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Direct linkBianca Ulitzka; Monika Daseking; Julia Kerner auch Koerner – Infant and Child Development, 2025
Delay of gratification tasks have an impressive predictive value for various outcomes and are designed to measure self-regulation. Since many behavioural and psychological conditions in children are related to limitations in self-regulation, the extent to which delay tasks can be used as a screening for the detection of psychopathology is…
Descriptors: Delay of Gratification, Child Behavior, Self Control, Young Children
Lüdeke, Sören; Przibilla, Bodo; Linderkamp, Friedrich – International Journal of School & Educational Psychology, 2023
Children with externalizing behavior problems are likely to show poor school achievements, problems in social interactions with teachers and peers and an elevated school-related stress. Though class climate is a meaningful variable to explain school achievements and aspects of emotional well-being, there are hardly any studies that consider class…
Descriptors: Elementary School Students, Behavior Problems, Antisocial Behavior, Classroom Environment
Horbach, Josefine; Mayer, Axel; Scharke, Wolfgang; Heim, Stefan; Günther, Thomas – Scientific Studies of Reading, 2020
Previous studies have established the relationship between behavioral problems and specific learning disorders (SLD); however, the exact mechanism by which behavioral disorders impact SLD remains unclear. This longitudinal study used the Child Behavior Checklist (CBCL) to investigate how parents' judgment of children's behavioral problems changed…
Descriptors: Behavior Problems, Child Behavior, Learning Disabilities, Check Lists
Scheithauer, Herbert; Hess, Markus; Zarra-Nezhad, Maryam; Peter, Charlotte; Wolfer, Ralf – International Journal of Developmental Science, 2022
The development of social-emotional skills is crucial in early childhood. Behavior problems in early childhood are risk factors for difficulties throughout childhood and adolescence and beyond. Considering the importance of developing social and emotional skills during early childhood, this study introduced the Papilio-3to6 program into everyday…
Descriptors: Toddlers, Early Childhood Education, Child Care, Prevention
Hanisch, Charlotte; Eichelberger, Ilka; Richard, Stefanie; Doepfner, Manfred – School Psychology International, 2020
Symptoms of attention-deficit/hyperactivity and oppositional defiant disorder are associated with a multitude of psychosocial developmental risks, e.g. academic underachievement. Various cognitive behavioral interventions have proven to be effective in reducing problem behavior in school settings. Drawing on this previous work and on our…
Descriptors: Coaching (Performance), Inservice Teacher Education, Elementary School Teachers, Program Effectiveness
Schramm, Satyam Antonio; Hennig, Timo; Linderkamp, Friedrich – Journal of Cognitive Education and Psychology, 2016
Attention-deficit/hyperactivity disorder (ADHD) is a highly prevalent psychiatric disorder in adolescence and results severe impairment. Few psychosocial interventions aim at ADHD in adolescence and are rarely evaluated in randomized controlled trials (RCTs). Therefore, an intervention combining adolescent-directed problem-solving and…
Descriptors: Training, Problem Solving, Skill Development, Adolescents
Ehm, Jan-Henning; Kerner auch Koerner, Julia; Gawrilow, Caterina; Hasselhorn, Marcus; Schmiedek, Florian – Developmental Psychology, 2016
The present longitudinal study aimed to investigate the influence of ADHD symptoms on reading development in elementary schoolchildren. To this end, repeated assessments of ADHD symptoms (teacher ratings of inattention, hyperactivity, and impulsivity) and reading achievement (standardized tests of decoding speed and text comprehension) were…
Descriptors: Correlation, Elementary School Students, Attention Deficit Hyperactivity Disorder, Individual Differences
Nolan, Julene D.; Houlihan, Daniel; Wanzek, Megan; Jenson, William R. – School Psychology International, 2014
Few classroom behavioral interventions have been thoroughly studied using culturally and linguistically diverse populations, international student populations, or those from diverse socio-economic backgrounds. Yet, having such tools for school psychologists and teachers is critical for behavior management in the classroom. One important exception…
Descriptors: Classroom Techniques, Games, Intervention, Student Behavior
Glockner-Rist, Angelika; Pedersen, Anya; Rist, Fred – Journal of Attention Disorders, 2013
Objective: Adult "Diagnostic and Statistical Manual of Mental Disorders" (4th ed.; "DSM-IV") and retrospective childhood Wender-Utah ADHD criteria are implemented in self-report measures to assess adult ADHD and its required onset in childhood. Yet their dimensional structure and relationship to adult ADHD depressivity is still…
Descriptors: Symptoms (Individual Disorders), Adults, Attention Deficit Hyperactivity Disorder, Evaluation Criteria
Rietz, Chantal Sabrina; Hasselhorn, Marcus; Labuhn, Andju Sara – Dyslexia, 2012
Children with literacy difficulties often suffer from a variety of co-occurring externalizing and internalizing difficulties, as well as comorbid ADHD. Therefore, these externalizing and internalizing problems might be more related to comorbid ADHD, rather than being a correlate of literacy difficulties per se. In the present study, we…
Descriptors: Spelling, Attention Deficit Hyperactivity Disorder, Symptoms (Individual Disorders), Elementary School Students
Holtmann, Martin; Portner, Franca; Duketis, Eftichia; Flechtner, Hans-Henning; Angst, Jules; Lehmkuhl, Gerd – Journal of Adolescence, 2009
We tested the psychometric properties of the Hypomania Checklist (HCL-32) in a sample of nonclinical adolescents, examined the association with current psychopathology, and tested if "hypomanic" adolescents differ from other participants regarding HCL-scores and psychopathology. A total of 294 students completed the HCL-32 and the SDQ, a…
Descriptors: Check Lists, Stimulation, Psychopathology, Adolescents
Hampel, Petra; Manhal, Simone; Roos, Thomas; Desman, Christiane – Journal of Attention Disorders, 2008
Objective: The authors investigate self-reported coping with interpersonal stressors among boys with and without ADHD in two studies and provide initial evidence for effects of different subgroups of ADHD on coping in Study 2. Method: In Study 1, 20 Austrian adolescents with ADHD were compared to 20 healthy controls. In Study 2, 44 German children…
Descriptors: Stress Management, Attention Deficit Disorders, Adolescents, Coping
