The Time Knowledge Questionnaire for children

Labrell, Florence; Câmara-Costa, Hugo; Perdry, Hervé; Dellatolas, Georges

doi:10.1016/j.heliyon.2020.e03331

Cited by 13 publications

(9 citation statements)

References 45 publications

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“…TD pre-school children usually have general knowledge about the duration of activities (what takes a long vs. short time to do) and daily activities' temporal order. Both are needed before learning to read and understand a clock [22]. A study of TPA in TD children aged 5-10 years revealed that most of the least able pre-school children passed all items measuring time perception and the easiest item in time orientation placing pictures in temporal order [10].…”

Section: Daily Time Managementmentioning

confidence: 99%

Feasibility of an intervention to facilitate time and everyday functioning in preschoolers

Ahlström

Janeslätt

Almqvist

2021

Scandinavian Journal of Occupational Therapy

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Background: Children in need of special support (INS) often display delays in time-processing ability (TPA) affecting everyday functioning. Typically developing (TD) children are not yet mature to use the information of a clock. Aim: To investigate the feasibility of an intervention program, MyTime, to facilitate TPA and everyday functioning in pre-school children, including the subjective experiences of pre-school staff and the children. Materials and Methods: The intervention sample consisted of 20 children: 4 INS and 16 TD. Intervention was given daily in 8 weeks with MyTime in the pre-school environment. Data collection procedures were evaluated and children were assessed for TPA pre-and post intervention. Everyday functioning were assessed by teachers, parents and children. Experiences of the intervention were assessed by a group interview with teachers and a Talking Mats# evaluation with children. Results: MyTime worked well in pre-school and indicated an increase in the children's TPA and everyday functioning. The program was perceived simple to use by teachers and children highlighted the importance to understand the duration of time. Conclusion: The program MyTime was found to be feasible in the pre-school environment. Significance: The assessment and program design can be used to investigate intervention effectiveness in a randomised study.

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Section: Daily Time Managementmentioning

confidence: 99%

Feasibility of an intervention to facilitate time and everyday functioning in preschoolers

Ahlström

Janeslätt

Almqvist

2021

Scandinavian Journal of Occupational Therapy

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“…In addition, the use of Open-Ended parent Questions modeled on a previous study, 68 provided ecological validity to the TKQ 74 results used here with atypical children. It successfully exposed temporal weaknesses that were accompanied by real-life daily struggles as reported by their parents, so that, in effect, it provides support for use of the TKQ with atypical children with high risk for temporal challenges including adolescents, absent in the instrument’s typically-developing control group.…”

Section: Discussionmentioning

confidence: 93%

“…Time Knowledge Questionnaire for Children (TKQ): 74 the authors operationally define time knowledge as the correct representation and use of the various time units . The questionnaire was validated and norms obtained for typically developing children aged 6–11 years, and some norms were based on adult responses.…”

Section: Introductionmentioning

confidence: 99%

Detecting Time Concept Competence in Children with Autism Spectrum and Attention Disorders

Hus¹

2022

NDT

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The importance of time concept in human existence is “ancient history” celebrated in the biblical book Ecclesiastes. Indeed, our time-sensitive mechanisms are literally carved into our biology and neurology on a molecular level, gifting us with neural clocks. However, time in human consciousness is not the time indicated by physical clocks: time is a subjective reality in our psychological makeup due to the nature of the temporal neural mechanisms and unique properties of physical time. Nonetheless, subjective time requires anchoring to physical time which permeates our language, endeavors, and entire existence, a process hinging on time-related skills such as estimates and measures of passage and duration of time. Moreover, accurate time reading, a critical adaptive life-skill, is imperative for effective function in all societal activities. Because it embodies the complexity of the time construct, it is central to instruction of time concept in primary education. It is often measured in children by clock drawings, a cognitive integrative skill with errors pointing to neuroanatomical differences impacting the integrity of executive function. Time competence in children with atypical neurobiological development and high prevalence, as in autism spectrum disorders (ASD), and attention disorders (ADHD), is often compromised, calling for investigation of its function. This thematic review article aims to: 1) discuss the complexity of time concept and its underlying bio-neurological mechanisms, 2) elucidate difficulties children with ASD and those with ADHD exhibit in temporal development, and 3) demonstrate the use of a set of clinical tools in uncovering temporal competence and ecological executive function in two children with ASD, and a child with ADHD, using a clock drawing task and error analyses; children’s time knowledge questionnaire; a behavior rating parent questionnaire examining ecological executive function, and parent open-ended questions related to their children’s time difficulties. A discussion, directions, and a take-home message round out the article.

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“…Flow within the macro layer, which is less automated and develops later in childhood (Droit‐Volet, 2013; Labrell et al, 2020), is indexed by experimental paradigms testing how individuals experience the Passage of time (cf. fast versus slow) and construct mental timelines, both of which are high‐order explicit representation of temporal continuity and change (Droit‐Volet et al, 2017; Vogel et al, 2018).…”

Section: A Brief Taxonomy Of Timementioning

confidence: 99%

Can disorders of subjective time inform the differential diagnosis of psychiatric disorders? A transdiagnostic taxonomy of time

Kent

Nelson

Northoff

2022

Early Intervention Psych

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Aim Time is a core aspect of psychopathology with potential for clinical use and early intervention. Temporal experience, perception, judgement and processing are distorted in various psychiatric disorders such as mood (depression and mania), anxiety, autistic, impulse‐control, dissociative and attention‐deficit/hyperactivity disorders. Can these disorders of time be used as early diagnostic or predictive markers? To answer this question, we develop a Transdiagnostic Taxonomy of (disordered) Time (TTT) that maps on to the symptomatological, phenomenal, perceptual and functional descriptions of each underlying disorder in a 2 × 2 × 2 state space. Temporal distortions may precede functional decline, and so assist efforts at early detection and intervention in at‐risk groups. Method Firstly, this article integrates a psychological model of how time is processed with a subjective or phenomenological model of how time is experienced or perceived. Secondly, the integrated combined model of time is then used to heuristically map major psychiatric disorders on to the basic elements of temporal flow and integration. Results The TTT systematically describes the basic temporal nature of eight diagnostic categories of psychiatric illness. It differentiates between diagnoses primarily associated with distorted “macro‐level” phenomenal temporal experiences (i.e. anxiety, dissociation/PTSD, depression, and mania) from those primarily related to distorted ‘micro‐level’ temporal processing (i.e. psychotic, impulse‐control, autistic and attention‐deficit/hyperactivity disorders). Conclusions The TTT allows differential diagnostic classification of various psychiatric disorders in terms of a possible underlying time disorder, making it useful for future diagnostic and predictive purposes using novel techniques of temporal processing, time perception, passage of time, and time perspective.

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The Time Knowledge Questionnaire for children

Cited by 13 publications

References 45 publications

Feasibility of an intervention to facilitate time and everyday functioning in preschoolers

Feasibility of an intervention to facilitate time and everyday functioning in preschoolers

Detecting Time Concept Competence in Children with Autism Spectrum and Attention Disorders

Can disorders of subjective time inform the differential diagnosis of psychiatric disorders? A transdiagnostic taxonomy of time

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