Understanding executive functions (EFs) development is of high value to global developmental science. Recent calls for a more inclusive and equitable developmental science argue that tasks and questionnaires that are developed using only a subset of the population are not likely to be appropriate for EFs measurement in global contexts unless…

A growing body of literature indicates that children with Specific Learning Disorder (SpLD) are at risk of internalising and externalising problems. Instead, less is known about the factors that may influence this symptomatology. For instance, a few studies investigated the extent to which impaired school well-being could predict internalising and…

In this pilot study, we examined whether a 2-day Emotion-Focused Family Therapy workshop strengthened parental self-efficacy, satisfaction and beliefs regarding their ability to help their children regulate emotions and reduce the children's symptoms of behavioural- or psychological difficulties. Twenty-three caretakers with 17 children (9 boys)…

Background: Academic challenges such as losing/not turning in assignments, misplacing materials, and inefficient studying are common in middle-school students with autism spectrum disorder (ASD) without intellectual disability. Deficits in organization, planning, prioritizing, memory/materials management, and studying skills [i.e. academic…

This exploratory study examined associations between the therapist-client bond and outcomes in individual and group art therapy in the Israeli school system. Children (n = 77; aged 7-13) and art therapists (n = 50) reported on the therapist-client bond at three time points. At the onset and conclusion of art therapy, children also reported on…

Background: Evocative gene-environment correlation (rGE) describes a process through which children's heritable characteristics influence their rearing environments. The current study examined if heritable influences on parenting and children's behavioral outcomes operate through child negative emotionality. Method: Using data from the Early…

Emerging research suggests that adolescents at high-achieving schools (HAS) in Western societies are at elevated risk for problem behaviours. This cross-sectional study explored whether adolescents attending HAS in a non-Western setting show similar risk patterns and if contextual (school-, family-, and peer-based) factors typically associated…

Background: Academic challenges such as losing/not turning in assignments, misplacing materials, and inefficient studying are common in middle-school students with autism spectrum disorder (ASD) without intellectual disability. Deficits in organization, planning, prioritizing, memory/materials management, and studying skills [i.e. academic…

Sexual abuse and peer victimization often co-occur and generate similar repercussions. The current study aimed to determine the extent to which child sexual abuse is associated to peer victimization. The unique contribution of these two distinct forms of victimization to the prediction of behavior problems was also investigated in a sample of 532…

ASD symptomology and behavioral problems pose challenges for children with ASD in school. Disagreement between parents and teachers in ratings of children's behavior problems may provide clinically relevant information. We examined parent-teacher disagreement on ratings of behavior problems among children with ASD during the fall and spring of the…

The purpose of this study was to investigate the self-perception bias (SPB) in adolescents with attention-deficit hyperactivity disorder (ADHD). The SPB was defined as adolescent underestimation of their learning and behavior problems in comparison to parent- or teacher-reports or a standardized achievement test. The sample comprised 74…

The Dual Failure Model suggests that peer victimization (social failure) and academic difficulties (academic failure) mediate the association between externalizing and later internalizing problems. The present study sought to better understand why children with externalizing problems develop later internalizing problems by testing the Dual Failure…

This study evaluated the magnitude of informant agreement and predictors of agreement on behavior and emotional problems and autism symptoms in 403 children with autism and their typically developing siblings. Parent-teacher agreement was investigated on the "Child Behavior Checklist" (CBCL) and "Social Responsiveness Scale"…

The association between aberrant behaviour and depression was examined in a sample of 150 young males with Autism Spectrum Disorder via parent ratings on the Aberrant Behavior Checklist (ABC) and the Major Depressive Disorder subscale of the Child and Adolescent Symptom Inventory (CASI-4-D). Although several subscales of the ABC were significantly…

In view of the theory that the attachment relationship provides a foundation for the development of emotion regulation, here, we evaluated (a) whether change in attachment security from 4 to 6 years predicts change in emotion regulation from 6 to 8 years and (b) whether "5-HTTLPR" moderates this relation in a Norwegian community sample…