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The Extended Version of the Strengths and Difficulties Questionnaire as a Guide to Child Psychiatric Caseness and Consequent Burden / Robert GOODMAN in Journal of Child Psychology and Psychiatry, 40-5 (July 1999)
[article]
Titre : The Extended Version of the Strengths and Difficulties Questionnaire as a Guide to Child Psychiatric Caseness and Consequent Burden Type de document : Texte imprimé et/ou numérique Auteurs : Robert GOODMAN, Auteur Année de publication : 1999 Article en page(s) : p.791-799 Langues : Anglais (eng) Mots-clés : Behaviour problems questionnaires screening burden child psychiatric disorder impact Index. décimale : PER Périodiques Résumé : The Strengths and Difficulties Questionnaire (SDQ) is a brief behavioural screening questionnaire that asks about children's and teenagers’ symptoms and positive attributes; the extended version also includes an impact supplement that asks if the respondent thinks the young person has a problem, and if so, enquires further about chronicity, distress, social impairment, and burden for others. Closely similar versions are completed by parents, teachers, and young people aged 11 or more. The validation study involved two groups of 5–15-year-olds: a community sample (N= 467) and a psychiatric clinic sample (N= 232). The two groups had markedly different distributions on the measures of perceived difficulties, impact (distress plus social impairment), and burden. Impact scores were better than symptom scores at discriminating between the community and clinic samples; discrimination based on the single “Is there a problem?” item was almost as good. The SDQ burden rating correlated well (r= .74) with a standardised interview rating of burden. For clinicians and researchers with an interest in psychiatric caseness and the determinants of service use, the impact supplement of the extended SDQ appears to provide useful additional information without taking up much more of respondents' time. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124
in Journal of Child Psychology and Psychiatry > 40-5 (July 1999) . - p.791-799[article] The Extended Version of the Strengths and Difficulties Questionnaire as a Guide to Child Psychiatric Caseness and Consequent Burden [Texte imprimé et/ou numérique] / Robert GOODMAN, Auteur . - 1999 . - p.791-799.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 40-5 (July 1999) . - p.791-799
Mots-clés : Behaviour problems questionnaires screening burden child psychiatric disorder impact Index. décimale : PER Périodiques Résumé : The Strengths and Difficulties Questionnaire (SDQ) is a brief behavioural screening questionnaire that asks about children's and teenagers’ symptoms and positive attributes; the extended version also includes an impact supplement that asks if the respondent thinks the young person has a problem, and if so, enquires further about chronicity, distress, social impairment, and burden for others. Closely similar versions are completed by parents, teachers, and young people aged 11 or more. The validation study involved two groups of 5–15-year-olds: a community sample (N= 467) and a psychiatric clinic sample (N= 232). The two groups had markedly different distributions on the measures of perceived difficulties, impact (distress plus social impairment), and burden. Impact scores were better than symptom scores at discriminating between the community and clinic samples; discrimination based on the single “Is there a problem?” item was almost as good. The SDQ burden rating correlated well (r= .74) with a standardised interview rating of burden. For clinicians and researchers with an interest in psychiatric caseness and the determinants of service use, the impact supplement of the extended SDQ appears to provide useful additional information without taking up much more of respondents' time. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124 Assessment of Health-Related Quality of Life Among Primary Caregivers of Children with Autism Spectrum Disorders / Rahul KHANNA in Journal of Autism and Developmental Disorders, 41-9 (September 2011)
[article]
Titre : Assessment of Health-Related Quality of Life Among Primary Caregivers of Children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Rahul KHANNA, Auteur ; S. Suresh MADHAVAN, Auteur ; Michael J. SMITH, Auteur ; Julie H. PATRICK, Auteur ; Cindy TWOREK, Auteur ; Barbara BECKER-COTTRILL, Auteur Année de publication : 2011 Article en page(s) : p.1214-1227 Langues : Anglais (eng) Mots-clés : Autism Caregiver Health-related quality of life Burden Index. décimale : PER Périodiques Résumé : The impact of caring for a child with autism on caregivers’ health-related quality of life (HRQOL) is not fully understood. The objective of this study was to compare the HRQOL scores of caregivers of children with autism to those of the general US population and to identify the factors that influence HRQOL. Caregivers of children with autism had lower HRQOL scores than the general population. Care recipient level of functional impairment, social support, use of maladaptive coping, and burden influenced caregiver mental HRQOL. Care recipient extent of behavioral problems and social support influenced caregiver physical HRQOL. Findings emphasize the use of multi-pronged intervention approach that incorporates components aimed at improving family functioning, increasing support services, and assisting caregivers in developing healthy coping skills. En ligne : http://dx.doi.org/10.1007/s10803-010-1140-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=142
in Journal of Autism and Developmental Disorders > 41-9 (September 2011) . - p.1214-1227[article] Assessment of Health-Related Quality of Life Among Primary Caregivers of Children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Rahul KHANNA, Auteur ; S. Suresh MADHAVAN, Auteur ; Michael J. SMITH, Auteur ; Julie H. PATRICK, Auteur ; Cindy TWOREK, Auteur ; Barbara BECKER-COTTRILL, Auteur . - 2011 . - p.1214-1227.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 41-9 (September 2011) . - p.1214-1227
Mots-clés : Autism Caregiver Health-related quality of life Burden Index. décimale : PER Périodiques Résumé : The impact of caring for a child with autism on caregivers’ health-related quality of life (HRQOL) is not fully understood. The objective of this study was to compare the HRQOL scores of caregivers of children with autism to those of the general US population and to identify the factors that influence HRQOL. Caregivers of children with autism had lower HRQOL scores than the general population. Care recipient level of functional impairment, social support, use of maladaptive coping, and burden influenced caregiver mental HRQOL. Care recipient extent of behavioral problems and social support influenced caregiver physical HRQOL. Findings emphasize the use of multi-pronged intervention approach that incorporates components aimed at improving family functioning, increasing support services, and assisting caregivers in developing healthy coping skills. En ligne : http://dx.doi.org/10.1007/s10803-010-1140-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=142 Psychosocial Wellbeing of Nigerian Teachers in Special Education Schools / A. T. OLAGUNJU in Journal of Autism and Developmental Disorders, 51-4 (April 2021)
[article]
Titre : Psychosocial Wellbeing of Nigerian Teachers in Special Education Schools Type de document : Texte imprimé et/ou numérique Auteurs : A. T. OLAGUNJU, Auteur ; M. A. AKINOLA, Auteur ; B. FADIPE, Auteur ; O. O. JAGUN, Auteur ; T. O. OLAGUNJU, Auteur ; O. O. AKINOLA, Auteur ; O. P. OGUNNUBI, Auteur ; O. J. OLUSILE, Auteur ; O. Y. OLUYEMI, Auteur ; G. A. CHAIMOWITZ, Auteur Article en page(s) : p.1131-1141 Langues : Anglais (eng) Mots-clés : Burden Emotional distress Psychosocial wellbeing Special schools Teachers Index. décimale : PER Périodiques Résumé : While there is evidence that impaired psychosocial wellbeing can compromise the effective performance of work-related roles, little is known about the wellbeing of teachers working with children with developmental disabilities. We interviewed 68 special education schoolteachers (response rate?=?70.8%) in a Nigerian state with 12-item General Health Questionnaire and an adapted Zarit Burden Interview. About four in every ten teachers had psychological distress, representing many-fold the rates reported in the general population, and significant burden was prevalent in 51.5%. Perceived burden correlated significantly with psychological distress, anxiety/depression and social dysfunction (rs?=?.3). While increased burden predicted psychological distress, longer teaching experience was protective against distress. These findings underscore the need for psychosocial support for special education schoolteachers to enhance their wellbeing and roles. En ligne : http://dx.doi.org/10.1007/s10803-020-04606-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445
in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1131-1141[article] Psychosocial Wellbeing of Nigerian Teachers in Special Education Schools [Texte imprimé et/ou numérique] / A. T. OLAGUNJU, Auteur ; M. A. AKINOLA, Auteur ; B. FADIPE, Auteur ; O. O. JAGUN, Auteur ; T. O. OLAGUNJU, Auteur ; O. O. AKINOLA, Auteur ; O. P. OGUNNUBI, Auteur ; O. J. OLUSILE, Auteur ; O. Y. OLUYEMI, Auteur ; G. A. CHAIMOWITZ, Auteur . - p.1131-1141.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1131-1141
Mots-clés : Burden Emotional distress Psychosocial wellbeing Special schools Teachers Index. décimale : PER Périodiques Résumé : While there is evidence that impaired psychosocial wellbeing can compromise the effective performance of work-related roles, little is known about the wellbeing of teachers working with children with developmental disabilities. We interviewed 68 special education schoolteachers (response rate?=?70.8%) in a Nigerian state with 12-item General Health Questionnaire and an adapted Zarit Burden Interview. About four in every ten teachers had psychological distress, representing many-fold the rates reported in the general population, and significant burden was prevalent in 51.5%. Perceived burden correlated significantly with psychological distress, anxiety/depression and social dysfunction (rs?=?.3). While increased burden predicted psychological distress, longer teaching experience was protective against distress. These findings underscore the need for psychosocial support for special education schoolteachers to enhance their wellbeing and roles. En ligne : http://dx.doi.org/10.1007/s10803-020-04606-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 Changes in the Mother–Child Relationship During the Transition to Adulthood for Youth with Autism Spectrum Disorders / Julie LOUNDS TAYLOR in Journal of Autism and Developmental Disorders, 41-10 (October 2011)
[article]
Titre : Changes in the Mother–Child Relationship During the Transition to Adulthood for Youth with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Julie LOUNDS TAYLOR, Auteur ; Marsha MAILICK SELTZER, Auteur Année de publication : 2011 Article en page(s) : p.1397-1410 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Transition to adulthood Mother–child relationship Burden Warmth Index. décimale : PER Périodiques Résumé : We examined whether exiting high school was associated with changes in the mother–child relationship. Participants were 170 mothers of youth with ASD who were part of our larger longitudinal study and who exited high school during the study; data were collected four times over 7 years. Results indicated improvement in the mother–child relationship while in high school; however, improvement in all indices slowed or stopped after exit. Mothers of youth with ASD without an intellectual disability (ID) and who had more unmet service needs evidenced the least improvement after exit. Our findings provide further evidence that the years after high school exit are a time of increased risk, especially for those with ASD without ID and whose families are under-resourced. En ligne : http://dx.doi.org/10.1007/s10803-010-1166-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=143
in Journal of Autism and Developmental Disorders > 41-10 (October 2011) . - p.1397-1410[article] Changes in the Mother–Child Relationship During the Transition to Adulthood for Youth with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Julie LOUNDS TAYLOR, Auteur ; Marsha MAILICK SELTZER, Auteur . - 2011 . - p.1397-1410.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 41-10 (October 2011) . - p.1397-1410
Mots-clés : Autism spectrum disorder Transition to adulthood Mother–child relationship Burden Warmth Index. décimale : PER Périodiques Résumé : We examined whether exiting high school was associated with changes in the mother–child relationship. Participants were 170 mothers of youth with ASD who were part of our larger longitudinal study and who exited high school during the study; data were collected four times over 7 years. Results indicated improvement in the mother–child relationship while in high school; however, improvement in all indices slowed or stopped after exit. Mothers of youth with ASD without an intellectual disability (ID) and who had more unmet service needs evidenced the least improvement after exit. Our findings provide further evidence that the years after high school exit are a time of increased risk, especially for those with ASD without ID and whose families are under-resourced. En ligne : http://dx.doi.org/10.1007/s10803-010-1166-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=143