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Differences in Autism Symptoms Between Minority and Non-Minority Toddlers / Saime TEK in Journal of Autism and Developmental Disorders, 42-9 (September 2012)
[article]
Titre : Differences in Autism Symptoms Between Minority and Non-Minority Toddlers Type de document : Texte imprimé et/ou numérique Auteurs : Saime TEK, Auteur ; Rebecca LANDA, Auteur Année de publication : 2012 Article en page(s) : p.1967-1973 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Toddlers Early symptoms Minority Index. décimale : PER Périodiques Résumé : Little is known about whether early symptom presentation differs in toddlers with ASD from ethnic minority versus non-minority backgrounds. Within a treatment study for toddlers with ASD, we compared 19 minority to 65 Caucasian children and their parents on variables obtained from the Mullen Scales of Early Learning, Autism Diagnostic Observation Schedule, and Communication and Symbolic Behavior Scales Caregiver Questionnaire. The majority of parents were from the upper classes irrespective of ethnic membership. Minority children had lower scores in language, communication, and gross motor than non-minority children. Findings indicate that subtle communication delays may be undetected or presumed unremarkable by parents of minority toddlers, and that more significant delays are needed to prompt the search for intervention services. En ligne : http://dx.doi.org/10.1007/s10803-012-1445-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=180
in Journal of Autism and Developmental Disorders > 42-9 (September 2012) . - p.1967-1973[article] Differences in Autism Symptoms Between Minority and Non-Minority Toddlers [Texte imprimé et/ou numérique] / Saime TEK, Auteur ; Rebecca LANDA, Auteur . - 2012 . - p.1967-1973.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 42-9 (September 2012) . - p.1967-1973
Mots-clés : Autism spectrum disorder Toddlers Early symptoms Minority Index. décimale : PER Périodiques Résumé : Little is known about whether early symptom presentation differs in toddlers with ASD from ethnic minority versus non-minority backgrounds. Within a treatment study for toddlers with ASD, we compared 19 minority to 65 Caucasian children and their parents on variables obtained from the Mullen Scales of Early Learning, Autism Diagnostic Observation Schedule, and Communication and Symbolic Behavior Scales Caregiver Questionnaire. The majority of parents were from the upper classes irrespective of ethnic membership. Minority children had lower scores in language, communication, and gross motor than non-minority children. Findings indicate that subtle communication delays may be undetected or presumed unremarkable by parents of minority toddlers, and that more significant delays are needed to prompt the search for intervention services. En ligne : http://dx.doi.org/10.1007/s10803-012-1445-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=180 Parent-Teacher Agreement on Social Skills and Behavior Problems Among Ethnically Diverse Preschoolers with Autism Spectrum Disorder / B. THOMPSON in Journal of Autism and Developmental Disorders, 48-9 (September 2018)
[article]
Titre : Parent-Teacher Agreement on Social Skills and Behavior Problems Among Ethnically Diverse Preschoolers with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : B. THOMPSON, Auteur ; A. WINSLER, Auteur Article en page(s) : p.3163-3175 Langues : Anglais (eng) Mots-clés : Autism Behavior Minority Parent-teacher agreement Preschool Socioemotional Index. décimale : PER Périodiques Résumé : Parents and teachers provide complimentary information in the assessment of preschoolers so it is important to understand parent-teacher agreement, especially for children with autism. Parents and teachers rated an ethnically diverse sample of preschoolers with autism (N = 257; 67% Latino) on the Devereux Early Childhood Assessment (LeBuffe and Naglieri in Devereux Early Childhood Assessment: User's guide, Kaplan Press, Lewisville, 1999). Correlations between parent and teacher ratings were moderate and significant for social skills (r = 0.20-0.37) but near zero for behavioral concerns. Parents rated children as having stronger social skills and fewer behavioral concerns than teachers, unlike prior research with typically developing preschoolers. Both informants rated White/other children more positively than minority children on several subscales, although agreement was similar across groups. Implications for practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-018-3570-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367
in Journal of Autism and Developmental Disorders > 48-9 (September 2018) . - p.3163-3175[article] Parent-Teacher Agreement on Social Skills and Behavior Problems Among Ethnically Diverse Preschoolers with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / B. THOMPSON, Auteur ; A. WINSLER, Auteur . - p.3163-3175.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-9 (September 2018) . - p.3163-3175
Mots-clés : Autism Behavior Minority Parent-teacher agreement Preschool Socioemotional Index. décimale : PER Périodiques Résumé : Parents and teachers provide complimentary information in the assessment of preschoolers so it is important to understand parent-teacher agreement, especially for children with autism. Parents and teachers rated an ethnically diverse sample of preschoolers with autism (N = 257; 67% Latino) on the Devereux Early Childhood Assessment (LeBuffe and Naglieri in Devereux Early Childhood Assessment: User's guide, Kaplan Press, Lewisville, 1999). Correlations between parent and teacher ratings were moderate and significant for social skills (r = 0.20-0.37) but near zero for behavioral concerns. Parents rated children as having stronger social skills and fewer behavioral concerns than teachers, unlike prior research with typically developing preschoolers. Both informants rated White/other children more positively than minority children on several subscales, although agreement was similar across groups. Implications for practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-018-3570-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367 Examining the Efficacy of a Family Peer Advocate Model for Black and Hispanic Caregivers of Children with Autism Spectrum Disorder / J. M. JAMISON in Journal of Autism and Developmental Disorders, 47-5 (May 2017)
[article]
Titre : Examining the Efficacy of a Family Peer Advocate Model for Black and Hispanic Caregivers of Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : J. M. JAMISON, Auteur ; E. FOURIE, Auteur ; P. M. SIPER, Auteur ; M. P. TRELLES, Auteur ; Julia GEORGE-JONES, Auteur ; A. BUXBAUM GRICE, Auteur ; J. KRATA, Auteur ; E. HOLL, Auteur ; J. SHAOUL, Auteur ; B. HERNANDEZ, Auteur ; L. MITCHELL, Auteur ; M. M. MCKAY, Auteur ; Joseph D. BUXBAUM, Auteur ; Alexander KOLEVZON, Auteur Article en page(s) : p.1314-1322 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Family peer advocate Minority Caregiver stress Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) affects individuals across all racial and ethnic groups, yet rates of diagnosis are disproportionately higher for Black and Hispanic children. Caregivers of children with ASD experience significant stressors, which have been associated with parental strain, inadequate utilization of mental health services and lower quality of life. The family peer advocate (FPA) model has been utilized across service delivery systems to provide family-to-family support, facilitate engagement, and increase access to care. This study used a randomized controlled design to examine the efficacy of FPAs in a racially and ethnically diverse sample. Results demonstrate significantly increased knowledge of ASD and reduced levels of stress for caregivers who received the FPA intervention as compared to treatment as usual. En ligne : http://dx.doi.org/10.1007/s10803-017-3045-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305
in Journal of Autism and Developmental Disorders > 47-5 (May 2017) . - p.1314-1322[article] Examining the Efficacy of a Family Peer Advocate Model for Black and Hispanic Caregivers of Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / J. M. JAMISON, Auteur ; E. FOURIE, Auteur ; P. M. SIPER, Auteur ; M. P. TRELLES, Auteur ; Julia GEORGE-JONES, Auteur ; A. BUXBAUM GRICE, Auteur ; J. KRATA, Auteur ; E. HOLL, Auteur ; J. SHAOUL, Auteur ; B. HERNANDEZ, Auteur ; L. MITCHELL, Auteur ; M. M. MCKAY, Auteur ; Joseph D. BUXBAUM, Auteur ; Alexander KOLEVZON, Auteur . - p.1314-1322.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-5 (May 2017) . - p.1314-1322
Mots-clés : Autism spectrum disorder Family peer advocate Minority Caregiver stress Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) affects individuals across all racial and ethnic groups, yet rates of diagnosis are disproportionately higher for Black and Hispanic children. Caregivers of children with ASD experience significant stressors, which have been associated with parental strain, inadequate utilization of mental health services and lower quality of life. The family peer advocate (FPA) model has been utilized across service delivery systems to provide family-to-family support, facilitate engagement, and increase access to care. This study used a randomized controlled design to examine the efficacy of FPAs in a racially and ethnically diverse sample. Results demonstrate significantly increased knowledge of ASD and reduced levels of stress for caregivers who received the FPA intervention as compared to treatment as usual. En ligne : http://dx.doi.org/10.1007/s10803-017-3045-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305