23 recherche sur le mot-clé 'scoping review'

Annual Research Review: How did COVID-19 affect young children's language environment and language development? A scoping review / Cecilia ZUNIGA-MONTANEZ in Journal of Child Psychology and Psychiatry, 66-4 (April 2025)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 66-4 (April 2025) . - p.569-587 Titre : Annual Research Review: How did COVID-19 affect young children's language environment and language development? A scoping review Type de document : Texte imprimé et/ou numérique Auteurs : Cecilia ZUNIGA-MONTANEZ, Auteur ; Catherine DAVIES, Auteur ; Laurie LIGOXYGAKIS, Auteur ; Dra?ko KA??ELAN, Auteur ; Nayeli GONZALEZ-GOMEZ, Auteur Article en page(s) : p.569-587 Langues : Anglais (eng) Mots-clés : Scoping review  COVID-19  language development  literacy  early years  primary education Index. décimale : PER Périodiques Résumé : A diverse body of research conducted since the start of Covid-19 has investigated the impact of the pandemic on children's environments and their language development. This scoping review synthesises the peer-reviewed research literature on this topic between 2020 and 2023. Following the Joanna Briggs Institute methodology and the PRISMA extension for scoping reviews, we searched five databases for studies that fulfilled the following inclusion criteria: studies with neurotypical (monolingual or multilingual) 0-6-year-old children; studies focusing on any area of language development, including sources describing literacy or educational practices that impacted language development; studies focusing in the context of the COVID-19 pandemic, with no restrictions of geographical location or language used by participants. Ninety-four eligible studies were identified for review. The extracted data were synthesised using frequency tables and narrative descriptions. Eligible studies used a wide range of data collection periods, methods, research sites, sample ages, sizes, and roles to fulfil 15 broad aims. They show that children's language-learning environments were significantly impacted, with variability over time and across the socioeconomic spectrum. Together they investigated diverse language domains, as well as several home, educational, and demographic factors that were hypothesised to impact children's language development. Of those studies that focused on language outcomes, most converge to suggest a decline in typical expectations of children's language development, including their social communication, vocabulary, morphosyntax, literacy, and language of schooling, as well as general communication skills, school readiness, and other areas of academic progress. Our synthesis suggests that children's language and environment were significantly impacted by COVID-19. This scoping review will support families, researchers, practitioners, and policymakers working with pandemic-era children to further understand the effects of the pandemic on children's development. En ligne : https://doi.org/10.1111/jcpp.14102 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] Annual Research Review: How did COVID-19 affect young children's language environment and language development? A scoping review [Texte imprimé et/ou numérique] / Cecilia ZUNIGA-MONTANEZ, Auteur ; Catherine DAVIES, Auteur ; Laurie LIGOXYGAKIS, Auteur ; Dra?ko KA??ELAN, Auteur ; Nayeli GONZALEZ-GOMEZ, Auteur . - p.569-587. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 66-4 (April 2025) . - p.569-587 Mots-clés : Scoping review  COVID-19  language development  literacy  early years  primary education Index. décimale : PER Périodiques Résumé : A diverse body of research conducted since the start of Covid-19 has investigated the impact of the pandemic on children's environments and their language development. This scoping review synthesises the peer-reviewed research literature on this topic between 2020 and 2023. Following the Joanna Briggs Institute methodology and the PRISMA extension for scoping reviews, we searched five databases for studies that fulfilled the following inclusion criteria: studies with neurotypical (monolingual or multilingual) 0-6-year-old children; studies focusing on any area of language development, including sources describing literacy or educational practices that impacted language development; studies focusing in the context of the COVID-19 pandemic, with no restrictions of geographical location or language used by participants. Ninety-four eligible studies were identified for review. The extracted data were synthesised using frequency tables and narrative descriptions. Eligible studies used a wide range of data collection periods, methods, research sites, sample ages, sizes, and roles to fulfil 15 broad aims. They show that children's language-learning environments were significantly impacted, with variability over time and across the socioeconomic spectrum. Together they investigated diverse language domains, as well as several home, educational, and demographic factors that were hypothesised to impact children's language development. Of those studies that focused on language outcomes, most converge to suggest a decline in typical expectations of children's language development, including their social communication, vocabulary, morphosyntax, literacy, and language of schooling, as well as general communication skills, school readiness, and other areas of academic progress. Our synthesis suggests that children's language and environment were significantly impacted by COVID-19. This scoping review will support families, researchers, practitioners, and policymakers working with pandemic-era children to further understand the effects of the pandemic on children's development. En ligne : https://doi.org/10.1111/jcpp.14102 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

Assessments of sensory processing in infants and children with autism spectrum disorder between 0–12 years old: A scoping review / Lok Him Jason YEUNG in Research in Autism Spectrum Disorders, 72 (April 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 72 (April 2020) . - p.101517 Titre : Assessments of sensory processing in infants and children with autism spectrum disorder between 0–12 years old: A scoping review Type de document : Texte imprimé et/ou numérique Auteurs : Lok Him Jason YEUNG, Auteur ; Nikos THOMACOS, Auteur Article en page(s) : p.101517 Langues : Anglais (eng) Mots-clés : Sensory processing  Assessments  Infants  Children  Psychometric properties  Scoping review Index. décimale : PER Périodiques Résumé : Background Sensory processing has been increasingly researched, especially in respect to its association with Autism Spectrum Disorder (ASD). Children who experience ASD often also experience sensory processing difficulties, yet, a gap in the evidence remains regarding the use of sensory assessments specifically with infants and children with ASD aged 0–12 years. To address this gap and given that children in this age group typically move through three levels of education during these years, a scoping review was conducted. Method The scoping review reviewed the peer-reviewed literature since 2008 in order to identify research that examined the use of sensory assessments with children with ASD aged 0–12. Seven databases were used. Results Of the 37 articles included in this review, and 12 sensory assessments were identified. Three themes emerged: (a) administration, (b) focus and content, and, (c) reliability and validity. Conclusions The findings suggest that additional research is necessary given the diversity in assessments and their application to the target population. Considering the available evidence, it is difficult to identify which is/are the most appropriate, psychometrically-sound assessment(s) when assessing sensory processing with this population. As assessments are administered in different ways; appear to capture slightly different sensory modalities and concepts related to sensory processing; and given that the psychometric properties of some assessments are poor to moderate, it is suggested that health professionals interpret sensory assessment findings with caution. It is also recommended that health professionals utilise a variety of sensory assessments. En ligne : https://doi.org/10.1016/j.rasd.2020.101517 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=420 [article] Assessments of sensory processing in infants and children with autism spectrum disorder between 0–12 years old: A scoping review [Texte imprimé et/ou numérique] / Lok Him Jason YEUNG, Auteur ; Nikos THOMACOS, Auteur . - p.101517. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 72 (April 2020) . - p.101517 Mots-clés : Sensory processing  Assessments  Infants  Children  Psychometric properties  Scoping review Index. décimale : PER Périodiques Résumé : Background Sensory processing has been increasingly researched, especially in respect to its association with Autism Spectrum Disorder (ASD). Children who experience ASD often also experience sensory processing difficulties, yet, a gap in the evidence remains regarding the use of sensory assessments specifically with infants and children with ASD aged 0–12 years. To address this gap and given that children in this age group typically move through three levels of education during these years, a scoping review was conducted. Method The scoping review reviewed the peer-reviewed literature since 2008 in order to identify research that examined the use of sensory assessments with children with ASD aged 0–12. Seven databases were used. Results Of the 37 articles included in this review, and 12 sensory assessments were identified. Three themes emerged: (a) administration, (b) focus and content, and, (c) reliability and validity. Conclusions The findings suggest that additional research is necessary given the diversity in assessments and their application to the target population. Considering the available evidence, it is difficult to identify which is/are the most appropriate, psychometrically-sound assessment(s) when assessing sensory processing with this population. As assessments are administered in different ways; appear to capture slightly different sensory modalities and concepts related to sensory processing; and given that the psychometric properties of some assessments are poor to moderate, it is suggested that health professionals interpret sensory assessment findings with caution. It is also recommended that health professionals utilise a variety of sensory assessments. En ligne : https://doi.org/10.1016/j.rasd.2020.101517 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=420

Autistic pupils' experiences in primary and post-primary schools: A scoping review and consultation with autistic pupils in Ireland / Aoife LYNAM in Autism & Developmental Language Impairments, 9 (January-December 2024)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 9 (January-December 2024) Titre : Autistic pupils' experiences in primary and post-primary schools: A scoping review and consultation with autistic pupils in Ireland Type de document : Texte imprimé et/ou numérique Auteurs : Aoife LYNAM, Auteur ; Mary Rose SWEENEY, Auteur ; Lisa KEENAN, Auteur ; Sinéad MCNALLY, Auteur Langues : Anglais (eng) Mots-clés : Autism  child voice  lived experience  scoping review  school-age children Index. décimale : PER Périodiques Résumé : Background and aims Autistic pupils have the right to be heard in matters concerning their education and to be active agents in shaping their school experiences. Despite this, educational policies and research have rarely included the voices of autistic children, failing to identify what they consider to be beneficial and meaningful in their own education. This study aimed to (i) summarise existing literature exploring autistic pupils' experiences at school from their own perspectives and (ii) identify gaps for future research through a consultation with autistic pupils. Methods A scoping review was conducted to identify studies exploring first-person accounts of autistic pupils' school experiences (primary and secondary; aged 4-18 years) published between 2005 and 2023. Thematic analysis was conducted to identify overarching thematic categories across the included studies. Review findings were discussed through a consultation with a Child and Youth Advisory Group (CYAG) comprised of autistic pupils in Ireland (N = 3), to seek feedback and inform a future research agenda. Main contribution Thirty-six studies were included in the review and six themes were identified: Experiences of feeling misunderstood, of bullying and masking, of feeling excluded, of anxiety, of sensory needs in school, and of being overwhelmed during transitions. Consultation with the CYAG highlighted that these six themes were consistent with autistic pupils' experiences but that reports of positive experiences were missing in the literature. Conclusions This study identified several gaps in the literature on the school experiences of autistic pupils, based on both the scoping review and consultation with the CYAG. While the CYAG validated the themes identified in existing literature, there is a need for greater diversity in the samples included and increased focus on the potential positive aspects of the school experience. Implications. These findings have important research implications. In particular, further studies are needed with autistic pupils at primary school level, including those who are minimally or non-speaking, as well as ensuring pupils with positive school experiences are also represented. Findings also highlight the need for continued collaboration with autistic pupils themselves in matters concerning their education. En ligne : https://dx.doi.org/10.1177/23969415241258705 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=538 [article] Autistic pupils' experiences in primary and post-primary schools: A scoping review and consultation with autistic pupils in Ireland [Texte imprimé et/ou numérique] / Aoife LYNAM, Auteur ; Mary Rose SWEENEY, Auteur ; Lisa KEENAN, Auteur ; Sinéad MCNALLY, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 9 (January-December 2024) Mots-clés : Autism  child voice  lived experience  scoping review  school-age children Index. décimale : PER Périodiques Résumé : Background and aims Autistic pupils have the right to be heard in matters concerning their education and to be active agents in shaping their school experiences. Despite this, educational policies and research have rarely included the voices of autistic children, failing to identify what they consider to be beneficial and meaningful in their own education. This study aimed to (i) summarise existing literature exploring autistic pupils' experiences at school from their own perspectives and (ii) identify gaps for future research through a consultation with autistic pupils. Methods A scoping review was conducted to identify studies exploring first-person accounts of autistic pupils' school experiences (primary and secondary; aged 4-18 years) published between 2005 and 2023. Thematic analysis was conducted to identify overarching thematic categories across the included studies. Review findings were discussed through a consultation with a Child and Youth Advisory Group (CYAG) comprised of autistic pupils in Ireland (N = 3), to seek feedback and inform a future research agenda. Main contribution Thirty-six studies were included in the review and six themes were identified: Experiences of feeling misunderstood, of bullying and masking, of feeling excluded, of anxiety, of sensory needs in school, and of being overwhelmed during transitions. Consultation with the CYAG highlighted that these six themes were consistent with autistic pupils' experiences but that reports of positive experiences were missing in the literature. Conclusions This study identified several gaps in the literature on the school experiences of autistic pupils, based on both the scoping review and consultation with the CYAG. While the CYAG validated the themes identified in existing literature, there is a need for greater diversity in the samples included and increased focus on the potential positive aspects of the school experience. Implications. These findings have important research implications. In particular, further studies are needed with autistic pupils at primary school level, including those who are minimally or non-speaking, as well as ensuring pupils with positive school experiences are also represented. Findings also highlight the need for continued collaboration with autistic pupils themselves in matters concerning their education. En ligne : https://dx.doi.org/10.1177/23969415241258705 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=538

Brain and Language Associations in Autism Spectrum Disorder: A Scoping Review / C. A. CERMAK in Journal of Autism and Developmental Disorders, 52-2 (February 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-2 (February 2022) . - p.725-737 Titre : Brain and Language Associations in Autism Spectrum Disorder: A Scoping Review Type de document : Texte imprimé et/ou numérique Auteurs : C. A. CERMAK, Auteur ; S. ARSHINOFF, Auteur ; L. RIBEIRO DE OLIVEIRA, Auteur ; A. TENDERA, Auteur ; D. S. BEAL, Auteur ; Jessica BRIAN, Auteur ; Evdokia ANAGNOSTOU, Auteur ; T. SANJEEVAN, Auteur Article en page(s) : p.725-737 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnostic imaging  Brain/diagnostic imaging  Humans  Language  Neuroimaging  Autism spectrum disorder  Scoping review Index. décimale : PER Périodiques Résumé : Examining brain and behaviour associations for language in autism spectrum disorder (ASD) may bring us closer to identifying neural profiles that are unique to a subgroup of individuals with ASD identified as language impaired (e.g. ASD LI+). We conducted a scoping review to examine brain regions that are associated with language performance in ASD. Further, we examined methodological differences across studies in how language ability was characterized and what neuroimaging methods were used to explore brain regions. Seventeen studies met inclusion criteria. Brain regions specific to ASD LI+ groups were found, however inconsistencies in brain and language associations were evident across study findings. Participant age, age-appropriate language scores, and neuroimaging methods likely contributed to differences in associations found. En ligne : http://dx.doi.org/10.1007/s10803-021-04975-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455 [article] Brain and Language Associations in Autism Spectrum Disorder: A Scoping Review [Texte imprimé et/ou numérique] / C. A. CERMAK, Auteur ; S. ARSHINOFF, Auteur ; L. RIBEIRO DE OLIVEIRA, Auteur ; A. TENDERA, Auteur ; D. S. BEAL, Auteur ; Jessica BRIAN, Auteur ; Evdokia ANAGNOSTOU, Auteur ; T. SANJEEVAN, Auteur . - p.725-737. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-2 (February 2022) . - p.725-737 Mots-clés : Autism Spectrum Disorder/diagnostic imaging  Brain/diagnostic imaging  Humans  Language  Neuroimaging  Autism spectrum disorder  Scoping review Index. décimale : PER Périodiques Résumé : Examining brain and behaviour associations for language in autism spectrum disorder (ASD) may bring us closer to identifying neural profiles that are unique to a subgroup of individuals with ASD identified as language impaired (e.g. ASD LI+). We conducted a scoping review to examine brain regions that are associated with language performance in ASD. Further, we examined methodological differences across studies in how language ability was characterized and what neuroimaging methods were used to explore brain regions. Seventeen studies met inclusion criteria. Brain regions specific to ASD LI+ groups were found, however inconsistencies in brain and language associations were evident across study findings. Participant age, age-appropriate language scores, and neuroimaging methods likely contributed to differences in associations found. En ligne : http://dx.doi.org/10.1007/s10803-021-04975-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455

Career progression for autistic people: A scoping review / Jade DAVIES in Autism, 28-11 (November 2024)  

Public ISBD [article]  inAutism > 28-11 (November 2024) . - p.2690 - 2706 Titre : Career progression for autistic people: A scoping review Type de document : Texte imprimé et/ou numérique Auteurs : Jade DAVIES, Auteur ; Anna Melissa ROMUALDEZ, Auteur ; Elizabeth PELLICANO, Auteur ; Anna REMINGTON, Auteur Article en page(s) : p.2690 - 2706 Langues : Anglais (eng) Mots-clés : autism  career progression  career success  employment  scoping review Index. décimale : PER Périodiques Résumé : Many autistic people are unemployed. Of those who are employed, many are in roles that do not reflect their skills, qualifications and/or capabilities, and little is known about how autistic people progress throughout their careers. This study aimed to review and synthesise the existing evidence about career progression for autistic people. In total, 33 studies met the criteria for inclusion, though no study directly aimed to explore the topic. Our findings suggest that underemployment is common within the autistic population. Indirectly, we identified several potential barriers and facilitators of career progression for autistic people. Possible barriers included personal (e.g. gaps in education and employment history), relational (e.g. disclosing an autism diagnosis) and organisational factors (e.g. inadequate employment support). Adequate employment support was the most frequently discussed facilitator. Future research should seek to identify the most successful employment supports for autistic people over the long term to ensure that all autistic people are able to live - and work - in ways that are meaningful to them. Lay abstract Lots of autistic people are unemployed. Even when they are employed, autistic people might be given fewer opportunities than non-autistic people to progress in their careers. For example, assumptions about autistic people?s differences in social communication might mean they are not given as many promotions. Indeed, we know that many autistic people are in jobs lower than their abilities (known as 'underemployment'). We reviewed 33 studies that tell us something about career progression for autistic people. Our review found that lots of autistic people want to progress in their careers, but there are many barriers in their way. For example, when they told their employer about being autistic, some people were given fewer opportunities. Research has also shown that autistic people do not get enough support to progress and that gaps in their employment history can make it difficult to progress. Our review suggested that good employment support (e.g. mentors) might help autistic people to progress in their careers. However, not much research has evaluated employment support for autistic people, which means we do not know how useful it is. Future research should find the best support that allows autistic people to live and work in ways that are meaningful to them. En ligne : https://dx.doi.org/10.1177/13623613241236110 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=537 [article] Career progression for autistic people: A scoping review [Texte imprimé et/ou numérique] / Jade DAVIES, Auteur ; Anna Melissa ROMUALDEZ, Auteur ; Elizabeth PELLICANO, Auteur ; Anna REMINGTON, Auteur . - p.2690 - 2706. Langues : Anglais (eng) in Autism > 28-11 (November 2024) . - p.2690 - 2706 Mots-clés : autism  career progression  career success  employment  scoping review Index. décimale : PER Périodiques Résumé : Many autistic people are unemployed. Of those who are employed, many are in roles that do not reflect their skills, qualifications and/or capabilities, and little is known about how autistic people progress throughout their careers. This study aimed to review and synthesise the existing evidence about career progression for autistic people. In total, 33 studies met the criteria for inclusion, though no study directly aimed to explore the topic. Our findings suggest that underemployment is common within the autistic population. Indirectly, we identified several potential barriers and facilitators of career progression for autistic people. Possible barriers included personal (e.g. gaps in education and employment history), relational (e.g. disclosing an autism diagnosis) and organisational factors (e.g. inadequate employment support). Adequate employment support was the most frequently discussed facilitator. Future research should seek to identify the most successful employment supports for autistic people over the long term to ensure that all autistic people are able to live - and work - in ways that are meaningful to them. Lay abstract Lots of autistic people are unemployed. Even when they are employed, autistic people might be given fewer opportunities than non-autistic people to progress in their careers. For example, assumptions about autistic people?s differences in social communication might mean they are not given as many promotions. Indeed, we know that many autistic people are in jobs lower than their abilities (known as 'underemployment'). We reviewed 33 studies that tell us something about career progression for autistic people. Our review found that lots of autistic people want to progress in their careers, but there are many barriers in their way. For example, when they told their employer about being autistic, some people were given fewer opportunities. Research has also shown that autistic people do not get enough support to progress and that gaps in their employment history can make it difficult to progress. Our review suggested that good employment support (e.g. mentors) might help autistic people to progress in their careers. However, not much research has evaluated employment support for autistic people, which means we do not know how useful it is. Future research should find the best support that allows autistic people to live and work in ways that are meaningful to them. En ligne : https://dx.doi.org/10.1177/13623613241236110 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=537

Couple relationships among parents of children and adolescents with Autism Spectrum Disorder: Findings from a scoping review of the literature / Michael SAINI in Research in Autism Spectrum Disorders, 17 (September 2015)  

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Deceptive behaviour in autism: A scoping review / R. BAGNALL in Autism, 26-2 (February 2022)  

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Depression in young autistic people: A scoping review / Soo Youn KIM in Research in Autism Spectrum Disorders, 88 (October 2021)  

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Healthcare Providers' Experiences with Autism: A Scoping Review / R. MORRIS in Journal of Autism and Developmental Disorders, 49-6 (June 2019)  

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Helpful or harmful? A scoping review of perceptions and outcomes of autism diagnostic disclosure to others / Sandra THOMPSON-HODGETTS in Research in Autism Spectrum Disorders, 77 (September 2020)  

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