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Baker, Jason K.; Fenning, Rachel M.; Erath, Stephen A.; Baucom, Brian R.; Messinger, Daniel S.; Moffitt, Jacquelyn; Kaeppler, Alexander; Bailey, Alyssa – Autism: The International Journal of Research and Practice, 2020
Children with autism spectrum disorder exhibit significant difficulties with emotion regulation. Respiratory sinus arrhythmia is a biomarker for processes related to emotion regulation, with higher baseline rates linked to beneficial outcomes. Although reduction in respiratory sinus arrhythmia in response to challenge can index adaptive processes…
Descriptors: Autism, Pervasive Developmental Disorders, Behavior Problems, Children
Hooper, Stephen R.; Costa, Lara-Jeane C.; Green, Melissa B.; Catlett, Stephanie R.; Barker, Alexandra; Fernandez, Edmund P.; Faldowski, Richard A. – Grantee Submission, 2019
The purpose of this study was to investigate the concurrent relationships between selected teacher-rated executive function (EF) and a comprehensive array of emergent literacy skills in preschool children after adjusting for targeted covariates including at-risk status. The sample comprised 114 three-year-olds who were attending Head Start…
Descriptors: Early Intervention, Executive Function, Emergent Literacy, Preschool Children
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Lynn, Lisa N.; Cuskelly, Monica; Gray, Peter H. – Early Education and Development, 2021
Research Findings: This study examined performance on self-regulatory tasks, in addition to individual characteristics including cognitive ability, receptive and expressive language skills, planning, and behaviour as contributing factors to early learning difficulties. Twenty-nine children born with ELBW and 30 comparison children at four years of…
Descriptors: Body Weight, Self Control, Individual Characteristics, Cognitive Ability
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Hooper, Stephen R.; Costa, Lara-Jeane C.; Green, Melissa B.; Catlett, Stephanie R.; Barker, Alexandra; Fernandez, Edmund; Faldowski, Richard A. – Reading and Writing: An Interdisciplinary Journal, 2020
The purpose of this study was to investigate the concurrent relationships between selected teacher-rated executive function (EF) and a comprehensive array of emergent literacy skills in preschool children after adjusting for targeted covariates including at-risk status. The sample comprised 114 three-year-olds who were attending Head Start…
Descriptors: Correlation, At Risk Students, Preschool Children, Teacher Attitudes
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Stevenson, M.; Crnic, K. – Journal of Intellectual Disability Research, 2013
Background: Fathers have unique influences on children's development, and particularly in the development of social skills. Although father-child relationship influences on children's social competence have received increased attention in general, research on fathering in families of children with developmental delays (DD) is scant. This study…
Descriptors: Fathers, Child Rearing, Self Control, Interpersonal Competence
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Halperin, Jeffrey M.; Marks, David J.; Bedard, Anne-Claude V.; Chacko, Anil; Curchack, Jocelyn T.; Yoon, Carol A.; Healey, Dione M. – Journal of Attention Disorders, 2013
Objective: To examine whether cognitive enhancement can be delivered through play to preschoolers with ADHD and whether it would affect severity of ADHD symptoms. Method: Twenty-nine 4- and 5-year-old children and their parents participated in separate group sessions (3-5 children/group). Child groups were introduced games designed to enhance…
Descriptors: Attention Deficit Hyperactivity Disorder, Preschool Children, Executive Function, Teaching Methods
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Cuskelly, Monica; Jobling, Anne; Gilmore, Linda; Glenn, Sheila – Down Syndrome Research and Practice, 2006
This study examined parents' behaviours as they waited with their child. Children were presented with an attractively wrapped gift and then asked not to touch it until the experimenter returned from finishing some work in another room. Three parent groups and their children participated in the study--parents of children with Down syndrome, parents…
Descriptors: Mental Retardation, Parenting Styles, Down Syndrome, Mothers