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The moderating role of adrenocortical reactivity in the associations between interparental conflict, emotional reactivity, and school adjustment / Patrick T. DAVIES ; Melissa L. STURGE-APPLE in Development and Psychopathology, 35-4 (October 2023)
[article]
Titre : The moderating role of adrenocortical reactivity in the associations between interparental conflict, emotional reactivity, and school adjustment Type de document : Texte imprimé et/ou numérique Auteurs : Patrick T. DAVIES, Auteur ; Melissa L. STURGE-APPLE, Auteur Article en page(s) : p.1878-1890 Langues : Anglais (eng) Mots-clés : biological sensitivity cortisol emotional reactivity parent conflict school adjustment Index. décimale : PER Périodiques Résumé : This study tested whether the associations between interparental conflict, children?s emotional reactivity, and school adjustment were moderated by children?s cortisol reactivity in a sample of young children (N = 243; mean age = 4.6 years at Wave 1; 56% female, 44% male) and their parents. Using a longitudinal, autoregressive design, observational assessments of children?s emotional reactivity at Wave 2 mediated the relationship between an observational measure of Wave 1 conflict between parents and teacher?s report of children?s school adjustment at Wave 3. However, children?s cortisol reactivity to parent conflict at Wave 1 moderated the first link, such that emotional reactivity operated as a mediator for children with heightened cortisol reactivity but not children with low cortisol reactivity. Moderation was expressed in a ?for better? or ?for worse? form hypothesized by biological sensitivity to context theory. Thus, children with high cortisol reactivity experienced greater emotional reactivity than their peers when faced with more destructive conflict but also lower emotional reactivity when exposed to more constructive interparental conflict. Results are discussed as to how they advance emotional security and biological sensitivity to context theories. En ligne : https://dx.doi.org/10.1017/S0954579422000542 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515
in Development and Psychopathology > 35-4 (October 2023) . - p.1878-1890[article] The moderating role of adrenocortical reactivity in the associations between interparental conflict, emotional reactivity, and school adjustment [Texte imprimé et/ou numérique] / Patrick T. DAVIES, Auteur ; Melissa L. STURGE-APPLE, Auteur . - p.1878-1890.
Langues : Anglais (eng)
in Development and Psychopathology > 35-4 (October 2023) . - p.1878-1890
Mots-clés : biological sensitivity cortisol emotional reactivity parent conflict school adjustment Index. décimale : PER Périodiques Résumé : This study tested whether the associations between interparental conflict, children?s emotional reactivity, and school adjustment were moderated by children?s cortisol reactivity in a sample of young children (N = 243; mean age = 4.6 years at Wave 1; 56% female, 44% male) and their parents. Using a longitudinal, autoregressive design, observational assessments of children?s emotional reactivity at Wave 2 mediated the relationship between an observational measure of Wave 1 conflict between parents and teacher?s report of children?s school adjustment at Wave 3. However, children?s cortisol reactivity to parent conflict at Wave 1 moderated the first link, such that emotional reactivity operated as a mediator for children with heightened cortisol reactivity but not children with low cortisol reactivity. Moderation was expressed in a ?for better? or ?for worse? form hypothesized by biological sensitivity to context theory. Thus, children with high cortisol reactivity experienced greater emotional reactivity than their peers when faced with more destructive conflict but also lower emotional reactivity when exposed to more constructive interparental conflict. Results are discussed as to how they advance emotional security and biological sensitivity to context theories. En ligne : https://dx.doi.org/10.1017/S0954579422000542 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515 The Learning, Social and Emotion Adaptation Questionnaire-Short Form: A Measure of Adaptive Behavior for Primary School Students with Autism Spectrum Disorder / Hannah Man-Yan TSE in Autism Research, 14-5 (May 2021)
[article]
Titre : The Learning, Social and Emotion Adaptation Questionnaire-Short Form: A Measure of Adaptive Behavior for Primary School Students with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Hannah Man-Yan TSE, Auteur ; Irene T. HO, Auteur ; Kathy WONG, Auteur Article en page(s) : p.959-972 Langues : Anglais (eng) Mots-clés : adaptive behaviors autism spectrum disorder checklist gender difference normative statistics psychometrics school adjustment Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder (ASD) studying in mainstream classrooms have diverse adjustment difficulties in learning, social interaction, and emotion regulation. It is crucial to identify the areas these students find most challenging so that teachers can provide training and support accordingly. We therefore developed, examined, and provided norms for the Learning, Social and Emotion Adaptation Questionnaire-Short Form (LSEAQ-S), a teacher report instrument measuring 53 essential adaptive behaviors for mainstream primary school students in Hong Kong. Teachers completed the LSEAQ-S for three samples of 2,298, 2,690, and 3,305 students with ASD from 204 schools and a sample of 1,869 students without ASD from 112 schools. Our study showed that an 11-factor structure best describes the LSEAQ-S, which has high internal consistency and good convergent validity examined with the Social Responsiveness Scale-Second Edition (SRS-2). Normative data of the LSEAQ-S stratified by gender and grade (grades 1 to 3; grades 4 to 6) are presented. Gender and grade differences were found, with girls with ASD lagging behind their same-gender peers in related skills more than boys with ASD did, across both grade levels and especially in senior grades. The LSEAQ-S, together with its normative data, can reveal students' difficulties and needs, inform intervention priorities, and help monitor training progress. LAY SUMMARY: This study introduces the Learning, Social and Emotion Adaptation Questionnaire-Short Form (LSEAQ-S), a teacher report instrument developed in Hong Kong measuring school adaptation of students with autism spectrum disorder (ASD) in mainstream primary schools. The measure helps education personnel identify behaviors in which a student falls behind his/her peers and facilitate training and support targeting those behaviors. Autism Res 2021, 14: 959-972. © 2020 The Authors. Autism Research published by International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2431 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444
in Autism Research > 14-5 (May 2021) . - p.959-972[article] The Learning, Social and Emotion Adaptation Questionnaire-Short Form: A Measure of Adaptive Behavior for Primary School Students with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Hannah Man-Yan TSE, Auteur ; Irene T. HO, Auteur ; Kathy WONG, Auteur . - p.959-972.
Langues : Anglais (eng)
in Autism Research > 14-5 (May 2021) . - p.959-972
Mots-clés : adaptive behaviors autism spectrum disorder checklist gender difference normative statistics psychometrics school adjustment Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder (ASD) studying in mainstream classrooms have diverse adjustment difficulties in learning, social interaction, and emotion regulation. It is crucial to identify the areas these students find most challenging so that teachers can provide training and support accordingly. We therefore developed, examined, and provided norms for the Learning, Social and Emotion Adaptation Questionnaire-Short Form (LSEAQ-S), a teacher report instrument measuring 53 essential adaptive behaviors for mainstream primary school students in Hong Kong. Teachers completed the LSEAQ-S for three samples of 2,298, 2,690, and 3,305 students with ASD from 204 schools and a sample of 1,869 students without ASD from 112 schools. Our study showed that an 11-factor structure best describes the LSEAQ-S, which has high internal consistency and good convergent validity examined with the Social Responsiveness Scale-Second Edition (SRS-2). Normative data of the LSEAQ-S stratified by gender and grade (grades 1 to 3; grades 4 to 6) are presented. Gender and grade differences were found, with girls with ASD lagging behind their same-gender peers in related skills more than boys with ASD did, across both grade levels and especially in senior grades. The LSEAQ-S, together with its normative data, can reveal students' difficulties and needs, inform intervention priorities, and help monitor training progress. LAY SUMMARY: This study introduces the Learning, Social and Emotion Adaptation Questionnaire-Short Form (LSEAQ-S), a teacher report instrument developed in Hong Kong measuring school adaptation of students with autism spectrum disorder (ASD) in mainstream primary schools. The measure helps education personnel identify behaviors in which a student falls behind his/her peers and facilitate training and support targeting those behaviors. Autism Res 2021, 14: 959-972. © 2020 The Authors. Autism Research published by International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2431 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444