3 recherche sur le mot-clé '*intervention'

Enhancing diurnal cortisol regulation among young children adopted internationally: A randomized controlled trial of a parenting-based intervention / K. Lee RABY in Development and Psychopathology, 32-5 (December 2020)  

Public ISBD [article]  inDevelopment and Psychopathology > 32-5 (December 2020) . - p.1657-1668 Titre : Enhancing diurnal cortisol regulation among young children adopted internationally: A randomized controlled trial of a parenting-based intervention Type de document : Texte imprimé et/ou numérique Auteurs : K. Lee RABY, Auteur ; Kristin BERNARD, Auteur ; M. Kathleen GORDON, Auteur ; Mary DOZIER, Auteur Article en page(s) : p.1657-1668 Langues : Anglais (eng) Mots-clés : Child  *Child, Adopted  Child, Preschool  Humans  *Hydrocortisone  Hypothalamo-Hypophyseal System  Infant  Parenting  Pituitary-Adrenal System  *cortisol  *early adversity  *international adoption  *intervention  *parental sensitivity Index. décimale : PER Périodiques Résumé : Children who have been adopted internationally commonly experience institutional care and other forms of adversity prior to adoption that can alter the functioning of the hypothalamic-pituitary-adrenal (HPA) axis. In particular, internationally adopted children tend to have blunted diurnal declines compared to children raised in their birth families. The Attachment and Biobehavioral Catch-Up (ABC) intervention was developed to enhance young children's biological and behavioral regulation by promoting sensitive parenting. The current study used a randomized controlled trial to assess whether ABC improved the diurnal functioning of the HPA axis among 85 children who had been adopted internationally when they were between the ages of 4 and 33 months (M = 16.12). Prior to the intervention, there were no significant differences in diurnal cortisol production between children whose parents were randomly assigned to receive ABC and children whose parents were randomly assigned to receive a control intervention. After the intervention, children whose parents had received the ABC intervention exhibited steeper declines in cortisol levels throughout the day than children whose parents had received the control intervention. These results indicate that the ABC intervention is effective in enhancing a healthy pattern of diurnal HPA axis regulation for young children who have been adopted internationally. En ligne : http://dx.doi.org/10.1017/s0954579420001303 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 [article] Enhancing diurnal cortisol regulation among young children adopted internationally: A randomized controlled trial of a parenting-based intervention [Texte imprimé et/ou numérique] / K. Lee RABY, Auteur ; Kristin BERNARD, Auteur ; M. Kathleen GORDON, Auteur ; Mary DOZIER, Auteur . - p.1657-1668. Langues : Anglais (eng) in Development and Psychopathology > 32-5 (December 2020) . - p.1657-1668 Mots-clés : Child  *Child, Adopted  Child, Preschool  Humans  *Hydrocortisone  Hypothalamo-Hypophyseal System  Infant  Parenting  Pituitary-Adrenal System  *cortisol  *early adversity  *international adoption  *intervention  *parental sensitivity Index. décimale : PER Périodiques Résumé : Children who have been adopted internationally commonly experience institutional care and other forms of adversity prior to adoption that can alter the functioning of the hypothalamic-pituitary-adrenal (HPA) axis. In particular, internationally adopted children tend to have blunted diurnal declines compared to children raised in their birth families. The Attachment and Biobehavioral Catch-Up (ABC) intervention was developed to enhance young children's biological and behavioral regulation by promoting sensitive parenting. The current study used a randomized controlled trial to assess whether ABC improved the diurnal functioning of the HPA axis among 85 children who had been adopted internationally when they were between the ages of 4 and 33 months (M = 16.12). Prior to the intervention, there were no significant differences in diurnal cortisol production between children whose parents were randomly assigned to receive ABC and children whose parents were randomly assigned to receive a control intervention. After the intervention, children whose parents had received the ABC intervention exhibited steeper declines in cortisol levels throughout the day than children whose parents had received the control intervention. These results indicate that the ABC intervention is effective in enhancing a healthy pattern of diurnal HPA axis regulation for young children who have been adopted internationally. En ligne : http://dx.doi.org/10.1017/s0954579420001303 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437

Peer engagement in toddlers with autism: Community implementation of dyadic and individual Joint Attention, Symbolic Play, Engagement, and Regulation intervention / Stephanie Y. SHIRE in Autism, 24-8 (November 2020)  

Public ISBD [article]  inAutism > 24-8 (November 2020) . - p.2142-2152 Titre : Peer engagement in toddlers with autism: Community implementation of dyadic and individual Joint Attention, Symbolic Play, Engagement, and Regulation intervention Type de document : Texte imprimé et/ou numérique Auteurs : Stephanie Y. SHIRE, Auteur ; Wendy SHIH, Auteur ; Suzanne BRACAGLIA, Auteur ; Maria KODJOE, Auteur ; Connie KASARI, Auteur Article en page(s) : p.2142-2152 Langues : Anglais (eng) Mots-clés : *Engagement  *Joint Attention  *Symbolic Play  *and Regulation  *community deployment  *effectiveness  *intervention  *jasPEER  *peer engagement  *toddlers Index. décimale : PER Périodiques Résumé : Although young children may participate in education and intervention programs that take place in classrooms or groups, there is little information about how toddlers with special needs, and specifically toddlers with autism, are engaging with their peers. This study takes place in a public center-based early intervention program for toddlers with autism. Classrooms of toddlers were randomly assigned to an individual social communication intervention or the same intervention adapted to include a peer. Children in both groups made gains in social communication and play skills. Children who had the peer intervention were more engaged with peers when an adult was present, but not when the children were unsupported. This article adds information about early skills that may be important for children to master so that they have more success when trying to interact with their peers. These skills include understanding language (referred to as "receptive language" at 12 months or more) and play skills including building and stacking (referred to as "combination play"-for example, building with blocks or completing a puzzle) and extending familiar actions to themselves, others, and figures (referred to as "presymbolic play"-for example, putting a bottle to the doll or to themselves). Understanding which skills to target can help practitioners focus their instruction to build children's skills toward connecting with peers through play. En ligne : http://dx.doi.org/10.1177/1362361320935689 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 [article] Peer engagement in toddlers with autism: Community implementation of dyadic and individual Joint Attention, Symbolic Play, Engagement, and Regulation intervention [Texte imprimé et/ou numérique] / Stephanie Y. SHIRE, Auteur ; Wendy SHIH, Auteur ; Suzanne BRACAGLIA, Auteur ; Maria KODJOE, Auteur ; Connie KASARI, Auteur . - p.2142-2152. Langues : Anglais (eng) in Autism > 24-8 (November 2020) . - p.2142-2152 Mots-clés : *Engagement  *Joint Attention  *Symbolic Play  *and Regulation  *community deployment  *effectiveness  *intervention  *jasPEER  *peer engagement  *toddlers Index. décimale : PER Périodiques Résumé : Although young children may participate in education and intervention programs that take place in classrooms or groups, there is little information about how toddlers with special needs, and specifically toddlers with autism, are engaging with their peers. This study takes place in a public center-based early intervention program for toddlers with autism. Classrooms of toddlers were randomly assigned to an individual social communication intervention or the same intervention adapted to include a peer. Children in both groups made gains in social communication and play skills. Children who had the peer intervention were more engaged with peers when an adult was present, but not when the children were unsupported. This article adds information about early skills that may be important for children to master so that they have more success when trying to interact with their peers. These skills include understanding language (referred to as "receptive language" at 12 months or more) and play skills including building and stacking (referred to as "combination play"-for example, building with blocks or completing a puzzle) and extending familiar actions to themselves, others, and figures (referred to as "presymbolic play"-for example, putting a bottle to the doll or to themselves). Understanding which skills to target can help practitioners focus their instruction to build children's skills toward connecting with peers through play. En ligne : http://dx.doi.org/10.1177/1362361320935689 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431

Measuring change in facial emotion recognition in individuals with autism spectrum disorder: A systematic review / Andrea Trubanova WIECKOWSKI in Autism, 24-7 (October 2020)  

Public ISBD [article]  inAutism > 24-7 (October 2020) . - p.1607-1628 Titre : Measuring change in facial emotion recognition in individuals with autism spectrum disorder: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Andrea Trubanova WIECKOWSKI, Auteur ; L. Taylor FLYNN, Auteur ; J. Anthony RICHEY, Auteur ; Denis GRACANIN, Auteur ; Susan W. WHITE, Auteur Article en page(s) : p.1607-1628 Langues : Anglais (eng) Mots-clés : *autism spectrum disorder  *facial emotion recognition  *intervention  *measurement Index. décimale : PER Périodiques Résumé : Children and adults with autism spectrum disorder show difficulty recognizing facial emotions in others, which makes social interaction challenging. While there are many treatments developed to improve facial emotion recognition, there is no agreement on the best way to measure such abilities in individuals with autism spectrum disorder. The purpose of this review is to examine studies that were published between January 1998 and November 2019 and have measured change in facial emotion recognition to evaluate the effectiveness of different treatments. Our search yielded 65 studies, and within these studies, 36 different measures were used to evaluate facial emotion recognition in individuals with autism spectrum disorder. Only six of these measures, however, were used in different studies and by different investigators. In this review, we summarize the different measures and outcomes of the studies, in order to identify promising assessment tools and inform future research. En ligne : http://dx.doi.org/10.1177/1362361320925334 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 [article] Measuring change in facial emotion recognition in individuals with autism spectrum disorder: A systematic review [Texte imprimé et/ou numérique] / Andrea Trubanova WIECKOWSKI, Auteur ; L. Taylor FLYNN, Auteur ; J. Anthony RICHEY, Auteur ; Denis GRACANIN, Auteur ; Susan W. WHITE, Auteur . - p.1607-1628. Langues : Anglais (eng) in Autism > 24-7 (October 2020) . - p.1607-1628 Mots-clés : *autism spectrum disorder  *facial emotion recognition  *intervention  *measurement Index. décimale : PER Périodiques Résumé : Children and adults with autism spectrum disorder show difficulty recognizing facial emotions in others, which makes social interaction challenging. While there are many treatments developed to improve facial emotion recognition, there is no agreement on the best way to measure such abilities in individuals with autism spectrum disorder. The purpose of this review is to examine studies that were published between January 1998 and November 2019 and have measured change in facial emotion recognition to evaluate the effectiveness of different treatments. Our search yielded 65 studies, and within these studies, 36 different measures were used to evaluate facial emotion recognition in individuals with autism spectrum disorder. Only six of these measures, however, were used in different studies and by different investigators. In this review, we summarize the different measures and outcomes of the studies, in order to identify promising assessment tools and inform future research. En ligne : http://dx.doi.org/10.1177/1362361320925334 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431