19 recherche sur le mot-clé 'Chinese'

Applicability and Effectiveness of Social Competence Group Intervention on Adults with Autism Spectrum Disorder in a Chinese Context: A Community-Based Study with Self- and Parent-Report / C. N. W. LEUNG in Journal of Autism and Developmental Disorders, 49-8 (August 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3440-3452 Titre : Applicability and Effectiveness of Social Competence Group Intervention on Adults with Autism Spectrum Disorder in a Chinese Context: A Community-Based Study with Self- and Parent-Report Type de document : Texte imprimé et/ou numérique Auteurs : C. N. W. LEUNG, Auteur ; Raymond W. S. CHAN, Auteur ; M. Y. C. YEUNG, Auteur ; H. C. H. TSUI, Auteur Article en page(s) : p.3440-3452 Langues : Anglais (eng) Mots-clés : Adult  Autistic spectrum disorder (ASD)  Cbt  Chinese  Social competence Index. décimale : PER Périodiques Résumé : Social competence training for adults with ASD were limited in comparison to intervention for children or adolescents. CBT-CSCA is a culturally-sensitive social competence training specially developed for adolescents in Hong Kong. With its demonstrated effectiveness, the current study outlined the adaptions of its adult version, CBT-CSCA (Adult) and examined its treatment effectiveness. Thirty-six adults (aged 18-29 years, with a FSIQ above 80) completed the intervention. Significant improvements were shown in overall social competence, from both self- and parent-report, and negative mood. Participants also reported satisfactory knowledge gain and confidence in applying content learnt after each session. The study provided evidence support to the applicability and effectiveness of social competence training for adults with ASD in the Chinese culture. En ligne : http://dx.doi.org/10.1007/s10803-019-04066-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] Applicability and Effectiveness of Social Competence Group Intervention on Adults with Autism Spectrum Disorder in a Chinese Context: A Community-Based Study with Self- and Parent-Report [Texte imprimé et/ou numérique] / C. N. W. LEUNG, Auteur ; Raymond W. S. CHAN, Auteur ; M. Y. C. YEUNG, Auteur ; H. C. H. TSUI, Auteur . - p.3440-3452. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3440-3452 Mots-clés : Adult  Autistic spectrum disorder (ASD)  Cbt  Chinese  Social competence Index. décimale : PER Périodiques Résumé : Social competence training for adults with ASD were limited in comparison to intervention for children or adolescents. CBT-CSCA is a culturally-sensitive social competence training specially developed for adolescents in Hong Kong. With its demonstrated effectiveness, the current study outlined the adaptions of its adult version, CBT-CSCA (Adult) and examined its treatment effectiveness. Thirty-six adults (aged 18-29 years, with a FSIQ above 80) completed the intervention. Significant improvements were shown in overall social competence, from both self- and parent-report, and negative mood. Participants also reported satisfactory knowledge gain and confidence in applying content learnt after each session. The study provided evidence support to the applicability and effectiveness of social competence training for adults with ASD in the Chinese culture. En ligne : http://dx.doi.org/10.1007/s10803-019-04066-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

Atypical understanding of mental terms in Chinese-speaking children with autism spectrum disorder / Li YI in Research in Autism Spectrum Disorders, 7-11 (November 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-11 (November 2013) . - p.1411-1417 Titre : Atypical understanding of mental terms in Chinese-speaking children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Li YI, Auteur ; Yuebo FAN, Auteur ; Jing ZHAO, Auteur ; Dan HUANG, Auteur ; Yunyi LI, Auteur ; Xiaobing ZOU, Auteur Article en page(s) : p.1411-1417 Langues : Anglais (eng) Mots-clés : Mental terms  Verb factivity  Theory of mind  Autism spectrum disorder  Chinese Index. décimale : PER Périodiques Résumé : Abstract The present study investigated how Chinese children with autism spectrum disorder (ASD) understand mental terms, especially their knowledge of verb factivity. We examined these children's ability to understand mental terms representing true belief (i.e., zhi1dao4, know) and false belief (i.e., yi3wei2, thought) and compared their ability with that of typically developing (TD) children matched with age, and TD children matched with verbal mental age (VMA). Children were asked to participate in a game to find a toy according to the experimenter's testimony, which involved these mental terms. Results showed that all children from these three groups understood zhi1dao4 better than yi3wei2. Particularly, children with ASD performed statistically significantly worse in understanding mental terms than their age-matched TD children, but not differently from VMA-matched TD children. The understanding of mental verbs was correlated with the language ability of children with ASD, and with age, language ability and executive function of TD children. After controlling for the effects of age, general language ability, and executive functions, the group difference of mental verb understanding still existed. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.08.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=215 [article] Atypical understanding of mental terms in Chinese-speaking children with autism spectrum disorder [Texte imprimé et/ou numérique] / Li YI, Auteur ; Yuebo FAN, Auteur ; Jing ZHAO, Auteur ; Dan HUANG, Auteur ; Yunyi LI, Auteur ; Xiaobing ZOU, Auteur . - p.1411-1417. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-11 (November 2013) . - p.1411-1417 Mots-clés : Mental terms  Verb factivity  Theory of mind  Autism spectrum disorder  Chinese Index. décimale : PER Périodiques Résumé : Abstract The present study investigated how Chinese children with autism spectrum disorder (ASD) understand mental terms, especially their knowledge of verb factivity. We examined these children's ability to understand mental terms representing true belief (i.e., zhi1dao4, know) and false belief (i.e., yi3wei2, thought) and compared their ability with that of typically developing (TD) children matched with age, and TD children matched with verbal mental age (VMA). Children were asked to participate in a game to find a toy according to the experimenter's testimony, which involved these mental terms. Results showed that all children from these three groups understood zhi1dao4 better than yi3wei2. Particularly, children with ASD performed statistically significantly worse in understanding mental terms than their age-matched TD children, but not differently from VMA-matched TD children. The understanding of mental verbs was correlated with the language ability of children with ASD, and with age, language ability and executive function of TD children. After controlling for the effects of age, general language ability, and executive functions, the group difference of mental verb understanding still existed. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.08.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=215

Autism Diagnostic Interview-Revised Within DSM-5 Framework: Test of Reliability and Validity in Chinese Children / Kelly Y. C. LAI in Journal of Autism and Developmental Disorders, 52-4 (April 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-4 (April 2022) . - p.1807-1820 Titre : Autism Diagnostic Interview-Revised Within DSM-5 Framework: Test of Reliability and Validity in Chinese Children Type de document : Texte imprimé et/ou numérique Auteurs : Kelly Y. C. LAI, Auteur ; Emily C. W. YUEN, Auteur ; Se Fong HUNG, Auteur ; Patrick W. L. LEUNG, Auteur Article en page(s) : p.1807-1820 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis  Autistic Disorder/diagnosis  Child  China  Diagnostic and Statistical Manual of Mental Disorders  Humans  Reproducibility of Results  Adhd  Adi-r  Chinese  Dsm-5  Validity Index. décimale : PER Périodiques Résumé : This study examines the psychometric properties of the Autism Diagnostic Interview-Revised (ADI-R) in the context of DSM-5 in a sample of Chinese children. Using re-mapped ADI-R items and algorithms matched to DSM-5 criteria, and administering to children with autism spectrum disorder (ASD) with and without intellectual disability, attention-deficit hyperactivity disorder, and typically developing, it evidenced high sensitivity and specificity. However, similar to DSM-IV algorithm, the DSM-5 algorithms were better at classifying ASD among children with intellectual disability than among those without intellectual disability. With the DSM-5's recognition of the spectrum nature of ASD, the performance of the ADI-R can be improved by having finer gradations in the ADI-R scoring and adding more items on the restricted and repetitve behavior domain. En ligne : http://dx.doi.org/10.1007/s10803-021-05079-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476 [article] Autism Diagnostic Interview-Revised Within DSM-5 Framework: Test of Reliability and Validity in Chinese Children [Texte imprimé et/ou numérique] / Kelly Y. C. LAI, Auteur ; Emily C. W. YUEN, Auteur ; Se Fong HUNG, Auteur ; Patrick W. L. LEUNG, Auteur . - p.1807-1820. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-4 (April 2022) . - p.1807-1820 Mots-clés : Autism Spectrum Disorder/diagnosis  Autistic Disorder/diagnosis  Child  China  Diagnostic and Statistical Manual of Mental Disorders  Humans  Reproducibility of Results  Adhd  Adi-r  Chinese  Dsm-5  Validity Index. décimale : PER Périodiques Résumé : This study examines the psychometric properties of the Autism Diagnostic Interview-Revised (ADI-R) in the context of DSM-5 in a sample of Chinese children. Using re-mapped ADI-R items and algorithms matched to DSM-5 criteria, and administering to children with autism spectrum disorder (ASD) with and without intellectual disability, attention-deficit hyperactivity disorder, and typically developing, it evidenced high sensitivity and specificity. However, similar to DSM-IV algorithm, the DSM-5 algorithms were better at classifying ASD among children with intellectual disability than among those without intellectual disability. With the DSM-5's recognition of the spectrum nature of ASD, the performance of the ADI-R can be improved by having finer gradations in the ADI-R scoring and adding more items on the restricted and repetitve behavior domain. En ligne : http://dx.doi.org/10.1007/s10803-021-05079-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476

Autism spectrum disorder screening in Chinese-language preschools / K. K. SHUM in Autism, 26-2 (February 2022)  

Public ISBD [article]  inAutism > 26-2 (February 2022) . - p.545-551 Titre : Autism spectrum disorder screening in Chinese-language preschools Type de document : Texte imprimé et/ou numérique Auteurs : K. K. SHUM, Auteur ; R. M. WONG, Auteur ; A. H. AU, Auteur ; T. K. AU, Auteur Article en page(s) : p.545-551 Langues : Anglais (eng) Mots-clés : Chinese  Classroom Observation Scale  autism spectrum disorder  preschoolers  screening  of interest with respect to the research, authorship, and/or publication of this  article. Index. décimale : PER Périodiques Résumé : The 13-item Classroom Observation Scale is an autism spectrum disorder screening tool for teachers and non-clinically trained observers to make real-time observation of children's peer interaction (or the lack thereof) in regular preschool classrooms. The Classroom Observation Scale was originally developed in English and validated with ethnically diverse preschoolers at English-speaking international schools serving families from middle to middle-upper socioeconomic backgrounds in Hong Kong. These private schools can usually afford a higher teacher-student ratio, which is not typical for most preschools. This study, therefore, investigated whether the Classroom Observation Scale is ecologically valid when used by Chinese teachers with teacher-student ratios typically found in less-resourced preschools. We found that the Classroom Observation Scale reliably helped observers with little or no clinical training-research assistants with just a few hours of Classroom Observation Scale training and preschool teachers with an hour of briefing-to identify children in their first year of Chinese-language preschool who were more likely than their peers to have autism spectrum disorder. Reliability estimates of Classroom Observation Scale-Teacher and Classroom Observation Scale-Researcher in this study were comparable to those for the original English Classroom Observation Scale. Our results provided further evidence on the versatility and ecological validity of the Classroom Observation Scale for use by preschool teachers and non-clinically trained observers in the early identification of children with autism spectrum disorder in community settings. En ligne : http://dx.doi.org/10.1177/13623613211039373 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 [article] Autism spectrum disorder screening in Chinese-language preschools [Texte imprimé et/ou numérique] / K. K. SHUM, Auteur ; R. M. WONG, Auteur ; A. H. AU, Auteur ; T. K. AU, Auteur . - p.545-551. Langues : Anglais (eng) in Autism > 26-2 (February 2022) . - p.545-551 Mots-clés : Chinese  Classroom Observation Scale  autism spectrum disorder  preschoolers  screening  of interest with respect to the research, authorship, and/or publication of this  article. Index. décimale : PER Périodiques Résumé : The 13-item Classroom Observation Scale is an autism spectrum disorder screening tool for teachers and non-clinically trained observers to make real-time observation of children's peer interaction (or the lack thereof) in regular preschool classrooms. The Classroom Observation Scale was originally developed in English and validated with ethnically diverse preschoolers at English-speaking international schools serving families from middle to middle-upper socioeconomic backgrounds in Hong Kong. These private schools can usually afford a higher teacher-student ratio, which is not typical for most preschools. This study, therefore, investigated whether the Classroom Observation Scale is ecologically valid when used by Chinese teachers with teacher-student ratios typically found in less-resourced preschools. We found that the Classroom Observation Scale reliably helped observers with little or no clinical training-research assistants with just a few hours of Classroom Observation Scale training and preschool teachers with an hour of briefing-to identify children in their first year of Chinese-language preschool who were more likely than their peers to have autism spectrum disorder. Reliability estimates of Classroom Observation Scale-Teacher and Classroom Observation Scale-Researcher in this study were comparable to those for the original English Classroom Observation Scale. Our results provided further evidence on the versatility and ecological validity of the Classroom Observation Scale for use by preschool teachers and non-clinically trained observers in the early identification of children with autism spectrum disorder in community settings. En ligne : http://dx.doi.org/10.1177/13623613211039373 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452

Autism-Spectrum Quotient-Child and Autism-Spectrum Quotient-Adolescent in Chinese population: Screening autism spectrum disorder against attention-deficit/hyperactivity disorder and typically developing peers / P. P. WONG in Autism, 25-7 (October 2021)  

Public ISBD [article]  inAutism > 25-7 (October 2021) . - p.1913-1923 Titre : Autism-Spectrum Quotient-Child and Autism-Spectrum Quotient-Adolescent in Chinese population: Screening autism spectrum disorder against attention-deficit/hyperactivity disorder and typically developing peers Type de document : Texte imprimé et/ou numérique Auteurs : P. P. WONG, Auteur ; V. C. WAI, Auteur ; Raymond W. S. CHAN, Auteur ; C. N. LEUNG, Auteur ; P. W. LEUNG, Auteur Article en page(s) : p.1913-1923 Langues : Anglais (eng) Mots-clés : Adolescent  Adult  Attention Deficit Disorder with Hyperactivity/diagnosis  Autism Spectrum Disorder/diagnosis  Autistic Disorder  China  Humans  Surveys and Questionnaires  Chinese  attention-deficit/hyperactivity disorder  autism spectrum disorder  autism spectrum quotient  children/adolescents Index. décimale : PER Périodiques Résumé : The Autism-Spectrum Quotient is a 50-item questionnaire developed to assess autistic symptoms in adults, adolescents and children. Its original version and others in different countries are known to be effective tools in identifying individuals with autism spectrum disorder. This study examined whether the Hong Kong Chinese versions of the Autism-Spectrum Quotient-Child and Autism-Spectrum Quotient-Adolescent were effective in identifying autism spectrum disorder children and adolescents. On top of comparing them with their typically developing peers, this study also included a group of children/adolescents with attention deficit/hyperactivity disorder, a disorder with similar social difficulties as autism spectrum disorder. Results showed that both the Autism-Spectrum Quotient questionnaires were effective in differentiating the autism spectrum disorder group from the typically developing and attention-deficit/hyperactivity disorder groups, separately and jointly. On the contrary, they could not identify the attention-deficit/hyperactivity disorder group from the typically developing group so that they were not misclassifying attention-deficit/hyperactivity disorder as autism spectrum disorder. These findings supported that both the Autism-Spectrum Quotient-Child and Autism-Spectrum Quotient-Adolescent were not general measures of child and adolescent psychopathology, but could claim to be specific measures of autism spectrum disorder. Such capability would enormously enhance their utility in clinical practice for identifying autism spectrum disorder children/adolescents from their typically developing peers and from those with attention-deficit/hyperactivity disorder. This is because, the latter is a common neurodevelopmental disorder frequently presented to child psychiatric clinics alongside with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/13623613211003740 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451 [article] Autism-Spectrum Quotient-Child and Autism-Spectrum Quotient-Adolescent in Chinese population: Screening autism spectrum disorder against attention-deficit/hyperactivity disorder and typically developing peers [Texte imprimé et/ou numérique] / P. P. WONG, Auteur ; V. C. WAI, Auteur ; Raymond W. S. CHAN, Auteur ; C. N. LEUNG, Auteur ; P. W. LEUNG, Auteur . - p.1913-1923. Langues : Anglais (eng) in Autism > 25-7 (October 2021) . - p.1913-1923 Mots-clés : Adolescent  Adult  Attention Deficit Disorder with Hyperactivity/diagnosis  Autism Spectrum Disorder/diagnosis  Autistic Disorder  China  Humans  Surveys and Questionnaires  Chinese  attention-deficit/hyperactivity disorder  autism spectrum disorder  autism spectrum quotient  children/adolescents Index. décimale : PER Périodiques Résumé : The Autism-Spectrum Quotient is a 50-item questionnaire developed to assess autistic symptoms in adults, adolescents and children. Its original version and others in different countries are known to be effective tools in identifying individuals with autism spectrum disorder. This study examined whether the Hong Kong Chinese versions of the Autism-Spectrum Quotient-Child and Autism-Spectrum Quotient-Adolescent were effective in identifying autism spectrum disorder children and adolescents. On top of comparing them with their typically developing peers, this study also included a group of children/adolescents with attention deficit/hyperactivity disorder, a disorder with similar social difficulties as autism spectrum disorder. Results showed that both the Autism-Spectrum Quotient questionnaires were effective in differentiating the autism spectrum disorder group from the typically developing and attention-deficit/hyperactivity disorder groups, separately and jointly. On the contrary, they could not identify the attention-deficit/hyperactivity disorder group from the typically developing group so that they were not misclassifying attention-deficit/hyperactivity disorder as autism spectrum disorder. These findings supported that both the Autism-Spectrum Quotient-Child and Autism-Spectrum Quotient-Adolescent were not general measures of child and adolescent psychopathology, but could claim to be specific measures of autism spectrum disorder. Such capability would enormously enhance their utility in clinical practice for identifying autism spectrum disorder children/adolescents from their typically developing peers and from those with attention-deficit/hyperactivity disorder. This is because, the latter is a common neurodevelopmental disorder frequently presented to child psychiatric clinics alongside with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/13623613211003740 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451

Autism-Spectrum Quotient-Child and Autism-Spectrum Quotient-Adolescent in Chinese population: Screening autism spectrum disorder against attention-deficit/hyperactivity disorder and typically developing peers / Patsy Ps WONG in Autism, 26-7 (October 2022)  

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Construct Validity of the Chinese Version of the Psycho-Educational Profile-3rd Edition (CPEP-3) / Daniel Tan Lei SHEK in Journal of Autism and Developmental Disorders, 44-11 (November 2014)  

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Learning How to Make Friends for Chinese Adolescents with Autism Spectrum Disorder: A Randomized Controlled Trial of the Hong Kong Chinese Version of the PEERS(R) Intervention / K. K. SHUM in Journal of Autism and Developmental Disorders, 49-2 (February 2019)  

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Persuasion in Chinese School-Age Children With and Without Autism Spectrum Disorders / Carol K. S. TO in Focus on Autism and Other Developmental Disabilities, 31-3 (September 2016)  

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Social attribution in children with high functioning autism and Asperger syndrome: An exploratory study in the Chinese setting / Raymond C. K. CHAN in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)  

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