6 recherche sur le mot-clé 'South Africa'

“Communities” in Community Engagement: Lessons Learned From Autism Research in South Korea and South Africa / Roy Richard GRINKER in Autism Research, 5-3 (June 2012)  

Public ISBD [article]  inAutism Research > 5-3 (June 2012) . - p.201-210 Titre : “Communities” in Community Engagement: Lessons Learned From Autism Research in South Korea and South Africa Type de document : texte imprimé Auteurs : Roy Richard GRINKER, Auteur ; Nola J. CHAMBERS, Auteur ; Nono NJONGWE, Auteur ; Adrienne E. LAGMAN, Auteur ; Whitney GUTHRIE, Auteur ; Sheri T. STRONACH, Auteur ; Bonnie O. RICHARD, Auteur ; Shuaib KAUCHALI, Auteur ; Beverley KILLIAN, Auteur ; Meera CHHAGAN, Auteur ; Fikri YUCEL, Auteur ; Mwenda KUDUMU, Auteur ; Christie BARKER-CUMMINGS, Auteur ; Judith K. GRETHER, Auteur ; Amy M. WETHERBY, Auteur Année de publication : 2012 Article en page(s) : p.201-210 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  community engagement  cross-cultural studies  epidemiology  Korea  South Africa Index. décimale : PER Périodiques Résumé : Little research has been conducted on behavioral characteristics of children with autism spectrum disorder (ASD) from diverse cultures within the US, or from countries outside of the US or Europe, with little reliable information yet reported from developing countries. We describe the process used to engage diverse communities in ASD research in two community-based research projects—an epidemiologic investigation of 7- to 12-year olds in South Korea and the Early Autism Project, an ASD detection program for 18- to 36-month-old Zulu-speaking children in South Africa. Despite the differences in wealth between these communities, ASD is underdiagnosed in both settings, and generally not reported in clinical or educational records. Moreover, in both countries, there is low availability of services. In both cases, local knowledge helped researchers to address both ethnographic as well as practical problems. Researchers identified the ways in which these communities generate and negotiate the cultural meanings of developmental disorders. Researchers incorporated that knowledge, as they engaged communities in a research protocol, adapted and translated screening and diagnostic tools, and developed methods for screening, evaluating, and diagnosing children with ASD. En ligne : http://dx.doi.org/10.1002/aur.1229 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=163 [article] “Communities” in Community Engagement: Lessons Learned From Autism Research in South Korea and South Africa [texte imprimé] / Roy Richard GRINKER, Auteur ; Nola J. CHAMBERS, Auteur ; Nono NJONGWE, Auteur ; Adrienne E. LAGMAN, Auteur ; Whitney GUTHRIE, Auteur ; Sheri T. STRONACH, Auteur ; Bonnie O. RICHARD, Auteur ; Shuaib KAUCHALI, Auteur ; Beverley KILLIAN, Auteur ; Meera CHHAGAN, Auteur ; Fikri YUCEL, Auteur ; Mwenda KUDUMU, Auteur ; Christie BARKER-CUMMINGS, Auteur ; Judith K. GRETHER, Auteur ; Amy M. WETHERBY, Auteur . - 2012 . - p.201-210. Langues : Anglais (eng) in Autism Research > 5-3 (June 2012) . - p.201-210 Mots-clés : autism spectrum disorder  community engagement  cross-cultural studies  epidemiology  Korea  South Africa Index. décimale : PER Périodiques Résumé : Little research has been conducted on behavioral characteristics of children with autism spectrum disorder (ASD) from diverse cultures within the US, or from countries outside of the US or Europe, with little reliable information yet reported from developing countries. We describe the process used to engage diverse communities in ASD research in two community-based research projects—an epidemiologic investigation of 7- to 12-year olds in South Korea and the Early Autism Project, an ASD detection program for 18- to 36-month-old Zulu-speaking children in South Africa. Despite the differences in wealth between these communities, ASD is underdiagnosed in both settings, and generally not reported in clinical or educational records. Moreover, in both countries, there is low availability of services. In both cases, local knowledge helped researchers to address both ethnographic as well as practical problems. Researchers identified the ways in which these communities generate and negotiate the cultural meanings of developmental disorders. Researchers incorporated that knowledge, as they engaged communities in a research protocol, adapted and translated screening and diagnostic tools, and developed methods for screening, evaluating, and diagnosing children with ASD. En ligne : http://dx.doi.org/10.1002/aur.1229 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=163

Feasibility of the Autism Navigator® JumpStart to Coaching in Everyday Activities course in South Africa / Petrus J. DE VRIES ; Amy M. WETHERBY in Autism, 28-9 (September 2024)  

Public ISBD [article]  inAutism > 28-9 (September 2024) . - p.2232-2243 Titre : Feasibility of the Autism Navigator® JumpStart to Coaching in Everyday Activities course in South Africa Type de document : texte imprimé Auteurs : Petrus J. DE VRIES, Auteur ; Amy M. WETHERBY, Auteur Article en page(s) : p.2232-2243 Langues : (en) Mots-clés : Autism Navigator  autism spectrum disorder  early intervention  Early Social Interaction  implementation  non-profit sector  professional development  South Africa Index. décimale : PER Périodiques Résumé : In low-resource settings, non-profit organisations play an essential role in providing services and support for families with young children with autism. However, resource constraints limit access to quality training in evidence-based interventions. Web-based training may help fill this gap. This study examined the feasibility, acceptability and appropriateness of the web-based Autism Navigator® JumpStart to Coaching in Everyday Activities course for 26 non-profit organisation providers (10 specialists and 16 non-specialists) in South Africa. Quantitative and qualitative methods were used including a post-training survey. Sixteen providers (62%) completed the course over an average period of 5.58 months, with many completing the course during lockdown restrictions, suggesting time as a barrier to course completion. No provider characteristics were related to attrition, nor to the time taken to complete the course. Better English proficiency, higher education levels and more positive attitudes to implementing an evidence-based intervention were associated with the number of attempts needed to pass some learner assessments, and to perceptions of course feasibility, acceptability, and appropriateness. Adaptations in the training delivery (using a group format and local group conference calls) and inclusion of South African video clips were identified as potential facilitators to acceptability and appropriateness. Lay Abstract In low-resource settings, non-profit organisations play an essential role in providing services and support for families with young children with autism, including in Africa. However, non-profit organisation service providers may not have access to quality training in proven intervention methods. Web-based or online courses may help to meet this need. In this study, we invited a group of specialist (10) and non-specialist (16) non-profit organisation providers in South Africa to complete a web-based course, Autism Navigator® JumpStart to Coaching in Everyday Activities, a 20-h self-paced course that provides training in an evidence-based parent coaching intervention called Early Social Interaction. We evaluated acceptability, appropriateness, and feasibility of the training. Of the 26 who enrolled, 16 completed the course (7 specialists and 9 non-specialists). All providers found it difficult to find time to do the course until the lockdown restrictions due to COVID-19, when most completed the course. Those whose first language was not English experienced more difficulties with two of six learner assessments and those who were not clinical specialists had more difficulty with the coaching strategies learner assessment. Most providers rated the course highly feasible, acceptable, and appropriate stating that the course content was very valuable and helpful in equipping them to serve their families. They felt the extensive video clips and regular meetings with a local trainer helped them engage with and understand the material. They suggested that including South African video clips would make the course more relatable. The fact that the course was web-based was identified as a strong benefit, especially during COVID-19 restrictions. En ligne : https://dx.doi.org/10.1177/13623613231223784 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=535 [article] Feasibility of the Autism Navigator® JumpStart to Coaching in Everyday Activities course in South Africa [texte imprimé] / Petrus J. DE VRIES, Auteur ; Amy M. WETHERBY, Auteur . - p.2232-2243. Langues : (en) in Autism > 28-9 (September 2024) . - p.2232-2243 Mots-clés : Autism Navigator  autism spectrum disorder  early intervention  Early Social Interaction  implementation  non-profit sector  professional development  South Africa Index. décimale : PER Périodiques Résumé : In low-resource settings, non-profit organisations play an essential role in providing services and support for families with young children with autism. However, resource constraints limit access to quality training in evidence-based interventions. Web-based training may help fill this gap. This study examined the feasibility, acceptability and appropriateness of the web-based Autism Navigator® JumpStart to Coaching in Everyday Activities course for 26 non-profit organisation providers (10 specialists and 16 non-specialists) in South Africa. Quantitative and qualitative methods were used including a post-training survey. Sixteen providers (62%) completed the course over an average period of 5.58 months, with many completing the course during lockdown restrictions, suggesting time as a barrier to course completion. No provider characteristics were related to attrition, nor to the time taken to complete the course. Better English proficiency, higher education levels and more positive attitudes to implementing an evidence-based intervention were associated with the number of attempts needed to pass some learner assessments, and to perceptions of course feasibility, acceptability, and appropriateness. Adaptations in the training delivery (using a group format and local group conference calls) and inclusion of South African video clips were identified as potential facilitators to acceptability and appropriateness. Lay Abstract In low-resource settings, non-profit organisations play an essential role in providing services and support for families with young children with autism, including in Africa. However, non-profit organisation service providers may not have access to quality training in proven intervention methods. Web-based or online courses may help to meet this need. In this study, we invited a group of specialist (10) and non-specialist (16) non-profit organisation providers in South Africa to complete a web-based course, Autism Navigator® JumpStart to Coaching in Everyday Activities, a 20-h self-paced course that provides training in an evidence-based parent coaching intervention called Early Social Interaction. We evaluated acceptability, appropriateness, and feasibility of the training. Of the 26 who enrolled, 16 completed the course (7 specialists and 9 non-specialists). All providers found it difficult to find time to do the course until the lockdown restrictions due to COVID-19, when most completed the course. Those whose first language was not English experienced more difficulties with two of six learner assessments and those who were not clinical specialists had more difficulty with the coaching strategies learner assessment. Most providers rated the course highly feasible, acceptable, and appropriate stating that the course content was very valuable and helpful in equipping them to serve their families. They felt the extensive video clips and regular meetings with a local trainer helped them engage with and understand the material. They suggested that including South African video clips would make the course more relatable. The fact that the course was web-based was identified as a strong benefit, especially during COVID-19 restrictions. En ligne : https://dx.doi.org/10.1177/13623613231223784 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=535

Feasibility of utilizing autism navigator(R) for primary care in South Africa / Nola J. CHAMBERS in Autism Research, 11-11 (November 2018)  

Public ISBD [article]  inAutism Research > 11-11 (November 2018) . - p.1511-1521 Titre : Feasibility of utilizing autism navigator(R) for primary care in South Africa Type de document : texte imprimé Auteurs : Nola J. CHAMBERS, Auteur ; Petrus J. DE VRIES, Auteur ; Abigail D. DELEHANTY, Auteur ; Amy M. WETHERBY, Auteur Article en page(s) : p.1511-1521 Langues : Anglais (eng) Mots-clés : Autism Navigator  South Africa  autism  early detection  professional development  web-based training Index. décimale : PER Périodiques Résumé : There is a significant research-to-practice gap in early detection of young children with autism spectrum disorder (ASD) worldwide but particularly in low- and middle-income countries (LMICs) where expertise is limited and high-quality training is difficult to access. Autism Navigator(R) for Primary Care is a web-based course designed to increase awareness of red flags of ASD in the second year of life and thus promote earlier detection and referral for intervention. It contains extensive video illustrations that offer rapid access to multiple exemplars of ASD red flags. This study examined aspects of feasibility of the Autism Navigator(R) for Primary Care in one LMIC, South Africa. A mixed-methods quasi-experimental design was used to examine relevant professionals' implementation of the course and measure changes in their knowledge of red flags after training. Perceptions of the acceptability, demand, and practicality of the course were explored in focus groups. Sixty-two providers completed the course online with a 94% completion rate. Built-in learner assessment pass rates ranged from 88% to 100%. Second-language English speakers took longer to complete the learner assessments, and professionals with less access to the Internet spent less time in the course. Participants' perceptions of the acceptability, demand, and practicality of the course were mostly positive with some suggestions made for local conditions. Results supported the feasibility of the course in this LMIC with some supports required pertaining to language and Internet access. We propose that this training has the potential to lower the age of detection of ASD in South Africa and other LMICs. Autism Research 2018, 11: 1511-1521. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Professionals in low- and middle-income countries urgently need training to recognize red flags of autism in very young children. The feasibility of utilizing the Autism Navigator(R) for Primary Care course for this training was explored with 62 South African professionals. After training, professionals' knowledge of early red flags improved, and most reported the course important and needed in South Africa. They found the web-based design mostly acceptable, practical, and culturally applicable. The course could help lower the age of autism detection. En ligne : http://dx.doi.org/10.1002/aur.2018 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=370 [article] Feasibility of utilizing autism navigator(R) for primary care in South Africa [texte imprimé] / Nola J. CHAMBERS, Auteur ; Petrus J. DE VRIES, Auteur ; Abigail D. DELEHANTY, Auteur ; Amy M. WETHERBY, Auteur . - p.1511-1521. Langues : Anglais (eng) in Autism Research > 11-11 (November 2018) . - p.1511-1521 Mots-clés : Autism Navigator  South Africa  autism  early detection  professional development  web-based training Index. décimale : PER Périodiques Résumé : There is a significant research-to-practice gap in early detection of young children with autism spectrum disorder (ASD) worldwide but particularly in low- and middle-income countries (LMICs) where expertise is limited and high-quality training is difficult to access. Autism Navigator(R) for Primary Care is a web-based course designed to increase awareness of red flags of ASD in the second year of life and thus promote earlier detection and referral for intervention. It contains extensive video illustrations that offer rapid access to multiple exemplars of ASD red flags. This study examined aspects of feasibility of the Autism Navigator(R) for Primary Care in one LMIC, South Africa. A mixed-methods quasi-experimental design was used to examine relevant professionals' implementation of the course and measure changes in their knowledge of red flags after training. Perceptions of the acceptability, demand, and practicality of the course were explored in focus groups. Sixty-two providers completed the course online with a 94% completion rate. Built-in learner assessment pass rates ranged from 88% to 100%. Second-language English speakers took longer to complete the learner assessments, and professionals with less access to the Internet spent less time in the course. Participants' perceptions of the acceptability, demand, and practicality of the course were mostly positive with some suggestions made for local conditions. Results supported the feasibility of the course in this LMIC with some supports required pertaining to language and Internet access. We propose that this training has the potential to lower the age of detection of ASD in South Africa and other LMICs. Autism Research 2018, 11: 1511-1521. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Professionals in low- and middle-income countries urgently need training to recognize red flags of autism in very young children. The feasibility of utilizing the Autism Navigator(R) for Primary Care course for this training was explored with 62 South African professionals. After training, professionals' knowledge of early red flags improved, and most reported the course important and needed in South Africa. They found the web-based design mostly acceptable, practical, and culturally applicable. The course could help lower the age of autism detection. En ligne : http://dx.doi.org/10.1002/aur.2018 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=370

Pragmatic adaptations of telehealth-delivered caregiver coaching for children with autism in the context of COVID-19: Perspectives from the United States and South Africa / Lauren FRANZ in Autism, 26-1 (January 2022)  

Public ISBD [article]  inAutism > 26-1 (January 2022) . - p.270-275 Titre : Pragmatic adaptations of telehealth-delivered caregiver coaching for children with autism in the context of COVID-19: Perspectives from the United States and South Africa Type de document : texte imprimé Auteurs : Lauren FRANZ, Auteur ; Jill HOWARD, Auteur ; Marisa VILJOEN, Auteur ; Linmarie SIKICH, Auteur ; Tara CHANDRASEKHAR, Auteur ; Scott H KOLLINS, Auteur ; Lawrence LEE, Auteur ; Minkateko NDLOVU, Auteur ; Maura SABATOS-DEVITO, Auteur ; Noleen SERIS, Auteur ; Nokuthula SHABALALA, Auteur ; Marina SPANOS, Auteur ; Petrus J. DE VRIES, Auteur ; Geraldine DAWSON, Auteur Article en page(s) : p.270-275 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy  Autistic Disorder  Covid-19  Caregivers  Child  Humans  Mentoring  SARS-CoV-2  South Africa  Telemedicine  United States  adaptation  autism spectrum disorder  caregiver coaching  digital divide  telehealth  Research and Development, Akili Interactive, LabCorp, Inc, Roche Pharmaceutical  Company, and Tris Pharma, is a consultant for Apple, Inc., Gerson Lehrman Group,  Guidepoint, Inc, Axial Ventures, Teva Pharmaceutical, and is CEO of DASIO, LLC. She  has received book royalties from Guilford Press, Oxford University Press, and  Springer Nature Press. Howard reports personal fees from Roche. Index. décimale : PER Périodiques Résumé : COVID-19 caused many autism spectrum disorder caregiver-coaching studies to move to telehealth. Telehealth can increase the diversity of people who take part in research. This matters because most autism spectrum disorder studies have included people who have resources, are White, and live in North America and Europe. When study participants are similar, it is hard to understand which interventions can help different types of people who live in different parts of the world. While telehealth may allow more people to take part in research, it needs to "fit" the local context and consider the "digital divide" because many people around the world have no access to computers and the Internet. This short report describes changes to two research studies that include caregiver coaching based on the Early Start Denver Model in the United States and South Africa. We describe how the local context, including technology and Internet access, guided the telehealth approach. By doing so, we highlight ways to make telehealth available to more people around the world. The pandemic can help us understand how telehealth can "fit" diverse places and support high-quality research. It is important that study changes are tracked and we assess how well the changes work. COVID-19 telehealth changes to caregiver coaching can result in new ways to reach more people around the world. En ligne : http://dx.doi.org/10.1177/13623613211022585 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451 [article] Pragmatic adaptations of telehealth-delivered caregiver coaching for children with autism in the context of COVID-19: Perspectives from the United States and South Africa [texte imprimé] / Lauren FRANZ, Auteur ; Jill HOWARD, Auteur ; Marisa VILJOEN, Auteur ; Linmarie SIKICH, Auteur ; Tara CHANDRASEKHAR, Auteur ; Scott H KOLLINS, Auteur ; Lawrence LEE, Auteur ; Minkateko NDLOVU, Auteur ; Maura SABATOS-DEVITO, Auteur ; Noleen SERIS, Auteur ; Nokuthula SHABALALA, Auteur ; Marina SPANOS, Auteur ; Petrus J. DE VRIES, Auteur ; Geraldine DAWSON, Auteur . - p.270-275. Langues : Anglais (eng) in Autism > 26-1 (January 2022) . - p.270-275 Mots-clés : Autism Spectrum Disorder/therapy  Autistic Disorder  Covid-19  Caregivers  Child  Humans  Mentoring  SARS-CoV-2  South Africa  Telemedicine  United States  adaptation  autism spectrum disorder  caregiver coaching  digital divide  telehealth  Research and Development, Akili Interactive, LabCorp, Inc, Roche Pharmaceutical  Company, and Tris Pharma, is a consultant for Apple, Inc., Gerson Lehrman Group,  Guidepoint, Inc, Axial Ventures, Teva Pharmaceutical, and is CEO of DASIO, LLC. She  has received book royalties from Guilford Press, Oxford University Press, and  Springer Nature Press. Howard reports personal fees from Roche. Index. décimale : PER Périodiques Résumé : COVID-19 caused many autism spectrum disorder caregiver-coaching studies to move to telehealth. Telehealth can increase the diversity of people who take part in research. This matters because most autism spectrum disorder studies have included people who have resources, are White, and live in North America and Europe. When study participants are similar, it is hard to understand which interventions can help different types of people who live in different parts of the world. While telehealth may allow more people to take part in research, it needs to "fit" the local context and consider the "digital divide" because many people around the world have no access to computers and the Internet. This short report describes changes to two research studies that include caregiver coaching based on the Early Start Denver Model in the United States and South Africa. We describe how the local context, including technology and Internet access, guided the telehealth approach. By doing so, we highlight ways to make telehealth available to more people around the world. The pandemic can help us understand how telehealth can "fit" diverse places and support high-quality research. It is important that study changes are tracked and we assess how well the changes work. COVID-19 telehealth changes to caregiver coaching can result in new ways to reach more people around the world. En ligne : http://dx.doi.org/10.1177/13623613211022585 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451

Externalizing behavior in preschool children in a South African birth cohort: Predictive pathways in a high-risk context / Susan MALCOLM-SMITH in Development and Psychopathology, 35-2 (May 2023)  

Public ISBD [article]  inDevelopment and Psychopathology > 35-2 (May 2023) . - p.982-999 Titre : Externalizing behavior in preschool children in a South African birth cohort: Predictive pathways in a high-risk context Type de document : texte imprimé Auteurs : Susan MALCOLM-SMITH, Auteur ; Marilyn T. LAKE, Auteur ; Akhona KRWECE, Auteur ; Christopher P. DU PLOOY, Auteur ; Nadia HOFFMAN, Auteur ; Kirsten A. DONALD, Auteur ; Heather J. ZAR, Auteur ; Dan J. STEIN, Auteur Article en page(s) : p.982-999 Langues : Anglais (eng) Mots-clés : preschool mental health  externalizing behavior  LMIC  South Africa  birth cohort Index. décimale : PER Périodiques Résumé : Mental health problems often begin in early childhood. However, the associations of various individual and contextual risk factors with mental health in the preschool period are incompletely understood, particularly in low- to middle-income countries (LMICs) where multiple risk factors co-exist. To address this gap, we prospectively followed 981 children in a South African birth cohort, the Drakenstein Child Health Study, assessing pre-and postnatal exposures and risk factors. The predictive value of these factors for child mental health (assessed by the Child Behavior Checklist) was modeled using structural equation modeling. We identified two key pathways to greater externalizing behavior: (1) prenatal exposure to substances (alcohol and smoking) directly predicted increased externalizing behavior (? = 0.24, p < 0.001); this relationship was partially mediated by an aspect of infant temperament (negative emotionality; ? = 0.05, p = 0.016); (2) lower socioeconomic status and associated maternal prenatal depression predicted more coercive parenting, which in turn predicted increased externalizing behavior (? = 0.18, p = 0.001). Findings in this high-risk LMIC cohort cohere with research from higher income contexts, and indicate the need to introduce integrated screening and intervention strategies for maternal prenatal substance use and depression, and promoting positive parenting across the preschool period. En ligne : http://dx.doi.org/10.1017/S095457942200027X Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=504 [article] Externalizing behavior in preschool children in a South African birth cohort: Predictive pathways in a high-risk context [texte imprimé] / Susan MALCOLM-SMITH, Auteur ; Marilyn T. LAKE, Auteur ; Akhona KRWECE, Auteur ; Christopher P. DU PLOOY, Auteur ; Nadia HOFFMAN, Auteur ; Kirsten A. DONALD, Auteur ; Heather J. ZAR, Auteur ; Dan J. STEIN, Auteur . - p.982-999. Langues : Anglais (eng) in Development and Psychopathology > 35-2 (May 2023) . - p.982-999 Mots-clés : preschool mental health  externalizing behavior  LMIC  South Africa  birth cohort Index. décimale : PER Périodiques Résumé : Mental health problems often begin in early childhood. However, the associations of various individual and contextual risk factors with mental health in the preschool period are incompletely understood, particularly in low- to middle-income countries (LMICs) where multiple risk factors co-exist. To address this gap, we prospectively followed 981 children in a South African birth cohort, the Drakenstein Child Health Study, assessing pre-and postnatal exposures and risk factors. The predictive value of these factors for child mental health (assessed by the Child Behavior Checklist) was modeled using structural equation modeling. We identified two key pathways to greater externalizing behavior: (1) prenatal exposure to substances (alcohol and smoking) directly predicted increased externalizing behavior (? = 0.24, p < 0.001); this relationship was partially mediated by an aspect of infant temperament (negative emotionality; ? = 0.05, p = 0.016); (2) lower socioeconomic status and associated maternal prenatal depression predicted more coercive parenting, which in turn predicted increased externalizing behavior (? = 0.18, p = 0.001). Findings in this high-risk LMIC cohort cohere with research from higher income contexts, and indicate the need to introduce integrated screening and intervention strategies for maternal prenatal substance use and depression, and promoting positive parenting across the preschool period. En ligne : http://dx.doi.org/10.1017/S095457942200027X Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=504

The importance of context in early autism intervention: A qualitative South African study / Jessy GULER in Autism, 22-8 (November 2018)  

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