Central coherence is the ability to perceive, process and integrate incoming information to put it in the right context and give it meaning. Central coherence is an important skill that aids people...Show moreCentral coherence is the ability to perceive, process and integrate incoming information to put it in the right context and give it meaning. Central coherence is an important skill that aids people in understanding situations they encounter in daily life but is also an important skill to support the process of learning. After all, new information has to be processed, organised and integrated, taking into account overall context and meaning. Research into autism spectrum disorders (ASD) in the past 4 decades has provided multiple findings that indicate that people with ASD have weak central coherence skills and therefore lack the ability to create meaningful or coherent wholes, but research findings have been mixed. In this study a process-oriented dynamic version of the Rey-Osterrieth Complex Figure (ROCF), in which the training part was built up according to the ‘graduated prompts’ method, was used to measure and train central coherence. Furthermore, the potential relationship between ASD characteristics of the children in this study and central coherence or improved central coherence following training was assessed. The participants in this study consisted of 49 pupils in grade 5 or 6 of regular Dutch primary school education (M = 8.96 years, SD = .76 years). The dynamic test, including training based on the ‘graduated prompts’ method, lead to significantly more progression in structuring the drawing of the complex figure compared to the unguided control group. Regarding a potential relationship between ASD characteristics and central coherence or improved central coherence, no relationship was found in this study.Show less
Aggressive behaviour is one of the most common behavioural issues in children and adolescents. Given its negative effects on social, emotional and academic development, early intervention is deemed...Show moreAggressive behaviour is one of the most common behavioural issues in children and adolescents. Given its negative effects on social, emotional and academic development, early intervention is deemed necessary. This study investigated the predictive role of emotion regulation and executive functioning, along with the mediating role of emotion regulation in the relationship between executive functioning and aggression problems. This current correlational study is part of the TRIXY project. The sample consisted of 47 children between the ages of three and seven year old. Aggression was measured using the Child Behaviour Checklist, emotion regulation was measured using the Child Behaviour Questionnaire – Very short form and the executive functions inhibition, planning ability, working memory and cognitive flexibility were measured using the Behavior Rating Inventory of Executive Functions (BRIEF) and the BRIEF-P. The findings indicated that children who experienced more difficulties in executive functioning exhibited heightened levels of aggressive behaviour. Additionally, research showed that emotion regulation is a mediating factor in the relation between executive functioning and aggression. However, the relation between these three constructs differ when splitting the sample in a group consisting of children aged three to four years of age and a group consisting of children who are five to seven years of age, indicating that the relation between these three constructs changes during development. Furthermore, research showed that inhibition, working memory, and cognitive flexibility were predictors of emotion regulation problems and aggression, with inhibition being the most significant predictor of aggression in all ages. Results showed no relation between planning ability, emotion regulation and aggression. This research contributes to the development of effective interventions and the understanding of the development of aggression.Show less
The aim of this study was to investigate the relation between parental mental well-being and parenting skills and whether this relationship differs based on the child's temperament. Parenting...Show moreThe aim of this study was to investigate the relation between parental mental well-being and parenting skills and whether this relationship differs based on the child's temperament. Parenting skills are crucial factors in a child's emotional, cognitive, social, and behavioral development. Data were collected from 20 parents of young children (3 - 5 years old). Parenting skills were assessed using self-report questionnaires regarding confidence in parenting, reflective capacity, and parental sensitivity. The child's temperament was also assessed through questionnaires filled out by the parents. All multiple regressions were non-significant, and the relationships between parental mental well-being and parenting skills were not moderated by the child's temperament. This means that parental mental well-being and the child's temperament were not sufficiently predictive of parental self-confidence, reflective capacity, and parental sensitivity in parenting. By examining the correlations, a moderate positive relationship was found between parental mental well-being and their confidence in parenting. Parents with higher mental well-being had more confidence in their parenting. Parental mental well-being was negatively associated with their reflective capacity, indicating that parents with lower mental well-being displayed higher levels of reflective capacity. A moderate positive relationship was found between the child's temperament and parental sensitivity, suggesting that parents of children with a more challenging temperament were generally more sensitive in their parenting.Show less
This study focuses on the quality of sibling relationships, measured in warmth and conflict, and its association with internalizing- and externalizing-behavior problems in adolescence. For the...Show moreThis study focuses on the quality of sibling relationships, measured in warmth and conflict, and its association with internalizing- and externalizing-behavior problems in adolescence. For the study, 26 sibling pairs aged 8-15 years were included. These were only biological siblings and all lived in or near Leiden. The sibling pairs came to Leiden University to individually complete a VR task and a computer task and to fill out a questionnaire (SRQ-S). The parent also completed a questionnaire (CBCL 6-18 years) during the study. For this study, the CBCL and the SRQ-S were used. For this specific study, the younger sibling was examined because the older sibling influences the younger sibling more than the younger sibling influences the older sibling. The study found that conflict in a sibling relationship was positively related to internalizing behavior problems in the younger sibling. This can be explained by the cognitive model of depression: conflict causes stress and this stress relates to negative distortions of reality. These negative distorions of reality can form negative cognitive schema’s which relate to internalizing problems. There were no associations between warmth and internalizing problems and between warmth, conflict and externalizing problems. These conclusions must take into account that a general population sample was used: there were no high or low rates of warmth, conflict, internalizing and externalizing problems; they were avarage.Show less
This thesis aims to address the increasing necessity for employers to provide policies to support their employees’ parenthood. How successfully parents’ cope with the competing demands of being a...Show moreThis thesis aims to address the increasing necessity for employers to provide policies to support their employees’ parenthood. How successfully parents’ cope with the competing demands of being a working parent can have an influence on their well-being. It was proposed that a relationship between the policies parents use, and their general well-being would be also influenced by several factors, such as the age of the child, the gender of the parent, and the characteristics of the child. 137 working parents accessed an online survey through social media where they would report on demographics and the policies they have used and their level of satisfaction. Additionally, they completed the GHQ-12 for general well-being and Mary Rothbart’s temperament questionnaires, IBQ, ECBQ or CBQ, depending on their youngest’ child age. Linear regression analyses were performed to analyze the potential relationship between policies and well-being, as well as a hierarchical multiple regression analyses for moderation effects. Lastly, results did not support the hypotheses; however, a relationship between policies and general well-being was concluded. Against the initial hypothesis, it was found that parents that make use of a lot of policies are predicted to report lower general well-being levels, presenting a quality-quantity dilemma. This is explained through the parents’ subjective experience of policies. Companies are urged to provide adjusted support to their working parents while taking their opinion and individual circumstances into consideration.Show less
The purpose of this study was to investigate the effects of an interactive digital reading program (ePrent&ABC) on different domains, vocabulary and print knowledge (PK), of the early literacy....Show moreThe purpose of this study was to investigate the effects of an interactive digital reading program (ePrent&ABC) on different domains, vocabulary and print knowledge (PK), of the early literacy. This study also examined whether visual working memory plays a role in the growth of vocabulary and PK. For this study participated 85 children between the ages 50-75 months (M = 63.08, SD = 6.07) old. The sample consisted of 44 girls and 41 boys. During four different conditions a kindergarten teacher read to the class four times a week based on a protocol and using the SMART board. The first week (condition A) the teacher did non-interactive reading. The other weeks of the study teachers used the ePrent&ABC program with every week another consolidation form for learning target words (condition B: semantics, condition C: PK and condition D: phonological awareness), except condition C, which was two weeks. Pretests and posttests were administered on target words, PK, and phonological awareness. Tests were also administered for general vocabulary and executive functions. This study focused in particular on the consolidation form of PK. During this consolidation form, teachers used non-verbal and verbal cues to draw the children’s attention to the text of the book. This study shows that children acquire more vocabulary and PK during ePrent&ABC than during non-interactive reading. In addition, a large effect (r = .67) was found of the growth in PK during the consolidation form PK. The consolidation form PK has a positive effect on multiple domains of the early literacy. This study shows also that visual working memory does not play a role in the growth of vocabulary and PK. EPrent&ABC offers teachers the opportunity to stimulate early literacy in preschoolers based on an evidence-based foundation with an interactive classroom method that considers both technical developments and the interests of preschoolers.Show less
The level of reading skills and the reading motivation are decreasing, causing more and more school-aged children to experience difficulties in reading. When reading in children is difficult, it is...Show moreThe level of reading skills and the reading motivation are decreasing, causing more and more school-aged children to experience difficulties in reading. When reading in children is difficult, it is less fun to do. They will read less often so their reading skills will not improve (negative reading spiral) although reading is an important skill to participate in society and labor market. The current study investigated the effectiveness of two different online reading interventions aimed at improving the reading performance and reading motivation of children with reading difficulties in grade 4/5: the online, individually, guided Universal Intervention of Literacy (UIL) based on explicit direct instruction (EDI) and the Reading Along (RA) reading method based on the guided oral reading method. The interventions differed in instructional approaches. The current study examined whether EDI is needed to improve the reading performance of children with reading difficulties. In addition, it was examined whether the change in reading motivation can be explained by the change in reading achievement, from the reading spiral. The children with reading difficulties, divided into three conditions, received the UIL or RA intervention or no additional reading support (BAU, control group). Reading performance of technical reading and reading motivation were measured before and after the intervention period. The analyses showed that the UIL and RA were effective in improving reading achievement among children with reading difficulties in grade 4/5 after a five-week intervention period. The children who followed the UIL or RA grew equally in reading achievement. This suggests that EDI is not needed to improve reading achievement in children with reading difficulties. In addition, the children in the UIL, RA and BAU condition grew equally in reading motivation. The suggests that the UIL and RA interventions were not effective in improving reading motivation. Finally, no correlation was found between the change in reading achievement and the change on reading motivation. Change in reading motivation cannot be predicted by change in reading performance.Show less
The main purpose of the current study is to improve interventions for boys with conduct disorder, in order to decrease criminal offenses in this group. Another goal was to gain more knowledge on...Show moreThe main purpose of the current study is to improve interventions for boys with conduct disorder, in order to decrease criminal offenses in this group. Another goal was to gain more knowledge on empathy in this group. There is thought to be a connection between welldeveloped empathy in youth and a decrease of criminal offenses. In this study, boys with conduct disorder (N = 25) and autism spectrum disorder (N = 23) are compared in their empathy, using 2-way ANOVA’s. Boys with conduct disorder score higher on cognitive empathy. There are no differences in affective empathy. Differences in empathy do not increase or decrease as boys grow older. Findings provide arguments to base interventions for boys with conduct disorder on empathy development, similar to what is already done for boys with autism spectrum disorders. However, a careful interpretation of the findings is needed due to limitations in current research.Show less
This thesis describes an experimental study with a between-subjects and within-subjects design on the possibility to train inferential skills by using expository video. Over the past years the...Show moreThis thesis describes an experimental study with a between-subjects and within-subjects design on the possibility to train inferential skills by using expository video. Over the past years the level of reading comprehension among Dutch students decreases. A low motivation may perhaps explain this downward trend. One way to increase the motivation of Dutch students could be by using digital resources. Inferential skills are crucial during reading to create a mental representation of the text. This is an important part of reading comprehension. This research focusses on the progression in inferential skills of students, when these skills are taught using expository video. The progression made is compared to the progression in inferential skills of students who were taught inferential skills using expository text, and students in the control condition. Furthermore, the relation between this progression and the level of reading fluency was studied. Participants were 105 Dutch student (age 8 to 11 years) in grade six from four different primary schools. They were randomly assigned to one of the conditions, namely video condition, text condition and control condition, where they received either eight trainings with expository video or text, or no training at all. The inferential skills of all participants were tested using a pretest and a posttest, before and after the training was given. Results show that the training, either with expository video or text, is not effective in teaching inferential skills to Dutch students in grade six. In addition was the level of reading fluency not related to the effectivity of the training with expository video or text.Show less
According to the Family Systems theory, family members are part of an interdependent network in which individuals and relationships affect other family members or other relationships. This study...Show moreAccording to the Family Systems theory, family members are part of an interdependent network in which individuals and relationships affect other family members or other relationships. This study examines the association between the quality of the parent-child relationship and the quality of the sibling relationship and investigates if perceptions of differential parenting mediate the association between within-family differences in parent-child relationship quality and sibling relationship quality. Sibling relationship quality, parent-child relationship quality and the magnitude of perceived differential parenting were assessed in a sample of 26 Dutch sibling pairs aged between 8 and 15 years old and their biological and/or legal parent, using the Parent-Child Interaction Questionnaire - Revised, the Sibling Relationship Questionnaire - Short version and the Sibling Inventory of Differential Experience. The results showed that older siblings and younger siblings reported the same relationship qualities and the same magnitude of differential parenting. In line with the Family Systems theory, the association between the quality of the parent-child relationship and the quality of the sibling relationship was significant for older siblings. Moreover, there was no mediating effect of differential parenting, but differences in parent-child relationship quality and sibling relationship quality were positively related. For younger siblings both associations were not significant. However, the associations between relationships of the older siblings were not significantly different from the associations for the younger siblings, in that both children reported a higher sibling relationship quality when the older sibling had a higher parent-child relationship quality than the younger sibling. This suggests that a spillover effect may exist from the relationship between parent and older sibling to other relationships in the family. Future research could investigate the underlying mechanisms of this association and could clarify the direction of the association between the parent-child relationship quality and the sibling relationship quality.Show less
Background: Studies on Selective Mutism (SM) often focused on young children rather than on adolescents. Emotion regulation difficulties likely play a role in the fear of speaking among children...Show moreBackground: Studies on Selective Mutism (SM) often focused on young children rather than on adolescents. Emotion regulation difficulties likely play a role in the fear of speaking among children with SM. Emotion regulation has been investigated in children and adolescents with anxiety disorders, but knowledge about emotion regulation among adolescents with SM is scarce. To fill this gap, the current mixed-methods study examined which emotion regulation strategies adolescents with SM use in anxiety-provoking situations. First, differences between adolescents with and without SM in the use of adaptive, maladaptive and external emotion regulation strategies were examined. Subsequently, it was investigated whether the use of emotion regulation strategies was related to and predicted SM symptoms in adolescents with SM. In addition, this study investigated in an exploratory qualitative way, which emotion regulation strategies adolescents themselves and parents of adolescents with SM reported in online focus groups. Methods: 33 adolescents with SM (SM-group) and 44 healthy adolescents (control group) were compared using the FEEL-KJ questionnaire on their use of different emotion regulation strategies. 79 parents filled in the Selective Mutism Questionnaire (SMQ) to confirm the SM diagnosis and to measure the severity of SM symptoms. Results: Adolescents with SM significantly used adaptive strategies less often and maladaptive strategies more often, compared to healthy adolescents. The adolescents with or without SM did not significantly differ from each other on external regulation strategies. In contrast, adaptive, maladaptive and external emotion regulation strategies did not relate to or predict the extent of SM symptoms in adolescents with SM. Quotes from the chat- and focus groups suggested that adolescents with SM use adaptive, maladaptive and external emotion regulation strategies, whereby withdrawal after freezing can be seen as an effective useful strategy for adolescents with SM. Conclusions: The results indicate emotion dysregulation among adolescents with SM. Limitations and strengths and suggestions of implications for treatment of adolescents with SM were discussed.Show less
The aim of the present study was to collect knowledge about the role of executive functioning on social development in children (3-7 years) with Sex Chromosome Trisomy (SCT). This knowledge has...Show moreThe aim of the present study was to collect knowledge about the role of executive functioning on social development in children (3-7 years) with Sex Chromosome Trisomy (SCT). This knowledge has contributed the understanding of the social development in children with SCT and has ensured the use of appropriate treatment. SCT children have an extra X- or Y-chromosome. As a result of SCT, these children show deficiencies in several areas of development, primarily focused on social-emotional development. With data from 132 children at an age between 3 and 7 years, this study has given insights about the relationship between executive functioning and social withdrawal. The insights in this study were measured, based on statistical analyses with the outcomes of the ‘Behavior Rating Inventory of Executive Function’ and ‘The Autism Screening Instrument for Educational Planning- Third Edition’. Children with SCT have shown significant differences in level of executive functioning between children with and without SCT. Especially shifting and planning and organisation have been predictive of the level of social withdrawal. A weak ability of shifting, planning and organisation has led to more social withdrawal in children with SCT. Age has not influenced the relationship between these executive functions and social withdrawal. This knowledge has suggested treatment for young children with SCT should address shifting, planning, and organization to limit social withdrawal. Limitations of this study have been discussed. Additionally, implications for further research have been mentioned and have been focused on development of treatment and deepening the insights.Show less
Youths with conduct disorder and callous-unemotional traits are known to show reactive as well as proactive aggressive behavior. Both forms of aggression are correlated with internalising problems ...Show moreYouths with conduct disorder and callous-unemotional traits are known to show reactive as well as proactive aggressive behavior. Both forms of aggression are correlated with internalising problems (such as anxiety and depression symptoms), although there has been found more scientific evidence for reactive aggression. However, internalising problems are less visible to the outside eye in comparison to externalising problems such as aggression, and therefore more overlooked in this sample. Consequently, the current study examined the relation between both forms of aggression and internalising problems in a sample of 28 male adolescents with conduct disorder and callous-unemotional traits (ages 15 to 19). These youths self-reported on their aggression and internalising problems through the YSR and RPQ and the callous-unemotional traits were established through the ICU. Inconsistent with previous research, all forms of aggression were not significantly correlated with internalising problems. This suggests that both constructs should be treated separately in interventions. This research offers a different view to the current knowledge of aggression and internalising problems in youth with conduct disorder and callous-unemotional traits. Further research with a larger sample and perhaps different research design is necessary to provide more insight and to draw better conclusions.Show less
