46 recherche sur le mot-clé 'school'

School Discipline, Hospitalization, and Police Contact Overlap Among Individuals with Autism Spectrum Disorder / P. TURCOTTE in Journal of Autism and Developmental Disorders, 48-3 (March 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.883-891 Titre : School Discipline, Hospitalization, and Police Contact Overlap Among Individuals with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : P. TURCOTTE, Auteur ; L. L. SHEA, Auteur ; D. MANDELL, Auteur Année de publication : 2018 Article en page(s) : p.883-891 Langues : Anglais (eng) Mots-clés : Hospital  Police  School Index. décimale : PER Périodiques Résumé : The objective was to examine the frequency, correlates, and overlap of school disciplinary actions, psychiatric hospitalizations, and police contact among children and adolescents with autism. Survey results from 2525 caregivers of individuals with autism in elementary through high school were examined. Logistic regression was used to examine predictors of each outcome. Youth with autism most frequently experienced school disciplinary action (15.0%), followed by police contact (7.9%) and hospitalization (7.8%). Experiencing any one of the three events increased risk of experiencing either of the other events. Strong associations between traumatic experiences such as police contact and hospitalizations (OR 9.2), need to be explored to determine risk factors for potential intervention. Further research is needed to determine the temporal ordering of these outcomes. En ligne : https://doi.org/10.1007/s10803-017-3359-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339 [article] School Discipline, Hospitalization, and Police Contact Overlap Among Individuals with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / P. TURCOTTE, Auteur ; L. L. SHEA, Auteur ; D. MANDELL, Auteur . - 2018 . - p.883-891. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.883-891 Mots-clés : Hospital  Police  School Index. décimale : PER Périodiques Résumé : The objective was to examine the frequency, correlates, and overlap of school disciplinary actions, psychiatric hospitalizations, and police contact among children and adolescents with autism. Survey results from 2525 caregivers of individuals with autism in elementary through high school were examined. Logistic regression was used to examine predictors of each outcome. Youth with autism most frequently experienced school disciplinary action (15.0%), followed by police contact (7.9%) and hospitalization (7.8%). Experiencing any one of the three events increased risk of experiencing either of the other events. Strong associations between traumatic experiences such as police contact and hospitalizations (OR 9.2), need to be explored to determine risk factors for potential intervention. Further research is needed to determine the temporal ordering of these outcomes. En ligne : https://doi.org/10.1007/s10803-017-3359-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339

Ethnic Variations in Children's Problem Behaviors: A Cross-sectional, Developmental Study of Hawaii School Children / Sandra K. LOO in Journal of Child Psychology and Psychiatry, 39-4 (May 1998)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 39-4 (May 1998) . - p.567-575 Titre : Ethnic Variations in Children's Problem Behaviors: A Cross-sectional, Developmental Study of Hawaii School Children Type de document : Texte imprimé et/ou numérique Auteurs : Sandra K. LOO, Auteur ; Mark D. RAPPORT, Auteur Année de publication : 1998 Article en page(s) : p.567-575 Langues : Anglais (eng) Mots-clés : Behavior problems  cross-cultural  epidemiology  ethnicity  school  school children Index. décimale : PER Périodiques Résumé : Variations in children's problem behaviors associated with ethnicity and other demographic variables were examined in 6–18-year-old children (N= 804) residing in a multicultural environment. The Child Behavior Checklist-Teacher's Report Form was used to compare the frequency of behavior problems among clinic-referred and nonreferred children of Hawaiian, Asian, and Caucasian ethnicities. Children who were male, clinic-referred, or of Caucasian or Hawaiian ancestry experienced greater levels of behavioral problems. Explanations concerning ethnic variations in children's problem behaviors include: teacher's perceptual bias, differences in teacher threshold to report problem behaviors, and/or true variations in children's behavior. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123 [article] Ethnic Variations in Children's Problem Behaviors: A Cross-sectional, Developmental Study of Hawaii School Children [Texte imprimé et/ou numérique] / Sandra K. LOO, Auteur ; Mark D. RAPPORT, Auteur . - 1998 . - p.567-575. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 39-4 (May 1998) . - p.567-575 Mots-clés : Behavior problems  cross-cultural  epidemiology  ethnicity  school  school children Index. décimale : PER Périodiques Résumé : Variations in children's problem behaviors associated with ethnicity and other demographic variables were examined in 6–18-year-old children (N= 804) residing in a multicultural environment. The Child Behavior Checklist-Teacher's Report Form was used to compare the frequency of behavior problems among clinic-referred and nonreferred children of Hawaiian, Asian, and Caucasian ethnicities. Children who were male, clinic-referred, or of Caucasian or Hawaiian ancestry experienced greater levels of behavioral problems. Explanations concerning ethnic variations in children's problem behaviors include: teacher's perceptual bias, differences in teacher threshold to report problem behaviors, and/or true variations in children's behavior. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123

Practitioner Review: School-based interventions in child mental health / Frank W. PAULUS in Journal of Child Psychology and Psychiatry, 57-12 (December 2016)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1337-1359 Titre : Practitioner Review: School-based interventions in child mental health Type de document : Texte imprimé et/ou numérique Auteurs : Frank W. PAULUS, Auteur ; Susanne OHMANN, Auteur ; Christian POPOW, Auteur Article en page(s) : p.1337-1359 Langues : Anglais (eng) Mots-clés : Schoolchildren  school  intervention  prevention  behaviour therapy Index. décimale : PER Périodiques Résumé : Background School-based interventions (SBIs) are well-established and effective treatments for improving child mental health. Specific school-based topics include prevention (Tier I–III) and interventions (e.g. cognitive–behavioural programmes and daily report cards). Methods We performed a systematic literature search in five commonly used online databases (ERIC, MEDLINE, PsycARTICLES, PsycINFO and PSYNDEX) for English-language articles published between 1993 and 2015. Additional sources included reference lists of relevant articles and book chapters. Results We identified a number of successful behavioural or cognitive–behavioural programmes yielding moderate to strong effects for a range of emotional and behavioural problems. The implementation of these programmes and the collaboration of the involved settings (school and home) and persons are important factors for their effectiveness under real-life conditions. Conclusions Effective SBIs are valuable tools for students with mental health problems if evidence-based cognitive–behavioural interventions are applied and rules of translational algorithms and implementation science are respected. En ligne : http://dx.doi.org/10.1111/jcpp.12584 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 [article] Practitioner Review: School-based interventions in child mental health [Texte imprimé et/ou numérique] / Frank W. PAULUS, Auteur ; Susanne OHMANN, Auteur ; Christian POPOW, Auteur . - p.1337-1359. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1337-1359 Mots-clés : Schoolchildren  school  intervention  prevention  behaviour therapy Index. décimale : PER Périodiques Résumé : Background School-based interventions (SBIs) are well-established and effective treatments for improving child mental health. Specific school-based topics include prevention (Tier I–III) and interventions (e.g. cognitive–behavioural programmes and daily report cards). Methods We performed a systematic literature search in five commonly used online databases (ERIC, MEDLINE, PsycARTICLES, PsycINFO and PSYNDEX) for English-language articles published between 1993 and 2015. Additional sources included reference lists of relevant articles and book chapters. Results We identified a number of successful behavioural or cognitive–behavioural programmes yielding moderate to strong effects for a range of emotional and behavioural problems. The implementation of these programmes and the collaboration of the involved settings (school and home) and persons are important factors for their effectiveness under real-life conditions. Conclusions Effective SBIs are valuable tools for students with mental health problems if evidence-based cognitive–behavioural interventions are applied and rules of translational algorithms and implementation science are respected. En ligne : http://dx.doi.org/10.1111/jcpp.12584 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297

Sociometric Classification Methods in School Peer Groups: A Comparative Investigation / Norah FREDERICKSON in Journal of Child Psychology and Psychiatry, 39-6 (September 1998)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 39-6 (September 1998) . - p.921-933 Titre : Sociometric Classification Methods in School Peer Groups: A Comparative Investigation Type de document : Texte imprimé et/ou numérique Auteurs : Norah FREDERICKSON, Auteur ; Adrian F. FURNHAM, Auteur Année de publication : 1998 Article en page(s) : p.921-933 Langues : Anglais (eng) Mots-clés : School children  peer relationships  assessment  classification  school  sociometrics Index. décimale : PER Périodiques Résumé : The categorical consequences and psychometric properties of different sociometric classification methods were evaluated. Children aged 9 to 12 years (N=254) completed three sociometric questionnaires and a peer assessment measure on two occasions 5 weeks apart. The sociometric data were analysed using 13 different methods. Analysis of kappa values indicated relatively poor agreement across methods on subject classification. Temporal stability of the classifications was also poor. Assessment of construct validity involved analysis of the peer assessment items, using MANOVA to test hypotheses based on ideas from social exchange theory. Cross-sex rating biases and difficulties with the neglected and controversial classifications are discussed as indicating a need for the application of theoretically based approaches which consider features of the peer group social system and a need for caution in selecting methods for clinical use. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123 [article] Sociometric Classification Methods in School Peer Groups: A Comparative Investigation [Texte imprimé et/ou numérique] / Norah FREDERICKSON, Auteur ; Adrian F. FURNHAM, Auteur . - 1998 . - p.921-933. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 39-6 (September 1998) . - p.921-933 Mots-clés : School children  peer relationships  assessment  classification  school  sociometrics Index. décimale : PER Périodiques Résumé : The categorical consequences and psychometric properties of different sociometric classification methods were evaluated. Children aged 9 to 12 years (N=254) completed three sociometric questionnaires and a peer assessment measure on two occasions 5 weeks apart. The sociometric data were analysed using 13 different methods. Analysis of kappa values indicated relatively poor agreement across methods on subject classification. Temporal stability of the classifications was also poor. Assessment of construct validity involved analysis of the peer assessment items, using MANOVA to test hypotheses based on ideas from social exchange theory. Cross-sex rating biases and difficulties with the neglected and controversial classifications are discussed as indicating a need for the application of theoretically based approaches which consider features of the peer group social system and a need for caution in selecting methods for clinical use. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123

A systematic review of school-based social skills interventions and observed social outcomes for students with autism spectrum disorder in inclusive settings / M. DEAN in Autism, 25-7 (October 2021)  

Public ISBD [article]  inAutism > 25-7 (October 2021) . - p.1828-1843 Titre : A systematic review of school-based social skills interventions and observed social outcomes for students with autism spectrum disorder in inclusive settings Type de document : Texte imprimé et/ou numérique Auteurs : M. DEAN, Auteur ; Y. C. CHANG, Auteur Article en page(s) : p.1828-1843 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy  Humans  Schools  Social Behavior  Social Skills  Students  inclusion  naturalistic observations  school Index. décimale : PER Périodiques Résumé : Most social skills interventions for students with autism spectrum disorder have been conducted in clinic-based settings. While students with autism spectrum disorder are able to acquire new skills, the generalization of these skills to authentic social environments, like school, is more difficult. To address this issue, there is an increase in research examining the implementation of social skills interventions for students with autism spectrum disorder who are educated in inclusive school settings. This review included 18 research studies that focused on school-based social interventions for students with autism spectrum disorder who were educated in inclusive school settings. Typically developing peers also participated in the interventions to varying degrees. Secondary aims explored naturalistic observation instruments and subsequent social outcomes used to record the social behaviors of students with autism spectrum disorder at school. Social intervention components varied across studies, but all studies reported improvement in the targeted social behaviors of students with autism spectrum disorder. There were many similarities in the ways in which researchers measured and defined social outcomes. Observation protocols were able to measure change in the social behaviors of students with autism spectrum disorder across a wide age range. The recognition of evidence-based practices used in school-based social skills interventions, as well as the identification of observation protocols and salient social outcomes, provides a starting point for school practitioners to consider as they move to implement social skills interventions for students with autism spectrum disorder into inclusive school settings. En ligne : http://dx.doi.org/10.1177/13623613211012886 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451 [article] A systematic review of school-based social skills interventions and observed social outcomes for students with autism spectrum disorder in inclusive settings [Texte imprimé et/ou numérique] / M. DEAN, Auteur ; Y. C. CHANG, Auteur . - p.1828-1843. Langues : Anglais (eng) in Autism > 25-7 (October 2021) . - p.1828-1843 Mots-clés : Autism Spectrum Disorder/therapy  Humans  Schools  Social Behavior  Social Skills  Students  inclusion  naturalistic observations  school Index. décimale : PER Périodiques Résumé : Most social skills interventions for students with autism spectrum disorder have been conducted in clinic-based settings. While students with autism spectrum disorder are able to acquire new skills, the generalization of these skills to authentic social environments, like school, is more difficult. To address this issue, there is an increase in research examining the implementation of social skills interventions for students with autism spectrum disorder who are educated in inclusive school settings. This review included 18 research studies that focused on school-based social interventions for students with autism spectrum disorder who were educated in inclusive school settings. Typically developing peers also participated in the interventions to varying degrees. Secondary aims explored naturalistic observation instruments and subsequent social outcomes used to record the social behaviors of students with autism spectrum disorder at school. Social intervention components varied across studies, but all studies reported improvement in the targeted social behaviors of students with autism spectrum disorder. There were many similarities in the ways in which researchers measured and defined social outcomes. Observation protocols were able to measure change in the social behaviors of students with autism spectrum disorder across a wide age range. The recognition of evidence-based practices used in school-based social skills interventions, as well as the identification of observation protocols and salient social outcomes, provides a starting point for school practitioners to consider as they move to implement social skills interventions for students with autism spectrum disorder into inclusive school settings. En ligne : http://dx.doi.org/10.1177/13623613211012886 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451

A systematic review of school-based social skills interventions and observed social outcomes for students with autism spectrum disorder in inclusive settings / Michelle DEAN in Autism, 26-7 (October 2022)  

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Bilingualism, School Achievement, and Mental Wellbeing: A Follow-up Study of Return Migrant Children / Lauri VUORENKOSKI in Journal of Child Psychology and Psychiatry, 41-2 (February 2000)

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Challenges and Successful Pedagogical Strategies: Experiences from Six Swedish Students with Blindness and Autism in Different School Settings / K. DE VERDIER in Journal of Autism and Developmental Disorders, 48-2 (February 2018)  

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Characteristics of socially successful elementary school-aged children with autism / Jill LOCKE in Journal of Child Psychology and Psychiatry, 58-1 (January 2017)  

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Classroom Teachers' Implementation of the Social Stations Intervention to Improve the Verbal Initiations and Responses of Students with Autism / B. M. SUTTON in Journal of Autism and Developmental Disorders, 52-3 (March 2022)  

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