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Adaptation and validation of the French version of empathy questionnaire in preschoolers

Social development (Oxford, England), 2024-05, Vol.33 (2), p.n/a

2024

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Preschoolers' Empathy Profiles and Their Social Adjustment

Frontiers in psychology, 2021-12, Vol.12, p.782500-782500

2021

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Empathy in Preschoolers: Exploring Profiles and Age- and Gender-Related Differences

Children (Basel), 2023-11, Vol.10 (12), p.1869

2023

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Social Cognition in Children With Non-specific Intellectual Disabilities: An Exploratory Study

Frontiers in psychology, 2020-08, Vol.11, p.1884-1884

2020

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Psychometric Properties of the Theory of Mind Task Battery (French Version) in Neurotypical Children and Intellectually Disabled Children

Children (Basel), 2024-01, Vol.11 (1), p.79

2024

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Training Inhibition and Social Cognition in the Classrooms

Frontiers in psychology, 2020-08, Vol.11, p.1974-1974

2020

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How do Children with Intellectual Disabilities Empathize in Comparison to Typically Developing Children?

Journal of autism and developmental disorders, 2024-04

2024

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Adaptation and Validation of a French Version of the Griffith Empathy Measure

Journal of psychopathology and behavioral assessment, 2023-12, Vol.45 (4), p.993-1009

2023

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Self-perception, self-regulation and metacognition in adolescents with intellectual disability

Research in developmental disabilities, 2014-06, Vol.35 (6), p.1334-1348

Nader-Grosbois, Nathalie

2014

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School Reorientation of Children With Disabilities: A Stressful Life Event Challenging Parental Cognitive and Behavioral Adjustment

Journal of counseling and development, 2008-03, Vol.86 (2), p.132-142

2008

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Relationships Between Mother–Child Conversations About Emotion and Socioemotional Development of Children with Autism Spectrum Disorder

Journal of autism and developmental disorders, 2022-09, Vol.52 (9), p.4022-4034

2022

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Self-regulation during pretend play in children with intellectual disability and in normally developing children

Research in developmental disabilities, 2008-05, Vol.29 (3), p.256-272

2008

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Theory of Mind, Socio-Emotional Problem-Solving, Socio-Emotional Regulation in Children with Intellectual Disability and in Typically Developing Children

Journal of autism and developmental disorders, 2013-05, Vol.43 (5), p.1080-1097

2013

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Trouble du spectre de l’autisme et évaluation du stress perçu des parents et des professionnels : étude des propriétés psychométriques d’une adaptation francophone de l’Appraisal of Life Event Scale (ALES-vf)

Encéphale, 2017-08, Vol.43 (4), p.321-325

2017

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Training Social Information Processing in Elementary School Children With Intellectual Disabilities: A Key to Support Their Emotion Regulation and Social Behaviors

Journal of education and training studies, 2020-05, Vol.8 (6), p.7

2020

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Affective and Cognitive Theory of Mind in Children With Intellectual Disabilities: How to Train Them to Foster Social Adjustment and Emotion Regulation?

Journal of education and training studies, 2020-02, Vol.8 (4), p.80

2020

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Perceived social acceptance, theory of mind and social adjustment in children with intellectual disabilities

Research in developmental disabilities, 2012-11, Vol.33 (6), p.1871-1880

2012

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How are parental reactions to children’s emotions linked with Theory of Mind in children with Autism Spectrum Disorder?

Research in autism spectrum disorders, 2017-08, Vol.40, p.41-53

2017

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Theory of Mind “emotion”, developmental characteristics and social understanding in children and adolescents with intellectual disabilities

Research in developmental disabilities, 2008-09, Vol.29 (5), p.414-430

2008

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Self-regulation and performance in problem-solving using physical materials or computers in children with intellectual disability

Research in developmental disabilities, 2011-09, Vol.32 (5), p.1492-1505

2011

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La Batterie de tâches de Théorie de l’esprit : Validation de la version francophone

Enfance, 2016-06, Vol.2016 (2), p.141-163

2016

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La Batterie de tâches de Théorie de l’esprit : Validation de la version francophone

Enfance, 2016-06, Vol.N° 2 (2), p.141-166

2016

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Variability and Predictors of Mothers and Fathers’ Socialization Behaviors and Bidirectional Links with Their Preschoolers Socio-Emotional Competences

Journal of behavioral and brain science, 2017, Vol.7 (12), p.621-653

2017

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How could Theory of Mind contribute to the differentiation of social adjustment profiles of children with externalizing behavior disorders and children with intellectual disabilities?

Research in developmental disabilities, 2013-09, Vol.34 (9), p.2642-2660

2013

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L’effet de la présence et de l’absence de fratrie sur le niveau d’adaptation sociale des enfants présentant un trouble du spectre de l’autisme

Devenir (Paris, France), 2021-03, Vol.33 (1), p.5-22

2021

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Adaptation and validation of the French version of empathy questionnaire in preschoolers

Preschoolers' Empathy Profiles and Their Social Adjustment

Empathy in Preschoolers: Exploring Profiles and Age- and Gender-Related Differences

Social Cognition in Children With Non-specific Intellectual Disabilities: An Exploratory Study

Psychometric Properties of the Theory of Mind Task Battery (French Version) in Neurotypical Children and Intellectually Disabled Children

Training Inhibition and Social Cognition in the Classrooms

How do Children with Intellectual Disabilities Empathize in Comparison to Typically Developing Children?

Adaptation and Validation of a French Version of the Griffith Empathy Measure

Self-perception, self-regulation and metacognition in adolescents with intellectual disability

School Reorientation of Children With Disabilities: A Stressful Life Event Challenging Parental Cognitive and Behavioral Adjustment

Relationships Between Mother–Child Conversations About Emotion and Socioemotional Development of Children with Autism Spectrum Disorder

Self-regulation during pretend play in children with intellectual disability and in normally developing children

Theory of Mind, Socio-Emotional Problem-Solving, Socio-Emotional Regulation in Children with Intellectual Disability and in Typically Developing Children

Trouble du spectre de l’autisme et évaluation du stress perçu des parents et des professionnels : étude des propriétés psychométriques d’une adaptation francophone de l’Appraisal of Life Event Scale (ALES-vf)

Training Social Information Processing in Elementary School Children With Intellectual Disabilities: A Key to Support Their Emotion Regulation and Social Behaviors

Affective and Cognitive Theory of Mind in Children With Intellectual Disabilities: How to Train Them to Foster Social Adjustment and Emotion Regulation?

Perceived social acceptance, theory of mind and social adjustment in children with intellectual disabilities

How are parental reactions to children’s emotions linked with Theory of Mind in children with Autism Spectrum Disorder?

Theory of Mind “emotion”, developmental characteristics and social understanding in children and adolescents with intellectual disabilities

Self-regulation and performance in problem-solving using physical materials or computers in children with intellectual disability

La Batterie de tâches de Théorie de l’esprit : Validation de la version francophone

La Batterie de tâches de Théorie de l’esprit : Validation de la version francophone

Variability and Predictors of Mothers and Fathers’ Socialization Behaviors and Bidirectional Links with Their Preschoolers Socio-Emotional Competences

How could Theory of Mind contribute to the differentiation of social adjustment profiles of children with externalizing behavior disorders and children with intellectual disabilities?

L’effet de la présence et de l’absence de fratrie sur le niveau d’adaptation sociale des enfants présentant un trouble du spectre de l’autisme

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