Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Résultat de la recherche
3 recherche sur le mot-clé 'Schooling'
Affiner la recherche Générer le flux rss de la recherche
Partager le résultat de cette recherche Faire une suggestion
Schooling and variation in the COMT gene: the devil is in the details / Daniel B. CAMPBELL in Journal of Child Psychology and Psychiatry, 54-10 (October 2013)
[article]
Titre : Schooling and variation in the COMT gene: the devil is in the details Type de document : Texte imprimé et/ou numérique Auteurs : Daniel B. CAMPBELL, Auteur ; Johanna BICK, Auteur ; Carolyn M. YRIGOLLEN, Auteur ; Maria LEE, Auteur ; Antony JOSEPH, Auteur ; Joseph T. CHANG, Auteur ; Elena L. GRIGORENKO, Auteur ; LEARNING DISABILITIES PROJECT ZAMBIA,, Auteur Article en page(s) : p.1056-1065 Langues : Anglais (eng) Mots-clés : Schooling nonverbal intelligence the COMT gene haplotype analysis haplo.glm interaction effects Index. décimale : PER Périodiques Résumé : Background Schooling is considered one of the major contributors to the development of intelligence within societies and individuals. Genetic variation might modulate the impact of schooling and explain, at least partially, the presence of individual differences in classrooms. Method We studied a sample of 1,502 children (mean age = 11.7 years) from Zambia. Approximately 57% of these children were enrolled in school, and the rest were not. To quantify genetic variation, we investigated a number of common polymorphisms in the catechol-O-methyltransferase (COMT) gene that controls the production of the protein thought to account for 60% of the dopamine degradation in the prefrontal cortex. Results Haplotype analyses generated results ranging from the presence to absence of significant interactions between a number of COMT haplotypes and indicators of schooling (i.e., in- vs. out-of-school and grade completed) in the prediction of nonverbal intelligence, depending on the parameter specification. However, an investigation of the distribution of corresponding p-values suggested that these positive results were false. Conclusions Convincing evidence that the variation in the COMT gene is associated with individual differences in nonverbal intelligence either directly or through interactions with schooling was not found. p-values produced by the method of testing for haplotype effects employed here may be sensitive to parameter settings, invalid under default settings, and should be checked for validity through simulation. En ligne : http://dx.doi.org/10.1111/jcpp.12120 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212
in Journal of Child Psychology and Psychiatry > 54-10 (October 2013) . - p.1056-1065[article] Schooling and variation in the COMT gene: the devil is in the details [Texte imprimé et/ou numérique] / Daniel B. CAMPBELL, Auteur ; Johanna BICK, Auteur ; Carolyn M. YRIGOLLEN, Auteur ; Maria LEE, Auteur ; Antony JOSEPH, Auteur ; Joseph T. CHANG, Auteur ; Elena L. GRIGORENKO, Auteur ; LEARNING DISABILITIES PROJECT ZAMBIA,, Auteur . - p.1056-1065.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 54-10 (October 2013) . - p.1056-1065
Mots-clés : Schooling nonverbal intelligence the COMT gene haplotype analysis haplo.glm interaction effects Index. décimale : PER Périodiques Résumé : Background Schooling is considered one of the major contributors to the development of intelligence within societies and individuals. Genetic variation might modulate the impact of schooling and explain, at least partially, the presence of individual differences in classrooms. Method We studied a sample of 1,502 children (mean age = 11.7 years) from Zambia. Approximately 57% of these children were enrolled in school, and the rest were not. To quantify genetic variation, we investigated a number of common polymorphisms in the catechol-O-methyltransferase (COMT) gene that controls the production of the protein thought to account for 60% of the dopamine degradation in the prefrontal cortex. Results Haplotype analyses generated results ranging from the presence to absence of significant interactions between a number of COMT haplotypes and indicators of schooling (i.e., in- vs. out-of-school and grade completed) in the prediction of nonverbal intelligence, depending on the parameter specification. However, an investigation of the distribution of corresponding p-values suggested that these positive results were false. Conclusions Convincing evidence that the variation in the COMT gene is associated with individual differences in nonverbal intelligence either directly or through interactions with schooling was not found. p-values produced by the method of testing for haplotype effects employed here may be sensitive to parameter settings, invalid under default settings, and should be checked for validity through simulation. En ligne : http://dx.doi.org/10.1111/jcpp.12120 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212 Characteristics of Young Adults with Autism Spectrum Disorder Performing Different Daytime Activities / A. KNUPPEL in Journal of Autism and Developmental Disorders, 49-2 (February 2019)
[article]
Titre : Characteristics of Young Adults with Autism Spectrum Disorder Performing Different Daytime Activities Type de document : Texte imprimé et/ou numérique Auteurs : A. KNUPPEL, Auteur ; G. K. TELLEUS, Auteur ; H. JAKOBSEN, Auteur ; M. B. LAURITSEN, Auteur Article en page(s) : p.542-555 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Daytime activity Education Occupation Schooling Index. décimale : PER Périodiques Résumé : Daytime activity, in terms of engagement in an occupation or education, is highly important for individuals with autism spectrum disorder (ASD), regardless of their level of functioning. In this nationwide survey, the parents of young adults diagnosed with ASD in childhood (n = 1266) provided information about the current daytime activity of their child, as well as behavioral characteristics, comorbidity, history of schooling during primary and secondary school, and availability of support. The young adults without a regular daytime activity constituted approximately one-fifth of the sample and had more behavioral difficulties and comorbidities than young adults with a daytime activity. Intellectual disability, part-time job, history of schooling, including type of school, and availability of support were found to be associated with daytime activity. En ligne : http://dx.doi.org/10.1007/s10803-018-3730-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=382
in Journal of Autism and Developmental Disorders > 49-2 (February 2019) . - p.542-555[article] Characteristics of Young Adults with Autism Spectrum Disorder Performing Different Daytime Activities [Texte imprimé et/ou numérique] / A. KNUPPEL, Auteur ; G. K. TELLEUS, Auteur ; H. JAKOBSEN, Auteur ; M. B. LAURITSEN, Auteur . - p.542-555.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-2 (February 2019) . - p.542-555
Mots-clés : Autism spectrum disorder Daytime activity Education Occupation Schooling Index. décimale : PER Périodiques Résumé : Daytime activity, in terms of engagement in an occupation or education, is highly important for individuals with autism spectrum disorder (ASD), regardless of their level of functioning. In this nationwide survey, the parents of young adults diagnosed with ASD in childhood (n = 1266) provided information about the current daytime activity of their child, as well as behavioral characteristics, comorbidity, history of schooling during primary and secondary school, and availability of support. The young adults without a regular daytime activity constituted approximately one-fifth of the sample and had more behavioral difficulties and comorbidities than young adults with a daytime activity. Intellectual disability, part-time job, history of schooling, including type of school, and availability of support were found to be associated with daytime activity. En ligne : http://dx.doi.org/10.1007/s10803-018-3730-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=382 Predictors of Changes in Daily Activity in Transition-Age Autistic Youth / Jonathan A WEISS in Autism Research, 14-2 (February 2021)
[article]
Titre : Predictors of Changes in Daily Activity in Transition-Age Autistic Youth Type de document : Texte imprimé et/ou numérique Auteurs : Jonathan A WEISS, Auteur ; Jonathan K. Y. LAI, Auteur ; Vivian LEE, Auteur ; Yona LUNSKY, Auteur Article en page(s) : p.324-332 Langues : Anglais (eng) Mots-clés : adulthood autism community employment schooling services transition-age youth Index. décimale : PER Périodiques Résumé : Transitioning into adulthood is fraught with challenges for autistic youth. A greater understanding of the facilitators of community involvement in school and employment during this period is warranted. The current study examines changes in service need and receipt, and the stability of accessing daily structured activities, for autistic young adults over their transition period compared to adolescents and adults that did not enter the transition period. Baseline caregiver survey data were taken from the Canadian Autism Spectrum Disorders Alliance National Autism Needs Assessment Survey in 2014, and caregivers (n = 304) completed the same set of questions in 2017 about sociodemographic factors, clinical need, service receipt and typical weekday activities. Three cohorts were compared: (1) pretransition age youth, (2) transition-age youth, and (3) young adults who were past transition age. Results suggest that transition-age youth were found to have a unique set of priority service needs compared to pre transition-age adolescent and to adult groups, and both transition-age and adult groups had lower levels of priority service receipt compared to pretransition-age adolescents. The transition-age group experienced the greatest loss of structured weekday activity between time points, and were more likely than pretransition-age adolescents to not have structured weekday activities at Time 2. A recovery of structured daily activity was not observed in young adults. Our results highlight the tumultuous nature of the transition period for autistic youth, which continues into adulthood, and the urgent need for supports during this time. LAY SUMMARY: This research highlights that autistic young people who are transitioning to adulthood are at greatest risk of losing structured weekday activities, and that once in adulthood, many continue to struggle to obtain meaningful community engagement. These results can help guide the design of adolescent and young adult transition programs. En ligne : http://dx.doi.org/10.1002/aur.2371 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=441
in Autism Research > 14-2 (February 2021) . - p.324-332[article] Predictors of Changes in Daily Activity in Transition-Age Autistic Youth [Texte imprimé et/ou numérique] / Jonathan A WEISS, Auteur ; Jonathan K. Y. LAI, Auteur ; Vivian LEE, Auteur ; Yona LUNSKY, Auteur . - p.324-332.
Langues : Anglais (eng)
in Autism Research > 14-2 (February 2021) . - p.324-332
Mots-clés : adulthood autism community employment schooling services transition-age youth Index. décimale : PER Périodiques Résumé : Transitioning into adulthood is fraught with challenges for autistic youth. A greater understanding of the facilitators of community involvement in school and employment during this period is warranted. The current study examines changes in service need and receipt, and the stability of accessing daily structured activities, for autistic young adults over their transition period compared to adolescents and adults that did not enter the transition period. Baseline caregiver survey data were taken from the Canadian Autism Spectrum Disorders Alliance National Autism Needs Assessment Survey in 2014, and caregivers (n = 304) completed the same set of questions in 2017 about sociodemographic factors, clinical need, service receipt and typical weekday activities. Three cohorts were compared: (1) pretransition age youth, (2) transition-age youth, and (3) young adults who were past transition age. Results suggest that transition-age youth were found to have a unique set of priority service needs compared to pre transition-age adolescent and to adult groups, and both transition-age and adult groups had lower levels of priority service receipt compared to pretransition-age adolescents. The transition-age group experienced the greatest loss of structured weekday activity between time points, and were more likely than pretransition-age adolescents to not have structured weekday activities at Time 2. A recovery of structured daily activity was not observed in young adults. Our results highlight the tumultuous nature of the transition period for autistic youth, which continues into adulthood, and the urgent need for supports during this time. LAY SUMMARY: This research highlights that autistic young people who are transitioning to adulthood are at greatest risk of losing structured weekday activities, and that once in adulthood, many continue to struggle to obtain meaningful community engagement. These results can help guide the design of adolescent and young adult transition programs. En ligne : http://dx.doi.org/10.1002/aur.2371 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=441