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Subgroups in language trajectories from 4 to 11 years: the nature and predictors of stable, improving and decreasing language trajectory groups / Cristina MCKEAN in Journal of Child Psychology and Psychiatry, 58-10 (October 2017)
[article]
Titre : Subgroups in language trajectories from 4 to 11 years: the nature and predictors of stable, improving and decreasing language trajectory groups Type de document : Texte imprimé et/ou numérique Auteurs : Cristina MCKEAN, Auteur ; Darren WRAITH, Auteur ; Patricia EADIE, Auteur ; Fallon COOK, Auteur ; Fiona MENSAH, Auteur ; Sheena REILLY, Auteur Article en page(s) : p.1081-1091 Langues : Anglais (eng) Mots-clés : Language development language disorder longitudinal trajectory latent class Index. décimale : PER Périodiques Résumé : Background Little is known about the nature, range and prevalence of different subgroups in language trajectories extant in a population from 4 to 11 years. This hinders strategic targeting and design of interventions, particularly targeting those whose difficulties will likely persist. Methods Children's language abilities from 4 to 11 years were investigated in a specialist language longitudinal community cohort (N = 1,910). Longitudinal trajectory latent class modelling was used to characterise trajectories and identify subgroups. Multinomial logistic regression was used to identify predictors associated with the language trajectories children followed. Results Three language trajectory groups were identified: ‘stable’ (94% of participants), ‘low-decreasing’ (4%) and ‘low-improving’ (2%). A range of child and family factors were identified that were associated with following either the low-improving or low-increasing language trajectory; many of them shared. The low-improving group was associated with mostly environmental risks: non-English-speaking background, social disadvantage and few children's books in the home. The low-decreasing group was associated with mainly biological risks: low birth weight, socioemotional problems, lower family literacy and learning disability. Conclusions By 4 years, services can be confident that most children with low language will remain low to 11 years. Using rigid cut-points in language ability to target interventions is not recommended due to continued individual variability in language development. Service delivery models should incorporate monitoring over time, targeting according to language abilities and associated risks and delivery of a continuum of interventions across the continuum of need. En ligne : http://dx.doi.org/10.1111/jcpp.12790 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321
in Journal of Child Psychology and Psychiatry > 58-10 (October 2017) . - p.1081-1091[article] Subgroups in language trajectories from 4 to 11 years: the nature and predictors of stable, improving and decreasing language trajectory groups [Texte imprimé et/ou numérique] / Cristina MCKEAN, Auteur ; Darren WRAITH, Auteur ; Patricia EADIE, Auteur ; Fallon COOK, Auteur ; Fiona MENSAH, Auteur ; Sheena REILLY, Auteur . - p.1081-1091.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 58-10 (October 2017) . - p.1081-1091
Mots-clés : Language development language disorder longitudinal trajectory latent class Index. décimale : PER Périodiques Résumé : Background Little is known about the nature, range and prevalence of different subgroups in language trajectories extant in a population from 4 to 11 years. This hinders strategic targeting and design of interventions, particularly targeting those whose difficulties will likely persist. Methods Children's language abilities from 4 to 11 years were investigated in a specialist language longitudinal community cohort (N = 1,910). Longitudinal trajectory latent class modelling was used to characterise trajectories and identify subgroups. Multinomial logistic regression was used to identify predictors associated with the language trajectories children followed. Results Three language trajectory groups were identified: ‘stable’ (94% of participants), ‘low-decreasing’ (4%) and ‘low-improving’ (2%). A range of child and family factors were identified that were associated with following either the low-improving or low-increasing language trajectory; many of them shared. The low-improving group was associated with mostly environmental risks: non-English-speaking background, social disadvantage and few children's books in the home. The low-decreasing group was associated with mainly biological risks: low birth weight, socioemotional problems, lower family literacy and learning disability. Conclusions By 4 years, services can be confident that most children with low language will remain low to 11 years. Using rigid cut-points in language ability to target interventions is not recommended due to continued individual variability in language development. Service delivery models should incorporate monitoring over time, targeting according to language abilities and associated risks and delivery of a continuum of interventions across the continuum of need. En ligne : http://dx.doi.org/10.1111/jcpp.12790 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321 An emotion recognition subtyping approach to studying the heterogeneity and comorbidity of autism spectrum disorders and attention-deficit/hyperactivity disorder / F. WADDINGTON in Journal of Neurodevelopmental Disorders, 10-1 (December 2018)
[article]
Titre : An emotion recognition subtyping approach to studying the heterogeneity and comorbidity of autism spectrum disorders and attention-deficit/hyperactivity disorder Type de document : Texte imprimé et/ou numérique Auteurs : F. WADDINGTON, Auteur ; Catharina A. HARTMAN, Auteur ; Y. DE BRUIJN, Auteur ; M. LAPPENSCHAAR, Auteur ; A. OERLEMANS, Auteur ; Jan K. BUITELAAR, Auteur ; B. FRANKE, Auteur ; Nanda N. ROMMELSE, Auteur Année de publication : 2018 Article en page(s) : 31 p. Langues : Anglais (eng) Mots-clés : Attention-deficit/hyperactivity disorder Autism spectrum disorders Emotion recognition Factor mixture modelling Latent class Index. décimale : PER Périodiques Résumé : BACKGROUND: Emotion recognition dysfunction has been reported in both autism spectrum disorders (ASD) and attention-deficit/hyperactivity disorder (ADHD). This suggests that emotion recognition is a cross-disorder trait that may be utilised to understand the heterogeneous psychopathology of ASD and ADHD. We aimed to identify emotion recognition subtypes and to examine their relation with quantitative and diagnostic measures of ASD and ADHD to gain further insight into disorder comorbidity and heterogeneity. METHODS: Factor mixture modelling was used on speed and accuracy measures of auditory and visual emotion recognition tasks. These were administered to children and adolescents with ASD (N = 89), comorbid ASD + ADHD (N = 64), their unaffected siblings (N = 122), ADHD (N = 111), their unaffected siblings (N = 69), and controls (N = 220). Identified classes were compared on diagnostic and quantitative symptom measures. RESULTS: A four-class solution was revealed, with the following emotion recognition abilities: (1) average visual, impulsive auditory; (2) average-strong visual and auditory; (3) impulsive/imprecise visual, average auditory; (4) weak visual and auditory. The weakest performing class (4) contained the highest percentage of patients (66.07%) and the lowest percentage controls (10.09%), scoring the highest on ASD/ADHD measures. The best performing class (2) demonstrated the opposite: 48.98% patients, 15.26% controls with relatively low scores on ASD/ADHD measures. CONCLUSIONS: Subgroups of youths can be identified that differ both in quantitative and qualitative aspects of emotion recognition abilities. Weak emotion recognition abilities across sensory domains are linked to an increased risk for ASD as well as ADHD, although emotion recognition impairments alone are neither necessary nor sufficient parts of these disorders. En ligne : http://dx.doi.org/10.1186/s11689-018-9249-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386
in Journal of Neurodevelopmental Disorders > 10-1 (December 2018) . - 31 p.[article] An emotion recognition subtyping approach to studying the heterogeneity and comorbidity of autism spectrum disorders and attention-deficit/hyperactivity disorder [Texte imprimé et/ou numérique] / F. WADDINGTON, Auteur ; Catharina A. HARTMAN, Auteur ; Y. DE BRUIJN, Auteur ; M. LAPPENSCHAAR, Auteur ; A. OERLEMANS, Auteur ; Jan K. BUITELAAR, Auteur ; B. FRANKE, Auteur ; Nanda N. ROMMELSE, Auteur . - 2018 . - 31 p.
Langues : Anglais (eng)
in Journal of Neurodevelopmental Disorders > 10-1 (December 2018) . - 31 p.
Mots-clés : Attention-deficit/hyperactivity disorder Autism spectrum disorders Emotion recognition Factor mixture modelling Latent class Index. décimale : PER Périodiques Résumé : BACKGROUND: Emotion recognition dysfunction has been reported in both autism spectrum disorders (ASD) and attention-deficit/hyperactivity disorder (ADHD). This suggests that emotion recognition is a cross-disorder trait that may be utilised to understand the heterogeneous psychopathology of ASD and ADHD. We aimed to identify emotion recognition subtypes and to examine their relation with quantitative and diagnostic measures of ASD and ADHD to gain further insight into disorder comorbidity and heterogeneity. METHODS: Factor mixture modelling was used on speed and accuracy measures of auditory and visual emotion recognition tasks. These were administered to children and adolescents with ASD (N = 89), comorbid ASD + ADHD (N = 64), their unaffected siblings (N = 122), ADHD (N = 111), their unaffected siblings (N = 69), and controls (N = 220). Identified classes were compared on diagnostic and quantitative symptom measures. RESULTS: A four-class solution was revealed, with the following emotion recognition abilities: (1) average visual, impulsive auditory; (2) average-strong visual and auditory; (3) impulsive/imprecise visual, average auditory; (4) weak visual and auditory. The weakest performing class (4) contained the highest percentage of patients (66.07%) and the lowest percentage controls (10.09%), scoring the highest on ASD/ADHD measures. The best performing class (2) demonstrated the opposite: 48.98% patients, 15.26% controls with relatively low scores on ASD/ADHD measures. CONCLUSIONS: Subgroups of youths can be identified that differ both in quantitative and qualitative aspects of emotion recognition abilities. Weak emotion recognition abilities across sensory domains are linked to an increased risk for ASD as well as ADHD, although emotion recognition impairments alone are neither necessary nor sufficient parts of these disorders. En ligne : http://dx.doi.org/10.1186/s11689-018-9249-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386