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Rachel Plak; Ralph Rippe; Inge Merkelbach; Sander Begeer – Journal of Autism and Developmental Disorders, 2024
Studies on the impact of the COVID-19 pandemic on autistic children's psychosocial outcomes have shown mixed results. In the current study we aimed to gain a better insight into the effect of the COVID-19 pandemic by comparing psychosocial outcomes collected pre-pandemic with data collected during the pandemic. We used the Strengths and…
Descriptors: Autism Spectrum Disorders, COVID-19, Pandemics, Psychological Patterns
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
Dapprich, Anna L.; Tyborowska, Anna; Niermann, Hannah C. M.; Becker, Eni S.; Cillessen, Antonius H. N.; Roelofs, Karin – International Journal of Behavioral Development, 2022
Callous-unemotional (CU) traits predict behavioral problems in adolescence. But little is known about early modulatory factors. Behavioral Inhibition (BI) in particular has been suggested to protect against the development of CU-traits. This temperamental predisposition is characterized by heightened environmental sensitivity. The current…
Descriptors: Inhibition, Personality Traits, Children, Adolescents
Reurts, Eva Enneke; Troost, Pieter W.; Dinnissen, Mariken; Reijnen, Sam; Hoekstra, Pieter J.; Popma, Arne – Journal of Intellectual Disabilities, 2021
A retrospective chart study of patients on open-label aripiprazole treatment was conducted in the Netherlands to add to the knowledge of aripiprazole in children and young adults with mild and borderline intellectual disabilities (IDs). Fifty-three youths, mean age 14.7 ± 3.4 years and mean IQ 64.5 ±13.8, were included. Treatment responders were…
Descriptors: Mild Intellectual Disability, Drug Therapy, Outcomes of Treatment, Foreign Countries
Sophie C. Alsem; Femke van den Brink; Christina Hoogendijk; Nouchka T. Tick – Journal of Research in Special Educational Needs, 2025
High-quality teacher-student relationships are related to a wide range of positive student outcomes, especially in students with special educational needs. To enable tailored support to help teachers engage in positive relationships with these students, it is important to identify and understand the different types of teacher-student relationships…
Descriptors: Teacher Attitudes, Teacher Student Relationship, Student Attitudes, Special Education Teachers
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
Nelen, Monique J. M.; Willemse, T. Martijn; van Oudheusden, Margreet A.; Goei, Sui Lin – Journal of Positive Behavior Interventions, 2020
The transfer and adoption of school-wide approaches, like School-Wide Positive Behavior Interventions and Supports (SWPBIS), from one country to another, is an underexamined process. SWPBIS was mainly developed in the US. Although research shows that implementation of SWPBIS contributes to a positive school climate and a decrease in problem…
Descriptors: Foreign Countries, Positive Behavior Supports, Cultural Differences, Program Implementation
Tournier, Tess; Hendriks, Alexander H. C.; Jahoda, Andrew; Hastings, Richard P.; Giesbers, Sanne A. H.; Embregts, Petri J. C. M. – Journal of Intellectual & Developmental Disability, 2022
Background: The Family Network Method -- Intellectual Disability (FNM-ID) was used to compare perspectives of people with mild intellectual disability and their support workers on family networks of people with intellectual disability. Method: 138 participants with mild intellectual disability and support workers were interviewed, using the…
Descriptors: Mild Intellectual Disability, Networks, Attitudes, Behavior Problems
Li, Boya; Bos, Marieke G. N.; Stockmann, Lex; Rieffe, Carolien – Autism: The International Journal of Research and Practice, 2020
Children with autism spectrum disorder are at risk of developing internalizing and externalizing problems. However, information on early development of behavior problems and the contributing role of emotional functioning in preschool children with autism spectrum disorder is scarce. This study collected data of boys with and without autism…
Descriptors: Males, Behavior Problems, Autism, Pervasive Developmental Disorders
Buist, Kirsten L.; Metindogan, Aysegül; Coban, Selma; Watve, Sujala; Paranjpe, Analpa; Koot, Hans M.; van Lier, Pol; Branje, Susan J. T.; Meeus, Wim H. J. – New Directions for Child and Adolescent Development, 2017
We examined cross-cultural differences in (1) sibling power balance and (2) the associations between sibling power balance and internalizing and externalizing problems in three separate cross-cultural studies (early childhood, late childhood, and adolescence). The "early childhood samples" consisted of 123 Turkish and 128 Dutch mothers…
Descriptors: Cultural Differences, Sibling Relationship, Power Structure, Correlation
Kuzminskaite, Erika; Begeer, Sander; Hoekstra, Rosa A.; Grove, Rachel – Autism: The International Journal of Research and Practice, 2020
Autism spectrum disorder and anxiety are highly comorbid conditions. Understanding the underlying traits of anxiety in autism spectrum disorder is crucial to prevent and treat it efficiently. Hence, this study determined whether social communication difficulties or restricted repetitive behaviors are stronger risk factors for anxiety symptoms in…
Descriptors: Foreign Countries, Autism, Pervasive Developmental Disorders, Predictor Variables
Super, Charles M.; Harkness, Sara; Bonichini, Sabrina; Welles, Barbara; Zylicz, Piotr Olaf; Bermúdez, Moisés Rios; Palacios, Jesús – New Directions for Child and Adolescent Development, 2020
This study explores the cultural construction of "difficult" temperament in the first 2 years of life, as well as the logistical and thematic continuity across infancy and childhood in what mothers perceive as difficult. It extends earlier work regarding older children in six cultural sites: Italy, the Netherlands, Poland, Spain, Sweden,…
Descriptors: Behavior Problems, Cross Cultural Studies, Mother Attitudes, Cultural Differences
Leanne Payne; Sanna L. Roest; Zhen Qi Lu; Nardia Zendarski; Matthew Bisset; Emma Sciberras; Stephen Stathis; Bart M. Siebelink; Robert R. J. M. Vermeiren; Mark A. Bellgrove; David Coghill; Christel M. Middeldorp – Journal of Attention Disorders, 2022
Objective: Previous studies at child and youth mental health services (CYMHS) suggest that children with ADHD have poorer outcomes compared to those with other diagnoses. This study investigates this in more detail. Methods: Children with ADHD were compared to those with ASD and those with emotional disorders, on routinely collected outcomes at…
Descriptors: Foreign Countries, Outcomes of Treatment, Children, Adolescents
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
Wienen, Albert W.; Reijnders, Inge; van Aggelen, Marleen H.; Bos, Elske H.; Batstra, Laura; de Jonge, Peter – Psychology in the Schools, 2019
School-wide positive behavior support (SWPBS) is a systemic approach for implementing a proactive schoolwide discipline and for improving students' academic and behavioral outcomes by targeting the school's organizational and social culture. With a multilevel approach, the present study evaluates the relative effectiveness of SWPBS on teachers'…
Descriptors: Positive Behavior Supports, Teacher Attitudes, Student Behavior, Teacher Student Relationship