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The effects of sleep extension and sleep hygiene advice on sleep and depressive symptoms in adolescents: a randomized controlled trial / J. F. DEWALD-KAUFMANN in Journal of Child Psychology and Psychiatry, 55-3 (March 2014)
[article]
Titre : The effects of sleep extension and sleep hygiene advice on sleep and depressive symptoms in adolescents: a randomized controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : J. F. DEWALD-KAUFMANN, Auteur ; F. J. OORT, Auteur ; A. M. MEIJER, Auteur Article en page(s) : p.273-283 Langues : Anglais (eng) Mots-clés : Adolescents sleep chronic sleep reduction sleep extension depression Index. décimale : PER Périodiques Résumé : Objective Sleep problems are common and persistent during adolescence and can have negative effects on adolescents' mood. To date, studies that investigate the effects of sleep extension on adolescents' sleep and depressive symptoms are still lacking. This study aims to investigate the effects of gradual sleep extension combined with sleep hygiene advice in adolescents with chronic sleep reduction on objectively measured sleep, self-reported sleep problems and depressive symptoms. Methods Fifty-five adolescents with chronic sleep reduction (mean age: 15.44 years; 85.5% females) were included in the study. Participants were randomly assigned to either a sleep extension group (gradual sleep extension by advancing bedtimes in the evening and receiving sleep hygiene advice) or to a control group (no instruction). Sleep was measured with actigraphy during three weeks, the first week was the baseline week, and the last two weeks were the experimental weeks during which sleep was extended. Other outcome variables were self-reported sleep problems (daytime sleepiness, symptoms of insomnia and circadian rhythm sleep disorder) and depressive symptoms, which were assessed before and after the experimental manipulation. Results During the third week of the experiment, adolescents in the sleep extension group had earlier bedtimes, earlier sleep onsets, spent more time in bed and slept longer than adolescents in the control group. Their chronic sleep reduction, insomnia symptoms and depressive symptoms diminished significantly. In addition, there was a trend of improved circadian rhythm sleep disorder symptoms and sleep quality. Conclusion Gradual sleep extension combined with sleep hygiene advice seems to have beneficial effects on sleep, self-reported sleep problems and depressive symptoms of adolescents with chronic sleep reduction. Although we cannot distinguish between the effects of sleep extension and sleep hygiene advice, the results suggest that advancing bedtimes can extend sleep and improve depressive symptoms. En ligne : http://dx.doi.org/10.1111/jcpp.12157 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=226
in Journal of Child Psychology and Psychiatry > 55-3 (March 2014) . - p.273-283[article] The effects of sleep extension and sleep hygiene advice on sleep and depressive symptoms in adolescents: a randomized controlled trial [Texte imprimé et/ou numérique] / J. F. DEWALD-KAUFMANN, Auteur ; F. J. OORT, Auteur ; A. M. MEIJER, Auteur . - p.273-283.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 55-3 (March 2014) . - p.273-283
Mots-clés : Adolescents sleep chronic sleep reduction sleep extension depression Index. décimale : PER Périodiques Résumé : Objective Sleep problems are common and persistent during adolescence and can have negative effects on adolescents' mood. To date, studies that investigate the effects of sleep extension on adolescents' sleep and depressive symptoms are still lacking. This study aims to investigate the effects of gradual sleep extension combined with sleep hygiene advice in adolescents with chronic sleep reduction on objectively measured sleep, self-reported sleep problems and depressive symptoms. Methods Fifty-five adolescents with chronic sleep reduction (mean age: 15.44 years; 85.5% females) were included in the study. Participants were randomly assigned to either a sleep extension group (gradual sleep extension by advancing bedtimes in the evening and receiving sleep hygiene advice) or to a control group (no instruction). Sleep was measured with actigraphy during three weeks, the first week was the baseline week, and the last two weeks were the experimental weeks during which sleep was extended. Other outcome variables were self-reported sleep problems (daytime sleepiness, symptoms of insomnia and circadian rhythm sleep disorder) and depressive symptoms, which were assessed before and after the experimental manipulation. Results During the third week of the experiment, adolescents in the sleep extension group had earlier bedtimes, earlier sleep onsets, spent more time in bed and slept longer than adolescents in the control group. Their chronic sleep reduction, insomnia symptoms and depressive symptoms diminished significantly. In addition, there was a trend of improved circadian rhythm sleep disorder symptoms and sleep quality. Conclusion Gradual sleep extension combined with sleep hygiene advice seems to have beneficial effects on sleep, self-reported sleep problems and depressive symptoms of adolescents with chronic sleep reduction. Although we cannot distinguish between the effects of sleep extension and sleep hygiene advice, the results suggest that advancing bedtimes can extend sleep and improve depressive symptoms. En ligne : http://dx.doi.org/10.1111/jcpp.12157 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=226 The effects of a sleep-focused smartphone application on insomnia and depressive symptoms: a randomised controlled trial and mediation analysis / Aliza WERNER-SEIDLER in Journal of Child Psychology and Psychiatry, 64-9 (September 2023)
[article]
Titre : The effects of a sleep-focused smartphone application on insomnia and depressive symptoms: a randomised controlled trial and mediation analysis Type de document : Texte imprimé et/ou numérique Auteurs : Aliza WERNER-SEIDLER, Auteur ; Sophie H. LI, Auteur ; Samantha SPANOS, Auteur ; Lara JOHNSTON, Auteur ; Bridianne O'DEA, Auteur ; Michelle TOROK, Auteur ; Lee RITTERBAND, Auteur ; Jill M. NEWBY, Auteur ; Andrew J. MACKINNON, Auteur ; Helen CHRISTENSEN, Auteur Article en page(s) : p.1324-1335 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background Rates of depression are increasing among adolescents. A novel way to reduce depression is by improving sleep. We evaluated whether an app-based intervention for insomnia improved sleep and depression, and whether changes in insomnia mediated changes in depression. Methods We conducted a 2-arm single-blind randomised controlled trial at the Black Dog Institute in Australia. Adolescents 12-16?years experiencing insomnia symptoms were randomly allocated to receive Sleep Ninja, an app-delivered cognitive behavioural therapy program for insomnia, or to an active control group involving weekly text message sleep tips. Assessments took place at baseline, 6?weeks (post-intervention) and 14?weeks (post-baseline). Co-primary outcomes were symptoms of insomnia and depression at post-intervention (primary endpoint). Intent-to-treat analyses were conducted. The trial is registered with the Australian and New Zealand Clinical Trials Registry, number ACTRN12619001462178. Results Between October 25, 2019, and September 6, 2020, 264 participants were randomised to receive Sleep Ninja (n=131) or to the control group (n=133). Relative to the control group, those allocated to the intervention reported a greater reduction in insomnia symptoms at 6?weeks (95% CI: ?2.96 to ?0.41, d=.41) and 14?weeks (95% CI: ?3.34 to ?0.19, d=.39), and a greater reduction in depression symptoms at 6?weeks (95% CI: ?3.46 to ?0.56, d=.28) but not 14?weeks (p<1). Change in insomnia mediated change in depression. No adverse events were reported. Conclusions An app-delivered program for insomnia could be a practical, non-stigmatising and scalable way to reduce symptoms of insomnia and depression among adolescents experiencing difficulties getting enough good quality sleep. En ligne : https://doi.org/10.1111/jcpp.13795 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=512
in Journal of Child Psychology and Psychiatry > 64-9 (September 2023) . - p.1324-1335[article] The effects of a sleep-focused smartphone application on insomnia and depressive symptoms: a randomised controlled trial and mediation analysis [Texte imprimé et/ou numérique] / Aliza WERNER-SEIDLER, Auteur ; Sophie H. LI, Auteur ; Samantha SPANOS, Auteur ; Lara JOHNSTON, Auteur ; Bridianne O'DEA, Auteur ; Michelle TOROK, Auteur ; Lee RITTERBAND, Auteur ; Jill M. NEWBY, Auteur ; Andrew J. MACKINNON, Auteur ; Helen CHRISTENSEN, Auteur . - p.1324-1335.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 64-9 (September 2023) . - p.1324-1335
Index. décimale : PER Périodiques Résumé : Background Rates of depression are increasing among adolescents. A novel way to reduce depression is by improving sleep. We evaluated whether an app-based intervention for insomnia improved sleep and depression, and whether changes in insomnia mediated changes in depression. Methods We conducted a 2-arm single-blind randomised controlled trial at the Black Dog Institute in Australia. Adolescents 12-16?years experiencing insomnia symptoms were randomly allocated to receive Sleep Ninja, an app-delivered cognitive behavioural therapy program for insomnia, or to an active control group involving weekly text message sleep tips. Assessments took place at baseline, 6?weeks (post-intervention) and 14?weeks (post-baseline). Co-primary outcomes were symptoms of insomnia and depression at post-intervention (primary endpoint). Intent-to-treat analyses were conducted. The trial is registered with the Australian and New Zealand Clinical Trials Registry, number ACTRN12619001462178. Results Between October 25, 2019, and September 6, 2020, 264 participants were randomised to receive Sleep Ninja (n=131) or to the control group (n=133). Relative to the control group, those allocated to the intervention reported a greater reduction in insomnia symptoms at 6?weeks (95% CI: ?2.96 to ?0.41, d=.41) and 14?weeks (95% CI: ?3.34 to ?0.19, d=.39), and a greater reduction in depression symptoms at 6?weeks (95% CI: ?3.46 to ?0.56, d=.28) but not 14?weeks (p<1). Change in insomnia mediated change in depression. No adverse events were reported. Conclusions An app-delivered program for insomnia could be a practical, non-stigmatising and scalable way to reduce symptoms of insomnia and depression among adolescents experiencing difficulties getting enough good quality sleep. En ligne : https://doi.org/10.1111/jcpp.13795 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=512 The Effects of a Social Skills Training Package on Social Engagement of Children With Autism Spectrum Disorders in a Generalized Recess Setting / Keith C. RADLEY in Focus on Autism and Other Developmental Disabilities, 29-4 (December 2014)
[article]
Titre : The Effects of a Social Skills Training Package on Social Engagement of Children With Autism Spectrum Disorders in a Generalized Recess Setting Type de document : Texte imprimé et/ou numérique Auteurs : Keith C. RADLEY, Auteur ; W. Blake FORD, Auteur ; Allison A. BATTAGLIA, Auteur ; Melissa B. MCHUGH, Auteur Article en page(s) : p.216-229 Langues : Anglais (eng) Mots-clés : social skills socialization modeling social skills Index. décimale : PER Périodiques Résumé : The present study provides a preliminary evaluation of the effects of the Superheroes Social Skills program, a practice-ready, multimedia social skills program, on social engagements of elementary-age children with autism spectrum disorders (ASD). Four children with ASD between the ages of 8 and 10 with current placements in inclusive public school settings participated in an 8-week intervention utilizing the intermediate skill components of the Superheroes Social Skills program. The intervention was presented once per week for approximately 30 min in the school settings. Analysis of data suggests that social engagements of participants during generalized recess periods increased following the introduction of intervention. Data on frequency of initiations and responses, as well as sociometric outcomes, were also collected as a secondary dependent variable and are discussed. Results suggest that pullout social skills training may result in effects that are generalized to more naturalistic settings. Limitations of the current study and suggestions for future research are reviewed. En ligne : http://dx.doi.org/10.1177/1088357614525660 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=244
in Focus on Autism and Other Developmental Disabilities > 29-4 (December 2014) . - p.216-229[article] The Effects of a Social Skills Training Package on Social Engagement of Children With Autism Spectrum Disorders in a Generalized Recess Setting [Texte imprimé et/ou numérique] / Keith C. RADLEY, Auteur ; W. Blake FORD, Auteur ; Allison A. BATTAGLIA, Auteur ; Melissa B. MCHUGH, Auteur . - p.216-229.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 29-4 (December 2014) . - p.216-229
Mots-clés : social skills socialization modeling social skills Index. décimale : PER Périodiques Résumé : The present study provides a preliminary evaluation of the effects of the Superheroes Social Skills program, a practice-ready, multimedia social skills program, on social engagements of elementary-age children with autism spectrum disorders (ASD). Four children with ASD between the ages of 8 and 10 with current placements in inclusive public school settings participated in an 8-week intervention utilizing the intermediate skill components of the Superheroes Social Skills program. The intervention was presented once per week for approximately 30 min in the school settings. Analysis of data suggests that social engagements of participants during generalized recess periods increased following the introduction of intervention. Data on frequency of initiations and responses, as well as sociometric outcomes, were also collected as a secondary dependent variable and are discussed. Results suggest that pullout social skills training may result in effects that are generalized to more naturalistic settings. Limitations of the current study and suggestions for future research are reviewed. En ligne : http://dx.doi.org/10.1177/1088357614525660 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=244 The Effects of Solve It! on the Mathematical Word Problem Solving Ability of Adolescents With Autism Spectrum Disorders / Peggy J. SCHAEFER WHITBY in Focus on Autism and Other Developmental Disabilities, 28-2 (June 2013)
[article]
Titre : The Effects of Solve It! on the Mathematical Word Problem Solving Ability of Adolescents With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Peggy J. SCHAEFER WHITBY, Auteur Article en page(s) : p.78-88 Langues : Anglais (eng) Mots-clés : autism spectrum disorder learning strategies word problems mathematics Index. décimale : PER Périodiques Résumé : General education placement of students with autism spectrum disorders (ASD) has increased at a rate faster than all other disability categories combined. As more children are diagnosed with ASD and expected to meet the same academic standards as their neurotypical peers, there is a demand for effective educational strategies. Using a multiple-baseline across participants design, seven cognitive strategies and three meta-cognitive strategies from the Solve it! Problem Solving Routine were taught to three adolescents with ASD. Percent of correct responses on word problems improved immediately upon implementation of the intervention. A peer comparison validation strategy was used to compare participants’ accuracy with the class average. All three participants got more problems correct during intervention when compared with their peers; this effect persisted for two participants during maintenance. The impact of the characteristics of ASD on the use of each strategy implemented within the Solve It! Problem Solving Routine is discussed. En ligne : http://dx.doi.org/10.1177/1088357612468764 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200
in Focus on Autism and Other Developmental Disabilities > 28-2 (June 2013) . - p.78-88[article] The Effects of Solve It! on the Mathematical Word Problem Solving Ability of Adolescents With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Peggy J. SCHAEFER WHITBY, Auteur . - p.78-88.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 28-2 (June 2013) . - p.78-88
Mots-clés : autism spectrum disorder learning strategies word problems mathematics Index. décimale : PER Périodiques Résumé : General education placement of students with autism spectrum disorders (ASD) has increased at a rate faster than all other disability categories combined. As more children are diagnosed with ASD and expected to meet the same academic standards as their neurotypical peers, there is a demand for effective educational strategies. Using a multiple-baseline across participants design, seven cognitive strategies and three meta-cognitive strategies from the Solve it! Problem Solving Routine were taught to three adolescents with ASD. Percent of correct responses on word problems improved immediately upon implementation of the intervention. A peer comparison validation strategy was used to compare participants’ accuracy with the class average. All three participants got more problems correct during intervention when compared with their peers; this effect persisted for two participants during maintenance. The impact of the characteristics of ASD on the use of each strategy implemented within the Solve It! Problem Solving Routine is discussed. En ligne : http://dx.doi.org/10.1177/1088357612468764 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200 The Effects of Stability Ball Seating on the Behavior of Children with Autism During Instructional Activities / Trish KROMBACH in Journal of Autism and Developmental Disorders, 50-2 (February 2020)
[article]
Titre : The Effects of Stability Ball Seating on the Behavior of Children with Autism During Instructional Activities Type de document : Texte imprimé et/ou numérique Auteurs : Trish KROMBACH, Auteur ; Raymond MILTENBERGER, Auteur Article en page(s) : p.551-559 Langues : Anglais (eng) Mots-clés : Academic behavior Attending Autism Stability balls Index. décimale : PER Périodiques Résumé : Children with ASD often display behavior problems that can lead to academic and social disruptions. This has led to the introduction of stability balls as an alternative seating method for children, both on the autism spectrum and with other needs. This study used a multiple baseline design and duration data to evaluate the effects of stability ball seating on attending and in-seat behavior for children with ASD who received ABA therapy in their homes. The intervention replaced their standard seating method with a stability ball. In the final phase participants chose their own seating method before beginning table work to assess preference. Following intervention the stability ball was found to increase both attending and in-seat durations for children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-019-04283-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416
in Journal of Autism and Developmental Disorders > 50-2 (February 2020) . - p.551-559[article] The Effects of Stability Ball Seating on the Behavior of Children with Autism During Instructional Activities [Texte imprimé et/ou numérique] / Trish KROMBACH, Auteur ; Raymond MILTENBERGER, Auteur . - p.551-559.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-2 (February 2020) . - p.551-559
Mots-clés : Academic behavior Attending Autism Stability balls Index. décimale : PER Périodiques Résumé : Children with ASD often display behavior problems that can lead to academic and social disruptions. This has led to the introduction of stability balls as an alternative seating method for children, both on the autism spectrum and with other needs. This study used a multiple baseline design and duration data to evaluate the effects of stability ball seating on attending and in-seat behavior for children with ASD who received ABA therapy in their homes. The intervention replaced their standard seating method with a stability ball. In the final phase participants chose their own seating method before beginning table work to assess preference. Following intervention the stability ball was found to increase both attending and in-seat durations for children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-019-04283-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416 The effects of staff training on staff confidence and challenging behavior in services for people with autism spectrum disorders / Andrew MCDONNELL in Research in Autism Spectrum Disorders, 2-2 (April-June 2008)
PermalinkThe Effects of Storytelling With or Without Social Contextual Information Regarding Eye Gaze and Visual Attention in Children with Autistic Spectrum Disorder and Typical Development: A Randomized, Controlled Eye-Tracking Study / W. Y. F. TANG in Journal of Autism and Developmental Disorders, 52-3 (March 2022)
PermalinkThe Effects of a Teacher-Implemented Video-Enhanced Activity Schedule Intervention on the Mathematical Skills and Collateral Behaviors of Students with Autism / Mark O'REILLY ; Laci WATKINS ; Russell LANG ; Nataly LIM ; Katy DAVENPORT ; Caitlin MURPHY in Journal of Autism and Developmental Disorders, 53-2 (February 2023)
PermalinkThe Effects of a Technology-Based Self-monitoring Intervention on On-Task, Disruptive, and Task-Completion Behaviors for Adolescents with Autism / R. ROSENBLOOM in Journal of Autism and Developmental Disorders, 49-12 (December 2019)
PermalinkThe effects of the interplay of genetics and early environmental risk on the course of internalizing symptoms from late childhood through adolescence / Rashelle J. MUSCI in Development and Psychopathology, 28-1 (February 2016)
PermalinkThe Effects of the Lead Exposure on Urban Children : The Institute of Child Health/Southampton Study / Marjorie SMITH in Developmental Medicine & Child Neurology, S47 ([30/10/1983])
PermalinkThe Effects of Verbal Disgust- and Threat-Related Information About Novel Animals on Disgust and Fear Beliefs and Avoidance in Children / Peter MURIS in Journal of Clinical Child & Adolescent Psychology, 38-4 (July 2009)
PermalinkThe effects of violence exposure on the development of impulse control and future orientation across adolescence and early adulthood: Time-specific and generalized effects in a sample of juvenile offenders / Kathryn C. MONAHAN in Development and Psychopathology, 27-4 (Part 1) (November 2015)
PermalinkThe Effects of Weighted Vests on Appropriate In-Seat Behaviors of Elementary-Age Students With Autism and Severe to Profound Intellectual Disabilities / Amy L. COX in Focus on Autism and Other Developmental Disabilities, 24-1 (March 2009)
PermalinkThe effects on auditory and linguistic deprivation of lateral preference of deaf children / P. WESTON in Developmental Medicine & Child Neurology, 25-2 (April 1983)
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