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Discrepancies When Assessing Interpersonal Problem-Solving Skills in Autism Spectrum Disorder: A Diagnostic Indicator / M. M. GOMEZ-PEREZ in Journal of Autism and Developmental Disorders, 49-4 (April 2019)
[article]
Titre : Discrepancies When Assessing Interpersonal Problem-Solving Skills in Autism Spectrum Disorder: A Diagnostic Indicator Type de document : Texte imprimé et/ou numérique Auteurs : M. M. GOMEZ-PEREZ, Auteur ; S. MATA, Auteur ; María Dolores CALERO, Auteur Article en page(s) : p.1505-1516 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Childhood Discrepancies High family risk Interpersonal problem-solving skills Index. décimale : PER Périodiques Résumé : In children with autism spectrum disorder (ASD), there are often discrepancies between direct assessment and third-party reports. We compared these children with groups with/without difficulties in interpersonal problem-solving skills in order to determine whether these discrepancies appear and if they could be a diagnostic indicator for ASD. There were 91 participants (ages 7-13): 28 children with ASD, 36 in a high family risk situation, and 27 typically developing children, all tested with direct measures and third-party reports. Results showed discrepancies only in the ASD group. Consequently, direct performance measures and third-party reports seem to be evaluating different constructs in children with ASD. In addition, both types of measures discriminate between groups, such that both are needed, especially in diagnostic assessments. En ligne : https://dx.doi.org/10.1007/s10803-018-3852-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388
in Journal of Autism and Developmental Disorders > 49-4 (April 2019) . - p.1505-1516[article] Discrepancies When Assessing Interpersonal Problem-Solving Skills in Autism Spectrum Disorder: A Diagnostic Indicator [Texte imprimé et/ou numérique] / M. M. GOMEZ-PEREZ, Auteur ; S. MATA, Auteur ; María Dolores CALERO, Auteur . - p.1505-1516.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-4 (April 2019) . - p.1505-1516
Mots-clés : Autism spectrum disorder Childhood Discrepancies High family risk Interpersonal problem-solving skills Index. décimale : PER Périodiques Résumé : In children with autism spectrum disorder (ASD), there are often discrepancies between direct assessment and third-party reports. We compared these children with groups with/without difficulties in interpersonal problem-solving skills in order to determine whether these discrepancies appear and if they could be a diagnostic indicator for ASD. There were 91 participants (ages 7-13): 28 children with ASD, 36 in a high family risk situation, and 27 typically developing children, all tested with direct measures and third-party reports. Results showed discrepancies only in the ASD group. Consequently, direct performance measures and third-party reports seem to be evaluating different constructs in children with ASD. In addition, both types of measures discriminate between groups, such that both are needed, especially in diagnostic assessments. En ligne : https://dx.doi.org/10.1007/s10803-018-3852-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388 The Role of Parenting Stress in Discrepancies Between Parent and Teacher Ratings of Behavior Problems in Young Children with Autism Spectrum Disorder / Phil REED in Journal of Autism and Developmental Disorders, 43-2 (February 2013)
[article]
Titre : The Role of Parenting Stress in Discrepancies Between Parent and Teacher Ratings of Behavior Problems in Young Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Phil REED, Auteur ; Lisa A. OSBORNE, Auteur Année de publication : 2013 Article en page(s) : p.471-477 Langues : (Eng) Mots-clés : Autism spectrum disorder Behavior problems Informant rating Discrepancies Assessment environment Parent stress Index. décimale : PER Périodiques Résumé : The study assessed whether teacher and parent ratings of child behavior problems were similar for children with autism spectrum disorders. Two informants rated child behaviors in the same home environment, and the degree to which parenting stress impacted the similarity of the ratings was assessed. Overall behavior problem ratings did not differ between groups, but there was poor correspondence between the ratings for individual children, stress did not impact markedly on the discrepancies. Parent'teacher discrepancies in behavior ratings cannot be attributed entirely to differences in the assessment'environment, and there was little evidence of widespread impacts of parenting stress on these discrepant ratings. It was suggested that attention is needed in terms of the teacher characteristics when explaining such results. En ligne : http://dx.doi.org/10.1007/s10803-012-1594-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=188
in Journal of Autism and Developmental Disorders > 43-2 (February 2013) . - p.471-477[article] The Role of Parenting Stress in Discrepancies Between Parent and Teacher Ratings of Behavior Problems in Young Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Phil REED, Auteur ; Lisa A. OSBORNE, Auteur . - 2013 . - p.471-477.
Langues : (Eng)
in Journal of Autism and Developmental Disorders > 43-2 (February 2013) . - p.471-477
Mots-clés : Autism spectrum disorder Behavior problems Informant rating Discrepancies Assessment environment Parent stress Index. décimale : PER Périodiques Résumé : The study assessed whether teacher and parent ratings of child behavior problems were similar for children with autism spectrum disorders. Two informants rated child behaviors in the same home environment, and the degree to which parenting stress impacted the similarity of the ratings was assessed. Overall behavior problem ratings did not differ between groups, but there was poor correspondence between the ratings for individual children, stress did not impact markedly on the discrepancies. Parent'teacher discrepancies in behavior ratings cannot be attributed entirely to differences in the assessment'environment, and there was little evidence of widespread impacts of parenting stress on these discrepant ratings. It was suggested that attention is needed in terms of the teacher characteristics when explaining such results. En ligne : http://dx.doi.org/10.1007/s10803-012-1594-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=188