Sleep problems in children are common and can affect their health. This study examined whether sleep duration mediates the association between sleep problems and behavioral problems in children...Show moreSleep problems in children are common and can affect their health. This study examined whether sleep duration mediates the association between sleep problems and behavioral problems in children from nine to eleven years. The study consisted of a research among a group of 482 children, 220 boys and 260 girls (two unknown). The mean age of the children was 10.5 years (SD = 0.83). Their parents were asked to fill out the Sleep Disturbance Scale for Children (SDSC) and the Strengths and Difficulties Questionnaire (SDQ), which were used to measure sleep disturbances and internalizing and externalizing behavioral problems of the children respectively. In addition, parents kept an online sleep diary for a week to collect information about the sleep duration of the child. Regression analyses showed a significant association between sleep problems and both internalizing (β = .24) and externalizing behavioral problems (β = .26), as well as a significant negative association between sleep problems and sleep duration (β = -.21). Sleep duration and - both internalizing and externalizing - behavioral problems were not significantly related. The results therefore suggest that sleep duration did not mediate the association between sleep problems and behavioral problems. The overall findings highlight the importance that parents should be aware of sleep problems underlying the behavioral problems of their child. Besides, sleep problems may serve as a warning for a higher risk of developing behavior problems. The findings of this study may be useful in interventions to treat, control or prevent sleep and behavioral problems. It should however be noted that other factors could influence the association between sleep problems and behavioral problems and more research is needed to further explore this association.Show less
This study attempted to investigate the influence of frustration tolerance on the coping strategies of boys with disruptive behavior disorders (DBD). The participants were recruited in regular and...Show moreThis study attempted to investigate the influence of frustration tolerance on the coping strategies of boys with disruptive behavior disorders (DBD). The participants were recruited in regular and special primary schools in the Netherlands. Forty-one children with DBD were compared with a control group of thirty-eight children. The frustration tolerance is measured by using the 'Amsterdamse Neuropsychologische Taken; Delay Frustration' (ANT-DF). The coping strategy is measured by using questionnaires. To determine the emotion regulation, the 'Cognitive Emotion Regulation Questionnaire' (CERQ) is used. The coping strategies are analyzed by using the 'Behavioral Anger Response Questionnaire' (BARQ). Results show that boys with DBD do not differ in frustration tolerance compare to the control group. The effect of negative feedback results in more frustration for both groups. There is a difference between the DBD and control group in using the strategies 'avoidance' and 'diffusion'. Boys with DBD use less often these strategies compared with the control group. In addition, they do not avoid the stress situation but seek more often confrontation. Also, they focus on their anger. The DBD group is split into boys with a low frustration tolerance and boys with a high frustration tolerance because there was no difference between the DBD group and the control group. Of all strategies, DBD boys with a low frustration tolerance only use less often an avoidance coping strategy compared with the control group. Based on this study, it can be concluded that boys with DBD use other coping strategies compared with the control group. Specially boys with a low frustration tolerance, avoid stress situations less often and seek confrontation.Show less
Naarmate kinderen ouder worden kunnen zij hun emoties en gedragingen steeds beter hanteren. Bij het onvoldoende reguleren van emoties kan echter externaliserend en/of internaliserend probleemgedrag...Show moreNaarmate kinderen ouder worden kunnen zij hun emoties en gedragingen steeds beter hanteren. Bij het onvoldoende reguleren van emoties kan echter externaliserend en/of internaliserend probleemgedrag ontstaan. Het executief functioneren (EF) is verantwoordelijk voor het organiseren van gedachten en handelingen zodat deze doeltreffend en efficiënt zijn. Diverse onderzoeken toonden een verband aan tussen het executief functioneren en externaliserend/internaliserend probleemgedrag. In deze thesis werden de EF-domeinen aandacht, inhibitie en werkgeheugen beoordeeld middels computertaken (Amsterdamse Neuropsychologische Taken, ANT), en het algemeen executief functioneren met behulp van de vragenlijst Dysexecutive Questionnaire for Children (DEX-k). Middels multipele regressieanalyses werd onderzocht welke variabele het probleemgedrag, gemeten met de Child Behavior CheckList (CBCL), het beste kon voorspellen. De onderzoeksgroep bestond uit 469 vier- tot en met zesjarigen uit het reguliere basisonderwijs in Zuid-Holland en Zeeland. Werkgeheugen vormde als enige EF-domein een significante voorspeller voor externaliserend probleemgedrag: kinderen met een zwakker werkgeheugen toonden meer externaliserend probleemgedrag. Er was geen significante associatie tussen internaliserend probleemgedrag en de drie onderzochte EF-domeinen. Kinderen met een zwakker algemeen executief functioneren toonden meer probleemgedrag. Zowel externaliserend als internaliserend probleemgedrag werden het beste voorspeld middels het algemeen executief functioneren. Limitaties en aanbevelingen worden in de discussie besproken.Show less
Whilst studies in young adults and adolescents have showed associations among temperamental traits and executive functioning, research on this relation in young children whose executive functions...Show moreWhilst studies in young adults and adolescents have showed associations among temperamental traits and executive functioning, research on this relation in young children whose executive functions are still in development is scarce. Temperament is often described in terms of effortful control, negative affectivity, and extraversion in young children. The current study focused on the direct relation between temperament and executive function problems in 590 preschoolers aged three to five years. The relation between temperament and inhibition problems specifically was examined as well. Age and gender were included to examine possible differences in the relation between temperament and executive functioning. Information about preschoolers’ temperament and executive functions were rated by their parents who were recruited via Dutch schools and nurseries. Parents completed the Behavior Rating Inventory of Executive Function – Preschool version (BRIEF-P) as well as the Child Behavior Questionnaire – Very Short Form (CBQ-VSF). The findings demonstrated that effortful control was related with less executive function problems, although this relation was stronger for younger children. Extraversion and negative affectivity were related with more executive function problems. Within children with traits of negative affectivity, boys showed more executive function problems than girls. These children showed more inhibition problems when they were older as well. Longitudinal research is needed to consider the development of executive functioning and its relation to temperament. The relevance of these findings may contribute to a better implementation of early identification and training programs, which may lead to reducing executive function problems in children at early ageShow less
Background: Existing research has shown that emotion recognition and social cognition develop with increasing age. In previously conducted studies mixed results are found on the influence of gender...Show moreBackground: Existing research has shown that emotion recognition and social cognition develop with increasing age. In previously conducted studies mixed results are found on the influence of gender regarding emotion recognition and social cognition. Research has also shown that the development of social cognition improves when there is an older sibling present as well as the fact that language plays an important role in the development of social cognition. Method: This thesis investigates the relation between individual differences in both social cognition and emotion recognition in children between four and seven years of age. Children (N =473) from 32 different schools throughout The Netherlands participated in this study. Across two sessions, children were given both computer tasks as well as paper and pencil tasks. Social cognition is measured by the Social Cognitive Skills Test whereas emotion recognition is measured by the Amsterdam Neuropsychological Tasksprogramme - Identification of Facial Emotion. The tests were conducted by trained students from Leiden University. Results: Older children had a higher level of social cognition and better emotion recognition, however gender did not have a significant influence on those skills. Both expressive and receptive language skills were positively related to social cognition. The ability to recognize facial expressions was better for children with better receptive language skills, ands slightly better for girls and older children. Neither the fact that a child had siblings nor birth order had a significant relationship with emotion recognition or social cognition. Conclusion: These findings suggest that language, age and gender might be important factors in the development of both social cognition and emotion recognition in young children and it is recommended that in case of developmental delays in social cognition or emotion recognition, attention should be paid to language development.Show less
This research describes the correlation between the Theory of Mind and several aspects of language in children diagnosed with an Autism Spectrum Disorder (ASD). In this research, data from an...Show moreThis research describes the correlation between the Theory of Mind and several aspects of language in children diagnosed with an Autism Spectrum Disorder (ASD). In this research, data from an earlier study was used, that was done by the Universiteit Leiden (N = 147). This study included 65 girls (M = 10.6) and 82 boys (M = 11.1), between 8 and 17 years old. A t-test for independent samples was used, and several Pearson’s r correlation coefficients. The results show a weaker Theory of Mind in children diagnosed with an ASD, in comparison to children without ASD. In addition, all language aspects have a significant positive correlation with the Theory of Mind. These correlations all have a large effect. In future studies, more research is needed about the correlation of other language aspects with Theory of Mind, and the level of these language aspects in children diagnosed with an ASD. With this knowledge, a complete image can be created about the correlation of every aspect of the language development. Also, a complete image can be created about the strengths and weaknesses of the language development of children with an ASD.Show less
Eerder onderzoek heeft aangetoond dat opvoedstress gerelateerd is aan gedrags- en/of emotionele problemen bij het kind. Dit onderzoek richt zich op relaties tussen opvoedstressbeleving van ouders...Show moreEerder onderzoek heeft aangetoond dat opvoedstress gerelateerd is aan gedrags- en/of emotionele problemen bij het kind. Dit onderzoek richt zich op relaties tussen opvoedstressbeleving van ouders en specifieke problemen bij het kind. De vraag is in hoeverre hyperactiviteit, emotionele problematiek en agressie van jongens van 12 t/m 17 jaar effecten hebben op de opvoedstressbeleving van hun ouders. Tevens is onderzocht in hoeverre er interactie-effecten zijn van hyperactiviteit en agressie, en emotionele problemen en agressie op opvoedstressbeleving. 445 jongens met een gemiddelde leeftijd van 14 jaar werden onderzocht. Hyperactiviteit en emotionele problemen werden gemeten met de Strengths and Difficulties Questionnaire, opvoedstressbeleving met behulp van de Parental Stress Index en agressie met de Reactive Proactive Questionnaire. Hyperactiviteit, emotionele problemen en agressie bleken positief gerelateerd aan opvoedstressbeleving. Er werd tevens een interactie-effect gevonden van hyperactiviteit en agressie op opvoedstressbeleving: agressie bleek zowel een modererende als mediërende factor te zijn in de relatie tussen opvoedstressbeleving en hyperactiviteit. Concluderend spelen psychopathologie en agressie bij het adolescente kind een significante rol in het verklaren van opvoedstressbeleving van ouders. Aangeraden wordt om de verklarende factoren van deze relaties verder te onderzoeken, zodat interventies voor opvoedstress verbeterd kunnen worden.Show less
