Children's Improvement After Language and Rhythm Training With the Digital Medical Device Poppins for Dyslexia: Single-Arm Intervention Study.

Background: Specific learning disorder in reading (SLD reading), commonly named dyslexia, is a neurodevelopmental condition affecting reading. Current best practice recommendations for SLD reading emphasize the necessity of including graphophonological interventions. The serious game Mila-Learn, which is based on rhythm training, showed promising results in a prior randomized trial.

Rhythm training improves word-reading in children with dyslexia.

Specific learning disorder with reading deficit (SLD-reading), or dyslexia, is one of the most common neurodevelopmental disorders. Intensive training with reading specialists is recommended, but delayed access to care is common. In this study, we tested an innovative user-friendly and accessible intervention, the medical device Mila-Learn, which is a video game based on cognitive and rhythmic training to improve phonological and reading ability.

The effectiveness of online therapy in promoting wellbeing and reducing burnout among psychotherapists.

Introduction: The COVID-19 pandemic has worsened global mental health, thereby burdening mental health services and raising burnout risk among professionals. Online therapy may be an optimal solution to reduce burnout risk, ensuring flexibility for psychotherapists and the continuity of care for patients. This study investigates the link between burnout and online therapy, focusing on environmental sensitivity and exploring tailored solutions to reduce burnout while maintaining healthcare performance.

Assessing the Noninferiority of a Rhythm and Language Training Serious Game Combined With Speech Therapy Versus Speech Therapy Care for Children With Dyslexia: Protocol for an Investigator-Blinded Randomized Controlled Trial.

Background: Specific learning disorder (SLD) of reading skills impacts approximately 7% of children. Speech and reading therapy is currently the gold-standard intervention for improving children's reading abilities. However, intensive interventions are difficult to implement.

Adolescents and young adults with social withdrawal in France: Sociodemographic characteristics and validation of the French version of the Hikikomori Questionnaire-25 (HQ-25).

Background: Clinical situations marked by severe social withdrawal in youths are increasingly recognized as an important public health issue in European countries, while the relation with the hikikomori syndrome initially described in Japan remains poorly investigated.

Aims: This study aims to describe the sociodemographic features of adolescents and young adults with social withdrawal in French and to validate a French version of the Hikikomori Questiuonnaire-25 (HQ-25).

Method: An online questionnaire was completed by 450 participants aged 13 to 25 years.

Promoting emotional and behavioral interventions in ASD treatment: Evidence from EPIGRAM, A naturalistic, prospective and longitudinal study.

Background: Prognostic factors from naturalistic treatment studies of children with Autism Spectrum Disorder (ASD) remain largely unknown. We aimed to identify baseline and treatment-related prognostic predictors at 1-year follow-up after Integrative Care Practices (ICPs).

Methods: Eighty-nine preschool children with severe ASD were given ICP combining nine therapeutic workshops based on children's needs.

Emotions and behaviours of child and adolescent psychiatric patients during the COVID-19 pandemic.

Background: Previous pandemics have had negative effects on mental health, but there are few data on children and adolescents who were receiving ongoing psychiatric treatment.

Aims: To study changes in emotions and clinical state, and their predictors, during the COVID-19 pandemic in France.

Method: We administered (by interview) the baseline Youth Self-Report version of the CoRonavIruS Health Impact Survey v0.

Hard-to-treat or hard-to-catch? Clinical features and therapeutic outcomes of help-seeking foster care youths with mood disorders.

Introduction: The high level of emotional problems in youths placed in foster care contrasts with the limited use of evidence-based treatments. This study aims to better characterize the clinical features and therapeutic outcomes of foster care youths with mood disorders.

Methods: A secondary analysis of data collected in the context of a French-Canadian clinical research network on pediatric mood disorders in four sites was conducted to compare three groups of patients with depressive or bipolar disorder: those without exposure to child welfare intervention (WCWI,  = 181), those who received non-placement psychosocial intervention (NPI,  = 62), and those in placement interventions (PI,  = 41).

A Serious Game to Train Rhythmic Abilities in Children With Dyslexia: Feasibility and Usability Study.

Background: Rhythm perception and production are related to phonological awareness and reading performance, and rhythmic deficits have been reported in dyslexia. In addition, rhythm-based interventions can improve cognitive function, and there is consistent evidence suggesting that they are an efficient tool for training reading skills in dyslexia.

Objective: This paper describes a rhythmic training protocol for children with dyslexia provided through a serious game (SG) called Mila-Learn and the methodology used to test its usability.

Migration is associated with baseline severity and progress over time in autism spectrum disorder: Evidence from a French prospective longitudinal study.

Background: The prevalence of autism-spectrum disorder (ASD) has been shown to be higher in migrant families, but it is also a challenge for health care professionals to offer adequate services to families that face multiple challenges. In the context of the EPIGRAM study (a French prospective, multisite, longitudinal observational study implementing integrative care practices (ICPs) for children with ASD), we aimed to assess the impact of migration on children with ASD.

Method And Findings: 89 children with ASD aged 3 to 6 years old (92% males) were recruited and followed up for 12 months.

Adolescents Engaged in Radicalisation and Terrorism: A Dimensional and Categorical Assessment.

Since 2010 and the founding of the Islamic State, the radicalisation phenomenon in Europe has involved more adolescents and converts to Islam than in previous Islamist terrorist group movements (e.g., Al-Qaeda).

"Motherese" Prosody in Fetal-Directed Speech: An Exploratory Study Using Automatic Social Signal Processing.

Motherese, or emotional infant directed speech (IDS), is the specific form of speech used by parents to address their infants. The prosody of IDS has affective properties, expresses caregiver involvement, is a marker of caregiver-infant interaction quality. IDS prosodic characteristics can be detected with automatic analysis.

A developmental and sequenced one-to-one educational intervention (DS1-EI) for autism spectrum disorder and intellectual disability: A three-year randomized, single-blind controlled trial.

Background: Children with autism spectrum disorder (ASD) and intellectual disability (ID) are an understudied population whose school inclusion is challenging.

Methods: We assessed the effects of "Developmental and Sequenced one-to-one Educational Intervention" (DS1-EI), a ten-hour-per-week adapted instruction programme for five- to nine-year-old children with ASD and ID treated in outpatient health care institutions. A single-blind multisite randomized controlled trial was conducted to compare DS1-EI given for three years with treatment as usual (TAU)(trial registration numbers: ANSM130282B-31 (April 16, 2013) and ACTRN12616000592448).

Acquisition of handwriting in children with and without dysgraphia: A computational approach.

Handwriting is a complex skill to acquire and it requires years of training to be mastered. Children presenting dysgraphia exhibit difficulties automatizing their handwriting. This can bring anxiety and can negatively impact education.

Developmental and sequenced one-to-one educational intervention (DS1-EI) for autism spectrum disorder and intellectual disability: a two-year interim report of a randomized single-blind multicenter controlled trial.

Background: Children with autism spectrum disorder (ASD) and moderate to severe intellectual disability (ID) face many challenges. There is little evidence-based research into educational settings for children with ID and ASD and in France. Little is known about how this unserved population could benefit from intervention and education.

Behavior and interaction imaging at 9 months of age predict autism/intellectual disability in high-risk infants with West syndrome.

Automated behavior analysis are promising tools to overcome current assessment limitations in psychiatry. At 9 months of age, we recorded 32 infants with West syndrome (WS) and 19 typically developing (TD) controls during a standardized mother-infant interaction. We computed infant hand movements (HM), speech turn taking of both partners (vocalization, pause, silences, overlap) and motherese.

Children with autism spectrum disorder produce more ambiguous and less socially meaningful facial expressions: an experimental study using random forest classifiers.

Background: Computer vision combined with human annotation could offer a novel method for exploring facial expression (FE) dynamics in children with autism spectrum disorder (ASD).

Methods: We recruited 157 children with typical development (TD) and 36 children with ASD in Paris and Nice to perform two experimental tasks to produce FEs with emotional valence. FEs were explored by judging ratings and by random forest (RF) classifiers.

Do Radicalized Minors Have Different Social and Psychological Profiles From Radicalized Adults?

Radicalization is a major issue in Western societies. Supposedly, there is no predefined pathway leading to radicalization. However, youth appears to be at risk for radicalization.