Dépouillements

Editorial / David H. SKUSE in Journal of Child Psychology and Psychiatry, 39-6 (September 1998)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 39-6 (September 1998) . - p.795-796 Titre : Editorial Type de document : Texte imprimé et/ou numérique Auteurs : David H. SKUSE, Auteur Année de publication : 1998 Article en page(s) : p.795-796 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123 [article] Editorial [Texte imprimé et/ou numérique] / David H. SKUSE, Auteur . - 1998 . - p.795-796. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 39-6 (September 1998) . - p.795-796 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123

Annotation: Class Size and the Quality of Educational Outcomes / Neville BENNETT in Journal of Child Psychology and Psychiatry, 39-6 (September 1998)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 39-6 (September 1998) . - p.797-804 Titre : Annotation: Class Size and the Quality of Educational Outcomes Type de document : Texte imprimé et/ou numérique Auteurs : Neville BENNETT, Auteur Année de publication : 1998 Article en page(s) : p.797-804 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123 [article] Annotation: Class Size and the Quality of Educational Outcomes [Texte imprimé et/ou numérique] / Neville BENNETT, Auteur . - 1998 . - p.797-804. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 39-6 (September 1998) . - p.797-804 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123

Practitioner Review: Routes from Research to Clinical Practice in Child Psychiatry: Retrospect and Prospect / Michael RUTTER in Journal of Child Psychology and Psychiatry, 39-6 (September 1998)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 39-6 (September 1998) . - p.805-816 Titre : Practitioner Review: Routes from Research to Clinical Practice in Child Psychiatry: Retrospect and Prospect Type de document : Texte imprimé et/ou numérique Auteurs : Michael RUTTER, Auteur Année de publication : 1998 Article en page(s) : p.805-816 Langues : Anglais (eng) Mots-clés : Autism  depression  hyperactivity  conduct disorder  brain damage  adolescence  emotion  information processing  classification  genetics  lifespan development  functional brain imaging  children  clinical training Index. décimale : PER Périodiques Résumé : The last 40 years has seen a virtual revolution in both medical research and medical practice. Child psychiatry has been part of that revolution. The situation in the 1950s is briefly noted and seven examples are used to illustrate how causal research in the past has led to changes in clinical practice. The areas used as examples comprise: autism, hyperactivity/attention deficit syndromes, conduct disorders, depressive conditions, genetic research, organic brain dysfunction, and psychosocial risk processes. Prospects for the future with respect to the impact of research on clinical practice are discussed in relation to molecular genetics, environmental risks, cognitive and affective processing of experiences, links across the lifespan, and functional brain imaging. Attention is drawn to implications for training as well as for practice. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123 [article] Practitioner Review: Routes from Research to Clinical Practice in Child Psychiatry: Retrospect and Prospect [Texte imprimé et/ou numérique] / Michael RUTTER, Auteur . - 1998 . - p.805-816. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 39-6 (September 1998) . - p.805-816 Mots-clés : Autism  depression  hyperactivity  conduct disorder  brain damage  adolescence  emotion  information processing  classification  genetics  lifespan development  functional brain imaging  children  clinical training Index. décimale : PER Périodiques Résumé : The last 40 years has seen a virtual revolution in both medical research and medical practice. Child psychiatry has been part of that revolution. The situation in the 1950s is briefly noted and seven examples are used to illustrate how causal research in the past has led to changes in clinical practice. The areas used as examples comprise: autism, hyperactivity/attention deficit syndromes, conduct disorders, depressive conditions, genetic research, organic brain dysfunction, and psychosocial risk processes. Prospects for the future with respect to the impact of research on clinical practice are discussed in relation to molecular genetics, environmental risks, cognitive and affective processing of experiences, links across the lifespan, and functional brain imaging. Attention is drawn to implications for training as well as for practice. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123

The Emanuel Miller Memorial Lecture 1997: Change and Continuity in the Development of Children with Autism / Marian SIGMAN in Journal of Child Psychology and Psychiatry, 39-6 (September 1998)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 39-6 (September 1998) . - p.817-827 Titre : The Emanuel Miller Memorial Lecture 1997: Change and Continuity in the Development of Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Marian SIGMAN, Auteur Année de publication : 1998 Article en page(s) : p.817-827 Langues : Anglais (eng) Mots-clés : Autism  pervasive developmental disorder  mental handicap  Down syndrome  preschool children  school children Index. décimale : PER Périodiques Résumé : The developmental approach to childhood psychopathology identifies deviations from typical patterns of development and stability of individual characteristics over time, and precursors in early life of later functions. The application of this approach to the social, communicative, and cognitive development of children with autism is discussed. Results from a longitudinal study of children with autism and other developmental disorders are described, indicating that children with autism have stable deficits in joint attention, representational play, and responsiveness to the emotions of others, and that early variations in these abilities are important for concurrent and subsequent language development and for peer engagement many years later. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123 [article] The Emanuel Miller Memorial Lecture 1997: Change and Continuity in the Development of Children with Autism [Texte imprimé et/ou numérique] / Marian SIGMAN, Auteur . - 1998 . - p.817-827. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 39-6 (September 1998) . - p.817-827 Mots-clés : Autism  pervasive developmental disorder  mental handicap  Down syndrome  preschool children  school children Index. décimale : PER Périodiques Résumé : The developmental approach to childhood psychopathology identifies deviations from typical patterns of development and stability of individual characteristics over time, and precursors in early life of later functions. The application of this approach to the social, communicative, and cognitive development of children with autism is discussed. Results from a longitudinal study of children with autism and other developmental disorders are described, indicating that children with autism have stable deficits in joint attention, representational play, and responsiveness to the emotions of others, and that early variations in these abilities are important for concurrent and subsequent language development and for peer engagement many years later. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123

Information Processing Deficits Associated with Developmental Coordination Disorder: A Meta-analysis of Research Findings / Peter H. WILSON in Journal of Child Psychology and Psychiatry, 39-6 (September 1998)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 39-6 (September 1998) . - p.829-840 Titre : Information Processing Deficits Associated with Developmental Coordination Disorder: A Meta-analysis of Research Findings Type de document : Texte imprimé et/ou numérique Auteurs : Peter H. WILSON, Auteur ; Beryl E. MCKENZIE, Auteur Année de publication : 1998 Article en page(s) : p.829-840 Langues : Anglais (eng) Mots-clés : Clumsy children  information processing  perception  meta-analysis  Developmental  Coordination Disorder Index. décimale : PER Périodiques Résumé : A meta-analysis was conducted to identify information processing factors that characterise children with Developmental Coordination Disorder (DCD). A total of 50 studies yielded 374 effect sizes based on 983 DCD and 987 control children. A mild generalised performance deficit was indicated, since motor-impaired children were inferior on almost all measures of information processing. There were, however, several areas where their deficiencies were more pronounced. The greatest deficiency was in visual-spatial processing. This was evident regardless of whether or not the tasks involved a motor component. Most other deficiencies were in the small-to-moderate range and included kinaesthetic and cross-modal processing. The findings support the notion that perceptual problems, particularly in the visual modality, are associated with difficulties in motor coordination. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123 [article] Information Processing Deficits Associated with Developmental Coordination Disorder: A Meta-analysis of Research Findings [Texte imprimé et/ou numérique] / Peter H. WILSON, Auteur ; Beryl E. MCKENZIE, Auteur . - 1998 . - p.829-840. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 39-6 (September 1998) . - p.829-840 Mots-clés : Clumsy children  information processing  perception  meta-analysis  Developmental  Coordination Disorder Index. décimale : PER Périodiques Résumé : A meta-analysis was conducted to identify information processing factors that characterise children with Developmental Coordination Disorder (DCD). A total of 50 studies yielded 374 effect sizes based on 983 DCD and 987 control children. A mild generalised performance deficit was indicated, since motor-impaired children were inferior on almost all measures of information processing. There were, however, several areas where their deficiencies were more pronounced. The greatest deficiency was in visual-spatial processing. This was evident regardless of whether or not the tasks involved a motor component. Most other deficiencies were in the small-to-moderate range and included kinaesthetic and cross-modal processing. The findings support the notion that perceptual problems, particularly in the visual modality, are associated with difficulties in motor coordination. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123

Inattention, Impulsivity, and Hyperactivity from Preschool to School Age: Performance of Hard-to-manage Boys on Laboratory Measures / Susan E. MARAKOVITZ in Journal of Child Psychology and Psychiatry, 39-6 (September 1998)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 39-6 (September 1998) . - p.841-851 Titre : Inattention, Impulsivity, and Hyperactivity from Preschool to School Age: Performance of Hard-to-manage Boys on Laboratory Measures Type de document : Texte imprimé et/ou numérique Auteurs : Susan E. MARAKOVITZ, Auteur ; Susan B. CAMPBELL, Auteur Année de publication : 1998 Article en page(s) : p.841-851 Langues : Anglais (eng) Mots-clés : Hyperactivity  attention deficit disorder  preschool children  school children Index. décimale : PER Périodiques Résumé : Boys identified as hard-to-manage at age 4 and age-matched controls were assessed on laboratory measures of inattention, impulsivity, and hyperactivity at ages 4, 6, and 9. Hard-to-manage boys still exhibited some behavioral difficulties at age 9, but were not more inattentive or impulsive than controls. Boys with Attention Deficit Disorder (ADD) at age 9 showed performance deficits in each symptom-related domain relative to problem boys without ADD and controls. However, hard-to-manage problem boys with and without ADD did not differ on most earlier measures of inattention, impulsivity, and hyperactivity, suggesting that symptoms specific to ADD emerged more clearly between ages 6 and 9. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123 [article] Inattention, Impulsivity, and Hyperactivity from Preschool to School Age: Performance of Hard-to-manage Boys on Laboratory Measures [Texte imprimé et/ou numérique] / Susan E. MARAKOVITZ, Auteur ; Susan B. CAMPBELL, Auteur . - 1998 . - p.841-851. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 39-6 (September 1998) . - p.841-851 Mots-clés : Hyperactivity  attention deficit disorder  preschool children  school children Index. décimale : PER Périodiques Résumé : Boys identified as hard-to-manage at age 4 and age-matched controls were assessed on laboratory measures of inattention, impulsivity, and hyperactivity at ages 4, 6, and 9. Hard-to-manage boys still exhibited some behavioral difficulties at age 9, but were not more inattentive or impulsive than controls. Boys with Attention Deficit Disorder (ADD) at age 9 showed performance deficits in each symptom-related domain relative to problem boys without ADD and controls. However, hard-to-manage problem boys with and without ADD did not differ on most earlier measures of inattention, impulsivity, and hyperactivity, suggesting that symptoms specific to ADD emerged more clearly between ages 6 and 9. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123

Language, Social Cognitive Processing, and Behavioral Characteristics of Psychiatrically Disturbed Children with Previously Identified and Unsuspected Language Impairments / Nancy J. COHEN in Journal of Child Psychology and Psychiatry, 39-6 (September 1998)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 39-6 (September 1998) . - p.853-864 Titre : Language, Social Cognitive Processing, and Behavioral Characteristics of Psychiatrically Disturbed Children with Previously Identified and Unsuspected Language Impairments Type de document : Texte imprimé et/ou numérique Auteurs : Nancy J. COHEN, Auteur ; Rosanne MENNA, Auteur ; Denise D. VALLANCE, Auteur ; Melanie A. BARWICK, Auteur ; Nancie IM, Auteur ; Naomi B. HORODEZKY, Auteur Année de publication : 1998 Article en page(s) : p.853-864 Langues : Anglais (eng) Mots-clés : Psychiatric disorder  language disorder  social cognition Index. décimale : PER Périodiques Résumé : This study examined characteristics of social cognitive processing, psychiatric disorder, and behavioral ratings of 380 children aged 7 to 14 years who had been referred consecutively for child psychiatric services with identified and unsuspected language impairments and with normally developing language. The results indicated that children with language impairments generally exhibited greater deficits in social cognitive processing, and particularly emotion decoding and social problem solving, than children who have language that is developing normally. Differences in psychiatric diagnosis and behavior problems were observed only between children with previously identified language impairments and children with normally developing language; children with previously identified language impairments were more likely to be diagnosed as having Attention Deficit Hyperactivity Disorder (ADHD) and to be rated by both parents and teachers as having more severe attentional problems. In addition, teachers rated them as more socially withdrawn. The results suggest that it is important to incorporate measures of both social cognition and language functioning routinely into clinical assessment, something that currently is rarely done. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123 [article] Language, Social Cognitive Processing, and Behavioral Characteristics of Psychiatrically Disturbed Children with Previously Identified and Unsuspected Language Impairments [Texte imprimé et/ou numérique] / Nancy J. COHEN, Auteur ; Rosanne MENNA, Auteur ; Denise D. VALLANCE, Auteur ; Melanie A. BARWICK, Auteur ; Nancie IM, Auteur ; Naomi B. HORODEZKY, Auteur . - 1998 . - p.853-864. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 39-6 (September 1998) . - p.853-864 Mots-clés : Psychiatric disorder  language disorder  social cognition Index. décimale : PER Périodiques Résumé : This study examined characteristics of social cognitive processing, psychiatric disorder, and behavioral ratings of 380 children aged 7 to 14 years who had been referred consecutively for child psychiatric services with identified and unsuspected language impairments and with normally developing language. The results indicated that children with language impairments generally exhibited greater deficits in social cognitive processing, and particularly emotion decoding and social problem solving, than children who have language that is developing normally. Differences in psychiatric diagnosis and behavior problems were observed only between children with previously identified language impairments and children with normally developing language; children with previously identified language impairments were more likely to be diagnosed as having Attention Deficit Hyperactivity Disorder (ADHD) and to be rated by both parents and teachers as having more severe attentional problems. In addition, teachers rated them as more socially withdrawn. The results suggest that it is important to incorporate measures of both social cognition and language functioning routinely into clinical assessment, something that currently is rarely done. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123

Language, Achievement, and Cognitive Processing in Psychiatrically Disturbed Children with Previously Identified and Unsuspected Language Impairments / Nancy J. COHEN in Journal of Child Psychology and Psychiatry, 39-6 (September 1998)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 39-6 (September 1998) . - p.865-877 Titre : Language, Achievement, and Cognitive Processing in Psychiatrically Disturbed Children with Previously Identified and Unsuspected Language Impairments Type de document : Texte imprimé et/ou numérique Auteurs : Nancy J. COHEN, Auteur ; Melanie A. BARWICK, Auteur ; Naomi B. HORODEZKY, Auteur ; Denise D. VALLANCE, Auteur ; Nancie IM, Auteur Année de publication : 1998 Article en page(s) : p.865-877 Langues : Anglais (eng) Mots-clés : Psychiatric disorder  language disorder  reading disorder  educational attainment  information processing Index. décimale : PER Périodiques Résumé : This study examined the language, achievement, and cognitive characteristics of 380 children, aged 7 to 14 years, consecutively referred to child psychiatric services. Among those children referred solely for psychiatric problems, 40% had a language impairment that had never been suspected. Children with previously identified and unsuspected language impairments were similar with respect to receptive and expressive language and on measures of cognitive processing. Although both groups of children with language impairments exhibited poorer academic achievement than children with normal language, children with previously identified language impairments had the lowest achievement. The milder achievement problems of children with unsuspected language impairment may explain why their problems had not been suspected. Both the clinical and theoretical implications of the findings are discussed. Heightened awareness concerning the high frequency of language impairment and other cognitive processing problems in children referred for psychiatric assessment and treatment should lead to more systematic examination of language functioning and evaluation of the impact of language and communication functioning on therapeutic outcomes. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123 [article] Language, Achievement, and Cognitive Processing in Psychiatrically Disturbed Children with Previously Identified and Unsuspected Language Impairments [Texte imprimé et/ou numérique] / Nancy J. COHEN, Auteur ; Melanie A. BARWICK, Auteur ; Naomi B. HORODEZKY, Auteur ; Denise D. VALLANCE, Auteur ; Nancie IM, Auteur . - 1998 . - p.865-877. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 39-6 (September 1998) . - p.865-877 Mots-clés : Psychiatric disorder  language disorder  reading disorder  educational attainment  information processing Index. décimale : PER Périodiques Résumé : This study examined the language, achievement, and cognitive characteristics of 380 children, aged 7 to 14 years, consecutively referred to child psychiatric services. Among those children referred solely for psychiatric problems, 40% had a language impairment that had never been suspected. Children with previously identified and unsuspected language impairments were similar with respect to receptive and expressive language and on measures of cognitive processing. Although both groups of children with language impairments exhibited poorer academic achievement than children with normal language, children with previously identified language impairments had the lowest achievement. The milder achievement problems of children with unsuspected language impairment may explain why their problems had not been suspected. Both the clinical and theoretical implications of the findings are discussed. Heightened awareness concerning the high frequency of language impairment and other cognitive processing problems in children referred for psychiatric assessment and treatment should lead to more systematic examination of language functioning and evaluation of the impact of language and communication functioning on therapeutic outcomes. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123

Development of the Children's Communication Checklist (CCC): A Method for Assessing Qualitative Aspects of Communicative Impairment in Children / Dorothy V. M. BISHOP in Journal of Child Psychology and Psychiatry, 39-6 (September 1998)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 39-6 (September 1998) . - p.879-891 Titre : Development of the Children's Communication Checklist (CCC): A Method for Assessing Qualitative Aspects of Communicative Impairment in Children Type de document : Texte imprimé et/ou numérique Auteurs : Dorothy V. M. BISHOP, Auteur Année de publication : 1998 Article en page(s) : p.879-891 Langues : Anglais (eng) Mots-clés : Specific language impairment  pragmatics  assessment  ratings  PDD Index. décimale : PER Périodiques Résumé : The Children's Communication Checklist (CCC) was developed to assess aspects of communicative impairment that are not adequately evaluated by contemporary standardised language tests. These are predominantly pragmatic abnormalities seen in social communication, although other qualitative aspects of speech and language were also included. Some items covering social relationships and restricted interests were incorporated, so that the relationship between pragmatic difficulties and other characteristics of pervasive developmental disorders could be explored. Checklist ratings were obtained for 76 children aged 7 to 9 years, all of whom had received special education for language impairment. In 71 cases, 2 raters (usually a teacher and speech-language therapist) independently completed the checklist, making it possible to establish inter-rater reliability. From an initial pool of 93 items, 70 items, grouped into 9 scales, were retained. Five of the subscales were concerned with pragmatic aspects of communication. A composite pragmatic impairment scale formed from these subscales had inter-rater reliability and internal consistency of around .80. This composite discriminated between children with a school diagnosis of semantic-pragmatic disorder and those with other types of specific language impairment (SLI). The majority of children with pragmatic language impairments did not have any evidence of restricted interests or significant difficulties in the domains of social relationships. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123 [article] Development of the Children's Communication Checklist (CCC): A Method for Assessing Qualitative Aspects of Communicative Impairment in Children [Texte imprimé et/ou numérique] / Dorothy V. M. BISHOP, Auteur . - 1998 . - p.879-891. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 39-6 (September 1998) . - p.879-891 Mots-clés : Specific language impairment  pragmatics  assessment  ratings  PDD Index. décimale : PER Périodiques Résumé : The Children's Communication Checklist (CCC) was developed to assess aspects of communicative impairment that are not adequately evaluated by contemporary standardised language tests. These are predominantly pragmatic abnormalities seen in social communication, although other qualitative aspects of speech and language were also included. Some items covering social relationships and restricted interests were incorporated, so that the relationship between pragmatic difficulties and other characteristics of pervasive developmental disorders could be explored. Checklist ratings were obtained for 76 children aged 7 to 9 years, all of whom had received special education for language impairment. In 71 cases, 2 raters (usually a teacher and speech-language therapist) independently completed the checklist, making it possible to establish inter-rater reliability. From an initial pool of 93 items, 70 items, grouped into 9 scales, were retained. Five of the subscales were concerned with pragmatic aspects of communication. A composite pragmatic impairment scale formed from these subscales had inter-rater reliability and internal consistency of around .80. This composite discriminated between children with a school diagnosis of semantic-pragmatic disorder and those with other types of specific language impairment (SLI). The majority of children with pragmatic language impairments did not have any evidence of restricted interests or significant difficulties in the domains of social relationships. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123

Are There Subgroups within the Autistic Spectrum? A Cluster Analysis of a Group of Children with Autistic Spectrum Disorders / Margot PRIOR in Journal of Child Psychology and Psychiatry, 39-6 (September 1998)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 39-6 (September 1998) . - p.893-902 Titre : Are There Subgroups within the Autistic Spectrum? A Cluster Analysis of a Group of Children with Autistic Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Margot PRIOR, Auteur ; Susan R. LEEKAM, Auteur ; Ben ONG, Auteur ; Richard EISENMAJER, Auteur ; Lorna WING, Auteur ; Judith GOULD, Auteur ; David DOWE, Auteur Année de publication : 1998 Article en page(s) : p.893-902 Langues : Anglais (eng) Mots-clés : Asperger syndrome  autism  Pervasive Developmental Disorder  symptomatology  cluster analysis Index. décimale : PER Périodiques Résumé : Comprehensive data on the developmental history and current behaviours of a large sample of high-functioning individuals with diagnoses of autism, Asperger's syndrome, or other related disorder were collected via parent interviews. This provided the basis for a taxonomic analysis to search for subgroups. Most participants also completed theory of mind tasks. Three clusters or subgroups were obtained; these differed on theory of mind performance and on verbal abilities. Although subgroups were identified which bore some relationship to clinical differentiation of autistic, Asperger syndrome, and Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS) cases, the nature of the differences between them appeared strongly related to ability variables. Examination of the kinds of behaviours that differentiated the groups suggested that a spectrum of autistic disorders on which children differ primarily in term of degrees of social and cognitive impairments could explain the findings. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123 [article] Are There Subgroups within the Autistic Spectrum? A Cluster Analysis of a Group of Children with Autistic Spectrum Disorders [Texte imprimé et/ou numérique] / Margot PRIOR, Auteur ; Susan R. LEEKAM, Auteur ; Ben ONG, Auteur ; Richard EISENMAJER, Auteur ; Lorna WING, Auteur ; Judith GOULD, Auteur ; David DOWE, Auteur . - 1998 . - p.893-902. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 39-6 (September 1998) . - p.893-902 Mots-clés : Asperger syndrome  autism  Pervasive Developmental Disorder  symptomatology  cluster analysis Index. décimale : PER Périodiques Résumé : Comprehensive data on the developmental history and current behaviours of a large sample of high-functioning individuals with diagnoses of autism, Asperger's syndrome, or other related disorder were collected via parent interviews. This provided the basis for a taxonomic analysis to search for subgroups. Most participants also completed theory of mind tasks. Three clusters or subgroups were obtained; these differed on theory of mind performance and on verbal abilities. Although subgroups were identified which bore some relationship to clinical differentiation of autistic, Asperger syndrome, and Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS) cases, the nature of the differences between them appeared strongly related to ability variables. Examination of the kinds of behaviours that differentiated the groups suggested that a spectrum of autistic disorders on which children differ primarily in term of degrees of social and cognitive impairments could explain the findings. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123

The Development of Theory of Mind in Deaf Children / P. A. RUSSEL in Journal of Child Psychology and Psychiatry, 39-6 (September 1998)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 39-6 (September 1998) . - p.903-910 Titre : The Development of Theory of Mind in Deaf Children Type de document : Texte imprimé et/ou numérique Auteurs : P. A. RUSSEL, Auteur ; J. A. HOSIE, Auteur ; C. D. GRAY, Auteur ; C. SCOTT, Auteur ; N. HUNTER, Auteur ; J. S. BANKS, Auteur ; M. C. MACAULAY, Auteur Année de publication : 1998 Article en page(s) : p.903-910 Langues : Anglais (eng) Mots-clés : Deafness  theory of mind;false belief  early social experience Index. décimale : PER Périodiques Résumé : Deaf children aged 4 to 16 years were given a false-belief test of theory of mind. Although the children experienced difficulty with the test, relative to hearing children, confirming a report by Peterson and Siegal (1995), performance was age-related, with a significantly higher proportion of 13- to 16-year-olds passing the test. It was concluded that deaf children raised in a spoken language environment show a developmental delay in theory of mind acquisition. This delay is consistent with the assumption that their early opportunities for learning about mental states are relatively restricted and that the normal development of theory of mind is dependent upon such opportunities. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123 [article] The Development of Theory of Mind in Deaf Children [Texte imprimé et/ou numérique] / P. A. RUSSEL, Auteur ; J. A. HOSIE, Auteur ; C. D. GRAY, Auteur ; C. SCOTT, Auteur ; N. HUNTER, Auteur ; J. S. BANKS, Auteur ; M. C. MACAULAY, Auteur . - 1998 . - p.903-910. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 39-6 (September 1998) . - p.903-910 Mots-clés : Deafness  theory of mind;false belief  early social experience Index. décimale : PER Périodiques Résumé : Deaf children aged 4 to 16 years were given a false-belief test of theory of mind. Although the children experienced difficulty with the test, relative to hearing children, confirming a report by Peterson and Siegal (1995), performance was age-related, with a significantly higher proportion of 13- to 16-year-olds passing the test. It was concluded that deaf children raised in a spoken language environment show a developmental delay in theory of mind acquisition. This delay is consistent with the assumption that their early opportunities for learning about mental states are relatively restricted and that the normal development of theory of mind is dependent upon such opportunities. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123

Diagnostic Rules for Children with PDD-NOS and Multiple Complex Developmental Disorder / Jan K. BUITELAAR in Journal of Child Psychology and Psychiatry, 39-6 (September 1998)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 39-6 (September 1998) . - p.911-919 Titre : Diagnostic Rules for Children with PDD-NOS and Multiple Complex Developmental Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jan K. BUITELAAR, Auteur ; Rutger Jan VAN DER GAAG, Auteur Année de publication : 1998 Article en page(s) : p.911-919 Langues : Anglais (eng) Mots-clés : Pervasive developmental disorder  school children  classification  diagnosis Index. décimale : PER Périodiques Résumé : This study was designed to examine the classification performance of diagnostic rules for pervasive developmental disorder not otherwise specified (PDD-NOS) and multiple complex developmental disorder (McDD), with clinical diagnosis as the gold standard. McDD is an heuristic concept of a developmental disorder characterised by social impairments, affective dysregulation, and thought disturbance. Detailed information on the symptoms, reliably extracted from the charts of 103 children with PDD-NOS and McDD, 32 with autistic disorder, and 96 with non-PDD disorders, was used to determine the presence of the DSMIV criteria of autistic disorder and the criteria of McDD. A scoring rule for PDD-NOS based on a short set of seven DSM-IV criteria with a cut-off point of three items and one social interaction item set as mandatory had the best balance between high sensitivity and high specificity. The most effective and simple rule based on McDD criteria had a cut-off of three items, out of six items of anxieties and thought disturbance. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123 [article] Diagnostic Rules for Children with PDD-NOS and Multiple Complex Developmental Disorder [Texte imprimé et/ou numérique] / Jan K. BUITELAAR, Auteur ; Rutger Jan VAN DER GAAG, Auteur . - 1998 . - p.911-919. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 39-6 (September 1998) . - p.911-919 Mots-clés : Pervasive developmental disorder  school children  classification  diagnosis Index. décimale : PER Périodiques Résumé : This study was designed to examine the classification performance of diagnostic rules for pervasive developmental disorder not otherwise specified (PDD-NOS) and multiple complex developmental disorder (McDD), with clinical diagnosis as the gold standard. McDD is an heuristic concept of a developmental disorder characterised by social impairments, affective dysregulation, and thought disturbance. Detailed information on the symptoms, reliably extracted from the charts of 103 children with PDD-NOS and McDD, 32 with autistic disorder, and 96 with non-PDD disorders, was used to determine the presence of the DSMIV criteria of autistic disorder and the criteria of McDD. A scoring rule for PDD-NOS based on a short set of seven DSM-IV criteria with a cut-off point of three items and one social interaction item set as mandatory had the best balance between high sensitivity and high specificity. The most effective and simple rule based on McDD criteria had a cut-off of three items, out of six items of anxieties and thought disturbance. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123

Sociometric Classification Methods in School Peer Groups: A Comparative Investigation / Norah FREDERICKSON in Journal of Child Psychology and Psychiatry, 39-6 (September 1998)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 39-6 (September 1998) . - p.921-933 Titre : Sociometric Classification Methods in School Peer Groups: A Comparative Investigation Type de document : Texte imprimé et/ou numérique Auteurs : Norah FREDERICKSON, Auteur ; Adrian F. FURNHAM, Auteur Année de publication : 1998 Article en page(s) : p.921-933 Langues : Anglais (eng) Mots-clés : School children  peer relationships  assessment  classification  school  sociometrics Index. décimale : PER Périodiques Résumé : The categorical consequences and psychometric properties of different sociometric classification methods were evaluated. Children aged 9 to 12 years (N=254) completed three sociometric questionnaires and a peer assessment measure on two occasions 5 weeks apart. The sociometric data were analysed using 13 different methods. Analysis of kappa values indicated relatively poor agreement across methods on subject classification. Temporal stability of the classifications was also poor. Assessment of construct validity involved analysis of the peer assessment items, using MANOVA to test hypotheses based on ideas from social exchange theory. Cross-sex rating biases and difficulties with the neglected and controversial classifications are discussed as indicating a need for the application of theoretically based approaches which consider features of the peer group social system and a need for caution in selecting methods for clinical use. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123 [article] Sociometric Classification Methods in School Peer Groups: A Comparative Investigation [Texte imprimé et/ou numérique] / Norah FREDERICKSON, Auteur ; Adrian F. FURNHAM, Auteur . - 1998 . - p.921-933. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 39-6 (September 1998) . - p.921-933 Mots-clés : School children  peer relationships  assessment  classification  school  sociometrics Index. décimale : PER Périodiques Résumé : The categorical consequences and psychometric properties of different sociometric classification methods were evaluated. Children aged 9 to 12 years (N=254) completed three sociometric questionnaires and a peer assessment measure on two occasions 5 weeks apart. The sociometric data were analysed using 13 different methods. Analysis of kappa values indicated relatively poor agreement across methods on subject classification. Temporal stability of the classifications was also poor. Assessment of construct validity involved analysis of the peer assessment items, using MANOVA to test hypotheses based on ideas from social exchange theory. Cross-sex rating biases and difficulties with the neglected and controversial classifications are discussed as indicating a need for the application of theoretically based approaches which consider features of the peer group social system and a need for caution in selecting methods for clinical use. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123

Book Reviews in Journal of Child Psychology and Psychiatry, 39-6 (September 1998)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 39-6 (September 1998) . - p.935-936 Titre : Book Reviews Type de document : Texte imprimé et/ou numérique Année de publication : 1998 Article en page(s) : p.935-936 Langues : Anglais (eng) Mots-clés : School children  peer relationships  assessment  classification  school  sociometrics Index. décimale : PER Périodiques Résumé : Books reviewed in this article: S. K. Woods & W. H. Ploof, Understanding ADHD: Attention Deficit Hyperactivity Disorder and the Feeling Brain Carol T. Nixon & Denine A. Northrup (eds.), Evaluating Mental Health Services; How Do Programs for Children “Work” in the Real World? Nirbhay N. Singh (ed.), Prevention and Treatment of Severe Behavior Problems: Models and Methods in Developmental Disabilities S. L. Reviere, Memory of Childhood Trauma: A Clinician's Guide to the Literature L. Smith, J. Dockrell, & P. Tomlinson (eds.), Piaget, Vygotsky and Beyond: Future Issues for Developmental Psychology and Education Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123 [article] Book Reviews [Texte imprimé et/ou numérique] . - 1998 . - p.935-936. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 39-6 (September 1998) . - p.935-936 Mots-clés : School children  peer relationships  assessment  classification  school  sociometrics Index. décimale : PER Périodiques Résumé : Books reviewed in this article: S. K. Woods & W. H. Ploof, Understanding ADHD: Attention Deficit Hyperactivity Disorder and the Feeling Brain Carol T. Nixon & Denine A. Northrup (eds.), Evaluating Mental Health Services; How Do Programs for Children “Work” in the Real World? Nirbhay N. Singh (ed.), Prevention and Treatment of Severe Behavior Problems: Models and Methods in Developmental Disabilities S. L. Reviere, Memory of Childhood Trauma: A Clinician's Guide to the Literature L. Smith, J. Dockrell, & P. Tomlinson (eds.), Piaget, Vygotsky and Beyond: Future Issues for Developmental Psychology and Education Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123