12 recherche sur le mot-clé 'Structural Equation Modeling'

How do collective student behavior and other classroom contextual factors relate to teachers' implementation of an evidence-based intervention? A multilevel structural equation model / R. J. MUSCI in Development and Psychopathology, 31-5 (December 2019)  

Public ISBD [article]  inDevelopment and Psychopathology > 31-5 (December 2019) . - p.1827-1835 Titre : How do collective student behavior and other classroom contextual factors relate to teachers' implementation of an evidence-based intervention? A multilevel structural equation model Type de document : Texte imprimé et/ou numérique Auteurs : R. J. MUSCI, Auteur ; Elise T. PAS, Auteur ; Amie F. BETTENCOURT, Auteur ; K. E. MASYN, Auteur ; N. S. IALONGO, Auteur ; Catherine P. BRADSHAW, Auteur Année de publication : 2019 Article en page(s) : p.1827-1835 Langues : Anglais (eng) Mots-clés : aggression  multilevel  structural equation modeling Index. décimale : PER Périodiques Résumé : Building on prior work regarding the potential for peer contagion or deviance training in group delivered interventions (Dishion & Dodge, 2005, 2006; Dodge, Dishion, & Lansford, 2006), we leveraged data from a randomized trial, testing the integration of two preventive interventions (Promoting Alternative THinking Strategies and PAX Good Behavior Game), to explore the extent to which classroom contextual factors served as either a barrier to or a motivator for teachers to implement the evidence-based PAX Good Behavior Game with high frequency or dosage. We included students' baseline levels of behavior, measured with regard to both positive (i.e., engagement and social emotional skills) and negative (i.e., hyperactive and aggressive-disruptive) behaviors. Data were collected from 204 teachers in 18 urban elementary schools. A series of multilevel structural equation models were fit to the data. The analyses indicated that classrooms with higher classroom levels of aggressive behavior, on average, at baseline had teachers with lower implementation dosage (i.e., played fewer games) across the school year. In addition, teachers who reported higher baseline levels of emotional exhaustion, regardless of student behavior, also reported lower implementation dosage. Taken together, the results indicated that negative, but not positive, contextual factors at baseline were related to lower implementation dosage; this, in turn, suggests that negative contextual factors may serve as a barrier, rather than a motivator, of teachers' implementation dosage of classroom-based preventive interventions. En ligne : http://dx.doi.org/10.1017/s095457941900097x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=412 [article] How do collective student behavior and other classroom contextual factors relate to teachers' implementation of an evidence-based intervention? A multilevel structural equation model [Texte imprimé et/ou numérique] / R. J. MUSCI, Auteur ; Elise T. PAS, Auteur ; Amie F. BETTENCOURT, Auteur ; K. E. MASYN, Auteur ; N. S. IALONGO, Auteur ; Catherine P. BRADSHAW, Auteur . - 2019 . - p.1827-1835. Langues : Anglais (eng) in Development and Psychopathology > 31-5 (December 2019) . - p.1827-1835 Mots-clés : aggression  multilevel  structural equation modeling Index. décimale : PER Périodiques Résumé : Building on prior work regarding the potential for peer contagion or deviance training in group delivered interventions (Dishion & Dodge, 2005, 2006; Dodge, Dishion, & Lansford, 2006), we leveraged data from a randomized trial, testing the integration of two preventive interventions (Promoting Alternative THinking Strategies and PAX Good Behavior Game), to explore the extent to which classroom contextual factors served as either a barrier to or a motivator for teachers to implement the evidence-based PAX Good Behavior Game with high frequency or dosage. We included students' baseline levels of behavior, measured with regard to both positive (i.e., engagement and social emotional skills) and negative (i.e., hyperactive and aggressive-disruptive) behaviors. Data were collected from 204 teachers in 18 urban elementary schools. A series of multilevel structural equation models were fit to the data. The analyses indicated that classrooms with higher classroom levels of aggressive behavior, on average, at baseline had teachers with lower implementation dosage (i.e., played fewer games) across the school year. In addition, teachers who reported higher baseline levels of emotional exhaustion, regardless of student behavior, also reported lower implementation dosage. Taken together, the results indicated that negative, but not positive, contextual factors at baseline were related to lower implementation dosage; this, in turn, suggests that negative contextual factors may serve as a barrier, rather than a motivator, of teachers' implementation dosage of classroom-based preventive interventions. En ligne : http://dx.doi.org/10.1017/s095457941900097x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=412

Exposure to early childhood maltreatment and its effect over time on social cognition / Katherine M. CRAWFORD in Development and Psychopathology, 34-1 (February 2022)  

Public ISBD [article]  inDevelopment and Psychopathology > 34-1 (February 2022) . - p.409-419 Titre : Exposure to early childhood maltreatment and its effect over time on social cognition Type de document : Texte imprimé et/ou numérique Auteurs : Katherine M. CRAWFORD, Auteur ; Karmel CHOI, Auteur ; Kathryn A. DAVIS, Auteur ; Yiwen ZHU, Auteur ; Thomas W. SOARE, Auteur ; Andrew D. A. C. SMITH, Auteur ; Laura GERMINE, Auteur ; Erin C. DUNN, Auteur Article en page(s) : p.409-419 Langues : Anglais (eng) Mots-clés : adversity  ALSPAC  sensitive periods  social cognition  structural equation modeling Index. décimale : PER Périodiques Résumé : Social cognitive deficits can have many negative consequences, spanning social withdrawal to psychopathology. Prior work has shown that child maltreatment may associate with poorer social cognitive skills in later life. However, no studies have examined this association from early childhood into adolescence. Using data from the Avon Longitudinal Study of Parents and Children (ALSPAC; n = 4,438), we examined the association between maltreatment (caregiver physical or emotional abuse; sexual or physical abuse), assessed repeatedly (every 1?3 years) from birth to age 9, and social cognitive skills at ages 7.5, 10.5, and 14 years. We evaluated the role of both the developmental timing (defined by age at exposure) and accumulation of maltreatment (defined as the number of occasions exposed) using a least angle regression variable selection procedure, followed by structural equation modeling. Among females, accumulation of maltreatment explained the most variation in social cognitive skills. For males, no significant associations were found. These findings underscore the importance of early intervention to minimize the accumulation of maltreatment and showcase the importance of prospective studies to understand the development of social cognition over time. En ligne : http://dx.doi.org/10.1017/s095457942000139x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474 [article] Exposure to early childhood maltreatment and its effect over time on social cognition [Texte imprimé et/ou numérique] / Katherine M. CRAWFORD, Auteur ; Karmel CHOI, Auteur ; Kathryn A. DAVIS, Auteur ; Yiwen ZHU, Auteur ; Thomas W. SOARE, Auteur ; Andrew D. A. C. SMITH, Auteur ; Laura GERMINE, Auteur ; Erin C. DUNN, Auteur . - p.409-419. Langues : Anglais (eng) in Development and Psychopathology > 34-1 (February 2022) . - p.409-419 Mots-clés : adversity  ALSPAC  sensitive periods  social cognition  structural equation modeling Index. décimale : PER Périodiques Résumé : Social cognitive deficits can have many negative consequences, spanning social withdrawal to psychopathology. Prior work has shown that child maltreatment may associate with poorer social cognitive skills in later life. However, no studies have examined this association from early childhood into adolescence. Using data from the Avon Longitudinal Study of Parents and Children (ALSPAC; n = 4,438), we examined the association between maltreatment (caregiver physical or emotional abuse; sexual or physical abuse), assessed repeatedly (every 1?3 years) from birth to age 9, and social cognitive skills at ages 7.5, 10.5, and 14 years. We evaluated the role of both the developmental timing (defined by age at exposure) and accumulation of maltreatment (defined as the number of occasions exposed) using a least angle regression variable selection procedure, followed by structural equation modeling. Among females, accumulation of maltreatment explained the most variation in social cognitive skills. For males, no significant associations were found. These findings underscore the importance of early intervention to minimize the accumulation of maltreatment and showcase the importance of prospective studies to understand the development of social cognition over time. En ligne : http://dx.doi.org/10.1017/s095457942000139x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474

Identifying School-Based Factors that Predict Employment Outcomes for Transition-Age Youth with Autism Spectrum Disorder / Jasin WONG in Journal of Autism and Developmental Disorders, 51-1 (January 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-1 (January 2021) . - p.60-74 Titre : Identifying School-Based Factors that Predict Employment Outcomes for Transition-Age Youth with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jasin WONG, Auteur ; Wendy J. COSTER, Auteur ; Ellen S. COHN, Auteur ; Gael I. ORSMOND, Auteur Article en page(s) : p.60-74 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Daily functioning skills  Nlts-2  Secondary analysis  Structural equation modeling  Transition Index. décimale : PER Périodiques Résumé : There is a growing need to provide appropriate services to help students with autism spectrum disorder (ASD) transition to employment. Limited research has investigated what aspects of support should be prioritized when preparing youth with ASD for employment. By conducting structural equation modeling using a nationally-representative dataset on high school students receiving special education services (NLTS-2), this study examined the malleable predictors of employment during the transition and developed a model to examine the relationships between predictors and employment outcomes. The findings suggested two pathways for youth with ASD. For youth with higher daily functioning skills (DFS), academic performance mediated the relationship between parent participation and employment. For youth with lower DFS, school-based transition supports was the key mediator. En ligne : http://dx.doi.org/10.1007/s10803-020-04515-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 [article] Identifying School-Based Factors that Predict Employment Outcomes for Transition-Age Youth with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Jasin WONG, Auteur ; Wendy J. COSTER, Auteur ; Ellen S. COHN, Auteur ; Gael I. ORSMOND, Auteur . - p.60-74. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-1 (January 2021) . - p.60-74 Mots-clés : Autism spectrum disorder  Daily functioning skills  Nlts-2  Secondary analysis  Structural equation modeling  Transition Index. décimale : PER Périodiques Résumé : There is a growing need to provide appropriate services to help students with autism spectrum disorder (ASD) transition to employment. Limited research has investigated what aspects of support should be prioritized when preparing youth with ASD for employment. By conducting structural equation modeling using a nationally-representative dataset on high school students receiving special education services (NLTS-2), this study examined the malleable predictors of employment during the transition and developed a model to examine the relationships between predictors and employment outcomes. The findings suggested two pathways for youth with ASD. For youth with higher daily functioning skills (DFS), academic performance mediated the relationship between parent participation and employment. For youth with lower DFS, school-based transition supports was the key mediator. En ligne : http://dx.doi.org/10.1007/s10803-020-04515-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437

Influence of reporting effects on the association between maternal depression and child autism spectrum disorder behaviors / Teresa BENNETT in Journal of Child Psychology and Psychiatry, 53-1 (January 2012)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 53-1 (January 2012) . - p.89-96 Titre : Influence of reporting effects on the association between maternal depression and child autism spectrum disorder behaviors Type de document : Texte imprimé et/ou numérique Auteurs : Teresa BENNETT, Auteur ; Michael H. BOYLE, Auteur ; Katholiki GEORGIADES, Auteur ; Stelios GEORGIADES, Auteur ; Ann THOMPSON, Auteur ; Eric DUKU, Auteur ; Susan E. BRYSON, Auteur ; Eric FOMBONNE, Auteur ; Tracy VAILLANCOURT, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Isabel M. SMITH, Auteur ; Pat MIRENDA, Auteur ; Wendy ROBERTS, Auteur ; Joanne VOLDEN, Auteur ; Charlotte WADDELL, Auteur ; THE PATHWAYS IN ASD STUDY TEAM, Auteur ; Peter SZATMARI, Auteur Année de publication : 2012 Article en page(s) : p.89-96 Langues : Anglais (eng) Mots-clés : Autistic disorder  Asperger’s disorder  methodology  maternal depression  structural equation modeling Index. décimale : PER Périodiques Résumé : Background:  Maximizing measurement accuracy is an important aim in child development assessment and research. Parents are essential informants in the diagnostic process, and past research suggests that certain parental characteristics may influence how they report information about their children. This has not been studied in autism spectrum disorders (ASD) to date. We aimed, therefore, to investigate the possible effect that maternal depression might have on a mother’s reports of her child’s ASD behaviors. Using structural equation modeling, we disaggregated shared from unique variation in the association between latent variable measures of maternal depression and ASD behaviors. Methods:  Data were obtained from a study of preschoolers aged 2–4 newly diagnosed with ASD (n = 214). Information from a parent questionnaire, a semi-structured parent interview, and a semi-structured observational assessment was used to develop a latent variable measure of child ASD behaviors. Mothers reported on their own depression symptoms. We first modeled the covariance between maternal depression and child ASD behavior. Then, to quantify unique variation, we added covariance terms between maternal depression and the residual variation associated with the individual measures of child ASD behaviors. Results:  The model demonstrated excellent fit to the underlying data. Maternal self-report of depression symptoms exhibited a significant association with the unique variance of the questionnaire report but not with the latent variable measure of child ASD behavior. A gradient pattern of association was demonstrated between maternal depression and the unique variance of the ASD measures: most strongly for the maternal questionnaire report, more weakly for the maternal semi-structured interview, and to a trivial extent for the observational interview. Conclusions:  Parental depression may influence reporting of ASD behaviors in preschoolers. Shared method effects may also contribute to bias. This finding highlights the importance of obtaining multimethod reports of child ASD symptoms. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02451.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=148 [article] Influence of reporting effects on the association between maternal depression and child autism spectrum disorder behaviors [Texte imprimé et/ou numérique] / Teresa BENNETT, Auteur ; Michael H. BOYLE, Auteur ; Katholiki GEORGIADES, Auteur ; Stelios GEORGIADES, Auteur ; Ann THOMPSON, Auteur ; Eric DUKU, Auteur ; Susan E. BRYSON, Auteur ; Eric FOMBONNE, Auteur ; Tracy VAILLANCOURT, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Isabel M. SMITH, Auteur ; Pat MIRENDA, Auteur ; Wendy ROBERTS, Auteur ; Joanne VOLDEN, Auteur ; Charlotte WADDELL, Auteur ; THE PATHWAYS IN ASD STUDY TEAM, Auteur ; Peter SZATMARI, Auteur . - 2012 . - p.89-96. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 53-1 (January 2012) . - p.89-96 Mots-clés : Autistic disorder  Asperger’s disorder  methodology  maternal depression  structural equation modeling Index. décimale : PER Périodiques Résumé : Background:  Maximizing measurement accuracy is an important aim in child development assessment and research. Parents are essential informants in the diagnostic process, and past research suggests that certain parental characteristics may influence how they report information about their children. This has not been studied in autism spectrum disorders (ASD) to date. We aimed, therefore, to investigate the possible effect that maternal depression might have on a mother’s reports of her child’s ASD behaviors. Using structural equation modeling, we disaggregated shared from unique variation in the association between latent variable measures of maternal depression and ASD behaviors. Methods:  Data were obtained from a study of preschoolers aged 2–4 newly diagnosed with ASD (n = 214). Information from a parent questionnaire, a semi-structured parent interview, and a semi-structured observational assessment was used to develop a latent variable measure of child ASD behaviors. Mothers reported on their own depression symptoms. We first modeled the covariance between maternal depression and child ASD behavior. Then, to quantify unique variation, we added covariance terms between maternal depression and the residual variation associated with the individual measures of child ASD behaviors. Results:  The model demonstrated excellent fit to the underlying data. Maternal self-report of depression symptoms exhibited a significant association with the unique variance of the questionnaire report but not with the latent variable measure of child ASD behavior. A gradient pattern of association was demonstrated between maternal depression and the unique variance of the ASD measures: most strongly for the maternal questionnaire report, more weakly for the maternal semi-structured interview, and to a trivial extent for the observational interview. Conclusions:  Parental depression may influence reporting of ASD behaviors in preschoolers. Shared method effects may also contribute to bias. This finding highlights the importance of obtaining multimethod reports of child ASD symptoms. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02451.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=148

Parent Expectations Mediate Outcomes for Young Adults with Autism Spectrum Disorder / Anne V. KIRBY in Journal of Autism and Developmental Disorders, 46-5 (May 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-5 (May 2016) . - p.1643-1655 Titre : Parent Expectations Mediate Outcomes for Young Adults with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Anne V. KIRBY, Auteur Article en page(s) : p.1643-1655 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Transition  Adult outcomes  Parent expectations  Structural equation modeling Index. décimale : PER Périodiques Résumé : Understanding the complex relationships among factors that may predict the outcomes of young adults with autism spectrum disorder (ASD) is of utmost importance given the increasing population undergoing and anticipating the transition to adulthood. With a sample of youth with ASD (n = 1170) from the National Longitudinal Transition Study-2, structural equation modeling techniques were used to test parent expectations as a mediator of young adult outcomes (i.e., employment, residential independence, social participation) in a longitudinal analysis. The mediation hypothesis was confirmed; family background and functional performance variables significantly predicted parent expectations which significantly predicted outcomes. These findings add context to previous studies examining the role of parent expectations on young adult outcomes and inform directions for family-centered interventions and future research. En ligne : http://dx.doi.org/10.1007/s10803-015-2691-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288 [article] Parent Expectations Mediate Outcomes for Young Adults with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Anne V. KIRBY, Auteur . - p.1643-1655. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-5 (May 2016) . - p.1643-1655 Mots-clés : Autism spectrum disorder  Transition  Adult outcomes  Parent expectations  Structural equation modeling Index. décimale : PER Périodiques Résumé : Understanding the complex relationships among factors that may predict the outcomes of young adults with autism spectrum disorder (ASD) is of utmost importance given the increasing population undergoing and anticipating the transition to adulthood. With a sample of youth with ASD (n = 1170) from the National Longitudinal Transition Study-2, structural equation modeling techniques were used to test parent expectations as a mediator of young adult outcomes (i.e., employment, residential independence, social participation) in a longitudinal analysis. The mediation hypothesis was confirmed; family background and functional performance variables significantly predicted parent expectations which significantly predicted outcomes. These findings add context to previous studies examining the role of parent expectations on young adult outcomes and inform directions for family-centered interventions and future research. En ligne : http://dx.doi.org/10.1007/s10803-015-2691-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288

Respite Care, Stress, Uplifts, and Marital Quality in Parents of Children with Down Syndrome / Michelle NORTON in Journal of Autism and Developmental Disorders, 46-12 (December 2016)  

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Brief Report: Stress and Perceived Social Support in Parents of Children with ASD / Kateryna DROGOMYRETSKA in Journal of Autism and Developmental Disorders, 50-11 (November 2020)  

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Anxiety disorder symptoms at age 10 predict eating disorder symptoms and diagnoses in adolescence / K. SCHAUMBERG in Journal of Child Psychology and Psychiatry, 60-6 (June 2019)  

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Causal effects of psychostimulants on neural connectivity: a mechanistic, randomized clinical trial / Yun WANG in Journal of Child Psychology and Psychiatry, 63-11 (November 2022)  

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Cognitive benefits of last night's sleep: daily variations in children's sleep behavior are related to working memory fluctuations / Tanja KÖNEN in Journal of Child Psychology and Psychiatry, 56-2 (February 2015)  

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