Dépouillements

Editorial: Context and conduct, and accessibility in scientific reporting / Tom O'CONNOR in Journal of Child Psychology and Psychiatry, 52-11 (November 2011)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 52-11 (November 2011) . - p.1109-1110 Titre : Editorial: Context and conduct, and accessibility in scientific reporting Type de document : Texte imprimé et/ou numérique Auteurs : Tom O'CONNOR, Auteur Année de publication : 2011 Article en page(s) : p.1109-1110 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02476.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=144 [article] Editorial: Context and conduct, and accessibility in scientific reporting [Texte imprimé et/ou numérique] / Tom O'CONNOR, Auteur . - 2011 . - p.1109-1110. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 52-11 (November 2011) . - p.1109-1110 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02476.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=144

Research Review: Reading comprehension in developmental disorders of language and communication / Jessie RICKETTS in Journal of Child Psychology and Psychiatry, 52-11 (November 2011)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 52-11 (November 2011) . - p.1111-1123 Titre : Research Review: Reading comprehension in developmental disorders of language and communication Type de document : Texte imprimé et/ou numérique Auteurs : Jessie RICKETTS, Auteur Année de publication : 2011 Article en page(s) : p.1111-1123 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  developmental disorders  Down’s syndrome  oral language  reading comprehension  specific language impairment Index. décimale : PER Périodiques Résumé : Background:  Deficits in reading airment (SLI), Down syndrome (DS) and autism spectrum disorders (ASD). Methods:  In this review (based on a search of the ISI Web of Knowledge database to 2011), the Simple View of Reading is used as a framework for considering reading comprehension in these groups. Conclusions:  There is substantial evidence for reading comprehension impairments in SLI and growing evidence that weaknesses in this domain are common in DS and ASD. Further, in these groups reading comprehension is typically more impaired than word recognition. However, there is also evidence that some children and adolescents with DS, ASD and a history of SLI develop reading comprehension and word recognition skills at or above the age appropriate level. This review of the literature indicates that factors including word recognition, oral language, nonverbal ability and working memory may explain reading comprehension difficulties in SLI, DS and ASD. In addition, it highlights methodological issues, implications of poor reading comprehension and fruitful areas for future research. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02438.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=144 [article] Research Review: Reading comprehension in developmental disorders of language and communication [Texte imprimé et/ou numérique] / Jessie RICKETTS, Auteur . - 2011 . - p.1111-1123. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 52-11 (November 2011) . - p.1111-1123 Mots-clés : Autism spectrum disorders  developmental disorders  Down’s syndrome  oral language  reading comprehension  specific language impairment Index. décimale : PER Périodiques Résumé : Background:  Deficits in reading airment (SLI), Down syndrome (DS) and autism spectrum disorders (ASD). Methods:  In this review (based on a search of the ISI Web of Knowledge database to 2011), the Simple View of Reading is used as a framework for considering reading comprehension in these groups. Conclusions:  There is substantial evidence for reading comprehension impairments in SLI and growing evidence that weaknesses in this domain are common in DS and ASD. Further, in these groups reading comprehension is typically more impaired than word recognition. However, there is also evidence that some children and adolescents with DS, ASD and a history of SLI develop reading comprehension and word recognition skills at or above the age appropriate level. This review of the literature indicates that factors including word recognition, oral language, nonverbal ability and working memory may explain reading comprehension difficulties in SLI, DS and ASD. In addition, it highlights methodological issues, implications of poor reading comprehension and fruitful areas for future research. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02438.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=144

The impact of the school-based Psychosocial Structured Activities (PSSA) program on conflict-affected children in northern Uganda / Alastair AGER in Journal of Child Psychology and Psychiatry, 52-11 (November 2011)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 52-11 (November 2011) . - p.1124-1133 Titre : The impact of the school-based Psychosocial Structured Activities (PSSA) program on conflict-affected children in northern Uganda Type de document : Texte imprimé et/ou numérique Auteurs : Alastair AGER, Auteur ; Bree AKESSON, Auteur ; Lindsay STARK, Auteur ; Eirini FLOURI, Auteur ; Braxton OKOT, Auteur ; Faith MCCOLLISTER, Auteur ; Neil BOOTHBY, Auteur Année de publication : 2011 Article en page(s) : p.1124-1133 Langues : Anglais (eng) Mots-clés : Psychosocial  structured activities  children  schools  Northern Uganda  evaluation Index. décimale : PER Périodiques Résumé : Background:  Children in northern Uganda have undergone significant psychosocial stress during the region’s lengthy conflict. A Psychosocial Structured Activities (PSSA) program was implemented in 21 schools identified as amongst those most severely affected by conflict-induced displacement across Gulu and Amuru Districts. The PSSA intervention comprised a series of 15 class sessions designed to progressively increase children’s resilience through structured activities involving drama, movement, music and art (with additional components addressing parental support and community involvement). Method:  Eight schools were selected by random quota sampling from those schools receiving the PSSA intervention. Two hundred and three children were identified in these schools as being scheduled to receive intervention, and were followed up 12 months later following engagement with PSSA activities. A comparison group comprised 200 children selected from schools that had met inclusion criteria for receipt of intervention, but were not scheduled for intervention coverage until later. Preliminary research used participatory focus group methodology to determine local indicators of child well-being as viewed by parents, teachers, and children respectively. Pre- and post- assessments focused on ratings for each child – by parents, teachers and children – with respect to these indicators. Results:  Significant increases in ratings of child well-being were observed in both intervention and comparison groups over a 12-month period. However, the well-being of children who had received the PSSA intervention increased significantly more than for children in the comparison group, as judged by child and parent (but not teacher) report. This effect was evident despite considerable loss-to-follow-up at post-testing as a result of return of many households to communities of origin. Conclusion:  General improvement in child well-being over a 12-month period suggests that recovery and reconstruction efforts in Northern Uganda following the onset of peace had a substantive impact on the lives of children. However, exposure to the PSSA program had an additional positive impact on child well-being, suggesting its value in post-conflict recovery contexts. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02407.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=144 [article] The impact of the school-based Psychosocial Structured Activities (PSSA) program on conflict-affected children in northern Uganda [Texte imprimé et/ou numérique] / Alastair AGER, Auteur ; Bree AKESSON, Auteur ; Lindsay STARK, Auteur ; Eirini FLOURI, Auteur ; Braxton OKOT, Auteur ; Faith MCCOLLISTER, Auteur ; Neil BOOTHBY, Auteur . - 2011 . - p.1124-1133. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 52-11 (November 2011) . - p.1124-1133 Mots-clés : Psychosocial  structured activities  children  schools  Northern Uganda  evaluation Index. décimale : PER Périodiques Résumé : Background:  Children in northern Uganda have undergone significant psychosocial stress during the region’s lengthy conflict. A Psychosocial Structured Activities (PSSA) program was implemented in 21 schools identified as amongst those most severely affected by conflict-induced displacement across Gulu and Amuru Districts. The PSSA intervention comprised a series of 15 class sessions designed to progressively increase children’s resilience through structured activities involving drama, movement, music and art (with additional components addressing parental support and community involvement). Method:  Eight schools were selected by random quota sampling from those schools receiving the PSSA intervention. Two hundred and three children were identified in these schools as being scheduled to receive intervention, and were followed up 12 months later following engagement with PSSA activities. A comparison group comprised 200 children selected from schools that had met inclusion criteria for receipt of intervention, but were not scheduled for intervention coverage until later. Preliminary research used participatory focus group methodology to determine local indicators of child well-being as viewed by parents, teachers, and children respectively. Pre- and post- assessments focused on ratings for each child – by parents, teachers and children – with respect to these indicators. Results:  Significant increases in ratings of child well-being were observed in both intervention and comparison groups over a 12-month period. However, the well-being of children who had received the PSSA intervention increased significantly more than for children in the comparison group, as judged by child and parent (but not teacher) report. This effect was evident despite considerable loss-to-follow-up at post-testing as a result of return of many households to communities of origin. Conclusion:  General improvement in child well-being over a 12-month period suggests that recovery and reconstruction efforts in Northern Uganda following the onset of peace had a substantive impact on the lives of children. However, exposure to the PSSA program had an additional positive impact on child well-being, suggesting its value in post-conflict recovery contexts. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02407.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=144

The relationship between juvenile psychopathic traits, delinquency and (violent) recidivism: A meta-analysis / Jessica J. ASSCHER in Journal of Child Psychology and Psychiatry, 52-11 (November 2011)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 52-11 (November 2011) . - p.1134-1143 Titre : The relationship between juvenile psychopathic traits, delinquency and (violent) recidivism: A meta-analysis Type de document : Texte imprimé et/ou numérique Auteurs : Jessica J. ASSCHER, Auteur ; Eveline S. VAN VUGT, Auteur ; Geert Jan J.M. STAMS, Auteur ; Maja DEKOVIC, Auteur ; Veroni I. EICHELSHEIM, Auteur ; Sarah YOUSFI, Auteur Année de publication : 2011 Article en page(s) : p.1134-1143 Langues : Anglais (eng) Mots-clés : Psychopathy  juvenile delinquency  recidivism  meta-analysis Index. décimale : PER Périodiques Résumé : A meta-analysis of k = 53 studies containing 60 non-overlapping samples and 10,073 participants was conducted to investigate whether psychopathy was associated with delinquency and (violent) recidivism in juveniles. The results showed that psychopathy was moderately associated with delinquency, general recidivism, and violent recidivism. Moderator effects revealed that various study and participant characteristics influenced the strength of the association between psychopathy, delinquency, and (violent) recidivism. It was concluded that screening for the (early) detection of psychopathy is important, as delinquent behavior and recidivism can be predicted from psychopathy as early as the transition from middle childhood to adolescence. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02412.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=144 [article] The relationship between juvenile psychopathic traits, delinquency and (violent) recidivism: A meta-analysis [Texte imprimé et/ou numérique] / Jessica J. ASSCHER, Auteur ; Eveline S. VAN VUGT, Auteur ; Geert Jan J.M. STAMS, Auteur ; Maja DEKOVIC, Auteur ; Veroni I. EICHELSHEIM, Auteur ; Sarah YOUSFI, Auteur . - 2011 . - p.1134-1143. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 52-11 (November 2011) . - p.1134-1143 Mots-clés : Psychopathy  juvenile delinquency  recidivism  meta-analysis Index. décimale : PER Périodiques Résumé : A meta-analysis of k = 53 studies containing 60 non-overlapping samples and 10,073 participants was conducted to investigate whether psychopathy was associated with delinquency and (violent) recidivism in juveniles. The results showed that psychopathy was moderately associated with delinquency, general recidivism, and violent recidivism. Moderator effects revealed that various study and participant characteristics influenced the strength of the association between psychopathy, delinquency, and (violent) recidivism. It was concluded that screening for the (early) detection of psychopathy is important, as delinquent behavior and recidivism can be predicted from psychopathy as early as the transition from middle childhood to adolescence. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02412.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=144

Serotonin and early cognitive development: variation in the tryptophan hydroxylase 2 gene is associated with visual attention in 7-month-old infants / Jukka M. LEPPANEN in Journal of Child Psychology and Psychiatry, 52-11 (November 2011)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 52-11 (November 2011) . - p.1144-1152 Titre : Serotonin and early cognitive development: variation in the tryptophan hydroxylase 2 gene is associated with visual attention in 7-month-old infants Type de document : Texte imprimé et/ou numérique Auteurs : Jukka M. LEPPANEN, Auteur ; Mikko J. PELTOLA, Auteur ; Kaija PUURA, Auteur ; Mirjami MANTYMAA, Auteur ; Nina MONONEN, Auteur ; Terho LEHTIMAKI, Auteur Année de publication : 2011 Article en page(s) : p.1144-1152 Langues : Anglais (eng) Mots-clés : Attention  cognition  development  emotion  infancy  serotonin Index. décimale : PER Périodiques Résumé : Background:  Allelic variation in the promoter region of a gene that encodes tryptophan hydroxylase isoform 2 (TPH2), a rate-limiting enzyme of serotonin synthesis in the central nervous system, has been associated with variations in cognitive function and vulnerability to affective spectrum disorders. Little is known about the effects of this gene variant on cognition during development and about possible intermediate developmental steps that lead to the adult phenotype. Here, we examined the hypothesis that the TPH2 -703 may act during early stages of development and bias the acquisition of elementary cognitive processes involved in attention and emotion regulation. Methods:  Seven-month-old infants (n = 66) were genotyped for the TPH2 -703 G/T polymorphism (rs4570625) and tested for the efficiency of attention shifts from a stimulus at fixation to a new stimulus in the visual periphery. Results:  Compared to TPH2 G/G homozygotes, infants with the T-carrier genotype exhibited a significantly higher number of missing attention shifts. This genotype effect tended to be particularly pronounced when infants had to disengage from an affectively salient stimulus before shifting attention to the peripheral stimulus. The results also showed that TPH2 genotype was indirectly associated, via its effect on attention disengagement, with temperamental emotion regulation (soothability). Conclusions:  Together, these results implicate serotonin system genes in early cognitive development and suggest variations in the early-emerging cognitive capacities as a potential developmental precursor of individual differences in emotion regulation and vulnerability to affective disorders. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02391.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=145 [article] Serotonin and early cognitive development: variation in the tryptophan hydroxylase 2 gene is associated with visual attention in 7-month-old infants [Texte imprimé et/ou numérique] / Jukka M. LEPPANEN, Auteur ; Mikko J. PELTOLA, Auteur ; Kaija PUURA, Auteur ; Mirjami MANTYMAA, Auteur ; Nina MONONEN, Auteur ; Terho LEHTIMAKI, Auteur . - 2011 . - p.1144-1152. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 52-11 (November 2011) . - p.1144-1152 Mots-clés : Attention  cognition  development  emotion  infancy  serotonin Index. décimale : PER Périodiques Résumé : Background:  Allelic variation in the promoter region of a gene that encodes tryptophan hydroxylase isoform 2 (TPH2), a rate-limiting enzyme of serotonin synthesis in the central nervous system, has been associated with variations in cognitive function and vulnerability to affective spectrum disorders. Little is known about the effects of this gene variant on cognition during development and about possible intermediate developmental steps that lead to the adult phenotype. Here, we examined the hypothesis that the TPH2 -703 may act during early stages of development and bias the acquisition of elementary cognitive processes involved in attention and emotion regulation. Methods:  Seven-month-old infants (n = 66) were genotyped for the TPH2 -703 G/T polymorphism (rs4570625) and tested for the efficiency of attention shifts from a stimulus at fixation to a new stimulus in the visual periphery. Results:  Compared to TPH2 G/G homozygotes, infants with the T-carrier genotype exhibited a significantly higher number of missing attention shifts. This genotype effect tended to be particularly pronounced when infants had to disengage from an affectively salient stimulus before shifting attention to the peripheral stimulus. The results also showed that TPH2 genotype was indirectly associated, via its effect on attention disengagement, with temperamental emotion regulation (soothability). Conclusions:  Together, these results implicate serotonin system genes in early cognitive development and suggest variations in the early-emerging cognitive capacities as a potential developmental precursor of individual differences in emotion regulation and vulnerability to affective disorders. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02391.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=145

Commentary: Disengaging the infant mind: Genetic dissociation of attention and cognitive skills in infants – reflections on Leppänen et al. (2011) / Mark H. JOHNSON in Journal of Child Psychology and Psychiatry, 52-11 (November 2011)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 52-11 (November 2011) . - p.1153-1154 Titre : Commentary: Disengaging the infant mind: Genetic dissociation of attention and cognitive skills in infants – reflections on Leppänen et al. (2011) Type de document : Texte imprimé et/ou numérique Auteurs : Mark H. JOHNSON, Auteur ; Richard M. PASCO FEARON, Auteur Année de publication : 2011 Article en page(s) : p.1153-1154 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02433.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=145 [article] Commentary: Disengaging the infant mind: Genetic dissociation of attention and cognitive skills in infants – reflections on Leppänen et al. (2011) [Texte imprimé et/ou numérique] / Mark H. JOHNSON, Auteur ; Richard M. PASCO FEARON, Auteur . - 2011 . - p.1153-1154. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 52-11 (November 2011) . - p.1153-1154 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02433.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=145

The genetic etiology of inhibitory control and behavior problems at 24 months of age / Jeffrey R. GAGNE in Journal of Child Psychology and Psychiatry, 52-11 (November 2011)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 52-11 (November 2011) . - p.1155-1163 Titre : The genetic etiology of inhibitory control and behavior problems at 24 months of age Type de document : Texte imprimé et/ou numérique Auteurs : Jeffrey R. GAGNE, Auteur ; Kimberly J. SAUDINO, Auteur ; Philip ASHERSON, Auteur Année de publication : 2011 Article en page(s) : p.1155-1163 Langues : Anglais (eng) Mots-clés : Inhibitory control  behavior problems  early childhood  twins  genetics Index. décimale : PER Périodiques Résumé : Background:  To investigate links between inhibitory control (IC) and behavior problems in early childhood, as well as genetic and environmental covariances between these two constructs. Methods:  Parent and laboratory ratings of IC and parent ratings of externalizing and attention deficit hyperactivity disorder behaviors were administered at 24 months of age on a sample of 291 same-sex twin pairs (131 monozygotic, 160 dizygotic). Results:  There were significant phenotypic associations between both IC assessments and the two areas of behavioral maladjustment (correlations ranged from −.13 to −.57). Multivariate analyses revealed that phenotypic covariance between IC and behavior problems could be substantially explained by common genetic influences (genetic correlations ranged from −.30 to −.74). Parent ratings of IC showed higher phenotypic and genetic correlations with behavior problems than lab ratings of IC. Conclusions:  This study is the first to examine the etiology of the covariance between IC and related behavioral difficulties in toddlerhood. Findings suggest that low levels of IC can be considered a genetic risk factor for the development of early emerging behavior problems. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02420.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=145 [article] The genetic etiology of inhibitory control and behavior problems at 24 months of age [Texte imprimé et/ou numérique] / Jeffrey R. GAGNE, Auteur ; Kimberly J. SAUDINO, Auteur ; Philip ASHERSON, Auteur . - 2011 . - p.1155-1163. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 52-11 (November 2011) . - p.1155-1163 Mots-clés : Inhibitory control  behavior problems  early childhood  twins  genetics Index. décimale : PER Périodiques Résumé : Background:  To investigate links between inhibitory control (IC) and behavior problems in early childhood, as well as genetic and environmental covariances between these two constructs. Methods:  Parent and laboratory ratings of IC and parent ratings of externalizing and attention deficit hyperactivity disorder behaviors were administered at 24 months of age on a sample of 291 same-sex twin pairs (131 monozygotic, 160 dizygotic). Results:  There were significant phenotypic associations between both IC assessments and the two areas of behavioral maladjustment (correlations ranged from −.13 to −.57). Multivariate analyses revealed that phenotypic covariance between IC and behavior problems could be substantially explained by common genetic influences (genetic correlations ranged from −.30 to −.74). Parent ratings of IC showed higher phenotypic and genetic correlations with behavior problems than lab ratings of IC. Conclusions:  This study is the first to examine the etiology of the covariance between IC and related behavioral difficulties in toddlerhood. Findings suggest that low levels of IC can be considered a genetic risk factor for the development of early emerging behavior problems. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02420.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=145

Common alterations in sensitivity to type but not amount of reward in ADHD and autism spectrum disorders / Ellen DEMURIE in Journal of Child Psychology and Psychiatry, 52-11 (November 2011)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 52-11 (November 2011) . - p.1164-1173 Titre : Common alterations in sensitivity to type but not amount of reward in ADHD and autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Ellen DEMURIE, Auteur ; Herbert ROEYERS, Auteur ; Dieter BAEYENS, Auteur ; Edmund J. S. SONUGA-BARKE, Auteur Année de publication : 2011 Article en page(s) : p.1164-1173 Langues : Anglais (eng) Mots-clés : ADHD  ASD  reward sensitivity  monetary reward  social reward Index. décimale : PER Périodiques Résumé : Background:  Children with attention deficit/hyperactivity disorder (ADHD) display abnormalities in reward processing. Most reward studies have focused on the effects of material or monetary rewards. Studies with autism spectrum disorder (ASD) have focused on social rewards. In this study we compared the effects of amount and type of reward in children with ADHD and those with ASD. Methods:  Two adapted versions of the Monetary Incentive Delay Task were used to study the effects of monetary and social reward anticipation on performance in 40 typically developing (TD) children and adolescents (8–16y), 35 children and adolescents with ADHD and 31 children and adolescents with ASD. Results:  Monetary and social reward improved accuracy and response time (RT) in all groups. The higher the anticipated reward, the more accurate and faster were responses. Independent of these effects, there was a differential effect of reward type. Both clinical groups, but not TD, responded faster for monetary than social rewards. Conclusions:  The results, while not supporting hyposensitivity to changes in reward amount in ADHD and ASD, do suggest that both groups are generally less motivated in settings where social as opposed to monetary rewards can be earned. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02374.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=145 [article] Common alterations in sensitivity to type but not amount of reward in ADHD and autism spectrum disorders [Texte imprimé et/ou numérique] / Ellen DEMURIE, Auteur ; Herbert ROEYERS, Auteur ; Dieter BAEYENS, Auteur ; Edmund J. S. SONUGA-BARKE, Auteur . - 2011 . - p.1164-1173. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 52-11 (November 2011) . - p.1164-1173 Mots-clés : ADHD  ASD  reward sensitivity  monetary reward  social reward Index. décimale : PER Périodiques Résumé : Background:  Children with attention deficit/hyperactivity disorder (ADHD) display abnormalities in reward processing. Most reward studies have focused on the effects of material or monetary rewards. Studies with autism spectrum disorder (ASD) have focused on social rewards. In this study we compared the effects of amount and type of reward in children with ADHD and those with ASD. Methods:  Two adapted versions of the Monetary Incentive Delay Task were used to study the effects of monetary and social reward anticipation on performance in 40 typically developing (TD) children and adolescents (8–16y), 35 children and adolescents with ADHD and 31 children and adolescents with ASD. Results:  Monetary and social reward improved accuracy and response time (RT) in all groups. The higher the anticipated reward, the more accurate and faster were responses. Independent of these effects, there was a differential effect of reward type. Both clinical groups, but not TD, responded faster for monetary than social rewards. Conclusions:  The results, while not supporting hyposensitivity to changes in reward amount in ADHD and ASD, do suggest that both groups are generally less motivated in settings where social as opposed to monetary rewards can be earned. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02374.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=145

How does longitudinally measured maternal expressed emotion affect internalizing and externalizing symptoms of adolescents from the general community? / William W. III HALE in Journal of Child Psychology and Psychiatry, 52-11 (November 2011)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 52-11 (November 2011) . - p.1174-1183 Titre : How does longitudinally measured maternal expressed emotion affect internalizing and externalizing symptoms of adolescents from the general community? Type de document : Texte imprimé et/ou numérique Auteurs : William W. III HALE, Auteur ; Loes KEIJSERS, Auteur ; Theo A. KLIMSTRA, Auteur ; Quinten A.W. RAAIJMAKERS, Auteur ; Skyler HAWK, Auteur ; Susan J. T. BRANJE, Auteur ; Tom FRIJNS, Auteur ; Saskia A.M. WIJSBROEK, Auteur ; Pol A. C. VAN LIER, Auteur ; Wim H. J. MEEUS, Auteur Année de publication : 2011 Article en page(s) : p.1174-1183 Langues : Anglais (eng) Mots-clés : Adolescents  expressed emotion  mother  longitudinal  perception Index. décimale : PER Périodiques Résumé : Background:  In previous studies, maternal expressed emotion (EE) has been found to be a good predictor of the course of adolescent internalizing and externalizing symptoms. However, these studies have been cross-section as opposed to longitudinal. The goal of this study is to examine longitudinal data of perceived maternal EE and adolescent internalizing and externalizing symptoms to determine if maternal EE affected the course of adolescent symptoms (a parent effect model), or if the course of adolescent symptoms affected maternal EE (a child effect model), or if maternal EE and adolescent symptoms affected one another bidirectionally. Methods:  Dutch adolescents (N = 497; 57% boys; M = 13 years) from the general community and their mothers were prospectively studied annually for three years. At all waves the mothers completed the Level of Expressed Emotion (LEE) questionnaire and the adolescents completed self-rated measures of internalizing and externalizing symptoms. Structural equation modeling (SEM) was used to analyze the longitudinal data. Results:  The results of the SEM analyses clearly demonstrate that a child effect model best describes the relationship between maternal EE and the course of adolescent internalizing and externalizing symptoms. Conclusions:  This longitudinal study of the mothers’ EE perceptions suggests that it is the course of the internalizing and externalizing symptoms of adolescents from the general community that affects maternal EE, and not the mothers’ perceived EE influencing the course of the adolescents’ symptoms. Since this study was based on adolescents from the general community, it is suggested that these findings should also be replicated in clinical samples of adolescents. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02400.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=145 [article] How does longitudinally measured maternal expressed emotion affect internalizing and externalizing symptoms of adolescents from the general community? [Texte imprimé et/ou numérique] / William W. III HALE, Auteur ; Loes KEIJSERS, Auteur ; Theo A. KLIMSTRA, Auteur ; Quinten A.W. RAAIJMAKERS, Auteur ; Skyler HAWK, Auteur ; Susan J. T. BRANJE, Auteur ; Tom FRIJNS, Auteur ; Saskia A.M. WIJSBROEK, Auteur ; Pol A. C. VAN LIER, Auteur ; Wim H. J. MEEUS, Auteur . - 2011 . - p.1174-1183. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 52-11 (November 2011) . - p.1174-1183 Mots-clés : Adolescents  expressed emotion  mother  longitudinal  perception Index. décimale : PER Périodiques Résumé : Background:  In previous studies, maternal expressed emotion (EE) has been found to be a good predictor of the course of adolescent internalizing and externalizing symptoms. However, these studies have been cross-section as opposed to longitudinal. The goal of this study is to examine longitudinal data of perceived maternal EE and adolescent internalizing and externalizing symptoms to determine if maternal EE affected the course of adolescent symptoms (a parent effect model), or if the course of adolescent symptoms affected maternal EE (a child effect model), or if maternal EE and adolescent symptoms affected one another bidirectionally. Methods:  Dutch adolescents (N = 497; 57% boys; M = 13 years) from the general community and their mothers were prospectively studied annually for three years. At all waves the mothers completed the Level of Expressed Emotion (LEE) questionnaire and the adolescents completed self-rated measures of internalizing and externalizing symptoms. Structural equation modeling (SEM) was used to analyze the longitudinal data. Results:  The results of the SEM analyses clearly demonstrate that a child effect model best describes the relationship between maternal EE and the course of adolescent internalizing and externalizing symptoms. Conclusions:  This longitudinal study of the mothers’ EE perceptions suggests that it is the course of the internalizing and externalizing symptoms of adolescents from the general community that affects maternal EE, and not the mothers’ perceived EE influencing the course of the adolescents’ symptoms. Since this study was based on adolescents from the general community, it is suggested that these findings should also be replicated in clinical samples of adolescents. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02400.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=145

Predictors of the persistence of conduct difficulties in children with cognitive delay / Eric EMERSON in Journal of Child Psychology and Psychiatry, 52-11 (November 2011)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 52-11 (November 2011) . - p.1184-1194 Titre : Predictors of the persistence of conduct difficulties in children with cognitive delay Type de document : Texte imprimé et/ou numérique Auteurs : Eric EMERSON, Auteur ; Stewart L. EINFELD, Auteur ; Roger J. STANCLIFFE, Auteur Année de publication : 2011 Article en page(s) : p.1184-1194 Langues : Anglais (eng) Mots-clés : Intellectual disabilities  cognitive delay  developmental disabilities  socio-economic circumstances Index. décimale : PER Périodiques Résumé : Background:  High rates of conduct difficulties have been reported among children with borderline intellectual disabilities or intellectual disabilities. Little is known about predictors of the persistence of conduct difficulties in the pre-adolescent period in this high-risk group. Methods:  Secondary analysis of data from the first three waves of the Longitudinal Study of Australian Children. Results:  The prevalence of conduct difficulties at age 4/5 years among children with cognitive delay was independently associated with: living in an income poor household; living in a more deprived neighbourhood; having co-morbid emotional difficulties; having poorer pro-social behaviours; poorer maternal health; greater exposure to angry/harsh parenting; and greater exposure to more inconsistent parenting. The persistence of conduct difficulties at ages 6/7 years and 8/9 years was independently associated with: male child gender; living in material hardship; child expressive communication difficulties; living in a single parent headed household; and greater exposure to angry/harsh and inconsistent parenting. When compared to their more intellectually able peers, children with borderline or intellectual disability were significantly more likely to exhibit persistent conduct difficulties, but only when exposed to multiple environmental risks. These results were consistent across different thresholds for measuring conduct difficulties and different thresholds for measuring cognitive delay. Conclusions:  The persistence and high levels of conduct difficulties among this high risk group appears to be associated with a combination of increased risk of exposure to environmental adversity and decreased resilience when so exposed. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02413.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=145 [article] Predictors of the persistence of conduct difficulties in children with cognitive delay [Texte imprimé et/ou numérique] / Eric EMERSON, Auteur ; Stewart L. EINFELD, Auteur ; Roger J. STANCLIFFE, Auteur . - 2011 . - p.1184-1194. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 52-11 (November 2011) . - p.1184-1194 Mots-clés : Intellectual disabilities  cognitive delay  developmental disabilities  socio-economic circumstances Index. décimale : PER Périodiques Résumé : Background:  High rates of conduct difficulties have been reported among children with borderline intellectual disabilities or intellectual disabilities. Little is known about predictors of the persistence of conduct difficulties in the pre-adolescent period in this high-risk group. Methods:  Secondary analysis of data from the first three waves of the Longitudinal Study of Australian Children. Results:  The prevalence of conduct difficulties at age 4/5 years among children with cognitive delay was independently associated with: living in an income poor household; living in a more deprived neighbourhood; having co-morbid emotional difficulties; having poorer pro-social behaviours; poorer maternal health; greater exposure to angry/harsh parenting; and greater exposure to more inconsistent parenting. The persistence of conduct difficulties at ages 6/7 years and 8/9 years was independently associated with: male child gender; living in material hardship; child expressive communication difficulties; living in a single parent headed household; and greater exposure to angry/harsh and inconsistent parenting. When compared to their more intellectually able peers, children with borderline or intellectual disability were significantly more likely to exhibit persistent conduct difficulties, but only when exposed to multiple environmental risks. These results were consistent across different thresholds for measuring conduct difficulties and different thresholds for measuring cognitive delay. Conclusions:  The persistence and high levels of conduct difficulties among this high risk group appears to be associated with a combination of increased risk of exposure to environmental adversity and decreased resilience when so exposed. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02413.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=145

Psychiatric comorbidity in gender dysphoric adolescents / Annelou L. C. DE VRIES in Journal of Child Psychology and Psychiatry, 52-11 (November 2011)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 52-11 (November 2011) . - p.1195-1202 Titre : Psychiatric comorbidity in gender dysphoric adolescents Type de document : Texte imprimé et/ou numérique Auteurs : Annelou L. C. DE VRIES, Auteur ; Theo A. DORELEIJERS, Auteur ; Thomas D. STEENSMA, Auteur ; Peggy T. COHEN-KETTENIS, Auteur Année de publication : 2011 Article en page(s) : p.1195-1202 Langues : Anglais (eng) Mots-clés : Gender identity disorder  gender dysphoria  adolescents  psychiatric comorbidity  puberty suppression  cross-sex hormones Index. décimale : PER Périodiques Résumé : Background:  This study examined psychiatric comorbidity in adolescents with a gender identity disorder (GID). We focused on its relation to gender, type of GID diagnosis and eligibility for medical interventions (puberty suppression and cross-sex hormones). Methods:  To ascertain DSM-IV diagnoses, the Diagnostic Interview Schedule for Children (DISC) was administered to parents of 105 gender dysphoric adolescents. Results:  67.6% had no concurrent psychiatric disorder. Anxiety disorders occurred in 21%, mood disorders in 12.4% and disruptive disorders in 11.4% of the adolescents. Compared with natal females (n = 52), natal males (n = 53) suffered more often from two or more comorbid diagnoses (22.6% vs. 7.7%, p = .03), mood disorders (20.8% vs. 3.8%, p = .008) and social anxiety disorder (15.1% vs. 3.8%, p = .049). Adolescents with GID considered to be ‘delayed eligible’ for medical treatment were older [15.6 years (SD = 1.6) vs. 14.1 years (SD = 2.2), p = .001], their intelligence was lower [91.6 (SD = 12.4) vs. 99.1 (SD = 12.8), p = .011] and a lower percentage was living with both parents (23% vs. 64%, p < .001). Although the two groups did not differ in the prevalence of psychiatric comorbidity, the respective odds ratios (‘delayed eligible’ adolescents vs. ‘immediately eligible’ adolescents) were >1.0 for all psychiatric diagnoses except specific phobia. Conclusions:  Despite the suffering resulting from the incongruence between experienced and assigned gender at the start of puberty, the majority of gender dysphoric adolescents do not have co-occurring psychiatric problems. Delayed eligibility for medical interventions is associated with psychiatric comorbidity although other factors are of importance as well. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02426.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=145 [article] Psychiatric comorbidity in gender dysphoric adolescents [Texte imprimé et/ou numérique] / Annelou L. C. DE VRIES, Auteur ; Theo A. DORELEIJERS, Auteur ; Thomas D. STEENSMA, Auteur ; Peggy T. COHEN-KETTENIS, Auteur . - 2011 . - p.1195-1202. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 52-11 (November 2011) . - p.1195-1202 Mots-clés : Gender identity disorder  gender dysphoria  adolescents  psychiatric comorbidity  puberty suppression  cross-sex hormones Index. décimale : PER Périodiques Résumé : Background:  This study examined psychiatric comorbidity in adolescents with a gender identity disorder (GID). We focused on its relation to gender, type of GID diagnosis and eligibility for medical interventions (puberty suppression and cross-sex hormones). Methods:  To ascertain DSM-IV diagnoses, the Diagnostic Interview Schedule for Children (DISC) was administered to parents of 105 gender dysphoric adolescents. Results:  67.6% had no concurrent psychiatric disorder. Anxiety disorders occurred in 21%, mood disorders in 12.4% and disruptive disorders in 11.4% of the adolescents. Compared with natal females (n = 52), natal males (n = 53) suffered more often from two or more comorbid diagnoses (22.6% vs. 7.7%, p = .03), mood disorders (20.8% vs. 3.8%, p = .008) and social anxiety disorder (15.1% vs. 3.8%, p = .049). Adolescents with GID considered to be ‘delayed eligible’ for medical treatment were older [15.6 years (SD = 1.6) vs. 14.1 years (SD = 2.2), p = .001], their intelligence was lower [91.6 (SD = 12.4) vs. 99.1 (SD = 12.8), p = .011] and a lower percentage was living with both parents (23% vs. 64%, p < .001). Although the two groups did not differ in the prevalence of psychiatric comorbidity, the respective odds ratios (‘delayed eligible’ adolescents vs. ‘immediately eligible’ adolescents) were >1.0 for all psychiatric diagnoses except specific phobia. Conclusions:  Despite the suffering resulting from the incongruence between experienced and assigned gender at the start of puberty, the majority of gender dysphoric adolescents do not have co-occurring psychiatric problems. Delayed eligibility for medical interventions is associated with psychiatric comorbidity although other factors are of importance as well. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02426.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=145

Restricted autonomic flexibility in children with social phobia / Julian SCHMITZ in Journal of Child Psychology and Psychiatry, 52-11 (November 2011)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 52-11 (November 2011) . - p.1203-1211 Titre : Restricted autonomic flexibility in children with social phobia Type de document : Texte imprimé et/ou numérique Auteurs : Julian SCHMITZ, Auteur ; Martina KRAMER, Auteur ; Brunna TUSCHEN-CAFFIER, Auteur ; Nina HEINRICHS, Auteur ; Jens BLECHERT, Auteur Année de publication : 2011 Article en page(s) : p.1203-1211 Langues : Anglais (eng) Mots-clés : Social phobia  children  autonomic flexibility  psychopathology Index. décimale : PER Périodiques Résumé : Background:  Psychophysiological hyperresponsiveness to social-evaluative stress plays a key role in current theories of social phobia (SP). Owing to the early onset of this disorder, the study of children with SP can help to improve etiological models. However, research to date has failed to clarify whether children with SP are physiologically hyperresponsive to stress or not. In addition, the existence of elevated pre-stressor baseline group differences complicates the interpretation of acute stress responses and therefore poses a challenge for this line of research. Drawing on current models of autonomic control to explain the relationship between baseline and stress responding in SP children and healthy controls (HC), we acquired a broad set of autonomic measures in our study. Method:  To index baseline and stress reactivity and to assess autonomic flexibility, we assessed a comprehensive array of sympathetic and parasympathetic measures in SP children (aged 8 to 12 years; n = 30) and healthy control children (HC, n = 26), while exposing them to the Trier Social Stress Test for Children (TSST-C). Results:  At baseline, the SP children showed higher levels of sympathetic (heart rate, electrodermal activity) and lower levels of parasympathetic (respiratory sinus arrhythmia, RSA) activation when compared to the HC children. During the TSST-C, the SP children showed similar HR responses but a limited RSA reactivity and a slower HR recovery relative to the HC children. Conclusion:  Our study extends previous research by showing elevated baseline arousal and comparable stress responding in SP children relative to HC children. In addition, based on the autonomic flexibility model, we provide a potential explanation for the null findings of previous studies during stress. The pattern of elevated baseline heart rates and reduced RSA point to restricted autonomic flexibility in children with SP. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02417.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=145 [article] Restricted autonomic flexibility in children with social phobia [Texte imprimé et/ou numérique] / Julian SCHMITZ, Auteur ; Martina KRAMER, Auteur ; Brunna TUSCHEN-CAFFIER, Auteur ; Nina HEINRICHS, Auteur ; Jens BLECHERT, Auteur . - 2011 . - p.1203-1211. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 52-11 (November 2011) . - p.1203-1211 Mots-clés : Social phobia  children  autonomic flexibility  psychopathology Index. décimale : PER Périodiques Résumé : Background:  Psychophysiological hyperresponsiveness to social-evaluative stress plays a key role in current theories of social phobia (SP). Owing to the early onset of this disorder, the study of children with SP can help to improve etiological models. However, research to date has failed to clarify whether children with SP are physiologically hyperresponsive to stress or not. In addition, the existence of elevated pre-stressor baseline group differences complicates the interpretation of acute stress responses and therefore poses a challenge for this line of research. Drawing on current models of autonomic control to explain the relationship between baseline and stress responding in SP children and healthy controls (HC), we acquired a broad set of autonomic measures in our study. Method:  To index baseline and stress reactivity and to assess autonomic flexibility, we assessed a comprehensive array of sympathetic and parasympathetic measures in SP children (aged 8 to 12 years; n = 30) and healthy control children (HC, n = 26), while exposing them to the Trier Social Stress Test for Children (TSST-C). Results:  At baseline, the SP children showed higher levels of sympathetic (heart rate, electrodermal activity) and lower levels of parasympathetic (respiratory sinus arrhythmia, RSA) activation when compared to the HC children. During the TSST-C, the SP children showed similar HR responses but a limited RSA reactivity and a slower HR recovery relative to the HC children. Conclusion:  Our study extends previous research by showing elevated baseline arousal and comparable stress responding in SP children relative to HC children. In addition, based on the autonomic flexibility model, we provide a potential explanation for the null findings of previous studies during stress. The pattern of elevated baseline heart rates and reduced RSA point to restricted autonomic flexibility in children with SP. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02417.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=145

Chaotic homes and school achievement: a twin study / Ken B. HANSCOMBE in Journal of Child Psychology and Psychiatry, 52-11 (November 2011)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 52-11 (November 2011) . - p.1212-1220 Titre : Chaotic homes and school achievement: a twin study Type de document : Texte imprimé et/ou numérique Auteurs : Ken B. HANSCOMBE, Auteur ; Claire Margaret Alison HAWORTH, Auteur ; Oliver S.P. DAVIS, Auteur ; Sara R. JAFFEE, Auteur ; Robert PLOMIN, Auteur Année de publication : 2011 Article en page(s) : p.1212-1220 Langues : Anglais (eng) Mots-clés : Gene–environment correlation  household chaos  environmental confusion  home environment  school achievement  twin studies  behavioural genetics Index. décimale : PER Périodiques Résumé : Background:  Chaotic homes predict poor school performance. Given that it is known that genes affect both children’s experience of household chaos and their school achievement, to what extent is the relationship between high levels of noise and environmental confusion in the home, and children’s school performance, mediated by heritable child effects? This is the first study to explore the genetic and environmental pathways between household chaos and academic performance. Method:  Children’s perceptions of family chaos at ages 9 and 12 and their school performance at age 12 were assessed in more than 2,300 twin pairs. The use of child-specific measures in a multivariate genetic analysis made it possible to investigate the genetic and environmental origins of the covariation between children’s experience of chaos in the home and their school achievement. Results:  Children’s experience of family chaos and their school achievement were significantly correlated in the expected negative direction (r = −.26). As expected, shared environmental factors explained a large proportion (63%) of the association. However, genetic factors accounted for a significant proportion (37%) of the association between children’s experience of household chaos and their school performance. Conclusions:  The association between chaotic homes and poor performance in school, previously assumed to be entirely environmental in origin, is in fact partly genetic. How children’s home environment affects their academic achievement is not simply in the direction environment → child → outcome. Instead, genetic factors that influence children’s experience of the disordered home environment also affect how well they do at school. The relationship between the child, their environment and their performance at school is complex: both genetic and environmental factors play a role. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02421.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=145 [article] Chaotic homes and school achievement: a twin study [Texte imprimé et/ou numérique] / Ken B. HANSCOMBE, Auteur ; Claire Margaret Alison HAWORTH, Auteur ; Oliver S.P. DAVIS, Auteur ; Sara R. JAFFEE, Auteur ; Robert PLOMIN, Auteur . - 2011 . - p.1212-1220. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 52-11 (November 2011) . - p.1212-1220 Mots-clés : Gene–environment correlation  household chaos  environmental confusion  home environment  school achievement  twin studies  behavioural genetics Index. décimale : PER Périodiques Résumé : Background:  Chaotic homes predict poor school performance. Given that it is known that genes affect both children’s experience of household chaos and their school achievement, to what extent is the relationship between high levels of noise and environmental confusion in the home, and children’s school performance, mediated by heritable child effects? This is the first study to explore the genetic and environmental pathways between household chaos and academic performance. Method:  Children’s perceptions of family chaos at ages 9 and 12 and their school performance at age 12 were assessed in more than 2,300 twin pairs. The use of child-specific measures in a multivariate genetic analysis made it possible to investigate the genetic and environmental origins of the covariation between children’s experience of chaos in the home and their school achievement. Results:  Children’s experience of family chaos and their school achievement were significantly correlated in the expected negative direction (r = −.26). As expected, shared environmental factors explained a large proportion (63%) of the association. However, genetic factors accounted for a significant proportion (37%) of the association between children’s experience of household chaos and their school performance. Conclusions:  The association between chaotic homes and poor performance in school, previously assumed to be entirely environmental in origin, is in fact partly genetic. How children’s home environment affects their academic achievement is not simply in the direction environment → child → outcome. Instead, genetic factors that influence children’s experience of the disordered home environment also affect how well they do at school. The relationship between the child, their environment and their performance at school is complex: both genetic and environmental factors play a role. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02421.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=145