Cette étude a examiné les descriptions par les éducateurs des traits de caractère positifs des élèves avec un diagnostic de troubles du spectre de l'autisme âgés de 7 à 8 ans et de 10 à 11 ans, en utilisant une version adaptée de la classification des forces des valeurs en action (VIA). Les forces les plus couramment reconnues aux deux tranches d'âge étaient la gentillesse, les compétences spécifiques, l'autorégulation et la persévérance. Des scores plus élevés pour les comportements difficiles étaient associés à une probabilité plus faible d'approbation des traits de bonheur et de courage. Des scores plus élevés de sévérité des symptômes de l'autisme étaient associés à une probabilité plus faible d'approbation des traits de courage. Peu de différences significatives ont été trouvées pour l'approbation des catégories de traits par le placement scolaire des étudiants ou le type de programme qu'ils ont suivi. Les résultats peuvent avoir des implications pour les relations élèves-enseignants, les évaluations pédagogiques et les interventions en milieu scolaire qui mettent l'accent sur les forces et la résilience.
. 2022 Oct 31.
doi: 10.1007/s10803-022-05761-2.
Online ahead of print.
This study examined educators' descriptions of the positive
character traits of students with autism spectrum disorder at ages 7-8
and 10-11, using an adapted version of the Values in Action (VIA)
Classification of Strengths. The most commonly endorsed strengths at
both age intervals were kindness, specific skills, self-regulation, and
perseverance. Higher scores for challenging behavior were associated
with a lower likelihood of endorsement for Happiness and Courage traits.
Higher autism symptom severity scores were associated with a lower
likelihood of endorsement for Courage traits. Few significant
differences were found for endorsement of trait categories by students'
educational placement or the type of curriculum they received. Results
may have implications for student-teacher relationships, educational
assessments, and school-based interventions that emphasize strengths and
resilience.
Résumé
L'insomnie est l'un des troubles concomitants les plus courants chez les enfants avec un diagnostic de troubles du spectre de l'autisme (dTSA). Le but de cette étude de cohorte transversale de 270 enfants avec un dTSA était d'évaluer la prévalence de l'insomnie à l'aide de l'échelle d'impression globale clinique du sommeil pédiatrique et de corréler les problèmes de sommeil avec le niveau cognitif, le comportement adaptatif, le stress parental, les problèmes comportementaux et émotionnels, et sévérité des principaux symptômes.
Nos résultats ont révélé qu'un tiers des enfants souffraient d'insomnie et étaient liés à des comportements adaptatifs réduits et à des niveaux plus élevés de stress parental et de problèmes comportementaux et émotionnels. L'insomnie doit être évaluée chez les enfants avec un dTSA afin de définir une intervention appropriée pour potentiellement atténuer la gravité des corrélats cliniques et le fardeau parental.
. 2022 Oct 30.
doi: 10.1007/s10803-022-05793-8.
Online ahead of print.
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adaptive behavior, parental stress, behavioral and emotional problems,
and severity of core symptoms. Our findings revealed that one-third of
children had insomnia and were related to reduced adaptive behaviors and
higher levels of parental stress and behavioral and emotional problems.
Insomnia must be evaluated in children with ASD to define an
appropriate intervention to potentially alleviate the severity of
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