NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
Predicting Intervention Use in Autistic Children: Demographic and Autism-Specific Characteristics
Peer reviewed Peer reviewed
Direct linkDirect link
Jonkman, Kim M.; Back, Elisa; Begeer, Sander – Autism: The International Journal of Research and Practice, 2023
Autism is a heterogeneous diagnosis with symptoms that present in different ways. There is a large variety of interventions for autistic individuals. However, little is known about who chooses which specific interventions. We aimed to explore intervention prevalence and predict intervention use, based on demographic and autism-specific…
Descriptors: Autism Spectrum Disorders, Intervention, Children, Adolescents
Perceived Discrimination against Dutch Muslim Youths in the School Context and Its Relation with Externalising Behaviour
Peer reviewed Peer reviewed
Direct linkDirect link
van Bergen, Diana D.; Feddes, Allard R.; de Ruyter, Doret J. – Oxford Review of Education, 2021
The role of the source of discrimination in relation to minority Muslim youths' psychosocial well-being has received remarkably little attention in the post-9/11 climate. We have examined one of the aspects of psychosocial well-being that is given prominent attention in the media and public discourse, namely externalising behaviour. The article…
Descriptors: Foreign Countries, Muslims, Psychological Patterns, Well Being
Can Closeness, Conflict, and Dependency Be Used to Characterize Students' Perceptions of the Affective Relationship with Their Teacher? Testing a New Child Measure in Middle Childhood
Peer reviewed Peer reviewed
Direct linkDirect link
Koomen, Helma M. Y.; Jellesma, Francine C. – British Journal of Educational Psychology, 2015
Background: The constructs of closeness, conflict, and dependency, which are derived from attachment theory, are widely used to qualify teachers' perceptions of relationships with individual children. Aims: Our main aim was to reveal whether similar and reliable dimensions could be identified in middle childhood with a newly developed student…
Descriptors: Student Attitudes, Teacher Student Relationship, Affective Behavior, Gender Differences
Prevalence and Determinants of Need for Formal Parenting Support among Parents Raising a Child with a Borderline to Mild Intellectual Disability
Peer reviewed Peer reviewed
Direct linkDirect link
Kleefman, Marijke; Reijneveld, Sijmen A.; Jansen, Daniëlle E. M. C. – Journal of Intellectual & Developmental Disability, 2015
Background: Raising children with borderline to mild intellectual disability (BMID) and psychosocial problems may yield a strong need for support among parents, but evidence for this is lacking. The aim of this study was to investigate the prevalence of need for parenting support in this population, and the child and parent characteristics that…
Descriptors: Child Rearing, Mild Intellectual Disability, Incidence, Parent Child Relationship
Bidirectional Longitudinal Associations of Perpetration and Victimization of Peer Bullying with Psychosocial Problems in Adolescents: A Cross-Lagged Panel Study
Peer reviewed Peer reviewed
Direct linkDirect link
Busch, Vincent; Laninga-Wijnen, Lydia; van Yperen, Tom Albert; Schrijvers, Augustinus Jacobus Petrus; De Leeuw, Johannes Rob Josephus – School Psychology International, 2015
Research on school bullying often focuses on the directional path of bullying and/or victimization leading to psychosocial problems, while such one-dimensional views have been shown to be too simplistic. Furthermore, recent research has shown that patterns of bullying at school differ for boys and girls, which makes gender a particularly relevant…
Descriptors: Bullying, Victims, Peer Relationship, Psychological Patterns
Exclusionary Practices in Secondary Schools in the Netherlands: A Comparison between Students Sent to Out-of-School Facilities and Their Non-Referred Peers
Peer reviewed Peer reviewed
Direct linkDirect link
Coskun, Begüm; van Geel, Mitch; Vedder, Paul – Youth & Society, 2015
The present study investigated differences between students sent to out-of-school facilities (N = 148), also called rebound facilities, and non-referred students (N = 411), in junior vocational high schools. Self-reports on externalizing and antisocial behaviors were used to compare the two samples. Referred students scored significantly higher on…
Descriptors: Foreign Countries, Secondary School Students, Secondary Schools, Student Placement