Research on the effects of nursery school attendance still presents divergent results: a possible explanation is that the effects of child care on development outcomes can be modulated by individual characteristics, such as gender or temperament. In the present study, gender differences in nursery adaptation (evaluated by social skills and…

Introduction: Compared to their neurotypical peers, children and adolescents with neurodevelopmental disorders (NDs) experience worse mental health outcomes, including greater service use and functional impairment. Few studies, however, have examined the neurodevelopmental contributions to mental health complexity among those seeking…

Background: Limited data exist on problematic sexual behaviour (PSB) in youth with developmental disabilities in South Korea. Method: Sixty-one parents of children with intellectual disabilities or autism spectrum disorder (aged 13-30) reported children's PSB and emotional, behavioural, cognitive, and interpersonal factors. The frequency of PSB in…

In present study, the school, social and activities competencies of neurotypical siblings of children with autism spectrum disorder (ASD-NTDsibs) were examined. A total of 146 children, including 66 ASD-NTDsibs and 80 children both themselves and their siblings are neurotypical (NTC-NTDsibs), participated in the study, which was designed in the…

Physical abuse is one subtype of child abuse and it has been a worldwide public health issue for its detrimental effects on child development, profiles, predictors, and its relation with behavior problems need further exploration, particularly in Chinese children. This study attempts to explore profiles and predictors of physical abuse and to…

Children with autism spectrum disorder have a high risk of vision problems yet little is known about their vision care. This cross-sectional survey study, therefore, examined vision care among 351 children with autism spectrum disorder ages 6-17 years in the United States or Canada who were enrolled in the Autism Treatment Network Registry. Vision…

In this study, we explored how free play and scaffolding practices in Early Childhood Education and Care (ECEC) related to children's externalising problems both in ECEC and later in school. Furthermore, we aimed to reduce the knowledge gap of whether these relations depended on children's differences in emotional temperament. We used structural…

This study examined longitudinal associations between parental psychological distress (stress and depression) when the child was 2 to 4 years and a child's emotional and behavioural problems at ages 3 to 4, and social functioning (loneliness and social competence) at age 11 in very preterm born children. The participants were Finnish families of…

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…

Mounting evidence finds that early life environmental factors increased the probability of autism spectrum disorder. We estimated prospective associations between early life environmental factors and autism spectrum disorder symptoms in children at the age of 2 years in a population-derived birth cohort, the Barwon Infant Study. Autism spectrum…

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…

This study examined whether adolescent students' externalizing behavior and prosocial behavior affects their academic achievement (i.e., school grades and standardized test scores) in two major academic domains (i.e., mathematics and German) over and above well-established determinants of school achievement (i.e., prior achievement, intelligence,…

Measurement of early childhood development at the population level has traditionally been neglected in Latin America. In this context, Uruguay stands out for having two population-based protocols: the Nutrition, Child Development and Health Survey (ENDIS), a home survey, and the School Readiness - Child Development Inventory (INDI). This paper…

Background and Purpose: Schoolchildren with language difficulties experience more peer victimization compared to their typically developing (TD) peers. Whether these children also bully their peers (bully perpetration) more than TD children is unclear. Furthermore, little is known about peer victimization and bully perpetration among preschool…

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…