Criterion Validity of the Child's Challenging Behavior Scale, Version 2 (CCBS-2). / Helen M. Bourke-Taylor in American Journal of Occupational Therapy, Vol. 72/1 (January/February 2018)

Public ISBD [article]  inAmerican Journal of Occupational Therapy > Vol. 72/1 (January/February 2018) . - pp.1-9 Titre : Criterion Validity of the Child's Challenging Behavior Scale, Version 2 (CCBS-2). Type de document : texte imprimé Auteurs : Helen M. Bourke-Taylor, Auteur ; Reinie Cordier, Auteur ; Julie F. Pallant, Auteur Année de publication : 2018 Article en page(s) : pp.1-9 Langues : Américain (ame) Mots-clés : Échelle d'évaluation du comportement  Comportement de l'enfant  Mères  Santé mentale Résumé : OBJECTIVE. The Child's Challenging Behavior Scale, Version 2 (CCBS-2), measures maternal rating of a child's challenging behaviors that compromise maternal mental health. The CCBS-2, the Child Behavior Checklist (CBCL), and the Strengths and Difficulties Questionnaire (SDQ) were compared in a sample of typically developing young Australian children. METHOD. Criterion validity was investigated by correlating the CCBS-2 with "gold standard" measures (CBCL and SDQ subscales). Data were collected in a cross-sectional survey of mothers (N = 336) of children ages 3-9 yr. RESULTS. Correlations with the CBCL externalizing subscales demonstrated moderate (ρ = .46) to strong (ρ = .66) correlations. Correlations with the SDQ externalizing behaviors subscales were moderate (ρ = .35) to strong (ρ = .60). CONCLUSION. The criterion validity established in this study strengthens the psychometric properties that support ongoing development of the CCBS-2 as an efficient tool that may identify children in need of further evaluation. Permalink : ./index.php?lvl=notice_display&id=60728 [article] Criterion Validity of the Child's Challenging Behavior Scale, Version 2 (CCBS-2). [texte imprimé] / Helen M. Bourke-Taylor, Auteur ; Reinie Cordier, Auteur ; Julie F. Pallant, Auteur . - 2018 . - pp.1-9. Langues : Américain (ame) in American Journal of Occupational Therapy > Vol. 72/1 (January/February 2018) . - pp.1-9 Mots-clés : Échelle d'évaluation du comportement  Comportement de l'enfant  Mères  Santé mentale Résumé : OBJECTIVE. The Child's Challenging Behavior Scale, Version 2 (CCBS-2), measures maternal rating of a child's challenging behaviors that compromise maternal mental health. The CCBS-2, the Child Behavior Checklist (CBCL), and the Strengths and Difficulties Questionnaire (SDQ) were compared in a sample of typically developing young Australian children. METHOD. Criterion validity was investigated by correlating the CCBS-2 with "gold standard" measures (CBCL and SDQ subscales). Data were collected in a cross-sectional survey of mothers (N = 336) of children ages 3-9 yr. RESULTS. Correlations with the CBCL externalizing subscales demonstrated moderate (ρ = .46) to strong (ρ = .66) correlations. Correlations with the SDQ externalizing behaviors subscales were moderate (ρ = .35) to strong (ρ = .60). CONCLUSION. The criterion validity established in this study strengthens the psychometric properties that support ongoing development of the CCBS-2 as an efficient tool that may identify children in need of further evaluation. Permalink : ./index.php?lvl=notice_display&id=60728

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Detailed Record Title: Child's Challenging Behaviour Scale, Version 2 (CCBS-2): Psychometric Evaluation With Young Children. / Helen BOURKE-TAYLOR in American Journal of Occupational Therapy, Vol. 71/4 (2017)

Public ISBD [article]  inAmerican Journal of Occupational Therapy > Vol. 71/4 (2017) . - 1-10 pp. Titre : Detailed Record Title: Child's Challenging Behaviour Scale, Version 2 (CCBS-2): Psychometric Evaluation With Young Children. Type de document : texte imprimé Auteurs : Helen BOURKE-TAYLOR, Auteur ; Julie Pallant, Auteur ; Reinie Cordier, Auteur Année de publication : 2017 Article en page(s) : 1-10 pp. Langues : Américain (ame) Résumé : OBJECTIVE. In this article, we evaluate psychometric properties of the Child's Challenging Behaviour Scale, Version 2 (CCBS-2) with mothers of young, typically developing children. METHOD. A cross-sectional mail survey with Australian mothers (N = 337) included the CCBS-2, the Depression Anxiety Stress Scales, and the Parents' Evaluation of Developmental Status scale. RESULTS. Internal consistency was good, and no gender differences in CCBS-2 scores were significant. Significant results included differences between CCBS-2 scores: among children grouped according to age, among children grouped according to pre-and post-school entry, among mothers grouped according to extent of any symptom type, and between this sample and a previously collected age-matched sample of children with disabilities. CONCLUSION. Of the properties tested, results support sound psychometrics. The CCBS-2 can be used to differentiate children according to age, school entry, and disability as well as to identify families for potential services in behavior management and mental health. Permalink : ./index.php?lvl=notice_display&id=49302 [article] Detailed Record Title: Child's Challenging Behaviour Scale, Version 2 (CCBS-2): Psychometric Evaluation With Young Children. [texte imprimé] / Helen BOURKE-TAYLOR, Auteur ; Julie Pallant, Auteur ; Reinie Cordier, Auteur . - 2017 . - 1-10 pp. Langues : Américain (ame) in American Journal of Occupational Therapy > Vol. 71/4 (2017) . - 1-10 pp. Résumé : OBJECTIVE. In this article, we evaluate psychometric properties of the Child's Challenging Behaviour Scale, Version 2 (CCBS-2) with mothers of young, typically developing children. METHOD. A cross-sectional mail survey with Australian mothers (N = 337) included the CCBS-2, the Depression Anxiety Stress Scales, and the Parents' Evaluation of Developmental Status scale. RESULTS. Internal consistency was good, and no gender differences in CCBS-2 scores were significant. Significant results included differences between CCBS-2 scores: among children grouped according to age, among children grouped according to pre-and post-school entry, among mothers grouped according to extent of any symptom type, and between this sample and a previously collected age-matched sample of children with disabilities. CONCLUSION. Of the properties tested, results support sound psychometrics. The CCBS-2 can be used to differentiate children according to age, school entry, and disability as well as to identify families for potential services in behavior management and mental health. Permalink : ./index.php?lvl=notice_display&id=49302

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Evaluation of a Pilot Parent-Delivered Play-Based Intervention for Children With Attention Deficit Hyperactivity Disorder / Sarah Wilkes-Gillan in American Journal of Occupational Therapy, Vol. 68/6 (novembre/décembre 2014)

Public ISBD [article]  inAmerican Journal of Occupational Therapy > Vol. 68/6 (novembre/décembre 2014) . - p. 700-709 Titre : Evaluation of a Pilot Parent-Delivered Play-Based Intervention for Children With Attention Deficit Hyperactivity Disorder Type de document : texte imprimé Auteurs : Sarah Wilkes-Gillan ; Anita Bundy ; Reinie Cordier ; et al. Année de publication : 2014 Article en page(s) : p. 700-709 Langues : Anglais (eng) Mots-clés : Enfant  Hyperactivité  Concentration Résumé : OBJECTIVE. This study evaluated a parent-delivered intervention aiming to address the social difficulties of children with attention deficit hyperactivity disorder (ADHD). The intervention was evaluated from three perspectives: effectiveness, feasibility, and appropriateness. METHOD. This one-group pretest–posttest study included 5 children with ADHD and their parents, who had previously participated in a therapist-delivered play-based intervention. The 7-wk parent-delivered intervention involved home modules (including a DVD, manual, and play dates with a typically developing playmate) and three therapist-led clinic-based play sessions. The Test of Playfulness was used as a pre- and postintervention and follow-up measure. Parents were interviewed 1 mo following the intervention, and data were analyzed for recurring themes. RESULTS. Children’s social play outcomes improved significantly from pretest to 1-mo follow-up (Z = 2.02, p = .04, d = 1.0). Three themes emerged: the clinic play environment as a sanctuary, parental barriers to intervention delivery, and tools for repeating learned lessons. CONCLUSION. The parent-delivered intervention demonstrated preliminary evidence for feasibility and effectiveness. Further research is warranted regarding appropriateness. Permalink : ./index.php?lvl=notice_display&id=34405 [article] Evaluation of a Pilot Parent-Delivered Play-Based Intervention for Children With Attention Deficit Hyperactivity Disorder [texte imprimé] / Sarah Wilkes-Gillan ; Anita Bundy ; Reinie Cordier ; et al. . - 2014 . - p. 700-709. Langues : Anglais (eng) in American Journal of Occupational Therapy > Vol. 68/6 (novembre/décembre 2014) . - p. 700-709 Mots-clés : Enfant  Hyperactivité  Concentration Résumé : OBJECTIVE. This study evaluated a parent-delivered intervention aiming to address the social difficulties of children with attention deficit hyperactivity disorder (ADHD). The intervention was evaluated from three perspectives: effectiveness, feasibility, and appropriateness. METHOD. This one-group pretest–posttest study included 5 children with ADHD and their parents, who had previously participated in a therapist-delivered play-based intervention. The 7-wk parent-delivered intervention involved home modules (including a DVD, manual, and play dates with a typically developing playmate) and three therapist-led clinic-based play sessions. The Test of Playfulness was used as a pre- and postintervention and follow-up measure. Parents were interviewed 1 mo following the intervention, and data were analyzed for recurring themes. RESULTS. Children’s social play outcomes improved significantly from pretest to 1-mo follow-up (Z = 2.02, p = .04, d = 1.0). Three themes emerged: the clinic play environment as a sanctuary, parental barriers to intervention delivery, and tools for repeating learned lessons. CONCLUSION. The parent-delivered intervention demonstrated preliminary evidence for feasibility and effectiveness. Further research is warranted regarding appropriateness. Permalink : ./index.php?lvl=notice_display&id=34405

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Parents’ perspectives on the appropriateness of a parent-delivered intervention for improving the social play skills of children with ADHD / Sarah Wilkes-Gillan in The British Journal of Occupational Therapy, Volume 78 Numéro 10 (Octobre 2015)  

Public ISBD [article]  inThe British Journal of Occupational Therapy > Volume 78 Numéro 10 (Octobre 2015) . - p.644-652 Titre : Parents’ perspectives on the appropriateness of a parent-delivered intervention for improving the social play skills of children with ADHD Type de document : texte imprimé Auteurs : Sarah Wilkes-Gillan, Auteur ; Anita Bundy, Auteur ; Reinie Cordier, Auteur Année de publication : 2015 Article en page(s) : p.644-652 Langues : Anglais (eng) Mots-clés : Appropriateness  parent involvement  social interactions Résumé : Introduction: This study aimed to evaluate parents’ perspectives of the appropriateness of a parent-delivered play-based intervention, The Ultimate Guide to Making Friends. The intervention was designed to improve the social play skills of children with ADHD. Method: One month post-intervention, seven parents of children with ADHD participated in individual semi-structured interviews. Interviews ranged from 40–60 minutes. Parents were asked about their perceptions of the intervention: experience, benefits, logistics that supported or hindered participation and satisfaction with the intervention for themselves and their children. Data were analysed thematically using constant comparative methods, whereby two researchers worked independently to analyse emergent themes. Findings: Thematic analysis revealed a single core theme of reframing: a process whereby both parents and their children were assisted to develop new perspectives regarding their social skills and interactions. The core theme comprised three sub-themes: (1) connecting with the intervention; (2) parent and child benefits resulting from a new perspective; and (3) continued everyday use of the intervention materials and strategies. Conclusion: The intervention was appropriate from parents’ perspectives. The core theme of reframing and sub-themes collectively related back to the following aspects of appropriateness: (a) a positive experience; (b) relevant and important to their/their child’s needs; (c) beneficial; (d) a socially and ecologically valid approach, fitting their everyday lives; and (e) promoting change that continued over time. En ligne : http://bjo.sagepub.com/content/78/10/644.abstract Permalink : ./index.php?lvl=notice_display&id=40846 [article] Parents’ perspectives on the appropriateness of a parent-delivered intervention for improving the social play skills of children with ADHD [texte imprimé] / Sarah Wilkes-Gillan, Auteur ; Anita Bundy, Auteur ; Reinie Cordier, Auteur . - 2015 . - p.644-652. Langues : Anglais (eng) in The British Journal of Occupational Therapy > Volume 78 Numéro 10 (Octobre 2015) . - p.644-652 Mots-clés : Appropriateness  parent involvement  social interactions Résumé : Introduction: This study aimed to evaluate parents’ perspectives of the appropriateness of a parent-delivered play-based intervention, The Ultimate Guide to Making Friends. The intervention was designed to improve the social play skills of children with ADHD. Method: One month post-intervention, seven parents of children with ADHD participated in individual semi-structured interviews. Interviews ranged from 40–60 minutes. Parents were asked about their perceptions of the intervention: experience, benefits, logistics that supported or hindered participation and satisfaction with the intervention for themselves and their children. Data were analysed thematically using constant comparative methods, whereby two researchers worked independently to analyse emergent themes. Findings: Thematic analysis revealed a single core theme of reframing: a process whereby both parents and their children were assisted to develop new perspectives regarding their social skills and interactions. The core theme comprised three sub-themes: (1) connecting with the intervention; (2) parent and child benefits resulting from a new perspective; and (3) continued everyday use of the intervention materials and strategies. Conclusion: The intervention was appropriate from parents’ perspectives. The core theme of reframing and sub-themes collectively related back to the following aspects of appropriateness: (a) a positive experience; (b) relevant and important to their/their child’s needs; (c) beneficial; (d) a socially and ecologically valid approach, fitting their everyday lives; and (e) promoting change that continued over time. En ligne : http://bjo.sagepub.com/content/78/10/644.abstract Permalink : ./index.php?lvl=notice_display&id=40846

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The use of video-modelling as a method for improving the social play skills of children with attention deficit hyperactivity disorder (ADHD) and their playmates / Sarah Wilkes-Gillan in The British Journal of Occupational Therapy, Vol.80 Issue 4 (April 2017)

Public ISBD [article]  inThe British Journal of Occupational Therapy > Vol.80 Issue 4 (April 2017) . - p. 196-207 Titre : The use of video-modelling as a method for improving the social play skills of children with attention deficit hyperactivity disorder (ADHD) and their playmates Type de document : texte imprimé Auteurs : Sarah Wilkes-Gillan ; Alycia Cantrill ; Reinie Cordier ; [et al...] Année de publication : 2017 Article en page(s) : p. 196-207 Langues : Anglais (eng) Mots-clés : modélisation video  compétences sociales  technologie Résumé : Introduction We investigated child outcomes and mothers' perspectives following technology-based intervention sessions aimed at improving children's social play skills. Method Participants in this multiple case study included five children with attention deficit hyperactivity disorder, their mothers and five typically developing playmates, who had completed a parent-delivered play-based intervention 18 months previously. The initial intervention included the use of a technology-based interactive DVD at home and clinic-based sessions involving video-modelling. In this study, children received two additional technology-based clinic sessions involving video-modelling. Children's social play skills were measured pre- to post-intervention using the Test of Playfulness. Trends in scores were descriptively analysed by case. Mothers' perspectives were explored through semi-structured interviews; data were descriptively analysed by group and case. Results Two children with attention deficit hyperactivity disorder showed an increase in their social play skills, and three a decrease in skills. Of the playmates, three showed consistent social play skills, one an increase and one a decrease. Qualitative findings suggest parents felt better able to support their child. Parents also suggested next steps for the intervention were necessary as their child continued to develop. Conclusion Additional intervention support using technology after initial intervention may need to be adapted to different developmental stages and for use across different contexts. Permalink : ./index.php?lvl=notice_display&id=48400 [article] The use of video-modelling as a method for improving the social play skills of children with attention deficit hyperactivity disorder (ADHD) and their playmates [texte imprimé] / Sarah Wilkes-Gillan ; Alycia Cantrill ; Reinie Cordier ; [et al...] . - 2017 . - p. 196-207. Langues : Anglais (eng) in The British Journal of Occupational Therapy > Vol.80 Issue 4 (April 2017) . - p. 196-207 Mots-clés : modélisation video  compétences sociales  technologie Résumé : Introduction We investigated child outcomes and mothers' perspectives following technology-based intervention sessions aimed at improving children's social play skills. Method Participants in this multiple case study included five children with attention deficit hyperactivity disorder, their mothers and five typically developing playmates, who had completed a parent-delivered play-based intervention 18 months previously. The initial intervention included the use of a technology-based interactive DVD at home and clinic-based sessions involving video-modelling. In this study, children received two additional technology-based clinic sessions involving video-modelling. Children's social play skills were measured pre- to post-intervention using the Test of Playfulness. Trends in scores were descriptively analysed by case. Mothers' perspectives were explored through semi-structured interviews; data were descriptively analysed by group and case. Results Two children with attention deficit hyperactivity disorder showed an increase in their social play skills, and three a decrease in skills. Of the playmates, three showed consistent social play skills, one an increase and one a decrease. Qualitative findings suggest parents felt better able to support their child. Parents also suggested next steps for the intervention were necessary as their child continued to develop. Conclusion Additional intervention support using technology after initial intervention may need to be adapted to different developmental stages and for use across different contexts. Permalink : ./index.php?lvl=notice_display&id=48400

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