25 recherche sur le mot-clé 'Peer Group'

Peer preferences and characteristics of same-group and cross-group social interactions among autistic and non-autistic adolescents / Y. L. CHEN in Autism, 25-7 (October 2021)  

Public ISBD [article]  inAutism > 25-7 (October 2021) . - p.1885-1900 Titre : Peer preferences and characteristics of same-group and cross-group social interactions among autistic and non-autistic adolescents Type de document : Texte imprimé et/ou numérique Auteurs : Y. L. CHEN, Auteur ; L. L. SENANDE, Auteur ; M. THORSEN, Auteur ; K. PATTEN, Auteur Article en page(s) : p.1885-1900 Langues : Anglais (eng) Mots-clés : Adolescent  Autism Spectrum Disorder  Autistic Disorder  Humans  Peer Group  Social Behavior  Social Interaction  adolescents  autism spectrum disorders  communication and language  environmental factors  social cognition and social behavior  of interest with respect to the research, authorship, and/or publication of this  article. Index. décimale : PER Périodiques Résumé : Autistic students often experience challenges in peer interactions, especially for young adolescents who are navigating the increased social expectations in secondary education. Previous research on the peer interactions of autistic adolescents mainly compared the social behaviors of autistic and non-autistic students and overlooked the peers in the social context. However, recent research has shown that the social challenges faced by autistic may not be solely contributed by their social differences, but a mismatch in the social communication styles between autistic and non-autistic people. As such, this study aimed to investigate the student-and-peer match in real-world peer interactions between six autistic and six non-autistic adolescents in an inclusive school club. We examined the odds of autistic and non-autistic students interacting with either an autistic peer, a non-autistic peer, or multiple peers, and the results showed that autistic students were more likely to interact with autistic peers then non-autistic peers. This preference for same-group peer interactions strengthened over the 5-month school club in both autistic and non-autistic students. We further found that same-group peer interactions, in both autistic and non-autistic students, were more likely to convey a social interest rather than a functional purpose or need, be sharing thoughts, experiences, or items rather than requesting help or objects, and be highly reciprocal than cross-group social behaviors. Collectively, our findings support that peer interaction outcomes may be determined by the match between the group memberships of the student and their peers, either autistic or non-autistic, rather than the student's autism diagnosis. En ligne : http://dx.doi.org/10.1177/13623613211005918 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4513 [article] Peer preferences and characteristics of same-group and cross-group social interactions among autistic and non-autistic adolescents [Texte imprimé et/ou numérique] / Y. L. CHEN, Auteur ; L. L. SENANDE, Auteur ; M. THORSEN, Auteur ; K. PATTEN, Auteur . - p.1885-1900. Langues : Anglais (eng) in Autism > 25-7 (October 2021) . - p.1885-1900 Mots-clés : Adolescent  Autism Spectrum Disorder  Autistic Disorder  Humans  Peer Group  Social Behavior  Social Interaction  adolescents  autism spectrum disorders  communication and language  environmental factors  social cognition and social behavior  of interest with respect to the research, authorship, and/or publication of this  article. Index. décimale : PER Périodiques Résumé : Autistic students often experience challenges in peer interactions, especially for young adolescents who are navigating the increased social expectations in secondary education. Previous research on the peer interactions of autistic adolescents mainly compared the social behaviors of autistic and non-autistic students and overlooked the peers in the social context. However, recent research has shown that the social challenges faced by autistic may not be solely contributed by their social differences, but a mismatch in the social communication styles between autistic and non-autistic people. As such, this study aimed to investigate the student-and-peer match in real-world peer interactions between six autistic and six non-autistic adolescents in an inclusive school club. We examined the odds of autistic and non-autistic students interacting with either an autistic peer, a non-autistic peer, or multiple peers, and the results showed that autistic students were more likely to interact with autistic peers then non-autistic peers. This preference for same-group peer interactions strengthened over the 5-month school club in both autistic and non-autistic students. We further found that same-group peer interactions, in both autistic and non-autistic students, were more likely to convey a social interest rather than a functional purpose or need, be sharing thoughts, experiences, or items rather than requesting help or objects, and be highly reciprocal than cross-group social behaviors. Collectively, our findings support that peer interaction outcomes may be determined by the match between the group memberships of the student and their peers, either autistic or non-autistic, rather than the student's autism diagnosis. En ligne : http://dx.doi.org/10.1177/13623613211005918 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4513

Peer preferences and characteristics of same-group and cross-group social interactions among autistic and non-autistic adolescents / Yu-Lun CHEN in Autism, 26-7 (October 2022)  

Public ISBD [article]  inAutism > 26-7 (October 2022) . - p.1885-1900 Titre : Peer preferences and characteristics of same-group and cross-group social interactions among autistic and non-autistic adolescents Type de document : Texte imprimé et/ou numérique Auteurs : Yu-Lun CHEN, Auteur ; Laura L. SENANDE, Auteur ; Michael THORSEN, Auteur ; Kristie PATTEN, Auteur Article en page(s) : p.1885-1900 Langues : Anglais (eng) Mots-clés : Adolescent  Autism Spectrum Disorder  Autistic Disorder  Humans  Peer Group  Social Behavior  Social Interaction  adolescents  autism spectrum disorders  communication and language  environmental factors  social cognition and social behavior  conflicts of interest with respect to the research, authorship, and/or  publication of this article. Index. décimale : PER Périodiques Résumé : Autistic students often experience challenges in peer interactions, especially for young adolescents who are navigating the increased social expectations in secondary education. Previous research on the peer interactions of autistic adolescents mainly compared the social behaviors of autistic and non-autistic students and overlooked the peers in the social context. However, recent research has shown that the social challenges faced by autistic may not be solely contributed by their social differences, but a mismatch in the social communication styles between autistic and non-autistic people. As such, this study aimed to investigate the student-and-peer match in real-world peer interactions between six autistic and six non-autistic adolescents in an inclusive school club. We examined the odds of autistic and non-autistic students interacting with either an autistic peer, a non-autistic peer, or multiple peers, and the results showed that autistic students were more likely to interact with autistic peers then non-autistic peers. This preference for same-group peer interactions strengthened over the 5-month school club in both autistic and non-autistic students. We further found that same-group peer interactions, in both autistic and non-autistic students, were more likely to convey a social interest rather than a functional purpose or need, be sharing thoughts, experiences, or items rather than requesting help or objects, and be highly reciprocal than cross-group social behaviors. Collectively, our findings support that peer interaction outcomes may be determined by the match between the group memberships of the student and their peers, either autistic or non-autistic, rather than the student's autism diagnosis. En ligne : http://dx.doi.org/10.1177/13623613211005918 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4846 [article] Peer preferences and characteristics of same-group and cross-group social interactions among autistic and non-autistic adolescents [Texte imprimé et/ou numérique] / Yu-Lun CHEN, Auteur ; Laura L. SENANDE, Auteur ; Michael THORSEN, Auteur ; Kristie PATTEN, Auteur . - p.1885-1900. Langues : Anglais (eng) in Autism > 26-7 (October 2022) . - p.1885-1900 Mots-clés : Adolescent  Autism Spectrum Disorder  Autistic Disorder  Humans  Peer Group  Social Behavior  Social Interaction  adolescents  autism spectrum disorders  communication and language  environmental factors  social cognition and social behavior  conflicts of interest with respect to the research, authorship, and/or  publication of this article. Index. décimale : PER Périodiques Résumé : Autistic students often experience challenges in peer interactions, especially for young adolescents who are navigating the increased social expectations in secondary education. Previous research on the peer interactions of autistic adolescents mainly compared the social behaviors of autistic and non-autistic students and overlooked the peers in the social context. However, recent research has shown that the social challenges faced by autistic may not be solely contributed by their social differences, but a mismatch in the social communication styles between autistic and non-autistic people. As such, this study aimed to investigate the student-and-peer match in real-world peer interactions between six autistic and six non-autistic adolescents in an inclusive school club. We examined the odds of autistic and non-autistic students interacting with either an autistic peer, a non-autistic peer, or multiple peers, and the results showed that autistic students were more likely to interact with autistic peers then non-autistic peers. This preference for same-group peer interactions strengthened over the 5-month school club in both autistic and non-autistic students. We further found that same-group peer interactions, in both autistic and non-autistic students, were more likely to convey a social interest rather than a functional purpose or need, be sharing thoughts, experiences, or items rather than requesting help or objects, and be highly reciprocal than cross-group social behaviors. Collectively, our findings support that peer interaction outcomes may be determined by the match between the group memberships of the student and their peers, either autistic or non-autistic, rather than the student's autism diagnosis. En ligne : http://dx.doi.org/10.1177/13623613211005918 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4846

Naturalistic evaluation of preschoolers' spontaneous interactions: The Autism Peer Interaction Observation Scale / Nirit BAUMINGER in Autism, 25-6 (August 2021)  

Public ISBD [article]  inAutism > 25-6 (August 2021) . - p.1520-1535 Titre : Naturalistic evaluation of preschoolers' spontaneous interactions: The Autism Peer Interaction Observation Scale Type de document : Texte imprimé et/ou numérique Auteurs : Nirit BAUMINGER, Auteur ; A. SHEFER, Auteur Article en page(s) : p.1520-1535 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis  Autistic Disorder  Child  Child, Preschool  Communication  Early Intervention, Educational  Humans  Peer Group  autism spectrum disorder  naturalistic observation tool  peer interaction  preschool children  social communication  of interest with respect to the research, authorship, and/or publication of this  article. Index. décimale : PER Périodiques Résumé : Peer interaction can be challenging in autism spectrum disorder, but naturalistic peer-observation scales for preschoolers are limited. This study examined the newly developed Autism Peer Interaction Observation Scale, with 17 subcategories, which evaluate naturalistic peer interaction processes in preschoolers with autism spectrum disorder and typical development. We tested the Autism Peer Interaction Observation Scale to (a) characterize peer interactions of preschoolers with autism spectrum disorder who were cognitively able versus typical age-mates, (b) explore each group's hierarchical pattern of peer interaction behaviors, and (c) identify Autism Peer Interaction Observation Scale's links with standard reports for assessing social-communication functioning (Vineland Behavior Scales, 2nd ed.), social impairment (Social Responsiveness Scale, 2nd ed.), autism severity (Autism Diagnostic Observation Schedule, 2nd ed.), and intelligence quotient (Mullen) in the cognitively able preschoolers with autism spectrum disorder group. Participants comprised 85 preschoolers (50 cognitively able preschoolers with autism spectrum disorder, intelligence quotient?>?75; 35 typical). Groups were matched according to age, intelligence quotient, and maternal education. Significant group differences emerged on all Autism Peer Interaction Observation Scale categories, with the typical group showing better social-communication functioning as compared to the cognitively able preschoolers with autism spectrum disorder group. Also, in cognitively able preschoolers with autism spectrum disorder that observed as demonstrating more typical peer relations on the Autism Peer Interaction Observation Scale showed better adaptive and socialization skills on the Vineland (Vineland Behavior Scales, 2nd ed.) and fewer social atypicalities on the Social Responsiveness Scale, 2nd ed. Higher intelligence quotient scores were linked with better observed social-communication functioning (on Autism Peer Interaction Observation Scale). Few Autism Peer Interaction Observation Scale social-communicative categories significantly correlated with the Autism Diagnostic Observation Schedule, 2nd ed. Findings highlight the Autism Peer Interaction Observation Scale as differentiating the two preschooler groups and providing additional knowledge about socially communicative peer interaction in natural settings. This new tool can help personalize social-communication programs and evaluations of early intervention outcomes, thereby leading to a fuller picture of these young children's functioning. En ligne : http://dx.doi.org/10.1177/1362361321989919 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4510 [article] Naturalistic evaluation of preschoolers' spontaneous interactions: The Autism Peer Interaction Observation Scale [Texte imprimé et/ou numérique] / Nirit BAUMINGER, Auteur ; A. SHEFER, Auteur . - p.1520-1535. Langues : Anglais (eng) in Autism > 25-6 (August 2021) . - p.1520-1535 Mots-clés : Autism Spectrum Disorder/diagnosis  Autistic Disorder  Child  Child, Preschool  Communication  Early Intervention, Educational  Humans  Peer Group  autism spectrum disorder  naturalistic observation tool  peer interaction  preschool children  social communication  of interest with respect to the research, authorship, and/or publication of this  article. Index. décimale : PER Périodiques Résumé : Peer interaction can be challenging in autism spectrum disorder, but naturalistic peer-observation scales for preschoolers are limited. This study examined the newly developed Autism Peer Interaction Observation Scale, with 17 subcategories, which evaluate naturalistic peer interaction processes in preschoolers with autism spectrum disorder and typical development. We tested the Autism Peer Interaction Observation Scale to (a) characterize peer interactions of preschoolers with autism spectrum disorder who were cognitively able versus typical age-mates, (b) explore each group's hierarchical pattern of peer interaction behaviors, and (c) identify Autism Peer Interaction Observation Scale's links with standard reports for assessing social-communication functioning (Vineland Behavior Scales, 2nd ed.), social impairment (Social Responsiveness Scale, 2nd ed.), autism severity (Autism Diagnostic Observation Schedule, 2nd ed.), and intelligence quotient (Mullen) in the cognitively able preschoolers with autism spectrum disorder group. Participants comprised 85 preschoolers (50 cognitively able preschoolers with autism spectrum disorder, intelligence quotient?>?75; 35 typical). Groups were matched according to age, intelligence quotient, and maternal education. Significant group differences emerged on all Autism Peer Interaction Observation Scale categories, with the typical group showing better social-communication functioning as compared to the cognitively able preschoolers with autism spectrum disorder group. Also, in cognitively able preschoolers with autism spectrum disorder that observed as demonstrating more typical peer relations on the Autism Peer Interaction Observation Scale showed better adaptive and socialization skills on the Vineland (Vineland Behavior Scales, 2nd ed.) and fewer social atypicalities on the Social Responsiveness Scale, 2nd ed. Higher intelligence quotient scores were linked with better observed social-communication functioning (on Autism Peer Interaction Observation Scale). Few Autism Peer Interaction Observation Scale social-communicative categories significantly correlated with the Autism Diagnostic Observation Schedule, 2nd ed. Findings highlight the Autism Peer Interaction Observation Scale as differentiating the two preschooler groups and providing additional knowledge about socially communicative peer interaction in natural settings. This new tool can help personalize social-communication programs and evaluations of early intervention outcomes, thereby leading to a fuller picture of these young children's functioning. En ligne : http://dx.doi.org/10.1177/1362361321989919 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4510

Naturalistic evaluation of preschoolers' spontaneous interactions: The Autism Peer Interaction Observation Scale / Nirit BAUMINGER-ZVIELY in Autism, 26-6 (August 2022)  

Public ISBD [article]  inAutism > 26-6 (August 2022) . - p.1520-1535 Titre : Naturalistic evaluation of preschoolers' spontaneous interactions: The Autism Peer Interaction Observation Scale Type de document : Texte imprimé et/ou numérique Auteurs : Nirit BAUMINGER-ZVIELY, Auteur ; Analia SHEFER, Auteur Article en page(s) : p.1520-1535 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis  Autistic Disorder  Child  Child, Preschool  Communication  Early Intervention, Educational  Humans  Peer Group  autism spectrum disorder  naturalistic observation tool  peer interaction  preschool children  social communication  conflicts of interest with respect to the research, authorship, and/or  publication of this article. Index. décimale : PER Périodiques Résumé : Peer interaction can be challenging in autism spectrum disorder, but naturalistic peer-observation scales for preschoolers are limited. This study examined the newly developed Autism Peer Interaction Observation Scale, with 17 subcategories, which evaluate naturalistic peer interaction processes in preschoolers with autism spectrum disorder and typical development. We tested the Autism Peer Interaction Observation Scale to (a) characterize peer interactions of preschoolers with autism spectrum disorder who were cognitively able versus typical age-mates, (b) explore each group's hierarchical pattern of peer interaction behaviors, and (c) identify Autism Peer Interaction Observation Scale's links with standard reports for assessing social-communication functioning (Vineland Behavior Scales, 2nd ed.), social impairment (Social Responsiveness Scale, 2nd ed.), autism severity (Autism Diagnostic Observation Schedule, 2nd ed.), and intelligence quotient (Mullen) in the cognitively able preschoolers with autism spectrum disorder group. Participants comprised 85 preschoolers (50 cognitively able preschoolers with autism spectrum disorder, intelligence quotient>75; 35 typical). Groups were matched according to age, intelligence quotient, and maternal education. Significant group differences emerged on all Autism Peer Interaction Observation Scale categories, with the typical group showing better social-communication functioning as compared to the cognitively able preschoolers with autism spectrum disorder group. Also, in cognitively able preschoolers with autism spectrum disorder that observed as demonstrating more typical peer relations on the Autism Peer Interaction Observation Scale showed better adaptive and socialization skills on the Vineland (Vineland Behavior Scales, 2nd ed.) and fewer social atypicalities on the Social Responsiveness Scale, 2nd ed. Higher intelligence quotient scores were linked with better observed social-communication functioning (on Autism Peer Interaction Observation Scale). Few Autism Peer Interaction Observation Scale social-communicative categories significantly correlated with the Autism Diagnostic Observation Schedule, 2nd ed. Findings highlight the Autism Peer Interaction Observation Scale as differentiating the two preschooler groups and providing additional knowledge about socially communicative peer interaction in natural settings. This new tool can help personalize social-communication programs and evaluations of early intervention outcomes, thereby leading to a fuller picture of these young children's functioning. En ligne : http://dx.doi.org/10.1177/1362361321989919 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4841 [article] Naturalistic evaluation of preschoolers' spontaneous interactions: The Autism Peer Interaction Observation Scale [Texte imprimé et/ou numérique] / Nirit BAUMINGER-ZVIELY, Auteur ; Analia SHEFER, Auteur . - p.1520-1535. Langues : Anglais (eng) in Autism > 26-6 (August 2022) . - p.1520-1535 Mots-clés : Autism Spectrum Disorder/diagnosis  Autistic Disorder  Child  Child, Preschool  Communication  Early Intervention, Educational  Humans  Peer Group  autism spectrum disorder  naturalistic observation tool  peer interaction  preschool children  social communication  conflicts of interest with respect to the research, authorship, and/or  publication of this article. Index. décimale : PER Périodiques Résumé : Peer interaction can be challenging in autism spectrum disorder, but naturalistic peer-observation scales for preschoolers are limited. This study examined the newly developed Autism Peer Interaction Observation Scale, with 17 subcategories, which evaluate naturalistic peer interaction processes in preschoolers with autism spectrum disorder and typical development. We tested the Autism Peer Interaction Observation Scale to (a) characterize peer interactions of preschoolers with autism spectrum disorder who were cognitively able versus typical age-mates, (b) explore each group's hierarchical pattern of peer interaction behaviors, and (c) identify Autism Peer Interaction Observation Scale's links with standard reports for assessing social-communication functioning (Vineland Behavior Scales, 2nd ed.), social impairment (Social Responsiveness Scale, 2nd ed.), autism severity (Autism Diagnostic Observation Schedule, 2nd ed.), and intelligence quotient (Mullen) in the cognitively able preschoolers with autism spectrum disorder group. Participants comprised 85 preschoolers (50 cognitively able preschoolers with autism spectrum disorder, intelligence quotient>75; 35 typical). Groups were matched according to age, intelligence quotient, and maternal education. Significant group differences emerged on all Autism Peer Interaction Observation Scale categories, with the typical group showing better social-communication functioning as compared to the cognitively able preschoolers with autism spectrum disorder group. Also, in cognitively able preschoolers with autism spectrum disorder that observed as demonstrating more typical peer relations on the Autism Peer Interaction Observation Scale showed better adaptive and socialization skills on the Vineland (Vineland Behavior Scales, 2nd ed.) and fewer social atypicalities on the Social Responsiveness Scale, 2nd ed. Higher intelligence quotient scores were linked with better observed social-communication functioning (on Autism Peer Interaction Observation Scale). Few Autism Peer Interaction Observation Scale social-communicative categories significantly correlated with the Autism Diagnostic Observation Schedule, 2nd ed. Findings highlight the Autism Peer Interaction Observation Scale as differentiating the two preschooler groups and providing additional knowledge about socially communicative peer interaction in natural settings. This new tool can help personalize social-communication programs and evaluations of early intervention outcomes, thereby leading to a fuller picture of these young children's functioning. En ligne : http://dx.doi.org/10.1177/1362361321989919 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4841

Acceptability of A Virtual Mind-Body Group Intervention for Teen Siblings of Children with Autism Spectrum Disorder / Lucy FELL in Journal of Autism and Developmental Disorders, 52-12 (December 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-12 (December 2022) . - p.5243-5252 Titre : Acceptability of A Virtual Mind-Body Group Intervention for Teen Siblings of Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Lucy FELL, Auteur ; Brett GOSHE, Auteur ; Lara TRAEGER, Auteur ; Giselle PEREZ, Auteur ; Dorothea IANNUZZI, Auteur ; Elyse PARK, Auteur ; Karen A. KUHLTHAU, Auteur ; Christina LUBERTO, Auteur Année de publication : 2022 Article en page(s) : p.5243-5252 Langues : Anglais (eng) Mots-clés : Child  Humans  Adolescent  Autism Spectrum Disorder/therapy/psychology  Siblings/psychology  Adaptation, Psychological  Peer Group  Asd  Acceptability  Intervention  Sibling  Teenager  Telehealth Index. décimale : PER Périodiques Résumé : Teenage siblings of children with autism spectrum disorder (ASD) are at risk of worse mental health outcomes than their peers, yet there have been few interventions focused on improving their psychosocial wellbeing. This study explored the acceptability of an 8-session virtual group mind-body resiliency intervention for teen siblings of children with ASD. We used mixed methods to assess quantitative and qualitative survey results. Participants reported that the intervention had the right amount of sessions (88%), structure (74%), and duration (89%). Most participants felt comfortable during sessions (74%), found it helpful to learn mind-body exercises (74%), and that the intervention helped in coping with stress (71%). Though participants were satisfied with the opportunity to meet peers, they desired more social connection. En ligne : http://dx.doi.org/10.1007/s10803-022-05500-7 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4897 [article] Acceptability of A Virtual Mind-Body Group Intervention for Teen Siblings of Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Lucy FELL, Auteur ; Brett GOSHE, Auteur ; Lara TRAEGER, Auteur ; Giselle PEREZ, Auteur ; Dorothea IANNUZZI, Auteur ; Elyse PARK, Auteur ; Karen A. KUHLTHAU, Auteur ; Christina LUBERTO, Auteur . - 2022 . - p.5243-5252. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-12 (December 2022) . - p.5243-5252 Mots-clés : Child  Humans  Adolescent  Autism Spectrum Disorder/therapy/psychology  Siblings/psychology  Adaptation, Psychological  Peer Group  Asd  Acceptability  Intervention  Sibling  Teenager  Telehealth Index. décimale : PER Périodiques Résumé : Teenage siblings of children with autism spectrum disorder (ASD) are at risk of worse mental health outcomes than their peers, yet there have been few interventions focused on improving their psychosocial wellbeing. This study explored the acceptability of an 8-session virtual group mind-body resiliency intervention for teen siblings of children with ASD. We used mixed methods to assess quantitative and qualitative survey results. Participants reported that the intervention had the right amount of sessions (88%), structure (74%), and duration (89%). Most participants felt comfortable during sessions (74%), found it helpful to learn mind-body exercises (74%), and that the intervention helped in coping with stress (71%). Though participants were satisfied with the opportunity to meet peers, they desired more social connection. En ligne : http://dx.doi.org/10.1007/s10803-022-05500-7 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4897

Family cohesion and the relations among peer victimization and depression: A random intercepts cross-lagged model / Stephanie S. FREDRICK in Development and Psychopathology, 34-4 (October 2022)  

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Mental health problems moderate the association between teacher violence and children's social status in East Africa: A multi-informant study combining self- and peer-reports / Tobias HECKER in Development and Psychopathology, 34-4 (October 2022)  

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Onset of substance use: Deviant peer, sex, and sympathetic nervous system predictors / J. Benjamin HINNANT in Development and Psychopathology, 34-4 (October 2022)  

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Peer contagion dynamics in the friendships of children with ADHD / Sébastien NORMAND in Journal of Child Psychology and Psychiatry, 63-12 (December 2022)  

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Peer Experiences of Military Spouses with Children with Autism in a Distance Peer Mentoring Program: A Pilot Study / J. M. D. KREMKOW in Journal of Autism and Developmental Disorders, 52-1 (January 2022)  

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