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Book Reviews in Journal of Child Psychology and Psychiatry, 39-6 (September 1998)
[article]
Titre : Book Reviews Type de document : Texte imprimé et/ou numérique Année de publication : 1998 Article en page(s) : p.935-936 Langues : Anglais (eng) Mots-clés : School children peer relationships assessment classification school sociometrics Index. décimale : PER Périodiques Résumé : Books reviewed in this article:
S. K. Woods & W. H. Ploof, Understanding ADHD: Attention Deficit Hyperactivity Disorder and the Feeling Brain
Carol T. Nixon & Denine A. Northrup (eds.), Evaluating Mental Health Services; How Do Programs for Children “Work” in the Real World?
Nirbhay N. Singh (ed.), Prevention and Treatment of Severe Behavior Problems: Models and Methods in Developmental Disabilities
S. L. Reviere, Memory of Childhood Trauma: A Clinician's Guide to the Literature
L. Smith, J. Dockrell, & P. Tomlinson (eds.), Piaget, Vygotsky and Beyond: Future Issues for Developmental Psychology and EducationPermalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123
in Journal of Child Psychology and Psychiatry > 39-6 (September 1998) . - p.935-936[article] Book Reviews [Texte imprimé et/ou numérique] . - 1998 . - p.935-936.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 39-6 (September 1998) . - p.935-936
Mots-clés : School children peer relationships assessment classification school sociometrics Index. décimale : PER Périodiques Résumé : Books reviewed in this article:
S. K. Woods & W. H. Ploof, Understanding ADHD: Attention Deficit Hyperactivity Disorder and the Feeling Brain
Carol T. Nixon & Denine A. Northrup (eds.), Evaluating Mental Health Services; How Do Programs for Children “Work” in the Real World?
Nirbhay N. Singh (ed.), Prevention and Treatment of Severe Behavior Problems: Models and Methods in Developmental Disabilities
S. L. Reviere, Memory of Childhood Trauma: A Clinician's Guide to the Literature
L. Smith, J. Dockrell, & P. Tomlinson (eds.), Piaget, Vygotsky and Beyond: Future Issues for Developmental Psychology and EducationPermalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123 Making the connection: randomized controlled trial of social skills at school for children with autism spectrum disorders / Connie KASARI in Journal of Child Psychology and Psychiatry, 53-4 (April 2012)
[article]
Titre : Making the connection: randomized controlled trial of social skills at school for children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Connie KASARI, Auteur ; Erin ROTHERAM-FULLER, Auteur ; Jill LOCKE, Auteur ; Amanda C. GULSRUD, Auteur Année de publication : 2012 Article en page(s) : p.431-439 Langues : Anglais (eng) Mots-clés : Social skills autism spectrum disorders peer relationships sociometrics school Index. décimale : PER Périodiques Résumé : Background: This study compared two interventions for improving the social skills of high functioning children with autism spectrum disorders in general education classrooms. One intervention involved a peer-mediated approach (PEER) and the other involved a child-assisted approach (CHILD). Method: The two interventions were crossed in a 2 × 2 factorial design yielding control, PEER, CHILD, and both PEER and CHILD conditions. Sixty children participated from 56 classrooms in 30 schools. Interventions involved 12 sessions over 6 weeks, with a 3-month follow-up. Outcome measures included self, peer and teacher reports of social skills and independent weekly observations of children on their school playground over the course of the intervention. Results: Significant improvements were found in social network salience, number of friendship nominations, teacher report of social skills in the classroom, and decreased isolation on the playground for children who received PEER interventions. Changes obtained at the end of the treatment persisted to the 3-month follow-up. Conclusions: These data suggest that significant improvements can be made in peer social connections for children with autism spectrum disorders in general education classrooms with a brief intervention, and that these gains persist over time. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02493.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=152
in Journal of Child Psychology and Psychiatry > 53-4 (April 2012) . - p.431-439[article] Making the connection: randomized controlled trial of social skills at school for children with autism spectrum disorders [Texte imprimé et/ou numérique] / Connie KASARI, Auteur ; Erin ROTHERAM-FULLER, Auteur ; Jill LOCKE, Auteur ; Amanda C. GULSRUD, Auteur . - 2012 . - p.431-439.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 53-4 (April 2012) . - p.431-439
Mots-clés : Social skills autism spectrum disorders peer relationships sociometrics school Index. décimale : PER Périodiques Résumé : Background: This study compared two interventions for improving the social skills of high functioning children with autism spectrum disorders in general education classrooms. One intervention involved a peer-mediated approach (PEER) and the other involved a child-assisted approach (CHILD). Method: The two interventions were crossed in a 2 × 2 factorial design yielding control, PEER, CHILD, and both PEER and CHILD conditions. Sixty children participated from 56 classrooms in 30 schools. Interventions involved 12 sessions over 6 weeks, with a 3-month follow-up. Outcome measures included self, peer and teacher reports of social skills and independent weekly observations of children on their school playground over the course of the intervention. Results: Significant improvements were found in social network salience, number of friendship nominations, teacher report of social skills in the classroom, and decreased isolation on the playground for children who received PEER interventions. Changes obtained at the end of the treatment persisted to the 3-month follow-up. Conclusions: These data suggest that significant improvements can be made in peer social connections for children with autism spectrum disorders in general education classrooms with a brief intervention, and that these gains persist over time. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02493.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=152 Sociometric Classification Methods in School Peer Groups: A Comparative Investigation / Norah FREDERICKSON in Journal of Child Psychology and Psychiatry, 39-6 (September 1998)
[article]
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
in Journal of Child Psychology and Psychiatry > 39-6 (September 1998) . - p.921-933[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 The Development and Adjustment of 7-year-old Children Adopted in Infancy / Geert Jan J.M. STAMS in Journal of Child Psychology and Psychiatry, 41-8 (November 2000)
[article]
Titre : The Development and Adjustment of 7-year-old Children Adopted in Infancy Type de document : Texte imprimé et/ou numérique Auteurs : Geert Jan J.M. STAMS, Auteur ; Femmie JUFFER, Auteur ; Jan RISPENS, Auteur ; René A. C. HOKSBERGEN, Auteur Année de publication : 2000 Article en page(s) : p.1025-1037 Langues : Anglais (eng) Mots-clés : Adoption behavior problems Child Behavior Checklist follow-up studies school children sociometrics Index. décimale : PER Périodiques Résumé : The present study (NO= 159) provides evidence of an increased risk for behavior problems of infant-placed 7-year-old internationally, transracially adopted children in the Netherlands. However, parents reported more behavior problems for adopted boys than for adopted girls. Notably, about 30% of the adopted children were classified as clinical on the CBCL scale for total problems, which is a much larger percentage than the 10% found in the normative population. It was suggested that these results could be explained by the operation of multiple risk factors before and after adoption placement, e.g. the child's genetic disposition, pre-natal and pre-adoption care, or the child's cognitive understanding of adoption in middle childhood. Also, results suggest that maternal sensitive responsiveness in adoptive families declines in the transition from early to middle childhood. In contrast to the home setting, the adopted children showed favorable behavioral and socioemotional adjustment at school, while their academic achievement and intelligence were in the normal range or above average. In particular Korean children had high IQs: 31% of these children obtained an intelligence score above 120. It was suggested that adoptive parents seem to offer their children sufficient or even more than average cognitive stimulation. Furthermore, adopted girls scored higher in optimal ego-control, social competence, and peer group popularity than nonadopted girls from the general population: 30% of the adopted girls were rated as popular by their classmates, which compares favorably to the 13% found in the general school population. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125
in Journal of Child Psychology and Psychiatry > 41-8 (November 2000) . - p.1025-1037[article] The Development and Adjustment of 7-year-old Children Adopted in Infancy [Texte imprimé et/ou numérique] / Geert Jan J.M. STAMS, Auteur ; Femmie JUFFER, Auteur ; Jan RISPENS, Auteur ; René A. C. HOKSBERGEN, Auteur . - 2000 . - p.1025-1037.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 41-8 (November 2000) . - p.1025-1037
Mots-clés : Adoption behavior problems Child Behavior Checklist follow-up studies school children sociometrics Index. décimale : PER Périodiques Résumé : The present study (NO= 159) provides evidence of an increased risk for behavior problems of infant-placed 7-year-old internationally, transracially adopted children in the Netherlands. However, parents reported more behavior problems for adopted boys than for adopted girls. Notably, about 30% of the adopted children were classified as clinical on the CBCL scale for total problems, which is a much larger percentage than the 10% found in the normative population. It was suggested that these results could be explained by the operation of multiple risk factors before and after adoption placement, e.g. the child's genetic disposition, pre-natal and pre-adoption care, or the child's cognitive understanding of adoption in middle childhood. Also, results suggest that maternal sensitive responsiveness in adoptive families declines in the transition from early to middle childhood. In contrast to the home setting, the adopted children showed favorable behavioral and socioemotional adjustment at school, while their academic achievement and intelligence were in the normal range or above average. In particular Korean children had high IQs: 31% of these children obtained an intelligence score above 120. It was suggested that adoptive parents seem to offer their children sufficient or even more than average cognitive stimulation. Furthermore, adopted girls scored higher in optimal ego-control, social competence, and peer group popularity than nonadopted girls from the general population: 30% of the adopted girls were rated as popular by their classmates, which compares favorably to the 13% found in the general school population. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125