4 recherche sur le mot-clé 'Multi-informant'

Agreement in multi-informant assessment of behaviour and emotional problems and social functioning in adolescents with Autistic and Asperger's Disorder / Matthew I. JEPSEN in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1091-1098 Titre : Agreement in multi-informant assessment of behaviour and emotional problems and social functioning in adolescents with Autistic and Asperger's Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Matthew I. JEPSEN, Auteur ; Kylie M. GRAY, Auteur ; John R. TAFFE, Auteur Année de publication : 2012 Article en page(s) : p.1091-1098 Langues : Anglais (eng) Mots-clés : Autistic Disorder  Asperger's Disorder  Multi-informant  Assessment  Psychopathology  Social functioning Index. décimale : PER Périodiques Résumé : There is a paucity of evidence concerning the patterns of multi-informant agreement in populations with Autism Spectrum Disorders (ASD). This study compared ratings of behaviour and emotional problems and social functioning provided by 45 adolescents aged 12–18 years, with Autistic or Asperger's Disorder with ratings by their parents and teachers. Behaviour and emotional problems were measured using the Child Behaviour Checklist and social functioning was measured with the Social Skills Rating System. Moderate agreement was found between adolescent and parent ratings of psychopathology and social functioning. In general, parent and teacher ratings and adolescent and teacher ratings differed significantly. These findings suggest that behaviour varies across environmental contexts. Patterns of agreement between multiple informants observed in the current study frequently differed from those previously found in non-ASD populations. Clinicians and researchers need to consider a multi-informant approach to obtain a detailed picture of behaviour and emotional problems in adolescents with autism and Asperger's Disorder. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.02.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154 [article] Agreement in multi-informant assessment of behaviour and emotional problems and social functioning in adolescents with Autistic and Asperger's Disorder [Texte imprimé et/ou numérique] / Matthew I. JEPSEN, Auteur ; Kylie M. GRAY, Auteur ; John R. TAFFE, Auteur . - 2012 . - p.1091-1098. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1091-1098 Mots-clés : Autistic Disorder  Asperger's Disorder  Multi-informant  Assessment  Psychopathology  Social functioning Index. décimale : PER Périodiques Résumé : There is a paucity of evidence concerning the patterns of multi-informant agreement in populations with Autism Spectrum Disorders (ASD). This study compared ratings of behaviour and emotional problems and social functioning provided by 45 adolescents aged 12–18 years, with Autistic or Asperger's Disorder with ratings by their parents and teachers. Behaviour and emotional problems were measured using the Child Behaviour Checklist and social functioning was measured with the Social Skills Rating System. Moderate agreement was found between adolescent and parent ratings of psychopathology and social functioning. In general, parent and teacher ratings and adolescent and teacher ratings differed significantly. These findings suggest that behaviour varies across environmental contexts. Patterns of agreement between multiple informants observed in the current study frequently differed from those previously found in non-ASD populations. Clinicians and researchers need to consider a multi-informant approach to obtain a detailed picture of behaviour and emotional problems in adolescents with autism and Asperger's Disorder. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.02.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154

A latent class analysis of parent–child discrepancies in reports of peer victimization: Associations to child sexual abuse status and psychological adjustment / Amélie TREMBLAY-PERREAULT in Development and Psychopathology, 34-3 (August 2022)  

Public ISBD [article]  inDevelopment and Psychopathology > 34-3 (August 2022) . - p.889-900 Titre : A latent class analysis of parent–child discrepancies in reports of peer victimization: Associations to child sexual abuse status and psychological adjustment Type de document : Texte imprimé et/ou numérique Auteurs : Amélie TREMBLAY-PERREAULT, Auteur ; Martine HEBERT, Auteur ; Laetitia Mélissande AMEDEE, Auteur Article en page(s) : p.889-900 Langues : Anglais (eng) Mots-clés : child sexual abuse  multi-informant  parent–child discrepancies  peer victimization  psychological adjustment Index. décimale : PER Périodiques Résumé : Researchers face an important challenge when assessing peer victimization in children, since self-reports are often discrepant with parent-reports. A latent class analysis identified patterns of response to items assessing peer victimization, which were either divergent or convergent between the parent and the child. Classes were then compared on the child sexual abuse status and on various behavioral and social outcomes. Participants were 720 school-aged child victims of sexual abuse and a comparison group of 173 nonvictims and their caregivers. We identified two discordant subgroups (self-identified and parent-identified) and two concordant groups (nonvictims and concordant victims of peer victimization). Compared to children of the comparison group, sexually abused children were five times more likely to be identified as targets of peer victimization solely by their parent than the contrary. Sexually abused children with concordant reports of peer victimization showed the poorest adjustment on all studied outcomes assessed 6 months later. Children who discounted experiencing peer victimization while their parent reported it were also at risk of maladjustment. Results underscore the importance of supplementing self-reports with other available sources of information, especially in young and vulnerable populations who may be inclined to discount their victimization experiences. En ligne : http://dx.doi.org/10.1017/S0954579420001522 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 [article] A latent class analysis of parent–child discrepancies in reports of peer victimization: Associations to child sexual abuse status and psychological adjustment [Texte imprimé et/ou numérique] / Amélie TREMBLAY-PERREAULT, Auteur ; Martine HEBERT, Auteur ; Laetitia Mélissande AMEDEE, Auteur . - p.889-900. Langues : Anglais (eng) in Development and Psychopathology > 34-3 (August 2022) . - p.889-900 Mots-clés : child sexual abuse  multi-informant  parent–child discrepancies  peer victimization  psychological adjustment Index. décimale : PER Périodiques Résumé : Researchers face an important challenge when assessing peer victimization in children, since self-reports are often discrepant with parent-reports. A latent class analysis identified patterns of response to items assessing peer victimization, which were either divergent or convergent between the parent and the child. Classes were then compared on the child sexual abuse status and on various behavioral and social outcomes. Participants were 720 school-aged child victims of sexual abuse and a comparison group of 173 nonvictims and their caregivers. We identified two discordant subgroups (self-identified and parent-identified) and two concordant groups (nonvictims and concordant victims of peer victimization). Compared to children of the comparison group, sexually abused children were five times more likely to be identified as targets of peer victimization solely by their parent than the contrary. Sexually abused children with concordant reports of peer victimization showed the poorest adjustment on all studied outcomes assessed 6 months later. Children who discounted experiencing peer victimization while their parent reported it were also at risk of maladjustment. Results underscore the importance of supplementing self-reports with other available sources of information, especially in young and vulnerable populations who may be inclined to discount their victimization experiences. En ligne : http://dx.doi.org/10.1017/S0954579420001522 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485

Perceived Social Competence and Loneliness Among Young Children with ASD: Child, Parent and Teacher Reports / Sasha M. ZEEDYK in Journal of Autism and Developmental Disorders, 46-2 (February 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-2 (February 2016) . - p.436-449 Titre : Perceived Social Competence and Loneliness Among Young Children with ASD: Child, Parent and Teacher Reports Type de document : Texte imprimé et/ou numérique Auteurs : Sasha M. ZEEDYK, Auteur ; Shana R. COHEN, Auteur ; Abbey EISENHOWER, Auteur ; Jan BLACHER, Auteur Année de publication : 2016 Article en page(s) : p.436-449 Langues : Anglais (eng) Mots-clés : Loneliness  Social competence  Child self-report  Multi-informant  Student–teacher relationships Index. décimale : PER Périodiques Résumé : Perceived loneliness and social competence were assessed for 127 children with ASD without comorbid ID, 4–7 years old, through child self-report. Using an abbreviated version of the Loneliness and Social Dissatisfaction Questionnaire (LSDQ; Cassidy and Asher in Child Dev 63:250–365, 1992), the majority of children reported friendships, yet a considerable proportion also reported social difficulties. Factor analysis of the abbreviated LSDQ identified three factors, which were significantly associated with parent- and teacher-reported variables. Regression analyses revealed parent-reported social skills deficits and teacher-reported conflict in the student–teacher relationship to be associated with child-reported loneliness. Implications for practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-015-2575-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=280 [article] Perceived Social Competence and Loneliness Among Young Children with ASD: Child, Parent and Teacher Reports [Texte imprimé et/ou numérique] / Sasha M. ZEEDYK, Auteur ; Shana R. COHEN, Auteur ; Abbey EISENHOWER, Auteur ; Jan BLACHER, Auteur . - 2016 . - p.436-449. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-2 (February 2016) . - p.436-449 Mots-clés : Loneliness  Social competence  Child self-report  Multi-informant  Student–teacher relationships Index. décimale : PER Périodiques Résumé : Perceived loneliness and social competence were assessed for 127 children with ASD without comorbid ID, 4–7 years old, through child self-report. Using an abbreviated version of the Loneliness and Social Dissatisfaction Questionnaire (LSDQ; Cassidy and Asher in Child Dev 63:250–365, 1992), the majority of children reported friendships, yet a considerable proportion also reported social difficulties. Factor analysis of the abbreviated LSDQ identified three factors, which were significantly associated with parent- and teacher-reported variables. Regression analyses revealed parent-reported social skills deficits and teacher-reported conflict in the student–teacher relationship to be associated with child-reported loneliness. Implications for practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-015-2575-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=280

The Screening Accuracy of the Parent and Teacher-Reported Social Responsiveness Scale (SRS): Comparison with the 3Di and ADOS / Jorieke DUVEKOT in Journal of Autism and Developmental Disorders, 45-6 (June 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1658-1672 Titre : The Screening Accuracy of the Parent and Teacher-Reported Social Responsiveness Scale (SRS): Comparison with the 3Di and ADOS Type de document : Texte imprimé et/ou numérique Auteurs : Jorieke DUVEKOT, Auteur ; Jan VAN DER ENDE, Auteur ; Frank C. VERHULST, Auteur ; Kirstin GREAVES-LORD, Auteur Article en page(s) : p.1658-1672 Langues : Anglais (eng) Mots-clés : Social Responsiveness Scale (SRS)  Autism spectrum disorder (ASD)  Screening  Multi-informant Index. décimale : PER Périodiques Résumé : The screening accuracy of the parent and teacher-reported Social Responsiveness Scale (SRS) was compared with an autism spectrum disorder (ASD) classification according to (1) the Developmental, Dimensional, and Diagnostic Interview (3Di), (2) the Autism Diagnostic Observation Schedule (ADOS), (3) both the 3Di and ADOS, in 186 children referred to six mental health centers. The parent report showed excellent correspondence to an ASD classification according to the 3Di and both the 3Di and ADOS. The teacher report added significantly to the screening accuracy over and above the parent report when compared with the ADOS classification. Findings support the screening utility of the parent-reported SRS among clinically referred children and indicate that different informants may provide unique information relevant for ASD assessment. En ligne : http://dx.doi.org/10.1007/s10803-014-2323-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] The Screening Accuracy of the Parent and Teacher-Reported Social Responsiveness Scale (SRS): Comparison with the 3Di and ADOS [Texte imprimé et/ou numérique] / Jorieke DUVEKOT, Auteur ; Jan VAN DER ENDE, Auteur ; Frank C. VERHULST, Auteur ; Kirstin GREAVES-LORD, Auteur . - p.1658-1672. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1658-1672 Mots-clés : Social Responsiveness Scale (SRS)  Autism spectrum disorder (ASD)  Screening  Multi-informant Index. décimale : PER Périodiques Résumé : The screening accuracy of the parent and teacher-reported Social Responsiveness Scale (SRS) was compared with an autism spectrum disorder (ASD) classification according to (1) the Developmental, Dimensional, and Diagnostic Interview (3Di), (2) the Autism Diagnostic Observation Schedule (ADOS), (3) both the 3Di and ADOS, in 186 children referred to six mental health centers. The parent report showed excellent correspondence to an ASD classification according to the 3Di and both the 3Di and ADOS. The teacher report added significantly to the screening accuracy over and above the parent report when compared with the ADOS classification. Findings support the screening utility of the parent-reported SRS among clinically referred children and indicate that different informants may provide unique information relevant for ASD assessment. En ligne : http://dx.doi.org/10.1007/s10803-014-2323-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259