3 recherche sur le mot-clé 'schoolchildren'

How much impairment is required for ADHD? No evidence of a discrete threshold / T. W. ARILDSKOV in Journal of Child Psychology and Psychiatry, 63-2 (February 2022)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 63-2 (February 2022) . - p.229-237 Titre : How much impairment is required for ADHD? No evidence of a discrete threshold Type de document : Texte imprimé et/ou numérique Auteurs : T. W. ARILDSKOV, Auteur ; Edmund J. S. SONUGA-BARKE, Auteur ; P. H. THOMSEN, Auteur ; A. VIRRING, Auteur ; S. D. ØSTERGAARD, Auteur Article en page(s) : p.229-237 Langues : Anglais (eng) Mots-clés : Attention-deficit/hyperactivity disorder  continuity  diagnosis  schoolchildren  symptomatology Index. décimale : PER Périodiques Résumé : BACKGROUND: A diagnosis of attention-deficit/hyperactivity disorder (ADHD) requires the presence of impairment alongside symptoms above a specific frequency and severity threshold. However, the question of whether that symptom threshold represents anything more than an arbitrary cutoff on a continuum of impairment requires further empirical study. Therefore, we present the first study investigating if the relationship between ADHD symptom severity and functional impairment is nonlinear in a way that suggests a discrete, nonarbitrary symptom level threshold associated with a marked step increase in impairment. METHODS: Parent reports on the ADHD-Rating Scale (ADHD-RS-IV), the Weiss Functional Impairment Rating Scale (WFIRS-P), and the Strengths and Difficulties Questionnaire were collected in a general population sample of 1st, 2nd, and 3rd graders (N?=?1,914-2,044). RESULTS: Piecewise linear regression analyses and nonlinear regression modeling both demonstrated that the relationship between symptom severity (ADHD-RS-IV total score) and impairment (WFIRS-P mean score) was characterized by a gradual linear increase in impairment with higher symptom severity and no apparent step increase or changing rate of increase in impairment at a certain high ADHD-RS-IV total score level. Controlling for socioeconomic status, sex, and co-occurring conduct and emotional symptoms did not alter these results, though comorbid symptoms had a significant effect on impairment. CONCLUSIONS: There was no clear evidence for a discrete, nonarbitrary symptom severity threshold with regard to impairment. The results highlight the continued need to consider both symptoms and impairment in the diagnosis of ADHD. En ligne : http://dx.doi.org/10.1111/jcpp.13440 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=457 [article] How much impairment is required for ADHD? No evidence of a discrete threshold [Texte imprimé et/ou numérique] / T. W. ARILDSKOV, Auteur ; Edmund J. S. SONUGA-BARKE, Auteur ; P. H. THOMSEN, Auteur ; A. VIRRING, Auteur ; S. D. ØSTERGAARD, Auteur . - p.229-237. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 63-2 (February 2022) . - p.229-237 Mots-clés : Attention-deficit/hyperactivity disorder  continuity  diagnosis  schoolchildren  symptomatology Index. décimale : PER Périodiques Résumé : BACKGROUND: A diagnosis of attention-deficit/hyperactivity disorder (ADHD) requires the presence of impairment alongside symptoms above a specific frequency and severity threshold. However, the question of whether that symptom threshold represents anything more than an arbitrary cutoff on a continuum of impairment requires further empirical study. Therefore, we present the first study investigating if the relationship between ADHD symptom severity and functional impairment is nonlinear in a way that suggests a discrete, nonarbitrary symptom level threshold associated with a marked step increase in impairment. METHODS: Parent reports on the ADHD-Rating Scale (ADHD-RS-IV), the Weiss Functional Impairment Rating Scale (WFIRS-P), and the Strengths and Difficulties Questionnaire were collected in a general population sample of 1st, 2nd, and 3rd graders (N?=?1,914-2,044). RESULTS: Piecewise linear regression analyses and nonlinear regression modeling both demonstrated that the relationship between symptom severity (ADHD-RS-IV total score) and impairment (WFIRS-P mean score) was characterized by a gradual linear increase in impairment with higher symptom severity and no apparent step increase or changing rate of increase in impairment at a certain high ADHD-RS-IV total score level. Controlling for socioeconomic status, sex, and co-occurring conduct and emotional symptoms did not alter these results, though comorbid symptoms had a significant effect on impairment. CONCLUSIONS: There was no clear evidence for a discrete, nonarbitrary symptom severity threshold with regard to impairment. The results highlight the continued need to consider both symptoms and impairment in the diagnosis of ADHD. En ligne : http://dx.doi.org/10.1111/jcpp.13440 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=457

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

Views of Teachers on Anxiety Symptoms in Students with Autism Spectrum Disorder / C. K. SYRIOPOULOU-DELLI in Journal of Autism and Developmental Disorders, 49-2 (February 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-2 (February 2019) . - p.704-720 Titre : Views of Teachers on Anxiety Symptoms in Students with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : C. K. SYRIOPOULOU-DELLI, Auteur ; S. A. POLYCHRONOPOULOU, Auteur ; G. A. KOLAITIS, Auteur ; A. G. ANTONIOU, Auteur Article en page(s) : p.704-720 Langues : Anglais (eng) Mots-clés : Anxiety  Autism spectrum disorder  Perceptions  Recommendations  Schoolchildren  Teachers Index. décimale : PER Périodiques Résumé : People with autism spectrum disorder (ASD) exhibit comorbidity with anxiety. The aim of this study was the investigation of the perception of teachers on anxiety in school children with ASD. The Scale Teacher Response (SAS-TR) questionnaire was completed by 291 special education and 118 general education teachers, providing data on students in their classes with ASD and of typical development (TD), respectively. According to the total scores on SAS-TR, 46.8% of the children with ASD presented levels of anxiety within the clinical spectrum compared with 15.3% of the children of TD. Gender and age were not associated with the anxiety scores, but in the children with ASD, higher intelligence quotient (IQ) was weakly, and better verbal skills more strongly correlated with a higher anxiety level. Teachers' awareness of anxiety symptoms in children with ASD may contribute to their social inclusion. En ligne : http://dx.doi.org/10.1007/s10803-018-3752-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=382 [article] Views of Teachers on Anxiety Symptoms in Students with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / C. K. SYRIOPOULOU-DELLI, Auteur ; S. A. POLYCHRONOPOULOU, Auteur ; G. A. KOLAITIS, Auteur ; A. G. ANTONIOU, Auteur . - p.704-720. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-2 (February 2019) . - p.704-720 Mots-clés : Anxiety  Autism spectrum disorder  Perceptions  Recommendations  Schoolchildren  Teachers Index. décimale : PER Périodiques Résumé : People with autism spectrum disorder (ASD) exhibit comorbidity with anxiety. The aim of this study was the investigation of the perception of teachers on anxiety in school children with ASD. The Scale Teacher Response (SAS-TR) questionnaire was completed by 291 special education and 118 general education teachers, providing data on students in their classes with ASD and of typical development (TD), respectively. According to the total scores on SAS-TR, 46.8% of the children with ASD presented levels of anxiety within the clinical spectrum compared with 15.3% of the children of TD. Gender and age were not associated with the anxiety scores, but in the children with ASD, higher intelligence quotient (IQ) was weakly, and better verbal skills more strongly correlated with a higher anxiety level. Teachers' awareness of anxiety symptoms in children with ASD may contribute to their social inclusion. En ligne : http://dx.doi.org/10.1007/s10803-018-3752-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=382