91 recherche sur le mot-clé 'Preschool'

Preschool Deployment of Evidence-Based Social Communication Intervention: JASPER in the Classroom / Ya-Chih CHANG in Journal of Autism and Developmental Disorders, 46-6 (June 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-6 (June 2016) . - p.2211-2223 Titre : Preschool Deployment of Evidence-Based Social Communication Intervention: JASPER in the Classroom Type de document : Texte imprimé et/ou numérique Auteurs : Ya-Chih CHANG, Auteur ; Stephanie Y. SHIRE, Auteur ; Wendy SHIH, Auteur ; Carolyn GELFAND, Auteur ; Connie KASARI, Auteur Article en page(s) : p.2211-2223 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  JASPER  Preschool  Teachers  Joint attention  Implementation Index. décimale : PER Périodiques Résumé : Few research-developed early intervention models have been deployed to and tested in real world preschool programs. In this study, teaching staff implemented a social communication modularized intervention, JASPER, in their daily program. Sixty-six preschool children with autism in twelve classrooms (12 teachers) were randomized to receive immediate JASPER training (IT) or were waitlisted (WL) for 3 months with a 1-month follow up. Measures of core deficits (initiations of joint engagement, joint attention gestures and language, play skills) and standardized cognitive measures were improved for IT over WL children. IT teachers achieved and maintained high fidelity. Teachers can implement evidence-based interventions with significant improvements in core deficits of their children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2752-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289 [article] Preschool Deployment of Evidence-Based Social Communication Intervention: JASPER in the Classroom [Texte imprimé et/ou numérique] / Ya-Chih CHANG, Auteur ; Stephanie Y. SHIRE, Auteur ; Wendy SHIH, Auteur ; Carolyn GELFAND, Auteur ; Connie KASARI, Auteur . - p.2211-2223. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-6 (June 2016) . - p.2211-2223 Mots-clés : Autism spectrum disorder  JASPER  Preschool  Teachers  Joint attention  Implementation Index. décimale : PER Périodiques Résumé : Few research-developed early intervention models have been deployed to and tested in real world preschool programs. In this study, teaching staff implemented a social communication modularized intervention, JASPER, in their daily program. Sixty-six preschool children with autism in twelve classrooms (12 teachers) were randomized to receive immediate JASPER training (IT) or were waitlisted (WL) for 3 months with a 1-month follow up. Measures of core deficits (initiations of joint engagement, joint attention gestures and language, play skills) and standardized cognitive measures were improved for IT over WL children. IT teachers achieved and maintained high fidelity. Teachers can implement evidence-based interventions with significant improvements in core deficits of their children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2752-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289

Preschool irritability predicts child psychopathology, functional impairment, and service use at age nine / Lea R. DOUGHERTY in Journal of Child Psychology and Psychiatry, 56-9 (September 2015)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 56-9 (September 2015) . - p.999-1007 Titre : Preschool irritability predicts child psychopathology, functional impairment, and service use at age nine Type de document : Texte imprimé et/ou numérique Auteurs : Lea R. DOUGHERTY, Auteur ; Victoria C. SMITH, Auteur ; Sara J. BUFFERD, Auteur ; Ellen KESSEL, Auteur ; Gabrielle A. CARLSON, Auteur ; Daniel N. KLEIN, Auteur Article en page(s) : p.999-1007 Langues : Anglais (eng) Mots-clés : Preschool  irritability  longitudinal  mood dysregulation Index. décimale : PER Périodiques Résumé : Background Little is known about the predictive validity and clinical significance of chronic irritability during early childhood. This prospective, longitudinal study examined associations of preschool chronic irritability with psychiatric disorders, functional impairment, and service use at age nine in a large community sample. Methods Four hundred and forty-six children were assessed at age three and again at age nine. Child psychopathology and functional impairment were assessed at age three with the Preschool Age Psychiatric Assessment (PAPA) with parents and at age nine with the Kiddie-Schedule of Affective Disorders and Schizophrenia (K-SADS) with parents and children. Items from the PAPA were used to create a dimensional measure of chronic irritability at age three. At age nine, mothers, fathers, and youth completed the Child Depression Inventory (CDI) and the Screen for Anxiety Related Disorders (SCARED). Results Chronic irritability at age three predicted any current and lifetime anxiety disorders at age nine, current and lifetime generalized anxiety disorder, and current separation anxiety, after controlling for baseline anxiety disorders. In addition, preschool irritability predicted increases in anxiety and disruptive behavior disorder symptoms on the K-SADS, and maternal and paternal reports of depressive and anxiety symptoms on the CDI and SCARED. Lastly, preschool irritability predicted greater functional impairment and outpatient treatment use, even after controlling for all psychiatric disorders at baseline. Conclusions Findings underscore the central role of irritability in developmental psychopathology and support the importance of early detection and interventions targeting preschool irritability. En ligne : http://dx.doi.org/10.1111/jcpp.12403 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267 [article] Preschool irritability predicts child psychopathology, functional impairment, and service use at age nine [Texte imprimé et/ou numérique] / Lea R. DOUGHERTY, Auteur ; Victoria C. SMITH, Auteur ; Sara J. BUFFERD, Auteur ; Ellen KESSEL, Auteur ; Gabrielle A. CARLSON, Auteur ; Daniel N. KLEIN, Auteur . - p.999-1007. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 56-9 (September 2015) . - p.999-1007 Mots-clés : Preschool  irritability  longitudinal  mood dysregulation Index. décimale : PER Périodiques Résumé : Background Little is known about the predictive validity and clinical significance of chronic irritability during early childhood. This prospective, longitudinal study examined associations of preschool chronic irritability with psychiatric disorders, functional impairment, and service use at age nine in a large community sample. Methods Four hundred and forty-six children were assessed at age three and again at age nine. Child psychopathology and functional impairment were assessed at age three with the Preschool Age Psychiatric Assessment (PAPA) with parents and at age nine with the Kiddie-Schedule of Affective Disorders and Schizophrenia (K-SADS) with parents and children. Items from the PAPA were used to create a dimensional measure of chronic irritability at age three. At age nine, mothers, fathers, and youth completed the Child Depression Inventory (CDI) and the Screen for Anxiety Related Disorders (SCARED). Results Chronic irritability at age three predicted any current and lifetime anxiety disorders at age nine, current and lifetime generalized anxiety disorder, and current separation anxiety, after controlling for baseline anxiety disorders. In addition, preschool irritability predicted increases in anxiety and disruptive behavior disorder symptoms on the K-SADS, and maternal and paternal reports of depressive and anxiety symptoms on the CDI and SCARED. Lastly, preschool irritability predicted greater functional impairment and outpatient treatment use, even after controlling for all psychiatric disorders at baseline. Conclusions Findings underscore the central role of irritability in developmental psychopathology and support the importance of early detection and interventions targeting preschool irritability. En ligne : http://dx.doi.org/10.1111/jcpp.12403 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267

Preschool predictors of childhood anxiety disorders: a prospective community study / Lars WICHSTROM in Journal of Child Psychology and Psychiatry, 54-12 (December 2013)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 54-12 (December 2013) . - p.1327-1336 Titre : Preschool predictors of childhood anxiety disorders: a prospective community study Type de document : Texte imprimé et/ou numérique Auteurs : Lars WICHSTROM, Auteur ; Jay BELSKY, Auteur ; Turid Suzanne BERG-NIELSEN, Auteur Article en page(s) : p.1327-1336 Langues : Anglais (eng) Mots-clés : Preschool  anxiety  behavioral inhibition  bullying  social competence Index. décimale : PER Périodiques Résumé : Background Anxiety disorders are often present at preschool age. Research on older children and studies contrasting preschoolers with high versus low behavioral inhibition (BI) highlight several risk factors, but these have not been investigated in community samples of young children. Child, parent, and peer factors at age 4 were therefore examined as potential predictors of anxiety disorders at age 6. Methods Two birth cohorts of 4-year olds living in the city of Trondheim, Norway, were screened for emotional and behavioral problems. A subsample oversampled for emotional and behavioral problems were drawn to take part in the study; 82.1% consented. Parents of 1000 children were interviewed with the Preschool Age Psychiatric Assessment and provided ratings of children's BI, victimization by peers and their own anxiety symptoms. Assessments of attachment and parent–child interaction were based on observation. Preschool teachers rated children's social competence. Children were reassessed after 2 years (N = 797). Results High scores on BI, attention-deficient/hyperactivity disorder, parental anxiety, and peer victimization, along with low scores on social skills at age 4 collectively predicted anxiety disorders at age 6 after controlling for initial anxiety and other disorders. The effect of parental anxiety did only apply to children with high levels of BI. No effects of age-4 anxiety, gender, parenting, parental SES, divorce, peer acceptance, or attachment emerged. Conclusions Behavioral inhibition, parental anxiety, and peer victimization function as risk factors whereas high social competence may protect against anxiety disorders in young children. En ligne : http://dx.doi.org/10.1111/jcpp.12116 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219 [article] Preschool predictors of childhood anxiety disorders: a prospective community study [Texte imprimé et/ou numérique] / Lars WICHSTROM, Auteur ; Jay BELSKY, Auteur ; Turid Suzanne BERG-NIELSEN, Auteur . - p.1327-1336. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 54-12 (December 2013) . - p.1327-1336 Mots-clés : Preschool  anxiety  behavioral inhibition  bullying  social competence Index. décimale : PER Périodiques Résumé : Background Anxiety disorders are often present at preschool age. Research on older children and studies contrasting preschoolers with high versus low behavioral inhibition (BI) highlight several risk factors, but these have not been investigated in community samples of young children. Child, parent, and peer factors at age 4 were therefore examined as potential predictors of anxiety disorders at age 6. Methods Two birth cohorts of 4-year olds living in the city of Trondheim, Norway, were screened for emotional and behavioral problems. A subsample oversampled for emotional and behavioral problems were drawn to take part in the study; 82.1% consented. Parents of 1000 children were interviewed with the Preschool Age Psychiatric Assessment and provided ratings of children's BI, victimization by peers and their own anxiety symptoms. Assessments of attachment and parent–child interaction were based on observation. Preschool teachers rated children's social competence. Children were reassessed after 2 years (N = 797). Results High scores on BI, attention-deficient/hyperactivity disorder, parental anxiety, and peer victimization, along with low scores on social skills at age 4 collectively predicted anxiety disorders at age 6 after controlling for initial anxiety and other disorders. The effect of parental anxiety did only apply to children with high levels of BI. No effects of age-4 anxiety, gender, parenting, parental SES, divorce, peer acceptance, or attachment emerged. Conclusions Behavioral inhibition, parental anxiety, and peer victimization function as risk factors whereas high social competence may protect against anxiety disorders in young children. En ligne : http://dx.doi.org/10.1111/jcpp.12116 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219

Preschool predictors of reading ability in the first year of schooling in children with ASD / Marleen F. WESTERVELD in Autism Research, 11-10 (October 2018)  

Public ISBD [article]  inAutism Research > 11-10 (October 2018) . - p.1332-1344 Titre : Preschool predictors of reading ability in the first year of schooling in children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Marleen F. WESTERVELD, Auteur ; J. PAYNTER, Auteur ; K. O'LEARY, Auteur ; D. TREMBATH, Auteur Article en page(s) : p.1332-1344 Langues : Anglais (eng) Mots-clés : autism  decoding  emergent literacy  longitudinal  preschool  reading Index. décimale : PER Périodiques Résumé : A high percentage of children with Autism Spectrum Disorder (ASD) show elevated challenges in learning to read. We investigated longitudinal predictors of reading skills in 41 children diagnosed with ASD. All children completed measures of precursor literacy skills at the age of 4-5 years, including phonological awareness, letter sound knowledge, rapid automatic naming, name writing, and phonological memory (digit span), along with measures of word- and passage-level reading skills in their first year of formal schooling. Nonverbal cognition and letter sound knowledge accounted for 53.4% of the variance in regular single word reading at school age, with letter sound knowledge a significant individual predictor. Overall, 18 children showed reading ability scores in the average range on a standardized test of passage-level reading ability, whereas 23 children performed below expectations. These groups differed significantly on all precursor literacy measures (at ages 4-5), except autism symptoms based on parent report. Group membership was significantly predicted by preschool receptive vocabulary, name writing, and rapid automatic naming, with high sensitivity and specificity. These results are discussed in reference to the literature describing early literacy predictors for typically developing children, highlighting key areas for future intervention and support. Autism Res 2018, 11: 1332-1344. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Children with autism are at increased risk of persistent reading difficulties. We examined whether preschool reading-related skills linked to later reading ability. Performance on the following three tasks administered at preschool predicted children who showed early reading success versus below expectations in their first year of school: vocabulary, name writing, and rapid naming of familiar objects and shapes. These results can inform future interventions. En ligne : http://dx.doi.org/10.1002/aur.1999 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369 [article] Preschool predictors of reading ability in the first year of schooling in children with ASD [Texte imprimé et/ou numérique] / Marleen F. WESTERVELD, Auteur ; J. PAYNTER, Auteur ; K. O'LEARY, Auteur ; D. TREMBATH, Auteur . - p.1332-1344. Langues : Anglais (eng) in Autism Research > 11-10 (October 2018) . - p.1332-1344 Mots-clés : autism  decoding  emergent literacy  longitudinal  preschool  reading Index. décimale : PER Périodiques Résumé : A high percentage of children with Autism Spectrum Disorder (ASD) show elevated challenges in learning to read. We investigated longitudinal predictors of reading skills in 41 children diagnosed with ASD. All children completed measures of precursor literacy skills at the age of 4-5 years, including phonological awareness, letter sound knowledge, rapid automatic naming, name writing, and phonological memory (digit span), along with measures of word- and passage-level reading skills in their first year of formal schooling. Nonverbal cognition and letter sound knowledge accounted for 53.4% of the variance in regular single word reading at school age, with letter sound knowledge a significant individual predictor. Overall, 18 children showed reading ability scores in the average range on a standardized test of passage-level reading ability, whereas 23 children performed below expectations. These groups differed significantly on all precursor literacy measures (at ages 4-5), except autism symptoms based on parent report. Group membership was significantly predicted by preschool receptive vocabulary, name writing, and rapid automatic naming, with high sensitivity and specificity. These results are discussed in reference to the literature describing early literacy predictors for typically developing children, highlighting key areas for future intervention and support. Autism Res 2018, 11: 1332-1344. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Children with autism are at increased risk of persistent reading difficulties. We examined whether preschool reading-related skills linked to later reading ability. Performance on the following three tasks administered at preschool predicted children who showed early reading success versus below expectations in their first year of school: vocabulary, name writing, and rapid naming of familiar objects and shapes. These results can inform future interventions. En ligne : http://dx.doi.org/10.1002/aur.1999 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369

Preschool Special Educators' Exposure to and Use of Evidence-Based and Low-Value Practices for Children with Autism / LeAnne JOHNSON ; Angel FETTIG in Focus on Autism and Other Developmental Disabilities, 39-3 (September 2024)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 39-3 (September 2024) . - p.150-162 Titre : Preschool Special Educators' Exposure to and Use of Evidence-Based and Low-Value Practices for Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : LeAnne JOHNSON, Auteur ; Angel FETTIG, Auteur Article en page(s) : p.150-162 Langues : Anglais (eng) Mots-clés : preschool  age  autism spectrum disorders  educational  evidence-based  practices  special education  personnel preparation Index. décimale : PER Périodiques Résumé : Exploring what practices early childhood special education (ECSE) teachers have been exposed to and use may highlight the need for improved dissemination and implementation supports. In this survey study, 312 U.S. ECSE teachers reported exposure (familiarity, training) and use of evidence-based practices (EBPs) and low-value practices (LVPs) for children with autism. Teachers reported high familiarity, training, and use of many EBPs (e.g., modeling, reinforcement), while other EBPs remain minimally used despite high familiarity (video modeling; 23.4%). Some teachers reported not using EBPs they had been trained in. Overall, teachers reported some familiarity and use of LVPs (m = 20.47, 0%-50.64%) and minimal training (preservice = 1.6%-33.33%). Research should explore exposure and other possible explanations of the limited use of effective practices. En ligne : https://dx.doi.org/10.1177/10883576241232898 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533 [article] Preschool Special Educators' Exposure to and Use of Evidence-Based and Low-Value Practices for Children with Autism [Texte imprimé et/ou numérique] / LeAnne JOHNSON, Auteur ; Angel FETTIG, Auteur . - p.150-162. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 39-3 (September 2024) . - p.150-162 Mots-clés : preschool  age  autism spectrum disorders  educational  evidence-based  practices  special education  personnel preparation Index. décimale : PER Périodiques Résumé : Exploring what practices early childhood special education (ECSE) teachers have been exposed to and use may highlight the need for improved dissemination and implementation supports. In this survey study, 312 U.S. ECSE teachers reported exposure (familiarity, training) and use of evidence-based practices (EBPs) and low-value practices (LVPs) for children with autism. Teachers reported high familiarity, training, and use of many EBPs (e.g., modeling, reinforcement), while other EBPs remain minimally used despite high familiarity (video modeling; 23.4%). Some teachers reported not using EBPs they had been trained in. Overall, teachers reported some familiarity and use of LVPs (m = 20.47, 0%-50.64%) and minimal training (preservice = 1.6%-33.33%). Research should explore exposure and other possible explanations of the limited use of effective practices. En ligne : https://dx.doi.org/10.1177/10883576241232898 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533

Preschool Staff Spot Social Communication Difficulties, But Not Restricted and Repetitive Behaviors in Young Autistic Children / E. NILSSON JOBS in Journal of Autism and Developmental Disorders, 49-5 (May 2019)  

Permalink

Examining Trajectories of Daily Living Skills over the Preschool Years for Children with Autism Spectrum Disorder / B. DI REZZE in Journal of Autism and Developmental Disorders, 49-11 (November 2019)  

Permalink

Parent Support of Preschool Peer Relationships in Younger Siblings of Children with Autism Spectrum Disorder / A. ESTES in Journal of Autism and Developmental Disorders, 48-4 (April 2018)  

Permalink

Spotting Signs of Autism in 3-Year-Olds: Comparing Information from Parents and Preschool Staff / E. NILSSON JOBS in Journal of Autism and Developmental Disorders, 49-3 (March 2019)  

Permalink

Brief Report: Longitudinal Improvements in the Quality of Joint Attention in Preschool Children with Autism / Kathy LAWTON in Journal of Autism and Developmental Disorders, 42-2 (February 2012)  

Permalink