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The Role of Attention in the Academic Attainment of Children with Autism Spectrum Disorder / Tamara MAY in Journal of Autism and Developmental Disorders, 43-9 (September 2013)
[article]
Titre : The Role of Attention in the Academic Attainment of Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Tamara MAY, Auteur ; Nicole J. RINEHART, Auteur ; John WILDING, Auteur ; Kim CORNISH, Auteur Article en page(s) : p.2147-2158 Langues : Anglais (eng) Mots-clés : Academic Autism spectrum disorder Reading Mathematics Attention switching Sustained attention Index. décimale : PER Périodiques Résumé : Academic attainment in children with Autism Spectrum Disorder (ASD) is under-studied, with associated factors largely undetermined. Parent-reported attention symptoms, attentional-switching and sustained-attention tasks were examined to determine relationships with mathematics and reading attainment in 124 children aged 7–12 years; sixty-four with high-functioning ASD, half girls, and sixty age- and gender-matched typical children (TYP). With full-scale IQ controlled there were no differences in mathematics, reading, attentional switching or sustained attention. In regression analysis, attentional switching was related to mathematics achievement in ASD but not TYP children. Findings highlight attentional switching difficulties are linked with poorer mathematics outcomes in ASD. En ligne : http://dx.doi.org/10.1007/s10803-013-1766-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212
in Journal of Autism and Developmental Disorders > 43-9 (September 2013) . - p.2147-2158[article] The Role of Attention in the Academic Attainment of Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Tamara MAY, Auteur ; Nicole J. RINEHART, Auteur ; John WILDING, Auteur ; Kim CORNISH, Auteur . - p.2147-2158.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 43-9 (September 2013) . - p.2147-2158
Mots-clés : Academic Autism spectrum disorder Reading Mathematics Attention switching Sustained attention Index. décimale : PER Périodiques Résumé : Academic attainment in children with Autism Spectrum Disorder (ASD) is under-studied, with associated factors largely undetermined. Parent-reported attention symptoms, attentional-switching and sustained-attention tasks were examined to determine relationships with mathematics and reading attainment in 124 children aged 7–12 years; sixty-four with high-functioning ASD, half girls, and sixty age- and gender-matched typical children (TYP). With full-scale IQ controlled there were no differences in mathematics, reading, attentional switching or sustained attention. In regression analysis, attentional switching was related to mathematics achievement in ASD but not TYP children. Findings highlight attentional switching difficulties are linked with poorer mathematics outcomes in ASD. En ligne : http://dx.doi.org/10.1007/s10803-013-1766-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212 Diametrically opposed associations between academic achievement and social anxiety among university students with and without autism spectrum disorder / G. ZUKERMAN in Autism Research, 12-9 (September 2019)
[article]
Titre : Diametrically opposed associations between academic achievement and social anxiety among university students with and without autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : G. ZUKERMAN, Auteur ; G. YAHAV, Auteur ; Esther BEN-ITZCHAK, Auteur Article en page(s) : p.1376-1385 Langues : Anglais (eng) Mots-clés : Asd academic grade point average social anxiety Index. décimale : PER Périodiques Résumé : Research findings indicate that anxiety, social anxiety in particular, is the most common experience reported by individuals with autism spectrum disorder (ASD) attending postsecondary education. Among students without ASD, higher levels of social anxiety have been postulated to correlate with impaired academic achievement; restriction of one's social network because of anxiety is thought to lead to reduction of access to resources important for learning such as social/emotional support and collaborative learning. However, despite growing interest in the outcomes of young students with ASD, no research has studied the associations between academic achievement and anxiety among students with ASD. This study examined the association between social anxiety and grade point average (GPA) among university students: 55 diagnosed with ASD, 31 without ASD but high levels of social anxiety, and 25 without ASD and with low levels of social anxiety (controls). GPAs were significantly lower for the ASD group than for the two non-ASD groups. Among students without ASD, a negative correlation between social anxiety and grades was observed whereas the reverse pattern was found for the ASD group, meaning that for students with ASD, higher levels of social anxiety were associated with higher grades. Additionally, in a regression analysis, ASD diagnosis, social anxiety, and the interaction of group x social anxiety significantly predicted GPA. Possible explanations for this finding, as well as implications for interventions among this population of high-functioning students with ASD, are discussed. Autism Res 2019, 12: 1376-1385. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: This study compared the relationship between levels of social anxiety and grades in students with autism spectrum disorder (ASD) and in students without ASD who had either high social anxiety or low social anxiety (controls). Among the group with ASD, higher levels of social anxiety were associated with higher grades, whereas the reverse pattern was found among the other groups. This finding's implications for interventions among students with ASD are discussed. En ligne : http://dx.doi.org/10.1002/aur.2129 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406
in Autism Research > 12-9 (September 2019) . - p.1376-1385[article] Diametrically opposed associations between academic achievement and social anxiety among university students with and without autism spectrum disorder [Texte imprimé et/ou numérique] / G. ZUKERMAN, Auteur ; G. YAHAV, Auteur ; Esther BEN-ITZCHAK, Auteur . - p.1376-1385.
Langues : Anglais (eng)
in Autism Research > 12-9 (September 2019) . - p.1376-1385
Mots-clés : Asd academic grade point average social anxiety Index. décimale : PER Périodiques Résumé : Research findings indicate that anxiety, social anxiety in particular, is the most common experience reported by individuals with autism spectrum disorder (ASD) attending postsecondary education. Among students without ASD, higher levels of social anxiety have been postulated to correlate with impaired academic achievement; restriction of one's social network because of anxiety is thought to lead to reduction of access to resources important for learning such as social/emotional support and collaborative learning. However, despite growing interest in the outcomes of young students with ASD, no research has studied the associations between academic achievement and anxiety among students with ASD. This study examined the association between social anxiety and grade point average (GPA) among university students: 55 diagnosed with ASD, 31 without ASD but high levels of social anxiety, and 25 without ASD and with low levels of social anxiety (controls). GPAs were significantly lower for the ASD group than for the two non-ASD groups. Among students without ASD, a negative correlation between social anxiety and grades was observed whereas the reverse pattern was found for the ASD group, meaning that for students with ASD, higher levels of social anxiety were associated with higher grades. Additionally, in a regression analysis, ASD diagnosis, social anxiety, and the interaction of group x social anxiety significantly predicted GPA. Possible explanations for this finding, as well as implications for interventions among this population of high-functioning students with ASD, are discussed. Autism Res 2019, 12: 1376-1385. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: This study compared the relationship between levels of social anxiety and grades in students with autism spectrum disorder (ASD) and in students without ASD who had either high social anxiety or low social anxiety (controls). Among the group with ASD, higher levels of social anxiety were associated with higher grades, whereas the reverse pattern was found among the other groups. This finding's implications for interventions among students with ASD are discussed. En ligne : http://dx.doi.org/10.1002/aur.2129 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406 Effect of a universal anxiety prevention programme (FRIENDS) on children's academic performance: results from a randomised controlled trial / Elena SKRYABINA in Journal of Child Psychology and Psychiatry, 57-11 (November 2016)
[article]
Titre : Effect of a universal anxiety prevention programme (FRIENDS) on children's academic performance: results from a randomised controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : Elena SKRYABINA, Auteur ; Gordon TAYLOR, Auteur ; Paul STALLARD, Auteur Article en page(s) : p.1297-1307 Langues : Anglais (eng) Mots-clés : Anxiety prevention school child academic performance Index. décimale : PER Périodiques Résumé : Background Evaluations of school-based anxiety prevention programmes have reported improvements in psychological functioning although little is known about their effect upon educational outcomes. Methods One thousand three hundred and sixty-two children from 40 primary schools in England took part in the randomised controlled trial, Preventing Anxiety in Children through Education in Schools. The trial investigated the effectiveness of a universal school-based cognitive behaviour therapy prevention programme, FRIENDS, delivered by health care staff or school staff compared with usual personal, social, health and education (PSHE) lessons. Self-report psychological outcomes and educational attainment on national standardised attainment tests in reading, writing and maths were collected 12 months postintervention. Analysis was performed at individual level using multivariable mixed effect models controlling for gender, type of intervention and school effect. Registered trial: ISRCTN: 23563048. Results At 12 months, anxiety reduced in the health-led FRIENDS group compared to school-led FRIENDS and PSHE. There were no between-group differences in academic performance regardless of gender, deprivation, ethnicity and additional educational needs. Conclusions School-based mental health interventions should assess psychological and educational outcomes. Further research should directly compare the effects of interventions led by health and school staff. En ligne : http://dx.doi.org/10.1111/jcpp.12593 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=295
in Journal of Child Psychology and Psychiatry > 57-11 (November 2016) . - p.1297-1307[article] Effect of a universal anxiety prevention programme (FRIENDS) on children's academic performance: results from a randomised controlled trial [Texte imprimé et/ou numérique] / Elena SKRYABINA, Auteur ; Gordon TAYLOR, Auteur ; Paul STALLARD, Auteur . - p.1297-1307.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 57-11 (November 2016) . - p.1297-1307
Mots-clés : Anxiety prevention school child academic performance Index. décimale : PER Périodiques Résumé : Background Evaluations of school-based anxiety prevention programmes have reported improvements in psychological functioning although little is known about their effect upon educational outcomes. Methods One thousand three hundred and sixty-two children from 40 primary schools in England took part in the randomised controlled trial, Preventing Anxiety in Children through Education in Schools. The trial investigated the effectiveness of a universal school-based cognitive behaviour therapy prevention programme, FRIENDS, delivered by health care staff or school staff compared with usual personal, social, health and education (PSHE) lessons. Self-report psychological outcomes and educational attainment on national standardised attainment tests in reading, writing and maths were collected 12 months postintervention. Analysis was performed at individual level using multivariable mixed effect models controlling for gender, type of intervention and school effect. Registered trial: ISRCTN: 23563048. Results At 12 months, anxiety reduced in the health-led FRIENDS group compared to school-led FRIENDS and PSHE. There were no between-group differences in academic performance regardless of gender, deprivation, ethnicity and additional educational needs. Conclusions School-based mental health interventions should assess psychological and educational outcomes. Further research should directly compare the effects of interventions led by health and school staff. En ligne : http://dx.doi.org/10.1111/jcpp.12593 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=295 Longitudinal sleep problem trajectories are associated with multiple impairments in child well-being / Ariel A. WILLIAMSON in Journal of Child Psychology and Psychiatry, 61-10 (October 2020)
[article]
Titre : Longitudinal sleep problem trajectories are associated with multiple impairments in child well-being Type de document : Texte imprimé et/ou numérique Auteurs : Ariel A. WILLIAMSON, Auteur ; Jodi A. MINDELL, Auteur ; Harriet HISCOCK, Auteur ; Jon QUACH, Auteur Article en page(s) : p.1092-1103 Langues : Anglais (eng) Mots-clés : Academic cognitive longitudinal studies quality of life sleep well-being Index. décimale : PER Périodiques Résumé : BACKGROUND: This study examined whether distinct sleep problem trajectories from infancy through middle childhood were associated with multiple aspects of child well-being at ages 10-11 years. METHODS: Data were from the first six waves of the Longitudinal Study of Australian Children - Birth Cohort (5,107 children recruited at birth). Caregivers reported on child sleep problems at each time point. A combination of caregiver-reported, teacher-reported and child-completed tasks were used to index child well-being outcomes at ages 10-11 years including emotional/behavioural functioning (internalizing and externalizing symptoms; self-control), health-related quality of life, cognitive skills and academic achievement. RESULTS: Latent class analysis identified five distinct sleep problem trajectories over time: persistent sleep problems through middle childhood (7.7% of the sample), limited infant/preschool sleep problems (9.0%), increased middle childhood sleep problems (17.0%), mild sleep problems over time (14.4%) and no sleep problems (51.9%). Compared to those with no sleep problems, children with persistent sleep problems had the greatest impairments across all outcomes except cognitive skills (perceptual reasoning), with moderate to large effect sizes. Children with increased middle childhood sleep problems similarly experienced greater internalizing and externalizing symptoms and worse quality of life, but few academic impairments. Both the limited infant/preschool sleep problems and mild increases over time trajectories also showed internalizing concerns and worse caregiver-reported quality of life, although effects were smaller than the other sleep trajectories. CONCLUSIONS: The linkages between sleep problems and negative child outcomes across domains underscore the importance of early identification and targeted intervention to address sleep problems and promote child well-being. En ligne : http://dx.doi.org/10.1111/jcpp.13303 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432
in Journal of Child Psychology and Psychiatry > 61-10 (October 2020) . - p.1092-1103[article] Longitudinal sleep problem trajectories are associated with multiple impairments in child well-being [Texte imprimé et/ou numérique] / Ariel A. WILLIAMSON, Auteur ; Jodi A. MINDELL, Auteur ; Harriet HISCOCK, Auteur ; Jon QUACH, Auteur . - p.1092-1103.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 61-10 (October 2020) . - p.1092-1103
Mots-clés : Academic cognitive longitudinal studies quality of life sleep well-being Index. décimale : PER Périodiques Résumé : BACKGROUND: This study examined whether distinct sleep problem trajectories from infancy through middle childhood were associated with multiple aspects of child well-being at ages 10-11 years. METHODS: Data were from the first six waves of the Longitudinal Study of Australian Children - Birth Cohort (5,107 children recruited at birth). Caregivers reported on child sleep problems at each time point. A combination of caregiver-reported, teacher-reported and child-completed tasks were used to index child well-being outcomes at ages 10-11 years including emotional/behavioural functioning (internalizing and externalizing symptoms; self-control), health-related quality of life, cognitive skills and academic achievement. RESULTS: Latent class analysis identified five distinct sleep problem trajectories over time: persistent sleep problems through middle childhood (7.7% of the sample), limited infant/preschool sleep problems (9.0%), increased middle childhood sleep problems (17.0%), mild sleep problems over time (14.4%) and no sleep problems (51.9%). Compared to those with no sleep problems, children with persistent sleep problems had the greatest impairments across all outcomes except cognitive skills (perceptual reasoning), with moderate to large effect sizes. Children with increased middle childhood sleep problems similarly experienced greater internalizing and externalizing symptoms and worse quality of life, but few academic impairments. Both the limited infant/preschool sleep problems and mild increases over time trajectories also showed internalizing concerns and worse caregiver-reported quality of life, although effects were smaller than the other sleep trajectories. CONCLUSIONS: The linkages between sleep problems and negative child outcomes across domains underscore the importance of early identification and targeted intervention to address sleep problems and promote child well-being. En ligne : http://dx.doi.org/10.1111/jcpp.13303 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432