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The Interface between ADHD and Language Impairment: An Examination of Language, Achievement, and Cognitive Processing / Nancy J. COHEN in Journal of Child Psychology and Psychiatry, 41-3 (March 2000)
[article]
Titre : The Interface between ADHD and Language Impairment: An Examination of Language, Achievement, and Cognitive Processing Type de document : Texte imprimé et/ou numérique Auteurs : Nancy J. COHEN, Auteur ; Denise D. VALLANCE, Auteur ; Melanie A. BARWICK, Auteur ; Nancie IM, Auteur ; Rosanne MENNA, Auteur ; Naomi B. HORODEZKY, Auteur ; Lila ISAACSON, Auteur Année de publication : 2000 Article en page(s) : p.353-362 Langues : Anglais (eng) Mots-clés : ADHD language impairment achievement cognition psychiatric disorder Index. décimale : PER Périodiques Résumé : Language impairments are commonly observed among children referred for psychiatric services. The most frequent psychiatric diagnosis of children with language impairment (LI) is Attention Deficit Hyperactivity Disorder (ADHD). It is not clear whether there are differences between children with ADHD and comorbid LI and children with other psychiatric disorders who are also comorbid for LI. In the present study the language, achievement, and cognitive processing characteristics of 166 psychiatrically referred 7–14-year-old children were examined using a 2×2 (ADHD, LI) design to examine four groups: children with ADHD+LI, children with ADHD who have normally developing language, children with psychiatric diagnoses other than ADHD with a language impairment (OPD+LI) or without a LI (OPD). Results indicated that children with LI were at the most disadvantage regardless of the nature of the psychiatric diagnosis. Contrary to prediction, working memory measures, used to tap the core cognitive deficit of ADHD in executive functions, were more closely associated with LI than with ADHD. It was concluded that caution must be exercised in attributing to children with ADHD what might be a reflection of problems for children with language impairment generally. As most therapies are verbally based it is notable that language competence is rarely evaluated systematically before such therapies are undertaken. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125
in Journal of Child Psychology and Psychiatry > 41-3 (March 2000) . - p.353-362[article] The Interface between ADHD and Language Impairment: An Examination of Language, Achievement, and Cognitive Processing [Texte imprimé et/ou numérique] / Nancy J. COHEN, Auteur ; Denise D. VALLANCE, Auteur ; Melanie A. BARWICK, Auteur ; Nancie IM, Auteur ; Rosanne MENNA, Auteur ; Naomi B. HORODEZKY, Auteur ; Lila ISAACSON, Auteur . - 2000 . - p.353-362.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 41-3 (March 2000) . - p.353-362
Mots-clés : ADHD language impairment achievement cognition psychiatric disorder Index. décimale : PER Périodiques Résumé : Language impairments are commonly observed among children referred for psychiatric services. The most frequent psychiatric diagnosis of children with language impairment (LI) is Attention Deficit Hyperactivity Disorder (ADHD). It is not clear whether there are differences between children with ADHD and comorbid LI and children with other psychiatric disorders who are also comorbid for LI. In the present study the language, achievement, and cognitive processing characteristics of 166 psychiatrically referred 7–14-year-old children were examined using a 2×2 (ADHD, LI) design to examine four groups: children with ADHD+LI, children with ADHD who have normally developing language, children with psychiatric diagnoses other than ADHD with a language impairment (OPD+LI) or without a LI (OPD). Results indicated that children with LI were at the most disadvantage regardless of the nature of the psychiatric diagnosis. Contrary to prediction, working memory measures, used to tap the core cognitive deficit of ADHD in executive functions, were more closely associated with LI than with ADHD. It was concluded that caution must be exercised in attributing to children with ADHD what might be a reflection of problems for children with language impairment generally. As most therapies are verbally based it is notable that language competence is rarely evaluated systematically before such therapies are undertaken. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 Differential effects of internalizing behaviors on academic functioning for girls versus boys: An analysis of developmental cascades from elementary to high school / Lauren OKANO in Development and Psychopathology, 32-2 (May 2020)
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Titre : Differential effects of internalizing behaviors on academic functioning for girls versus boys: An analysis of developmental cascades from elementary to high school Type de document : Texte imprimé et/ou numérique Auteurs : Lauren OKANO, Auteur ; Lieny JEON, Auteur ; AliceAnn CRANDALL, Auteur ; Anne RILEY, Auteur Article en page(s) : p.751-764 Langues : Anglais (eng) Mots-clés : achievement adolescent cascade gender internalizing Index. décimale : PER Périodiques Résumé : Youth's academic and emotional functioning are closely related, yet little is known about the timing and direction of relationships involving internalizing problems, which are characterized by over control of emotions, anxiety, and depression as well as multiple aspects of academic achievement. This study addresses these gaps using data from the Study of Early Child Care and Youth Development (N = 1,048) to examine the processes by which problems in one domain of functioning lead to problems in another, known as a "cascade effect." Results of longitudinal structural equation modeling indicate (a) a direct and indirect negative cascade effect from girls' internalizing problems to their school achievement in high school, (b) a positive contemporaneous association of 9th grade boys' internalizing problems with their cognitive achievement; and (c) ways in which demographic characteristics and adolescent social and maturational processes account for variation in functioning yet do not alter the processes by which the emotional and academic functioning interact. Results are discussed with regard to identifiying adolescents' internalizing problems, gender differences in the effects of internalizing problems on academic functioning, timing of evidence-based interventions, and implications for mental health promotion among girls. En ligne : http://dx.doi.org/10.1017/s0954579419000737 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426
in Development and Psychopathology > 32-2 (May 2020) . - p.751-764[article] Differential effects of internalizing behaviors on academic functioning for girls versus boys: An analysis of developmental cascades from elementary to high school [Texte imprimé et/ou numérique] / Lauren OKANO, Auteur ; Lieny JEON, Auteur ; AliceAnn CRANDALL, Auteur ; Anne RILEY, Auteur . - p.751-764.
Langues : Anglais (eng)
in Development and Psychopathology > 32-2 (May 2020) . - p.751-764
Mots-clés : achievement adolescent cascade gender internalizing Index. décimale : PER Périodiques Résumé : Youth's academic and emotional functioning are closely related, yet little is known about the timing and direction of relationships involving internalizing problems, which are characterized by over control of emotions, anxiety, and depression as well as multiple aspects of academic achievement. This study addresses these gaps using data from the Study of Early Child Care and Youth Development (N = 1,048) to examine the processes by which problems in one domain of functioning lead to problems in another, known as a "cascade effect." Results of longitudinal structural equation modeling indicate (a) a direct and indirect negative cascade effect from girls' internalizing problems to their school achievement in high school, (b) a positive contemporaneous association of 9th grade boys' internalizing problems with their cognitive achievement; and (c) ways in which demographic characteristics and adolescent social and maturational processes account for variation in functioning yet do not alter the processes by which the emotional and academic functioning interact. Results are discussed with regard to identifiying adolescents' internalizing problems, gender differences in the effects of internalizing problems on academic functioning, timing of evidence-based interventions, and implications for mental health promotion among girls. En ligne : http://dx.doi.org/10.1017/s0954579419000737 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426 Self-Perceived Quality of Life in Spanish-Speaking Women with Autism Spectrum Disorders / Paula MORALES-HIDALGO in Journal of Autism and Developmental Disorders, 52-12 (December 2022)
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Titre : Self-Perceived Quality of Life in Spanish-Speaking Women with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Paula MORALES-HIDALGO, Auteur ; Maria Merino MARTINEZ, Auteur ; Angélica Gutiérrez GONZALEZ, Auteur ; Lola Garrote PETISCO, Auteur ; Carol Amat FORCADELL, Auteur ; Cynthia I. D'AGOSTINO, Auteur ; Laura Pérez DE LA VARGA, Auteur Année de publication : 2022 Article en page(s) : p.5428-5439 Langues : Anglais (eng) Mots-clés : Male Humans Female Autism Spectrum Disorder/diagnosis Quality of Life Autistic Disorder Self Concept Achievement Adults Autism spectrum disorders Personal Wellbeing Index Wellbeing Women Index. décimale : PER Périodiques Résumé : Perceived personal wellbeing tends to be lower in individuals with autism spectrum disorders (ASD), especially in the case of women. To develop the present study, the Personal Wellbeing Index (PWI-A) was administered to a Spanish-speaking sample of women with ASD (N=401) and self-diagnosed ASD (N=343), women without ASD (N=373) and men with ASD (N=65) to compare their self-perceptions. Women with ASD showed significantly lower wellbeing rates than women in the control group for the total PWI-A and across all the domains, and there were no significant differences when compared with self-diagnosed women with ASD and men with ASD. Autism explained between 24 and 26% of the decline in the PWI-A total score, with life achievement, future security, safety and relationships being the domains most highly correlated with the total. These findings are an effective contribution to improving diagnosis and professional intervention in women with ASD. En ligne : http://dx.doi.org/10.1007/s10803-021-05400-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489
in Journal of Autism and Developmental Disorders > 52-12 (December 2022) . - p.5428-5439[article] Self-Perceived Quality of Life in Spanish-Speaking Women with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Paula MORALES-HIDALGO, Auteur ; Maria Merino MARTINEZ, Auteur ; Angélica Gutiérrez GONZALEZ, Auteur ; Lola Garrote PETISCO, Auteur ; Carol Amat FORCADELL, Auteur ; Cynthia I. D'AGOSTINO, Auteur ; Laura Pérez DE LA VARGA, Auteur . - 2022 . - p.5428-5439.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-12 (December 2022) . - p.5428-5439
Mots-clés : Male Humans Female Autism Spectrum Disorder/diagnosis Quality of Life Autistic Disorder Self Concept Achievement Adults Autism spectrum disorders Personal Wellbeing Index Wellbeing Women Index. décimale : PER Périodiques Résumé : Perceived personal wellbeing tends to be lower in individuals with autism spectrum disorders (ASD), especially in the case of women. To develop the present study, the Personal Wellbeing Index (PWI-A) was administered to a Spanish-speaking sample of women with ASD (N=401) and self-diagnosed ASD (N=343), women without ASD (N=373) and men with ASD (N=65) to compare their self-perceptions. Women with ASD showed significantly lower wellbeing rates than women in the control group for the total PWI-A and across all the domains, and there were no significant differences when compared with self-diagnosed women with ASD and men with ASD. Autism explained between 24 and 26% of the decline in the PWI-A total score, with life achievement, future security, safety and relationships being the domains most highly correlated with the total. These findings are an effective contribution to improving diagnosis and professional intervention in women with ASD. En ligne : http://dx.doi.org/10.1007/s10803-021-05400-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489 Addressing educational inequalities and promoting learning through studies of stress physiology in elementary school students / Jelena OBRADOVIC in Development and Psychopathology, 32-5 (December 2020)
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Titre : Addressing educational inequalities and promoting learning through studies of stress physiology in elementary school students Type de document : Texte imprimé et/ou numérique Auteurs : Jelena OBRADOVIC, Auteur ; Emma ARMSTRONG-CARTER, Auteur Article en page(s) : p.1899-1913 Langues : Anglais (eng) Mots-clés : Achievement Child Educational Status Humans *Learning Schools *Students *classroom context *elementary school students *inequality *stress physiology Index. décimale : PER Périodiques Résumé : To be ready to learn, children need to be focused, engaged, and able to bounce back from setbacks. However, many children come to school with heightened or diminished physiological arousal due to exposure to poverty-related risks. While stress physiology plays a role in explaining how adversity relates to processes that support students' cognitive development, there is a lack of studies of physiological stress response in educational settings. This review integrates relevant studies and offers future directions for research on the role of stress physiology in the school adaptation of elementary school students, focusing on these important questions: (a) What are the links between physiological stress response and learning-related skills and behaviors, and do they vary as a function of proximal and distal experiences outside of school? (b) How are school experiences associated with students' physiological stress response and related cognitive and behavioral adaptations? (c) How can we leverage measures of students' physiological stress response in evaluations of school-based interventions to better support the school success of every student? We hope to stimulate a new wave of research that will advance the science of developmental stress physiology, as well as improve the application of these findings in educational policy and practice. En ligne : http://dx.doi.org/10.1017/s0954579420001443 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437
in Development and Psychopathology > 32-5 (December 2020) . - p.1899-1913[article] Addressing educational inequalities and promoting learning through studies of stress physiology in elementary school students [Texte imprimé et/ou numérique] / Jelena OBRADOVIC, Auteur ; Emma ARMSTRONG-CARTER, Auteur . - p.1899-1913.
Langues : Anglais (eng)
in Development and Psychopathology > 32-5 (December 2020) . - p.1899-1913
Mots-clés : Achievement Child Educational Status Humans *Learning Schools *Students *classroom context *elementary school students *inequality *stress physiology Index. décimale : PER Périodiques Résumé : To be ready to learn, children need to be focused, engaged, and able to bounce back from setbacks. However, many children come to school with heightened or diminished physiological arousal due to exposure to poverty-related risks. While stress physiology plays a role in explaining how adversity relates to processes that support students' cognitive development, there is a lack of studies of physiological stress response in educational settings. This review integrates relevant studies and offers future directions for research on the role of stress physiology in the school adaptation of elementary school students, focusing on these important questions: (a) What are the links between physiological stress response and learning-related skills and behaviors, and do they vary as a function of proximal and distal experiences outside of school? (b) How are school experiences associated with students' physiological stress response and related cognitive and behavioral adaptations? (c) How can we leverage measures of students' physiological stress response in evaluations of school-based interventions to better support the school success of every student? We hope to stimulate a new wave of research that will advance the science of developmental stress physiology, as well as improve the application of these findings in educational policy and practice. En ligne : http://dx.doi.org/10.1017/s0954579420001443 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 Brief Report: Autism-Specific College Support Programs: Differences Across Geography and Institutional Type / B. R. NACHMAN in Journal of Autism and Developmental Disorders, 52-2 (February 2022)
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Titre : Brief Report: Autism-Specific College Support Programs: Differences Across Geography and Institutional Type Type de document : Texte imprimé et/ou numérique Auteurs : B. R. NACHMAN, Auteur ; C. T. MCDERMOTT, Auteur ; B. E. COX, Auteur Article en page(s) : p.863-870 Langues : Anglais (eng) Mots-clés : Achievement Autism Spectrum Disorder/epidemiology Autistic Disorder/epidemiology Geography Humans Students United States Universities Autism College College support programs Higher education Postsecondary education Index. décimale : PER Périodiques Résumé : Many postsecondary institutions have begun their own Autism-Specific College Support Programs (ASPs) to integrate the emergence of autistic students into college and offer supports aiding their success (Longtin in J Postsecond Educ Disabil 27(1):63-72, 2014), yet little is known about these programs. We conducted an exhaustive, year-long search of all postsecondary institutions in the United States to identify all ASPs. Although we identified a total of 74 programs located in 29 states, our analyses suggest these are unavailable to students in large portions of the country. When they are available, these programs appear to be disproportionately located at 4-year institutions, public institutions, and in the Mid-East. Our study highlights inequities based on institutional type and geography, as well as offers a complete public list of ASPs. En ligne : http://dx.doi.org/10.1007/s10803-021-04958-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455
in Journal of Autism and Developmental Disorders > 52-2 (February 2022) . - p.863-870[article] Brief Report: Autism-Specific College Support Programs: Differences Across Geography and Institutional Type [Texte imprimé et/ou numérique] / B. R. NACHMAN, Auteur ; C. T. MCDERMOTT, Auteur ; B. E. COX, Auteur . - p.863-870.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-2 (February 2022) . - p.863-870
Mots-clés : Achievement Autism Spectrum Disorder/epidemiology Autistic Disorder/epidemiology Geography Humans Students United States Universities Autism College College support programs Higher education Postsecondary education Index. décimale : PER Périodiques Résumé : Many postsecondary institutions have begun their own Autism-Specific College Support Programs (ASPs) to integrate the emergence of autistic students into college and offer supports aiding their success (Longtin in J Postsecond Educ Disabil 27(1):63-72, 2014), yet little is known about these programs. We conducted an exhaustive, year-long search of all postsecondary institutions in the United States to identify all ASPs. Although we identified a total of 74 programs located in 29 states, our analyses suggest these are unavailable to students in large portions of the country. When they are available, these programs appear to be disproportionately located at 4-year institutions, public institutions, and in the Mid-East. Our study highlights inequities based on institutional type and geography, as well as offers a complete public list of ASPs. En ligne : http://dx.doi.org/10.1007/s10803-021-04958-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455 Health Needs and College Readiness in Autistic Students: The Freshman Survey Results / P. FERNANDES in Journal of Autism and Developmental Disorders, 51-10 (October 2021)
PermalinkNon-autistic employees' perspectives on the implementation of an autism employment programme / J. R. SPOOR in Autism, 25-8 (November 2021)
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