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Parent-Child Interaction Synchrony for Infants At-Risk for Autism Spectrum Disorder / A. M. STEINER in Journal of Autism and Developmental Disorders, 48-10 (October 2018)
[article]
Titre : Parent-Child Interaction Synchrony for Infants At-Risk for Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : A. M. STEINER, Auteur ; G. W. GENGOUX, Auteur ; A. SMITH, Auteur ; Katarzyna CHAWARSKA, Auteur Article en page(s) : p.3562-3572 Langues : Anglais (eng) Mots-clés : Autism Infant siblings Parent-child interaction Synchrony Index. décimale : PER Périodiques Résumé : This study investigated interactions between parents and 12-month-old infants at high (HR-SIBS; n = 27) and low (LR-SIBS; n = 14) familial risk for autism spectrum disorder (ASD). The contributions of parental variables, as well as child's autism symptom severity and verbal skills, to the parent interaction style were examined. Parents of HR-SIBS exhibited a higher level of synchronous-demanding behaviors, which was associated with parental report of atypical mood in the infant, but not with autism symptom severity, verbal skills, or parental depressive symptoms. These preliminary findings suggest a need for further investigation into HR-SIBS' emotional development and parental perception of that development, as these factors may shape parent-child interaction and influence the effectiveness of parent-assisted early intervention programs. En ligne : http://dx.doi.org/10.1007/s10803-018-3624-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369
in Journal of Autism and Developmental Disorders > 48-10 (October 2018) . - p.3562-3572[article] Parent-Child Interaction Synchrony for Infants At-Risk for Autism Spectrum Disorder [Texte imprimé et/ou numérique] / A. M. STEINER, Auteur ; G. W. GENGOUX, Auteur ; A. SMITH, Auteur ; Katarzyna CHAWARSKA, Auteur . - p.3562-3572.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-10 (October 2018) . - p.3562-3572
Mots-clés : Autism Infant siblings Parent-child interaction Synchrony Index. décimale : PER Périodiques Résumé : This study investigated interactions between parents and 12-month-old infants at high (HR-SIBS; n = 27) and low (LR-SIBS; n = 14) familial risk for autism spectrum disorder (ASD). The contributions of parental variables, as well as child's autism symptom severity and verbal skills, to the parent interaction style were examined. Parents of HR-SIBS exhibited a higher level of synchronous-demanding behaviors, which was associated with parental report of atypical mood in the infant, but not with autism symptom severity, verbal skills, or parental depressive symptoms. These preliminary findings suggest a need for further investigation into HR-SIBS' emotional development and parental perception of that development, as these factors may shape parent-child interaction and influence the effectiveness of parent-assisted early intervention programs. En ligne : http://dx.doi.org/10.1007/s10803-018-3624-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369 Changes in self-reported and observed parenting following a randomized control trial of parent-child interaction therapy for the treatment of preschool depression / Diana J. WHALEN in Journal of Child Psychology and Psychiatry, 62-1 (January 2021)
[article]
Titre : Changes in self-reported and observed parenting following a randomized control trial of parent-child interaction therapy for the treatment of preschool depression Type de document : Texte imprimé et/ou numérique Auteurs : Diana J. WHALEN, Auteur ; Kirsten E. GILBERT, Auteur ; Joan L. LUBY, Auteur Article en page(s) : p.86-96 Langues : Anglais (eng) Mots-clés : Parenting practices observational parent-child interaction parent-child interaction therapy preschool depression Index. décimale : PER Périodiques Résumé : BACKGROUND: Parenting in early childhood exerts substantial influence over children's emotional health and development. Using data from a randomized controlled trial of a novel treatment for early childhood depression, Parent-Child Interaction Therapy Emotion Development (PCIT-ED), we explored two broad dimensions of parenting (behavior and affect) to determine whether any changes could be detected following treatment when compared to those in a waitlist control condition. METHOD: 229 caregiver-child dyads, 114 randomly assigned to PCIT-ED for preschool-onset depression, and 115 assigned to a waitlist completed two structured interaction tasks at baseline and post-treatment. Interactions were later coded by observer's blind to diagnostic and treatment status. RESULTS: Greater reductions were found in self-reported negative parenting behaviors and observed negative affect and greater increases in self-reported positive parenting behaviors and observed positive affect among the caregivers in the treatment group. Increases in the overall positivity of the observed interactional style of caregivers, but no observed parenting behavior change was found following treatment. Discrepancies between self-reported and observed parenting were greater among caregivers on the waitlist. CONCLUSIONS: Following PCIT-ED treatment, caregivers self-reported improvements in parenting practices and declines in punitive practices along with observed increases in positive affect and decreases in negative affect when interacting with their child. Moreover, coherence between self-reported and observed parenting was higher in the treatment group. These findings highlight the efficacy of PCIT-ED in improving parenting behaviors and the need to use multiple methods to assess parenting in treatment studies. En ligne : http://dx.doi.org/10.1111/jcpp.13263 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=435
in Journal of Child Psychology and Psychiatry > 62-1 (January 2021) . - p.86-96[article] Changes in self-reported and observed parenting following a randomized control trial of parent-child interaction therapy for the treatment of preschool depression [Texte imprimé et/ou numérique] / Diana J. WHALEN, Auteur ; Kirsten E. GILBERT, Auteur ; Joan L. LUBY, Auteur . - p.86-96.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 62-1 (January 2021) . - p.86-96
Mots-clés : Parenting practices observational parent-child interaction parent-child interaction therapy preschool depression Index. décimale : PER Périodiques Résumé : BACKGROUND: Parenting in early childhood exerts substantial influence over children's emotional health and development. Using data from a randomized controlled trial of a novel treatment for early childhood depression, Parent-Child Interaction Therapy Emotion Development (PCIT-ED), we explored two broad dimensions of parenting (behavior and affect) to determine whether any changes could be detected following treatment when compared to those in a waitlist control condition. METHOD: 229 caregiver-child dyads, 114 randomly assigned to PCIT-ED for preschool-onset depression, and 115 assigned to a waitlist completed two structured interaction tasks at baseline and post-treatment. Interactions were later coded by observer's blind to diagnostic and treatment status. RESULTS: Greater reductions were found in self-reported negative parenting behaviors and observed negative affect and greater increases in self-reported positive parenting behaviors and observed positive affect among the caregivers in the treatment group. Increases in the overall positivity of the observed interactional style of caregivers, but no observed parenting behavior change was found following treatment. Discrepancies between self-reported and observed parenting were greater among caregivers on the waitlist. CONCLUSIONS: Following PCIT-ED treatment, caregivers self-reported improvements in parenting practices and declines in punitive practices along with observed increases in positive affect and decreases in negative affect when interacting with their child. Moreover, coherence between self-reported and observed parenting was higher in the treatment group. These findings highlight the efficacy of PCIT-ED in improving parenting behaviors and the need to use multiple methods to assess parenting in treatment studies. En ligne : http://dx.doi.org/10.1111/jcpp.13263 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=435 The role of alexithymia in parent-child interaction and in the emotional ability of children with autism spectrum disorder / Andreia P. COSTA in Autism Research, 12-3 (March 2019)
[article]
Titre : The role of alexithymia in parent-child interaction and in the emotional ability of children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Andreia P. COSTA, Auteur ; G. STEFFGEN, Auteur ; C. VOGELE, Auteur Article en page(s) : p.458-468 Langues : Anglais (eng) Mots-clés : alexithymia autism spectrum disorder emotion regulation emotional reactivity parent-child interaction Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) have more emotional difficulties than typically developing (TD) children. Of all the factors that impact children's emotional development, parents, and the way they interact with their children, are of crucial importance. The present study compared the amount of parent-child interactions among 35 dyads of parents and their children with ASD and 41 dyads of parents and their TD children, aged between 3 and 13 years, during a frustration-eliciting situation. We further examined whether children's alexithymia is linked to parent-child interactions and whether parent-child interactions are linked to children's emotional difficulties. We found that parents of children with ASD interacted significantly less with their children than parents of TD children. This reduced interaction was better explained by children's alexithymia than by children's ASD diagnosis. Finally, parent-child interaction mediated the relationship between children's ASD diagnosis and children's emotion regulation ability, as well as some aspects of children's emotional reactivity but only if not accounting for children's alexithymia levels. Our results demonstrate the determinant role children's alexithymia plays on parent-child interactions and on how these interactions are linked to children's difficulties in emotion regulation and emotional reactivity. Results are discussed in light of how parent-child interactions and the emotional ability of children with ASD can be improved by targeting children's alexithymia. Autism Res 2019, 12: 458-468 (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: In the present research, we found that parents of children with autism interact less with their children compared to parents of typically developing children. We also found that this decreased interaction is linked to children's difficulties to recognize, describe, and distinguish emotions, a triad of difficulties known as alexithymia. Furthermore, parents' interaction with their children explains emotional reactivity and emotion regulation problems in children with autism. However, if we take into consideration children's alexithymia, then parents' interaction with their children is not related to their children's emotional difficulties in reactivity and regulation. Therefore, to improve the interaction between parents and their children with autism, and the emotional development of these children, we recommend interventions that teach children with autism how to recognize, describe, and distinguish emotions in themselves and others. En ligne : http://dx.doi.org/10.1002/aur.2061 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387
in Autism Research > 12-3 (March 2019) . - p.458-468[article] The role of alexithymia in parent-child interaction and in the emotional ability of children with autism spectrum disorder [Texte imprimé et/ou numérique] / Andreia P. COSTA, Auteur ; G. STEFFGEN, Auteur ; C. VOGELE, Auteur . - p.458-468.
Langues : Anglais (eng)
in Autism Research > 12-3 (March 2019) . - p.458-468
Mots-clés : alexithymia autism spectrum disorder emotion regulation emotional reactivity parent-child interaction Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) have more emotional difficulties than typically developing (TD) children. Of all the factors that impact children's emotional development, parents, and the way they interact with their children, are of crucial importance. The present study compared the amount of parent-child interactions among 35 dyads of parents and their children with ASD and 41 dyads of parents and their TD children, aged between 3 and 13 years, during a frustration-eliciting situation. We further examined whether children's alexithymia is linked to parent-child interactions and whether parent-child interactions are linked to children's emotional difficulties. We found that parents of children with ASD interacted significantly less with their children than parents of TD children. This reduced interaction was better explained by children's alexithymia than by children's ASD diagnosis. Finally, parent-child interaction mediated the relationship between children's ASD diagnosis and children's emotion regulation ability, as well as some aspects of children's emotional reactivity but only if not accounting for children's alexithymia levels. Our results demonstrate the determinant role children's alexithymia plays on parent-child interactions and on how these interactions are linked to children's difficulties in emotion regulation and emotional reactivity. Results are discussed in light of how parent-child interactions and the emotional ability of children with ASD can be improved by targeting children's alexithymia. Autism Res 2019, 12: 458-468 (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: In the present research, we found that parents of children with autism interact less with their children compared to parents of typically developing children. We also found that this decreased interaction is linked to children's difficulties to recognize, describe, and distinguish emotions, a triad of difficulties known as alexithymia. Furthermore, parents' interaction with their children explains emotional reactivity and emotion regulation problems in children with autism. However, if we take into consideration children's alexithymia, then parents' interaction with their children is not related to their children's emotional difficulties in reactivity and regulation. Therefore, to improve the interaction between parents and their children with autism, and the emotional development of these children, we recommend interventions that teach children with autism how to recognize, describe, and distinguish emotions in themselves and others. En ligne : http://dx.doi.org/10.1002/aur.2061 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 Child language and autism diagnosis impact hierarchical temporal structure of parent-child vocal interactions in early childhood / Olivia BOOROM in Autism Research, 15-11 (November 2022)
[article]
Titre : Child language and autism diagnosis impact hierarchical temporal structure of parent-child vocal interactions in early childhood Type de document : Texte imprimé et/ou numérique Auteurs : Olivia BOOROM, Auteur ; Camila ALVIAR, Auteur ; Yumeng ZHANG, Auteur ; Valerie A. MUÑOZ, Auteur ; Christopher T. KELLO, Auteur ; Miriam D. LENSE, Auteur Article en page(s) : p.2099-2111 Langues : Anglais (eng) Mots-clés : Infant Child Child, Preschool Male Humans Female Child Language Autistic Disorder/complications Autism Spectrum Disorder/diagnosis/complications Parent-Child Relations Social Skills autism spectrum disorder hierarchical temporal structure interaction dynamics language development parent-child interaction social reciprocity Index. décimale : PER Périodiques Résumé : Timing is critical to successful social interactions. The temporal structure of dyadic vocal interactions emerges from the rhythm, timing, and frequency of each individuals' vocalizations and reflects how the dyad dynamically organizes and adapts during an interaction. This study investigated the temporal structure of vocal interactions longitudinally in parent-child dyads of typically developing (TD) infants (n = 49; 9-18 months; 48% male) and toddlers with ASD (n = 23; 27.2 Â+ 5.0 months; 91.3% male) to identify how developing language and social skills impact the temporal dynamics of the interaction. Acoustic hierarchical temporal structure (HTS), a measure of the nested clustering of acoustic events across multiple timescales, was measured in free play interactions using Allan Factor. HTS reflects a signal's temporal complexity and variability, with greater HTS indicating reduced flexibility of the dyadic system. Child expressive language significantly predicted HTS (ß = -0.2) longitudinally across TD infants, with greater dyadic HTS associated with lower child language skills. ASD dyads exhibited greater HTS (i.e., more rigid temporal structure) than nonverbal matched (d = 0.41) and expressive language matched TD dyads (d = 0.28). Increased HTS in ASD dyads occurred at timescales>1 s, suggesting greater structuring of pragmatic aspects of interaction. Results provide a new window into how language development and social reciprocity serve as constraints to shape parent-child interaction dynamics and showcase a novel automated approach to characterizing vocal interactions across multiple timescales during early childhood. En ligne : http://dx.doi.org/10.1002/aur.2804 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488
in Autism Research > 15-11 (November 2022) . - p.2099-2111[article] Child language and autism diagnosis impact hierarchical temporal structure of parent-child vocal interactions in early childhood [Texte imprimé et/ou numérique] / Olivia BOOROM, Auteur ; Camila ALVIAR, Auteur ; Yumeng ZHANG, Auteur ; Valerie A. MUÑOZ, Auteur ; Christopher T. KELLO, Auteur ; Miriam D. LENSE, Auteur . - p.2099-2111.
Langues : Anglais (eng)
in Autism Research > 15-11 (November 2022) . - p.2099-2111
Mots-clés : Infant Child Child, Preschool Male Humans Female Child Language Autistic Disorder/complications Autism Spectrum Disorder/diagnosis/complications Parent-Child Relations Social Skills autism spectrum disorder hierarchical temporal structure interaction dynamics language development parent-child interaction social reciprocity Index. décimale : PER Périodiques Résumé : Timing is critical to successful social interactions. The temporal structure of dyadic vocal interactions emerges from the rhythm, timing, and frequency of each individuals' vocalizations and reflects how the dyad dynamically organizes and adapts during an interaction. This study investigated the temporal structure of vocal interactions longitudinally in parent-child dyads of typically developing (TD) infants (n = 49; 9-18 months; 48% male) and toddlers with ASD (n = 23; 27.2 Â+ 5.0 months; 91.3% male) to identify how developing language and social skills impact the temporal dynamics of the interaction. Acoustic hierarchical temporal structure (HTS), a measure of the nested clustering of acoustic events across multiple timescales, was measured in free play interactions using Allan Factor. HTS reflects a signal's temporal complexity and variability, with greater HTS indicating reduced flexibility of the dyadic system. Child expressive language significantly predicted HTS (ß = -0.2) longitudinally across TD infants, with greater dyadic HTS associated with lower child language skills. ASD dyads exhibited greater HTS (i.e., more rigid temporal structure) than nonverbal matched (d = 0.41) and expressive language matched TD dyads (d = 0.28). Increased HTS in ASD dyads occurred at timescales>1 s, suggesting greater structuring of pragmatic aspects of interaction. Results provide a new window into how language development and social reciprocity serve as constraints to shape parent-child interaction dynamics and showcase a novel automated approach to characterizing vocal interactions across multiple timescales during early childhood. En ligne : http://dx.doi.org/10.1002/aur.2804 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488 Does autism affect gesturing during parent-child interactions in the early school years? / Stephanie D. BAUMANN in Research in Autism Spectrum Disorders, 67 (November 2019)
[article]
Titre : Does autism affect gesturing during parent-child interactions in the early school years? Type de document : Texte imprimé et/ou numérique Auteurs : Stephanie D. BAUMANN, Auteur ; ?eyda ÖZÇALI?KAN, Auteur ; Lauren B. ADAMSON, Auteur Article en page(s) : p.101440 Langues : Anglais (eng) Mots-clés : Gesture ASD Parent-child interaction Language development Nonverbal communication Index. décimale : PER Périodiques Résumé : Background Young children with autism spectrum disorder (ASD) have been shown to differ from typically developing (TD) children in their production of gesture, as well as the relationship between gesture and the content of their speech. In this study, we asked whether older children with ASD continue to differ from TD children in the types of gestures and gesture-speech combinations that they produce, and whether these differences reflect differences in parental gesture input. Method Our study examined the gestures and speech produced by 39 early school-age children (17 with ASD, 14 boys; Mage?=?7;2, and 22 with TD, 13 boys; Mage?=?5;4), comparable in expressive vocabulary, and their parents, during a 10-minute play interaction. Gestures were coded for total amount, gesture type (deictic, conventional, or iconic), and gesture-speech relationship (complementary, disambiguating, or supplementary). Results Children with ASD were similar to TD children in the amount and types of gestures that they produced, but differed in their gesture-speech combinations, using gesture primarily to complement their speech. Parents did not show any group differences in their production of different types of gestures and gesture-speech combinations. There were no correlations between parent and child gesture patterns. Conclusions These findings suggest that differences in children’s gesture use may reflect the child’s own communicative intentions rather than parental input. These finding have important implications in understanding how older children with ASD use gesture in everyday interactive contexts, which can inform intervention or school-based practices to support learning. En ligne : https://doi.org/10.1016/j.rasd.2019.101440 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405
in Research in Autism Spectrum Disorders > 67 (November 2019) . - p.101440[article] Does autism affect gesturing during parent-child interactions in the early school years? [Texte imprimé et/ou numérique] / Stephanie D. BAUMANN, Auteur ; ?eyda ÖZÇALI?KAN, Auteur ; Lauren B. ADAMSON, Auteur . - p.101440.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 67 (November 2019) . - p.101440
Mots-clés : Gesture ASD Parent-child interaction Language development Nonverbal communication Index. décimale : PER Périodiques Résumé : Background Young children with autism spectrum disorder (ASD) have been shown to differ from typically developing (TD) children in their production of gesture, as well as the relationship between gesture and the content of their speech. In this study, we asked whether older children with ASD continue to differ from TD children in the types of gestures and gesture-speech combinations that they produce, and whether these differences reflect differences in parental gesture input. Method Our study examined the gestures and speech produced by 39 early school-age children (17 with ASD, 14 boys; Mage?=?7;2, and 22 with TD, 13 boys; Mage?=?5;4), comparable in expressive vocabulary, and their parents, during a 10-minute play interaction. Gestures were coded for total amount, gesture type (deictic, conventional, or iconic), and gesture-speech relationship (complementary, disambiguating, or supplementary). Results Children with ASD were similar to TD children in the amount and types of gestures that they produced, but differed in their gesture-speech combinations, using gesture primarily to complement their speech. Parents did not show any group differences in their production of different types of gestures and gesture-speech combinations. There were no correlations between parent and child gesture patterns. Conclusions These findings suggest that differences in children’s gesture use may reflect the child’s own communicative intentions rather than parental input. These finding have important implications in understanding how older children with ASD use gesture in everyday interactive contexts, which can inform intervention or school-based practices to support learning. En ligne : https://doi.org/10.1016/j.rasd.2019.101440 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405 A systematic review of parent-infant interaction in infants at risk of autism / M. W. WAN in Autism, 23-4 (May 2019)
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