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The Missing Link: Delayed Emotional Development Predicts Challenging Behavior in Adults with Intellectual Disability / Tanja SAPPOK in Journal of Autism and Developmental Disorders, 44-4 (April 2014)
[article]
Titre : The Missing Link: Delayed Emotional Development Predicts Challenging Behavior in Adults with Intellectual Disability Type de document : Texte imprimé et/ou numérique Auteurs : Tanja SAPPOK, Auteur ; Jan BUDCZIES, Auteur ; Isabel DZIOBEK, Auteur ; Sven BÖLTE, Auteur ; Anton DOSEN, Auteur ; Albert DIEFENBACHER, Auteur Année de publication : 2014 Article en page(s) : p.786-800 Langues : Anglais (eng) Mots-clés : Intellectual disability Autism spectrum disorders Adults Emotional development Challenging behavior Index. décimale : PER Périodiques Résumé : Individuals with intellectual disability (ID) show high rates of challenging behavior (CB). The aim of this retrospective study was to assess the factors underlying CB in an adult, clinical ID sample (n = 203). Low levels of emotional development (ED), as measured by the Scheme of Appraisal of ED, predicted overall CB, specifically irritability and self-injury, high unemployment and low occupation rates, while severity of ID controlled for ED did not. Autism was the only mental disorder associated with overall CB, stereotypy, lethargy, and predicted antipsychotic drug usage. Given the persistence and clinical significance of CB, evaluation of autism and ED may suggest priority areas for diagnostics and therapy, to provide the prerequisites for participation in society and living up one’s potentials. En ligne : http://dx.doi.org/10.1007/s10803-013-1933-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=228
in Journal of Autism and Developmental Disorders > 44-4 (April 2014) . - p.786-800[article] The Missing Link: Delayed Emotional Development Predicts Challenging Behavior in Adults with Intellectual Disability [Texte imprimé et/ou numérique] / Tanja SAPPOK, Auteur ; Jan BUDCZIES, Auteur ; Isabel DZIOBEK, Auteur ; Sven BÖLTE, Auteur ; Anton DOSEN, Auteur ; Albert DIEFENBACHER, Auteur . - 2014 . - p.786-800.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-4 (April 2014) . - p.786-800
Mots-clés : Intellectual disability Autism spectrum disorders Adults Emotional development Challenging behavior Index. décimale : PER Périodiques Résumé : Individuals with intellectual disability (ID) show high rates of challenging behavior (CB). The aim of this retrospective study was to assess the factors underlying CB in an adult, clinical ID sample (n = 203). Low levels of emotional development (ED), as measured by the Scheme of Appraisal of ED, predicted overall CB, specifically irritability and self-injury, high unemployment and low occupation rates, while severity of ID controlled for ED did not. Autism was the only mental disorder associated with overall CB, stereotypy, lethargy, and predicted antipsychotic drug usage. Given the persistence and clinical significance of CB, evaluation of autism and ED may suggest priority areas for diagnostics and therapy, to provide the prerequisites for participation in society and living up one’s potentials. En ligne : http://dx.doi.org/10.1007/s10803-013-1933-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=228 Negative parental emotional environment increases the association between childhood behavioral problems and impaired recognition of negative facial expressions / Daniel T. BURLEY in Development and Psychopathology, 34-3 (August 2022)
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Titre : Negative parental emotional environment increases the association between childhood behavioral problems and impaired recognition of negative facial expressions Type de document : Texte imprimé et/ou numérique Auteurs : Daniel T. BURLEY, Auteur ; Christopher W. HOBSON, Auteur ; Dolapo ADEGBOYE, Auteur ; Katherine H. SHELTON, Auteur ; Stephanie H. M. VAN GOOZEN, Auteur Article en page(s) : p.936-945 Langues : Anglais (eng) Mots-clés : behavioral problems emotional development facial emotion recognition parental expressed emotion Index. décimale : PER Périodiques Résumé : Impaired facial emotion recognition is a transdiagnostic risk factor for a range of psychiatric disorders. Childhood behavioral difficulties and parental emotional environment have been independently associated with impaired emotion recognition; however, no study has examined the contribution of these factors in conjunction. We measured recognition of negative (sad, fear, anger), neutral, and happy facial expressions in 135 children aged 5 “7 years referred by their teachers for behavioral problems. Parental emotional environment was assessed for parental expressed emotion (EE) “ characterized by negative comments, reduced positive comments, low warmth, and negativity towards their child “ using the 5-minute speech sample. Child behavioral problems were measured using the teacher-informant Strengths and Difficulties Questionnaire (SDQ). Child behavioral problems and parental EE were independently associated with impaired recognition of negative facial expressions specifically. An interactive effect revealed that the combination of both factors was associated with the greatest risk for impaired recognition of negative faces, and in particular sad facial expressions. No relationships emerged for the identification of happy facial expressions. This study furthers our understanding of multidimensional processes associated with the development of facial emotion recognition and supports the importance of early interventions that target this domain. En ligne : http://dx.doi.org/10.1017/S0954579420002072 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485
in Development and Psychopathology > 34-3 (August 2022) . - p.936-945[article] Negative parental emotional environment increases the association between childhood behavioral problems and impaired recognition of negative facial expressions [Texte imprimé et/ou numérique] / Daniel T. BURLEY, Auteur ; Christopher W. HOBSON, Auteur ; Dolapo ADEGBOYE, Auteur ; Katherine H. SHELTON, Auteur ; Stephanie H. M. VAN GOOZEN, Auteur . - p.936-945.
Langues : Anglais (eng)
in Development and Psychopathology > 34-3 (August 2022) . - p.936-945
Mots-clés : behavioral problems emotional development facial emotion recognition parental expressed emotion Index. décimale : PER Périodiques Résumé : Impaired facial emotion recognition is a transdiagnostic risk factor for a range of psychiatric disorders. Childhood behavioral difficulties and parental emotional environment have been independently associated with impaired emotion recognition; however, no study has examined the contribution of these factors in conjunction. We measured recognition of negative (sad, fear, anger), neutral, and happy facial expressions in 135 children aged 5 “7 years referred by their teachers for behavioral problems. Parental emotional environment was assessed for parental expressed emotion (EE) “ characterized by negative comments, reduced positive comments, low warmth, and negativity towards their child “ using the 5-minute speech sample. Child behavioral problems were measured using the teacher-informant Strengths and Difficulties Questionnaire (SDQ). Child behavioral problems and parental EE were independently associated with impaired recognition of negative facial expressions specifically. An interactive effect revealed that the combination of both factors was associated with the greatest risk for impaired recognition of negative faces, and in particular sad facial expressions. No relationships emerged for the identification of happy facial expressions. This study furthers our understanding of multidimensional processes associated with the development of facial emotion recognition and supports the importance of early interventions that target this domain. En ligne : http://dx.doi.org/10.1017/S0954579420002072 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 Emotional Processing in Autism Spectrum Disorders: Effects of Age, Emotional Valence, and Social Engagement on Emotional Language Use / E. J. TEH in Journal of Autism and Developmental Disorders, 48-12 (December 2018)
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Titre : Emotional Processing in Autism Spectrum Disorders: Effects of Age, Emotional Valence, and Social Engagement on Emotional Language Use Type de document : Texte imprimé et/ou numérique Auteurs : E. J. TEH, Auteur ; M. J. YAP, Auteur ; S. J. RICKARD LIOW, Auteur Article en page(s) : p.4138-4154 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders Emotion deficits Emotional development Emotional language Picture descriptions Social context Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASD) show deficits in reporting others' emotions (Lartseva et al. in Front Hum Neurosci 8:991, 2015) and in deriving meaning in social contexts (Klin et al. in Handbook of autism and pervasive developmental disorders, Wiley, Hoboken, 2005). However, researchers often use stimuli that conflate salient emotional and social information. Using a matched-pairs design, the impact of emotional and social information on emotional language in pre-school and school-age children, with and without ASD, was assessed with a picture description task comprising rated stimuli from the Pictures with Social Contexts and Emotional Scenes database (Teh et al. in Behav Res Methods, https://doi.org/10.3758/s13428-017-0947-x , 2017). Results showed both groups with ASD produced fewer emotional terms than typically developing children, but the effects were moderated by valence, social engagement, and age. Implications for theory and clinical practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-018-3659-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371
in Journal of Autism and Developmental Disorders > 48-12 (December 2018) . - p.4138-4154[article] Emotional Processing in Autism Spectrum Disorders: Effects of Age, Emotional Valence, and Social Engagement on Emotional Language Use [Texte imprimé et/ou numérique] / E. J. TEH, Auteur ; M. J. YAP, Auteur ; S. J. RICKARD LIOW, Auteur . - p.4138-4154.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-12 (December 2018) . - p.4138-4154
Mots-clés : Autism spectrum disorders Emotion deficits Emotional development Emotional language Picture descriptions Social context Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASD) show deficits in reporting others' emotions (Lartseva et al. in Front Hum Neurosci 8:991, 2015) and in deriving meaning in social contexts (Klin et al. in Handbook of autism and pervasive developmental disorders, Wiley, Hoboken, 2005). However, researchers often use stimuli that conflate salient emotional and social information. Using a matched-pairs design, the impact of emotional and social information on emotional language in pre-school and school-age children, with and without ASD, was assessed with a picture description task comprising rated stimuli from the Pictures with Social Contexts and Emotional Scenes database (Teh et al. in Behav Res Methods, https://doi.org/10.3758/s13428-017-0947-x , 2017). Results showed both groups with ASD produced fewer emotional terms than typically developing children, but the effects were moderated by valence, social engagement, and age. Implications for theory and clinical practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-018-3659-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371 Emotion Regulation in Young Children with Autism Spectrum Disorders / Lauren D. BERKOVITS in Journal of Autism and Developmental Disorders, 47-1 (January 2017)
[article]
Titre : Emotion Regulation in Young Children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Lauren D. BERKOVITS, Auteur ; Abbey EISENHOWER, Auteur ; Jan BLACHER, Auteur Article en page(s) : p.68-79 Langues : Anglais (eng) Mots-clés : Emotion regulation Emotional development Social development Self-regulation Index. décimale : PER Périodiques Résumé : There has been little research connecting underlying emotion processes (e.g., emotion regulation) to frequent behavior problems in young children with autism spectrum disorder (ASD). This study examined the stability of emotion regulation and its relationship with other aspects of child functioning. Participants included 108 children with ASD, ages 4–7, and their primary caregivers. ASD symptoms and cognitive/language abilities were assessed upon study entry. Parents reported on children’s emotion regulation, social skills and behavior problems at two time points, 10 months apart. Emotion dysregulation was stable and related strongly to social and behavioral functioning but was largely independent of IQ. Further analyses suggested that emotion dysregulation predicts increases in social and behavioral difficulties across time. Implications for intervention are discussed. En ligne : http://dx.doi.org/10.1007/s10803-016-2922-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298
in Journal of Autism and Developmental Disorders > 47-1 (January 2017) . - p.68-79[article] Emotion Regulation in Young Children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Lauren D. BERKOVITS, Auteur ; Abbey EISENHOWER, Auteur ; Jan BLACHER, Auteur . - p.68-79.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-1 (January 2017) . - p.68-79
Mots-clés : Emotion regulation Emotional development Social development Self-regulation Index. décimale : PER Périodiques Résumé : There has been little research connecting underlying emotion processes (e.g., emotion regulation) to frequent behavior problems in young children with autism spectrum disorder (ASD). This study examined the stability of emotion regulation and its relationship with other aspects of child functioning. Participants included 108 children with ASD, ages 4–7, and their primary caregivers. ASD symptoms and cognitive/language abilities were assessed upon study entry. Parents reported on children’s emotion regulation, social skills and behavior problems at two time points, 10 months apart. Emotion dysregulation was stable and related strongly to social and behavioral functioning but was largely independent of IQ. Further analyses suggested that emotion dysregulation predicts increases in social and behavioral difficulties across time. Implications for intervention are discussed. En ligne : http://dx.doi.org/10.1007/s10803-016-2922-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298