texte imprimé et/ou numérique] / Natasha A. DOBROVA-KROL, Auteur ; Marian J. BAKERMANS-KRANENBURG, Auteur ; Marinus H. VAN IJZENDOORN, Auteur ; Femmie JUFFER, Auteur . - 2010 . - p.1368-1376. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 51-12 (December 2010) . - p.1368-1376 Mots-clés : HIV  institutional care  attachment  indiscriminate friendliness  Ukraine Index. décimale : PER Périodiques Résumé : Background:  The rearing environment of human immunodeficiency virus (HIV)-infected children is often compromised, putting these children at additional risks. Positive caregiving may ameliorate the impact of adverse circumstances and promote attachment security. The goal of the present study was to examine the attachment relationships of HIV-infected children in biological families and institutions; to examine the effects of HIV infection and institutional rearing on attachment security and indiscriminate friendliness; and to assess the role of caregiving in the face of HIV-related adversities. Methods:  We studied 64 Ukrainian uninfected and HIV-infected children reared in families and institutions (mean age 50.9 months). Physical and cognitive development of children as well as attachment-related domains and indiscriminate friendliness were assessed. Results:  Institutional care but not the presence of HIV was associated with lower levels of attachment security and higher levels of indiscriminate friendliness. On average, the level of indiscriminate friendliness among institution-reared children was more than twice as high as among family-reared children. Only 24% of institution-reared children had clearly developed attachment patterns, as opposed to 97% among family-reared children. Controlling for physical and cognitive development, type of care (institution or family), and HIV status, positive caregiving was associated with higher levels of attachment security. Indiscriminate friendliness was associated with lower levels of attachment security among family-reared children, but with higher levels of positive caregiving among institution-reared children. Conclusions:  Etiology and function of indiscriminate friendliness may differ for family-reared versus institution-reared children. The findings of this study suggest the necessity of early interventions improving the quality of care for HIV-infected children. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02243.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113

Growth in adolescent delinquency and alcohol use in relation to young adult crime, alcohol use disorders, and risky sex: a comparison of youth from low- versus middle-income backgrounds / William A. MASON in Journal of Child Psychology and Psychiatry, 51-12 (December 2010)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 51-12 (December 2010) . - p.1377-1385 Titre : Growth in adolescent delinquency and alcohol use in relation to young adult crime, alcohol use disorders, and risky sex: a comparison of youth from low- versus middle-income backgrounds Type de document : Texte imprimé et/ou numérique Auteurs : William A. MASON, Auteur ; Julia E. HITCH, Auteur ; Rick KOSTERMAN, Auteur ; Carolyn A. MCCARTY, Auteur ; Todd I. HERRENKOHL, Auteur ; J. David HAWKINS, Auteur Année de publication : 2010 Article en page(s) : p.1377-1385 Langues : Anglais (eng) Mots-clés : Alcohol abuse  delinquency  longitudinal studies  sexual behaviour  social class Index. décimale : PER Périodiques Résumé : Background:  This study examined adolescent delinquency and alcohol use in relation to young adult crime, alcohol use disorders (AUDs), and risky sex. Analyses further examined the influences of late childhood involvement in these problem behavior outcomes, with mediation through teen delinquency and alcohol use, and examined differences in the pathways for youth from low- compared to middle-income backgrounds. Method:  Multiple-group latent growth curve modeling was conducted using data collected from a sample of 808 youth followed from age 10 to age 24. Self-report assessments included delinquent involvement, alcohol use, and sexual activity in late childhood; delinquency and alcohol use in adolescence; and crime, AUDs, and risky sex in early adulthood. Results:  Late childhood delinquent involvement was associated with young adult crime, AUDs, and risky sex indirectly through adolescent delinquency, and had a persistent direct effect on crime. Adolescent delinquency also mediated the relation between early sex onset and crime. Early alcohol use predicted a higher level of, and a faster rate of increase in, adolescent drinking, which predicted, in turn, young adult AUDs and risky sex. Significant group differences indicated stronger associations between adolescent delinquency and each young adult outcome for youth from low- compared to those from middle-income backgrounds. Conclusions:  Early intervention may help prevent the development of crime, AUDs, and risky sex behaviors, especially among disadvantaged youth. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02292.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113 [article] Growth in adolescent delinquency and alcohol use in relation to young adult crime, alcohol use disorders, and risky sex: a comparison of youth from low- versus middle-income backgrounds [Texte imprimé et/ou numérique] / William A. MASON, Auteur ; Julia E. HITCH, Auteur ; Rick KOSTERMAN, Auteur ; Carolyn A. MCCARTY, Auteur ; Todd I. HERRENKOHL, Auteur ; J. David HAWKINS, Auteur . - 2010 . - p.1377-1385. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 51-12 (December 2010) . - p.1377-1385 Mots-clés : Alcohol abuse  delinquency  longitudinal studies  sexual behaviour  social class Index. décimale : PER Périodiques Résumé : Background:  This study examined adolescent delinquency and alcohol use in relation to young adult crime, alcohol use disorders (AUDs), and risky sex. Analyses further examined the influences of late childhood involvement in these problem behavior outcomes, with mediation through teen delinquency and alcohol use, and examined differences in the pathways for youth from low- compared to middle-income backgrounds. Method:  Multiple-group latent growth curve modeling was conducted using data collected from a sample of 808 youth followed from age 10 to age 24. Self-report assessments included delinquent involvement, alcohol use, and sexual activity in late childhood; delinquency and alcohol use in adolescence; and crime, AUDs, and risky sex in early adulthood. Results:  Late childhood delinquent involvement was associated with young adult crime, AUDs, and risky sex indirectly through adolescent delinquency, and had a persistent direct effect on crime. Adolescent delinquency also mediated the relation between early sex onset and crime. Early alcohol use predicted a higher level of, and a faster rate of increase in, adolescent drinking, which predicted, in turn, young adult AUDs and risky sex. Significant group differences indicated stronger associations between adolescent delinquency and each young adult outcome for youth from low- compared to those from middle-income backgrounds. Conclusions:  Early intervention may help prevent the development of crime, AUDs, and risky sex behaviors, especially among disadvantaged youth. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02292.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113

Two-year predictive validity of conduct disorder subtypes in early adolescence: a latent class analysis of a Canadian longitudinal sample / Eric LACOURSE in Journal of Child Psychology and Psychiatry, 51-12 (December 2010)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 51-12 (December 2010) . - p.1386-1384 Titre : Two-year predictive validity of conduct disorder subtypes in early adolescence: a latent class analysis of a Canadian longitudinal sample Type de document : Texte imprimé et/ou numérique Auteurs : Eric LACOURSE, Auteur ; Raymond BAILLARGEON, Auteur ; Véronique DUPERE, Auteur ; Frank VITARO, Auteur ; Elisa ROMANO, Auteur ; Richard E. TREMBLAY, Auteur Année de publication : 2010 Article en page(s) : p.1386-1384 Langues : Anglais (eng) Mots-clés : DSM-V  Conduct disorder  latent class analysis  adolescence  predictive validity Index. décimale : PER Périodiques Résumé : Background:  Investigating the latent structure of conduct disorder (CD) can help clarify how symptoms related to aggression, property destruction, theft, and serious violations of rules cluster in individuals with this disorder. Discovering homogeneous subtypes can be useful for etiologic, treatment, and prevention purposes depending on the qualitative or quantitative nature of the symptomatology. The aim of the present study is twofold: identify subtypes of CD in young adolescents based on latent class analysis (LCA) and investigate the two-year predictive validity of CD subtypes on deviant and criminal lifestyles. Methods:  Adolescent-reported CD symptoms were collected using the National Longitudinal Survey of Children and Youth. Three cohorts of 12–13-year-olds were assessed during 1994–1995, 1996–1997, and 1998–1999 (N = 4,125). Results:  Latent class analyses yielded 4 distinct subtypes: No CD (82.4%); Non-Aggressive CD (‘NACD’, 13.9%); Physically Aggressive CD (‘PACD’, 2.3%); and Severe-Mixed CD (‘SMCD’, 1.4%). Predictive validity at age 14–15 was non-specific, although the SMCD type had, by far, the highest odds of deviant and criminal lifestyle outcomes in comparison to youth with PACD or NACD. NACD and PACD had similar odds of deviant outcomes, even if most NACD youth were subthreshold CD (fewer than three symptoms). Conclusion:  In early adolescence, CD is qualitatively and quantitatively heterogeneous, suggesting multiple developmental pathways. However, they appear to predict similarly violent and non-violent outcomes. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02291.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113 [article] Two-year predictive validity of conduct disorder subtypes in early adolescence: a latent class analysis of a Canadian longitudinal sample [Texte imprimé et/ou numérique] / Eric LACOURSE, Auteur ; Raymond BAILLARGEON, Auteur ; Véronique DUPERE, Auteur ; Frank VITARO, Auteur ; Elisa ROMANO, Auteur ; Richard E. TREMBLAY, Auteur . - 2010 . - p.1386-1384. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 51-12 (December 2010) . - p.1386-1384 Mots-clés : DSM-V  Conduct disorder  latent class analysis  adolescence  predictive validity Index. décimale : PER Périodiques Résumé : Background:  Investigating the latent structure of conduct disorder (CD) can help clarify how symptoms related to aggression, property destruction, theft, and serious violations of rules cluster in individuals with this disorder. Discovering homogeneous subtypes can be useful for etiologic, treatment, and prevention purposes depending on the qualitative or quantitative nature of the symptomatology. The aim of the present study is twofold: identify subtypes of CD in young adolescents based on latent class analysis (LCA) and investigate the two-year predictive validity of CD subtypes on deviant and criminal lifestyles. Methods:  Adolescent-reported CD symptoms were collected using the National Longitudinal Survey of Children and Youth. Three cohorts of 12–13-year-olds were assessed during 1994–1995, 1996–1997, and 1998–1999 (N = 4,125). Results:  Latent class analyses yielded 4 distinct subtypes: No CD (82.4%); Non-Aggressive CD (‘NACD’, 13.9%); Physically Aggressive CD (‘PACD’, 2.3%); and Severe-Mixed CD (‘SMCD’, 1.4%). Predictive validity at age 14–15 was non-specific, although the SMCD type had, by far, the highest odds of deviant and criminal lifestyle outcomes in comparison to youth with PACD or NACD. NACD and PACD had similar odds of deviant outcomes, even if most NACD youth were subthreshold CD (fewer than three symptoms). Conclusion:  In early adolescence, CD is qualitatively and quantitatively heterogeneous, suggesting multiple developmental pathways. However, they appear to predict similarly violent and non-violent outcomes. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02291.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113

Adolescent inpatient psychiatric admission rates and subsequent one-year mortality in England: 1998–2004 / Anthony JAMES in Journal of Child Psychology and Psychiatry, 51-12 (December 2010)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 51-12 (December 2010) . - p.1395-1404 Titre : Adolescent inpatient psychiatric admission rates and subsequent one-year mortality in England: 1998–2004 Type de document : Texte imprimé et/ou numérique Auteurs : Anthony JAMES, Auteur ; Joe CLACEY, Auteur ; Valerie SEAGROATT, Auteur ; Michael GOLDACRE, Auteur Année de publication : 2010 Article en page(s) : p.1395-1404 Langues : Anglais (eng) Mots-clés : Adolescence  inpatient  mortality rates  psychiatric Index. décimale : PER Périodiques Résumé : Background:  Adolescence is a time of very rapid change not only in physical but also psychological development. During the teenage years there is a reported rise in the prevalence of psychiatric disorders. The aim of this study was to investigate age- and sex-specific National Health Service (NHS) hospital inpatient admission rates for psychiatric conditions in adolescents in England, and to examine their mortality within one year of discharge. Method:  Using a record-linked NHS Hospital Episode Statistics (HES) dataset for England, and linked death certificates, age- and sex-specific admission rates and subsequent mortality rates were analysed by single year of age for people aged 10–19 years. Results:  There were similar numbers of admissions for males and females: 29,595 and 28,188 respectively. Admission rates increased substantially with increasing age, from .2 per 1000 population per year aged 10 years to 2.2 per 1000 aged 19 years. There was no appreciable difference in death rates for males and females in the year following discharge – males .23% (based on 68 deaths), females .18% (52 deaths). However, these death rates were significantly higher than those found in the general population of equivalent age: expressed as standardised mortality ratios (SMRs), setting the SMRs for males and females in the general population each as 100, the SMR in the psychiatric population were 518 (95% CI 402–657) for males and 937 (692–1225) for females. The diagnostic groups with the highest mortality were development disorders (SMR 3017, 95% CI 1757–4831), eating disorders (SMR 1103, 443–2272), and affective disorders (SMR 940, 589–1423). Conclusion:  Adolescent psychiatric disorders represent a serious public health issue, with a steep rise in hospital admissions during the teenage years, and a six-fold increased death rate within one year of discharge compared to the general population of the same age. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02293.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113 [article] Adolescent inpatient psychiatric admission rates and subsequent one-year mortality in England: 1998–2004 [Texte imprimé et/ou numérique] / Anthony JAMES, Auteur ; Joe CLACEY, Auteur ; Valerie SEAGROATT, Auteur ; Michael GOLDACRE, Auteur . - 2010 . - p.1395-1404. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 51-12 (December 2010) . - p.1395-1404 Mots-clés : Adolescence  inpatient  mortality rates  psychiatric Index. décimale : PER Périodiques Résumé : Background:  Adolescence is a time of very rapid change not only in physical but also psychological development. During the teenage years there is a reported rise in the prevalence of psychiatric disorders. The aim of this study was to investigate age- and sex-specific National Health Service (NHS) hospital inpatient admission rates for psychiatric conditions in adolescents in England, and to examine their mortality within one year of discharge. Method:  Using a record-linked NHS Hospital Episode Statistics (HES) dataset for England, and linked death certificates, age- and sex-specific admission rates and subsequent mortality rates were analysed by single year of age for people aged 10–19 years. Results:  There were similar numbers of admissions for males and females: 29,595 and 28,188 respectively. Admission rates increased substantially with increasing age, from .2 per 1000 population per year aged 10 years to 2.2 per 1000 aged 19 years. There was no appreciable difference in death rates for males and females in the year following discharge – males .23% (based on 68 deaths), females .18% (52 deaths). However, these death rates were significantly higher than those found in the general population of equivalent age: expressed as standardised mortality ratios (SMRs), setting the SMRs for males and females in the general population each as 100, the SMR in the psychiatric population were 518 (95% CI 402–657) for males and 937 (692–1225) for females. The diagnostic groups with the highest mortality were development disorders (SMR 3017, 95% CI 1757–4831), eating disorders (SMR 1103, 443–2272), and affective disorders (SMR 940, 589–1423). Conclusion:  Adolescent psychiatric disorders represent a serious public health issue, with a steep rise in hospital admissions during the teenage years, and a six-fold increased death rate within one year of discharge compared to the general population of the same age. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02293.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113