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Identification of social-emotional problems among young children in foster care / Sandra H. JEE in Journal of Child Psychology and Psychiatry, 51-12 (December 2010)
[article]
Titre : Identification of social-emotional problems among young children in foster care Type de document : Texte imprimé et/ou numérique Auteurs : Sandra H. JEE, Auteur ; Anne-Marie CONN, Auteur ; Peter G. SZILAGYI, Auteur ; Aaron BLUMKIN, Auteur ; Constance D. BALDWIN, Auteur ; Moira A. SZILAGYI, Auteur Année de publication : 2010 Article en page(s) : p.1351-1358 Langues : Anglais (eng) Mots-clés : Social-emotional children foster care screening Index. décimale : PER Périodiques Résumé : Background: Little is known about how best to implement behavioral screening recommendations in practice, especially for children in foster care, who are at risk for having social-emotional problems. Two validated screening tools are recommended for use with young children: the Ages and Stages Questionnaire: Social Emotional (ASQ-SE) identifies emotional problems, and the Ages and Stages Questionnaire (ASQ) identifies general developmental delays in five domains, including personal-social problems. The current study examined: (1) whether systematic use of a social-emotional screening tool improves the detection rate of social-emotional problems, compared to reliance on clinical judgment; (2) the relative effectiveness of two validated instruments to screen for social-emotional problems; and (3) the patterns of social-emotional problems among children in foster care.
Methods: We used retrospective chart review of children in foster care ages 6 months to 5.5 years: 192 children before and 159 after screening implementation, to measure detection rates for social-emotional problems among children. The ASQ-SE and the ASQ were used in multivariable logistic regression analyses to examine associations between children with social-emotional problems.
Results: Use of the screening tool identified 24% of the children as having a social-emotional problem, while provider surveillance detected 4%. We identified significantly more children with social-emotional problems using the ASQ-SE than using the ASQ, and agreement between the instruments ranged from 56% to 75%, when data were stratified by age group. Multivariable modeling showed that preschool children were more likely to have a social-emotional problem than toddlers and infants (aOR = 3.4, 95% CI = 1.1–10.8).
Conclusions: Systematic screening using the ASQ-SE increased the detection rate for social-emotional problems among young children in foster care, compared to provider surveillance and the ASQ. A specific social-emotional screening tool appears to detect children with psychosocial concerns who would not be detected with a broader developmental screening tool.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02315.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113
in Journal of Child Psychology and Psychiatry > 51-12 (December 2010) . - p.1351-1358[article] Identification of social-emotional problems among young children in foster care [Texte imprimé et/ou numérique] / Sandra H. JEE, Auteur ; Anne-Marie CONN, Auteur ; Peter G. SZILAGYI, Auteur ; Aaron BLUMKIN, Auteur ; Constance D. BALDWIN, Auteur ; Moira A. SZILAGYI, Auteur . - 2010 . - p.1351-1358.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 51-12 (December 2010) . - p.1351-1358
Mots-clés : Social-emotional children foster care screening Index. décimale : PER Périodiques Résumé : Background: Little is known about how best to implement behavioral screening recommendations in practice, especially for children in foster care, who are at risk for having social-emotional problems. Two validated screening tools are recommended for use with young children: the Ages and Stages Questionnaire: Social Emotional (ASQ-SE) identifies emotional problems, and the Ages and Stages Questionnaire (ASQ) identifies general developmental delays in five domains, including personal-social problems. The current study examined: (1) whether systematic use of a social-emotional screening tool improves the detection rate of social-emotional problems, compared to reliance on clinical judgment; (2) the relative effectiveness of two validated instruments to screen for social-emotional problems; and (3) the patterns of social-emotional problems among children in foster care.
Methods: We used retrospective chart review of children in foster care ages 6 months to 5.5 years: 192 children before and 159 after screening implementation, to measure detection rates for social-emotional problems among children. The ASQ-SE and the ASQ were used in multivariable logistic regression analyses to examine associations between children with social-emotional problems.
Results: Use of the screening tool identified 24% of the children as having a social-emotional problem, while provider surveillance detected 4%. We identified significantly more children with social-emotional problems using the ASQ-SE than using the ASQ, and agreement between the instruments ranged from 56% to 75%, when data were stratified by age group. Multivariable modeling showed that preschool children were more likely to have a social-emotional problem than toddlers and infants (aOR = 3.4, 95% CI = 1.1–10.8).
Conclusions: Systematic screening using the ASQ-SE increased the detection rate for social-emotional problems among young children in foster care, compared to provider surveillance and the ASQ. A specific social-emotional screening tool appears to detect children with psychosocial concerns who would not be detected with a broader developmental screening tool.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02315.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113 A short report on a preliminary interventional study to evaluate play-mediated interaction skills in caregivers of children with autism spectrum disorder from Sri Lanka / Samanmali P. SUMANASENA in Autism, 28-1 (January 2024)
[article]
Titre : A short report on a preliminary interventional study to evaluate play-mediated interaction skills in caregivers of children with autism spectrum disorder from Sri Lanka Type de document : Texte imprimé et/ou numérique Auteurs : Samanmali P. SUMANASENA, Auteur Article en page(s) : p.155?161 Mots-clés : autism spectrum disorders caregiver?child interaction skills assessment low- and middle-income countries parent-mediated interventions play-based parent coaching programme play-mediated interaction skills in caregivers social-emotional video monitoring Index. décimale : PER Périodiques Résumé : Caregivers are increasingly recognised as significant in providing naturalistic interventions for children with autism spectrum disorder in high-income countries and low- and middle-income countries including Sri Lanka. It is imperative to assess the impact of programmes targeting desired parenting skills within cultural boundaries. A preliminary study evaluated the effectiveness of a play-based parent coaching programme by assessing caregiver interaction skills. A mixed-method approach included a prospective pre?post interventional study. A caregiver skills assessment checklist was designed by adapting a freely available tool to assess caregiver?child interactions following a 3-h parent coaching programme. Pre-/post-training 10-min video recordings were obtained for each child?caregiver dyad 2?weeks apart. Thirty mothers (25?55?years) participated. Mean scores improved significantly in all caregivers (p?0.005) for special emotional (8.80?22.83), cognitive (4.63?14.13) and language (5.53?12.97) domains. Higher education level and older age of caregivers positively associated with the skill acquisition. Qualitative data revealed caregiver satisfaction of detailed workshops. Promising short-term outcomes demonstrated the potential role of parents as partners in autism spectrum disorder management in low- and middle-income countries. Longer-term outcomes on larger groups of children and caregivers need exploration. Lay abstract Most children with autism spectrum disorder live in low- and middle-income countries. Most of them do not have access to timely and culturally acceptable interventions. Research from high-income countries and low- and middle-income countries, such as Sri Lanka, show that parent-mediated intervention programmes improve functional outcomes, highlighting the importance of parents as partners. We undertook a preliminary study to evaluate how play-based parent coaching will enhance the parent interaction skills to promote social-emotional, cognitive and language skills in children with autism spectrum disorder aged 2?4?years. We evaluated how parents acquire interaction skills to engage with children using a caregiver skills assessment checklist adapted from freely accessible resources. Before and after training, all parent?child dyads participated in a 10-min video-recorded play session with a set of toys of their choice. Over the course of 2?weeks, all parents spent 2?h/day playing and interacting with the child to harness the desired skills. The results showed that the parental training had a positive effect on all 30 caregivers in gaining skills, with a significant improvement in all three domains with the highest impact on skills for social-emotional development. Overall, parents reported high levels of satisfaction on the training. The significant improvement in parent interaction skills was promising. However, further studies to look at the sustainability of the skills and the impact on children?s overall development need to be looked into using larger and more generalised studies. En ligne : https://dx.doi.org/10.1177/13623613231211370 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519
in Autism > 28-1 (January 2024) . - p.155?161[article] A short report on a preliminary interventional study to evaluate play-mediated interaction skills in caregivers of children with autism spectrum disorder from Sri Lanka [Texte imprimé et/ou numérique] / Samanmali P. SUMANASENA, Auteur . - p.155?161.
in Autism > 28-1 (January 2024) . - p.155?161
Mots-clés : autism spectrum disorders caregiver?child interaction skills assessment low- and middle-income countries parent-mediated interventions play-based parent coaching programme play-mediated interaction skills in caregivers social-emotional video monitoring Index. décimale : PER Périodiques Résumé : Caregivers are increasingly recognised as significant in providing naturalistic interventions for children with autism spectrum disorder in high-income countries and low- and middle-income countries including Sri Lanka. It is imperative to assess the impact of programmes targeting desired parenting skills within cultural boundaries. A preliminary study evaluated the effectiveness of a play-based parent coaching programme by assessing caregiver interaction skills. A mixed-method approach included a prospective pre?post interventional study. A caregiver skills assessment checklist was designed by adapting a freely available tool to assess caregiver?child interactions following a 3-h parent coaching programme. Pre-/post-training 10-min video recordings were obtained for each child?caregiver dyad 2?weeks apart. Thirty mothers (25?55?years) participated. Mean scores improved significantly in all caregivers (p?0.005) for special emotional (8.80?22.83), cognitive (4.63?14.13) and language (5.53?12.97) domains. Higher education level and older age of caregivers positively associated with the skill acquisition. Qualitative data revealed caregiver satisfaction of detailed workshops. Promising short-term outcomes demonstrated the potential role of parents as partners in autism spectrum disorder management in low- and middle-income countries. Longer-term outcomes on larger groups of children and caregivers need exploration. Lay abstract Most children with autism spectrum disorder live in low- and middle-income countries. Most of them do not have access to timely and culturally acceptable interventions. Research from high-income countries and low- and middle-income countries, such as Sri Lanka, show that parent-mediated intervention programmes improve functional outcomes, highlighting the importance of parents as partners. We undertook a preliminary study to evaluate how play-based parent coaching will enhance the parent interaction skills to promote social-emotional, cognitive and language skills in children with autism spectrum disorder aged 2?4?years. We evaluated how parents acquire interaction skills to engage with children using a caregiver skills assessment checklist adapted from freely accessible resources. Before and after training, all parent?child dyads participated in a 10-min video-recorded play session with a set of toys of their choice. Over the course of 2?weeks, all parents spent 2?h/day playing and interacting with the child to harness the desired skills. The results showed that the parental training had a positive effect on all 30 caregivers in gaining skills, with a significant improvement in all three domains with the highest impact on skills for social-emotional development. Overall, parents reported high levels of satisfaction on the training. The significant improvement in parent interaction skills was promising. However, further studies to look at the sustainability of the skills and the impact on children?s overall development need to be looked into using larger and more generalised studies. En ligne : https://dx.doi.org/10.1177/13623613231211370 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519