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Showing 1 to 15 of 20 results Save | Export
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Jessica O'Loghlen; Matthew McKenzie; Cathryne Lang; Jessica Paynter – Journal of Autism and Developmental Disorders, 2025
Obsessive-compulsive disorder (OCD) and autism are characterized by the presence of repetitive behaviors. Differentiating between repetitive behaviors attributable to a diagnosis of autism, and those attributable to OCD, poses challenges for differential and co-occurring diagnosis. Differentiation is important to inform appropriate supports and…
Descriptors: Anxiety Disorders, Autism Spectrum Disorders, Behavior Problems, Symptoms (Individual Disorders)
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Magda Matetovici; Anouk Spruit; Cristina Colonnesi; Mauricio Garnier-Villarreal; Marc Noom – Infant Mental Health Journal: Infancy and Early Childhood, 2025
Acknowledging that the parent-child attachment is a dyadic relationship, we investigated differences between pairs of parents and preschool children based on gender configurations in the association between attachment and problem behavior. We looked at mother-daughter, mother-son, father-daughter, and father-son dyads, but also compared mothers…
Descriptors: Parent Child Relationship, Preschool Children, Mothers, Daughters
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Nicole Creasey; Patty Leijten; Marieke S. Tollenaar; Marco P. Boks; Geertjan Overbeek – Child Development, 2024
This study investigated associations of the Incredible Years (IY) parenting program with children's DNA methylation. Participants were 289 Dutch children aged 3-9 years (75% European ancestry, 48% female) with above-average conduct problems. Saliva was collected 2.5 years after families were randomized to IY or care as usual (CAU). Using an…
Descriptors: Foreign Countries, Parent Child Relationship, Child Behavior, Behavior Problems
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Christina M. C. E. de Groot; David Heyne; Albert E. Boon – Journal of Emotional and Behavioral Disorders, 2024
There has been little attention to personality in research on school refusal (SR). This study examined personality traits among 41 adolescents receiving cognitive-behavioral therapy (CBT) during participation in a School Refusal Program in the Netherlands. Traits were examined via clinical scales and 2-point code types derived from the Minnesota…
Descriptors: Adolescents, Personality Traits, Outcomes of Treatment, Attendance
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F. de Swart; B. Veenman; J. Oosterlaan; M. Luman – Journal of Attention Disorders, 2025
Objective: This cross-sectional study investigated social opportunities in children at risk for ADHD in regular primary education classrooms. First, we aimed to compare social preference of children at risk for ADHD and of their unilateral friends, with their classmates. Second, we hypothesized that for the at risk-group higher levels of problem…
Descriptors: At Risk Students, Elementary School Students, Attention Deficit Hyperactivity Disorder, Preferences
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Marlieke van Swieten; Peter de Looff; Joanneke VanDerNagel; Robert Didden – Journal of Applied Research in Intellectual Disabilities, 2024
Background: Aggressive behaviour (AB) and non-suicidal self-injury (NSSI) are common in people with mild intellectual disability or borderline intellectual functioning, leading to adverse consequences for themselves and those around them. Method: We investigated the relationship between AB (both total and physical in particular) and NSSI and risk…
Descriptors: Mild Intellectual Disability, Aggression, Self Destructive Behavior, Adults
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Thomas F. Camminga; Daan Hermans; Eliane Segers; Constance T. W. M. Vissers – Autism & Developmental Language Impairments, 2024
Background and aims: Many children with developmental language disorder (DLD) have difficulties in executive functioning (EF) and theory of mind (ToM). These difficulties might be explained by the theory that children's conceptual understanding changes over five stages of word meaning structure, from concrete and context-dependent to abstract and…
Descriptors: Language Impairments, Developmental Delays, Preadolescents, Children
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Diellza Berani; Marie-Christine Franken; Lottie Stipdonk – Journal of Speech, Language, and Hearing Research, 2025
Purpose: To understand factors contributing to therapy success, this study investigated the role of parents' temperament and the fit between parents' temperament and parent-reported child behavior problems in therapy outcomes across two therapy types. Method: A total of 177 children who stutter and their parents were included in this study. Data…
Descriptors: Parent Child Relationship, Personality Traits, Stuttering, Preschool Children
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Bussemakers, Carlijn; Denessen, Eddie – Journal of Early Adolescence, 2024
This study investigated whether support from teachers could serve as a protective factor and reduce disproportionality in problematic behavior. Data from the CILS4EU project on 14-year-old European students were used (N = 18,308). Students reported on their social background (parental resources, migrant background and adverse family risks),…
Descriptors: Student Behavior, Behavior Problems, Teacher Student Relationship, Risk
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P. Putrik; I. J. Kant; H. Hoofs; R. Reijs; M. J. Jansen – Child & Youth Care Forum, 2024
Background: Early school dropout is an economic, social, and individual problem. School dropout is a result of cumulative processes that occur over many childhood years. Despite the influence of level of education on health outcomes, primary prevention of dropout outside of the school setting is rare. In the Netherlands, the Youth Health Care…
Descriptors: Foreign Countries, Youth, Dropouts, Prediction
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Maaike Hermsen; Rianne Simons; Hennie van Veen; Angela Prudon; Lina Rooijackers; Roy Otten; Renske Koordeman – Journal of Intellectual Disabilities, 2024
Background: Staff-client relationships impact the quality of support and life of people with severe to profound intellectual disabilities and challenging behavior, but are challenging to build due to clients' intense, complex and varying support needs. The present study explores the perspectives of professionals and relatives on what affects these…
Descriptors: Interpersonal Relationship, Severe Intellectual Disability, Behavior Problems, Individual Characteristics
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Sanne A. H. Giesbers; Richard P. Hastings; Alexander H. C. Hendriks; Andrew Jahoda; Petri J. C. M. Embregts – Journal of Mental Health Research in Intellectual Disabilities, 2024
Introduction: Family members are often the main provider of informal support to people with mild intellectual disabilities. In the current study, we explored whether their family-based social capital is prospectively associated with their wellbeing and emotional and behavioral problems. Methods: Sixty-nine participants with mild intellectual…
Descriptors: Mild Intellectual Disability, Social Capital, Well Being, Emotional Problems
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Femke van den Brink; Manja Vollmann; Nouchka T. Tick – Psychology in the Schools, 2025
Emotional exhaustion is prevalent among special education teachers (Brunsting et al. 2022). Previous research showed that disruptive student behavior is positively associated with teachers' emotional exhaustion (e.g., Kollerová et al. 2023). However, the underlying mechanisms are not yet fully understood. The present study investigated teachers'…
Descriptors: Foreign Countries, Elementary School Students, Elementary School Teachers, Special Education Teachers
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Iris Duinmeijer; Sanne Peet; Lonneke Janssen; Annette Scheper; Margo Zwitserlood-Nijenhuis; Wendy Bliekendaal; Marijke Zoons; Britt Hakvoort – International Journal of Language & Communication Disorders, 2025
Background: Children with developmental language disorder (DLD) have problems acquiring language, affecting their communicative participation, social--emotional functioning (SEF) and quality of life (QoL). Aims: To investigate whether communicative participation mediates the relation between language and SEF and QoL. Methods & Procedures: In a…
Descriptors: Language Impairments, Developmental Delays, Communication Skills, Quality of Life
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Kim M. Starreveld; Mathilde M. Overbeek; Agnes M. Willemen; Marian J. Bakermans-Kranenburg – School Psychology International, 2024
The evidence-based parenting program Video-Feedback Intervention to promote Positive Parenting and Sensitive Discipline (VIPP-SD) may have potential to also support teachers in primary schools in their interaction with children with behavior problems. We therefore adapted the intervention for use with primary school teachers (VIPP-School). Here we…
Descriptors: Video Technology, Feedback (Response), Teacher Student Relationship, Interaction
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