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Contextualising the link between adolescents' use of digital technology and their mental health: a multi-country study of time spent online and life satisfaction / Daniel KARDEFELT-WINTHER in Journal of Child Psychology and Psychiatry, 61-8 (August 2020)
[article]
Titre : Contextualising the link between adolescents' use of digital technology and their mental health: a multi-country study of time spent online and life satisfaction Type de document : Texte imprimé et/ou numérique Auteurs : Daniel KARDEFELT-WINTHER, Auteur ; Gwyther REES, Auteur ; Sonia LIVINGSTONE, Auteur Article en page(s) : p.875-889 Langues : Anglais (eng) Mots-clés : Internet use children comparative research digital technology mental health Index. décimale : PER Périodiques Résumé : BACKGROUND: Evidence on whether the amount of time children spend online affects their mental health is mixed. There may be both benefits and risks. Yet, almost all published research on this topic is from high-income countries. This paper presents new findings across four countries of varying wealth. METHODS: We analyse data gathered through the Global Kids Online project from nationally representative samples of Internet-using children aged 9 to 17 years in Bulgaria (n = 1,000), Chile (n = 1,000), Ghana (n = 2,060) and the Philippines (n = 1,873). Data was gathered on Internet usage on week and weekend days. Measures of absolute (comparable across countries) and relative (compared to other children within countries) time use were constructed. Mental health was measured by Cantril's ladder (life satisfaction). The analysis also considers the relative explanatory power on variations in mental health of children's relationships with family and friends. Analysis controlled for age, gender and family socioeconomic status. RESULTS: In Bulgaria and Chile, higher-frequency Internet use is weakly associated with lower life satisfaction. In Ghana and the Philippines, no such pattern was observed. There was no evidence that the relationship between frequency of Internet use and life satisfaction differed by gender. In all four countries, the quality of children's close relationships showed a much stronger relationship with their life satisfaction than did time spent on the Internet. CONCLUSIONS: Time spent on the Internet does not appear to be strongly linked to children's life satisfaction, and results from one country should not be assumed to transfer to another. Improving the quality of children's close relationships offers a more fruitful area for intervention than restricting their time online. Future research could consider a wider range of countries and links between the nature, rather than quantity, of Internet usage and mental health. En ligne : http://dx.doi.org/10.1111/jcpp.13280 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429
in Journal of Child Psychology and Psychiatry > 61-8 (August 2020) . - p.875-889[article] Contextualising the link between adolescents' use of digital technology and their mental health: a multi-country study of time spent online and life satisfaction [Texte imprimé et/ou numérique] / Daniel KARDEFELT-WINTHER, Auteur ; Gwyther REES, Auteur ; Sonia LIVINGSTONE, Auteur . - p.875-889.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 61-8 (August 2020) . - p.875-889
Mots-clés : Internet use children comparative research digital technology mental health Index. décimale : PER Périodiques Résumé : BACKGROUND: Evidence on whether the amount of time children spend online affects their mental health is mixed. There may be both benefits and risks. Yet, almost all published research on this topic is from high-income countries. This paper presents new findings across four countries of varying wealth. METHODS: We analyse data gathered through the Global Kids Online project from nationally representative samples of Internet-using children aged 9 to 17 years in Bulgaria (n = 1,000), Chile (n = 1,000), Ghana (n = 2,060) and the Philippines (n = 1,873). Data was gathered on Internet usage on week and weekend days. Measures of absolute (comparable across countries) and relative (compared to other children within countries) time use were constructed. Mental health was measured by Cantril's ladder (life satisfaction). The analysis also considers the relative explanatory power on variations in mental health of children's relationships with family and friends. Analysis controlled for age, gender and family socioeconomic status. RESULTS: In Bulgaria and Chile, higher-frequency Internet use is weakly associated with lower life satisfaction. In Ghana and the Philippines, no such pattern was observed. There was no evidence that the relationship between frequency of Internet use and life satisfaction differed by gender. In all four countries, the quality of children's close relationships showed a much stronger relationship with their life satisfaction than did time spent on the Internet. CONCLUSIONS: Time spent on the Internet does not appear to be strongly linked to children's life satisfaction, and results from one country should not be assumed to transfer to another. Improving the quality of children's close relationships offers a more fruitful area for intervention than restricting their time online. Future research could consider a wider range of countries and links between the nature, rather than quantity, of Internet usage and mental health. En ligne : http://dx.doi.org/10.1111/jcpp.13280 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429 The Digital Divide in Technologies for Autism: Feasibility Considerations for Low- and Middle-Income Countries / Aubrey J. KUMM in Journal of Autism and Developmental Disorders, 52-5 (May 2022)
[article]
Titre : The Digital Divide in Technologies for Autism: Feasibility Considerations for Low- and Middle-Income Countries Type de document : Texte imprimé et/ou numérique Auteurs : Aubrey J. KUMM, Auteur ; Marisa VILJOEN, Auteur ; Petrus J. DE VRIES, Auteur Article en page(s) : p.2300-2313 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy Autistic Disorder/therapy Covid-19 Developing Countries Digital Divide Feasibility Studies Humans Pandemics Technology Africa Autism spectrum disorder Digital disparities Digital technology India Low-resource contexts Index. décimale : PER Périodiques Résumé : Digital technologies have the potential to empower individuals with autism and their families. The COVID-19 pandemic emphasized and accelerated the drive towards technology for information, communication, training, clinical care and research, also in the autism community. However, 95% of individuals with autism live in low- and middle-income countries (LMIC) where access to electricity, internet and the ever-increasing range of digital devices may be highly limited. The World Bank coined the term 'the digital divide' to describe the disparities in access to digital technologies between high-income and LMIC contexts. Here we evaluated the feasibility of six emerging technologies for autism spectrum disorders, and reflected on key considerations for implementation in LMIC contexts to ensure that we do not inadvertently widen the pre-existing digital divide. En ligne : http://dx.doi.org/10.1007/s10803-021-05084-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476
in Journal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.2300-2313[article] The Digital Divide in Technologies for Autism: Feasibility Considerations for Low- and Middle-Income Countries [Texte imprimé et/ou numérique] / Aubrey J. KUMM, Auteur ; Marisa VILJOEN, Auteur ; Petrus J. DE VRIES, Auteur . - p.2300-2313.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.2300-2313
Mots-clés : Autism Spectrum Disorder/therapy Autistic Disorder/therapy Covid-19 Developing Countries Digital Divide Feasibility Studies Humans Pandemics Technology Africa Autism spectrum disorder Digital disparities Digital technology India Low-resource contexts Index. décimale : PER Périodiques Résumé : Digital technologies have the potential to empower individuals with autism and their families. The COVID-19 pandemic emphasized and accelerated the drive towards technology for information, communication, training, clinical care and research, also in the autism community. However, 95% of individuals with autism live in low- and middle-income countries (LMIC) where access to electricity, internet and the ever-increasing range of digital devices may be highly limited. The World Bank coined the term 'the digital divide' to describe the disparities in access to digital technologies between high-income and LMIC contexts. Here we evaluated the feasibility of six emerging technologies for autism spectrum disorders, and reflected on key considerations for implementation in LMIC contexts to ensure that we do not inadvertently widen the pre-existing digital divide. En ligne : http://dx.doi.org/10.1007/s10803-021-05084-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476 An International Survey of Parental Attitudes to Technology Use by Their Autistic Children at Home / M. H. LAURIE in Journal of Autism and Developmental Disorders, 49-4 (April 2019)
[article]
Titre : An International Survey of Parental Attitudes to Technology Use by Their Autistic Children at Home Type de document : Texte imprimé et/ou numérique Auteurs : M. H. LAURIE, Auteur ; P. WARREYN, Auteur ; B. V. URIARTE, Auteur ; C. BOONEN, Auteur ; Sue FLETCHER-WATSON, Auteur Article en page(s) : p.1517-1530 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Digital technology Survey Index. décimale : PER Périodiques Résumé : Capturing variability in use of commercial technologies by autistic children can inform future learning and support technology design. Survey data were collected from parents (n = 388) in the UK, Spain, and Belgium, and includes information about individuals with a range of ages and ability levels. We found a comparable pattern of access and usage across age groups, though higher reading and language ability was linked to use of more devices and interfaces. Reported worries about technology correlated with longer time spent using technology. Autistic children use mainstream technologies for a broad range of recreational uses. The data suggest that technologies developed with therapeutic goals in mind may need to achieve a high standard of design to engage users. En ligne : https://dx.doi.org/10.1007/s10803-018-3798-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388
in Journal of Autism and Developmental Disorders > 49-4 (April 2019) . - p.1517-1530[article] An International Survey of Parental Attitudes to Technology Use by Their Autistic Children at Home [Texte imprimé et/ou numérique] / M. H. LAURIE, Auteur ; P. WARREYN, Auteur ; B. V. URIARTE, Auteur ; C. BOONEN, Auteur ; Sue FLETCHER-WATSON, Auteur . - p.1517-1530.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-4 (April 2019) . - p.1517-1530
Mots-clés : Autism spectrum disorder Digital technology Survey Index. décimale : PER Périodiques Résumé : Capturing variability in use of commercial technologies by autistic children can inform future learning and support technology design. Survey data were collected from parents (n = 388) in the UK, Spain, and Belgium, and includes information about individuals with a range of ages and ability levels. We found a comparable pattern of access and usage across age groups, though higher reading and language ability was linked to use of more devices and interfaces. Reported worries about technology correlated with longer time spent using technology. Autistic children use mainstream technologies for a broad range of recreational uses. The data suggest that technologies developed with therapeutic goals in mind may need to achieve a high standard of design to engage users. En ligne : https://dx.doi.org/10.1007/s10803-018-3798-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388 Piloting a digitally-mediated social story intervention for autistic children led by teachers within naturalistic school settings / E. SMITH in Research in Autism Spectrum Disorders, 75 (July 2020)
[article]
Titre : Piloting a digitally-mediated social story intervention for autistic children led by teachers within naturalistic school settings Type de document : Texte imprimé et/ou numérique Auteurs : E. SMITH, Auteur ; P. TOMS, Auteur ; A. CONSTANTIN, Auteur ; H. JOHNSON, Auteur ; E. HARDING, Auteur ; Mark BROSNAN, Auteur Article en page(s) : p.101533 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Social stories Intervention Digital technology Teachers Index. décimale : PER Périodiques Résumé : Background Social stories (SS) are widely used within the autism community. However, research into their effectiveness is mixed at best and mainly relies on single case study designs. Additional support from the researcher is also often provided, raising questions as to the use and effectiveness of SS within usual school settings. Method Seventeen school teachers developed and delivered personalised digitally-mediated SS with 22 autistic children (aged 5-11yrs) over a 4-week intervention period. Data was collected during a baseline period (1 week), throughout the 4-week intervention phase and at 6-week follow-up to consider changes in child behaviour, understanding and anxiety. A new assessment framework to evaluation treatment fidelity according to Gray’s 10 Criteria was also developed. Results With the support of a new SS app teachers were able to carry out SS interventions with a high degree of fidelity within their usual school settings. Behavioural data showed significant improvements from baseline to week 4 for all measures relating to the goals of the intervention (including a reduction in anxiety and an increase in understanding), some of which were still present at follow-up. Conclusion This study has demonstrated that technology can be used to support teachers to develop and deliver SS interventions to autistic children within school settings. Such technology can now be used to facilitate much needed future, larger, controlled studies within this area. Implications for practice are discussed. En ligne : https://doi.org/10.1016/j.rasd.2020.101533 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426
in Research in Autism Spectrum Disorders > 75 (July 2020) . - p.101533[article] Piloting a digitally-mediated social story intervention for autistic children led by teachers within naturalistic school settings [Texte imprimé et/ou numérique] / E. SMITH, Auteur ; P. TOMS, Auteur ; A. CONSTANTIN, Auteur ; H. JOHNSON, Auteur ; E. HARDING, Auteur ; Mark BROSNAN, Auteur . - p.101533.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 75 (July 2020) . - p.101533
Mots-clés : Autism spectrum disorder Social stories Intervention Digital technology Teachers Index. décimale : PER Périodiques Résumé : Background Social stories (SS) are widely used within the autism community. However, research into their effectiveness is mixed at best and mainly relies on single case study designs. Additional support from the researcher is also often provided, raising questions as to the use and effectiveness of SS within usual school settings. Method Seventeen school teachers developed and delivered personalised digitally-mediated SS with 22 autistic children (aged 5-11yrs) over a 4-week intervention period. Data was collected during a baseline period (1 week), throughout the 4-week intervention phase and at 6-week follow-up to consider changes in child behaviour, understanding and anxiety. A new assessment framework to evaluation treatment fidelity according to Gray’s 10 Criteria was also developed. Results With the support of a new SS app teachers were able to carry out SS interventions with a high degree of fidelity within their usual school settings. Behavioural data showed significant improvements from baseline to week 4 for all measures relating to the goals of the intervention (including a reduction in anxiety and an increase in understanding), some of which were still present at follow-up. Conclusion This study has demonstrated that technology can be used to support teachers to develop and deliver SS interventions to autistic children within school settings. Such technology can now be used to facilitate much needed future, larger, controlled studies within this area. Implications for practice are discussed. En ligne : https://doi.org/10.1016/j.rasd.2020.101533 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426