Relation of home chaos to cognitive performance and behavioral adjustment of Pakistani primary school children

2011 ◽  
Vol 35 (6) ◽  
pp. 507-516 ◽  
Author(s):  
Syeda Shamama-tus-Sabah ◽  
Nighat Gilani ◽  
Theodore D. Wachs
Keyword(s):  
Primary School ◽  
Cognitive Performance ◽  
School Children ◽  
Behavioral Problems ◽  
Behavioral Assessment ◽  
Developed Countries ◽  
Assessment System ◽  
Primary School Children ◽  
Raven's Standard Progressive Matrices ◽  
Home Chaos

Recent findings from Western developed countries have linked home chaos to children’s cognitive performance and behavioral problems. In the present paper we test whether the same pattern of associations can be replicated in a non-Western developing country. Our sample was 203 Pakistani primary school children. To assess home chaos the Confusion, Hubbub, and Order Scale (CHAOS) was translated into Urdu and administered to mothers. Children were assessed using the parent and teachers rating forms of the Behavioral Assessment System for Children and the Raven's Standard Progressive Matrices. Home chaos was not related to children’s cognitive performance. However, replicating previous findings from Western developed countries, greater home chaos uniquely predicted higher levels of internalizing and externalizing behavioral problems as well as lower levels of adaptive behavior in Pakistani children, as rated by both mothers and teachers.

scholarly journals Academic Performance in Primary School Children With Common Emotional and Behavioral Problems

2017 ◽  
Vol 87 (8) ◽  
pp. 593-601 ◽  
Author(s):  
Lisa K. Mundy ◽  
Louise Canterford ◽  
Dawn Tucker ◽  
Jordana Bayer ◽  
Helena Romaniuk ◽  
...  
Keyword(s):  
Academic Performance ◽  
Primary School ◽  
School Children ◽  
Behavioral Problems ◽  
Emotional And Behavioral Problems ◽  
Primary School Children

Effects of short daytime nap on cognitive performance and daytime behaviours in primary school children

2019 ◽  
Vol 64 ◽  
pp. S416
Author(s):  
J. Wei ◽  
N.Y. Chan ◽  
M.W.M. Yu ◽  
T.W.F. Cheung ◽  
X. Yang ◽  
...  
Keyword(s):  
Primary School ◽  
Cognitive Performance ◽  
School Children ◽  
Primary School Children ◽  
Daytime Nap

scholarly journals Assessment of determinants of behavioral problems among primary school children in Mangalore city of South India

2021 ◽  
Author(s):  
Nitin Joseph ◽  
Ushasti Sinha ◽  
Mariella D’Souza
Keyword(s):  
Primary School ◽  
School Children ◽  
Behavioral Problems ◽  
Group Discussion ◽  
Multivariable Analysis ◽  
Primary School Children ◽  
Primary School Teachers ◽  
Nuclear Families ◽  
Biological Parents ◽  
History Of

AbstractThe primary aim of this study addresses a key question relating to the identification of the determinants of behavioral problems among primary school children. The secondary aim was to suggest remedial measures among teachers on how to deal with behavioral problems among students. An assessment of students studying from Class 2 to 5 was taken by the teachers using the Rutter Children Behavior Questionnaire to identify the ones with behavioral problems. Determinants of behavioral problems were identified using a self-administered questionnaire filled by the mothers of these children. Finally discussion on various findings of this study were done among the primary school teachers through a focus group discussion. Suggestions on how to deal with these problems were given to the teachers. Out of the 750 students who took part in this study, 65(8.7%) were identified by their teachers to have behavioral problems. Children whose biological parents were not currently married, those reported to have undergone physical harm routinely as a disciplinary measure, those with maternal history of inadequate diet during the related antenatal period and those belonging to nuclear families had behavioral problems in multivariable analysis. Adequate nutritional care need to be taken during early developmental years and correct disciplinary methods need to be advised to prevent behavioral problems among children.

scholarly journals Behavior rating and intelligence testing in primary school children exposed to multiple adverse experiences

2019 ◽  
Vol 26 (1) ◽  
Author(s):  
Ebtissam M. Salah El-Din ◽  
Manal A. Shehata ◽  
Amany El-Wakkad ◽  
Somaia Ismail ◽  
Ehab M. Eid ◽  
...  
Keyword(s):  
Primary School ◽  
School Children ◽  
Behavioral Problems ◽  
Attention Deficit ◽  
Externalizing Behavior ◽  
Negative Impact ◽  
Primary School Children ◽  
Parental Mental Illness ◽  
Cumulative Impact ◽  
Adverse Experiences

Abstract Background Early childhood frequent exposure to toxic stress such as abuse or neglect, parental substance abuse or parental mental illness, and violence can have a cumulative impact on the child’s mental health. Therefore, the study aimed to assess the association between frequent exposures to family-related adverse experiences and the development of behavioral and cognitive impairment in a random sample of Egyptian primary school children. Results Witnessing household member treated violently was the most prevalent adversity in 90.4% of the studied students, followed by emotional neglect in 88.6%. The highly exposed children were more likely to have below-average performance IQ, 2.5 times more than the exposed group (P = 0.03) [IQ score is considered average if it ranged 90–110 and below average if it ranged 70–89]. They were nearly 3 times at risk to develop behavioral problems (P = 0.003), 2.5 times more likely to develop attention deficit (P = 0.02), and nearly 5 times more likely to develop externalizing behavior (P < 0.001) than their peers. Conclusion Early exposure to adverse experiences increases the child’s vulnerability to attention deficit and externalizing behavior with negative impact on IQ scores especially performance IQ.

scholarly journals Impacts of a School-Based Intervention That Incorporates Nutrition Education and a Supportive Healthy School Canteen Environment among Primary School Children in Malaysia

Nutrients ◽  
2021 ◽  
Vol 13 (5) ◽  
pp. 1712
Author(s):  
Choon Huey Teo ◽  
Yit Siew Chin ◽  
Poh Ying Lim ◽  
Shahril Azian Haji Masrom ◽  
Zalilah Mohd Shariff
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
Nutrition Education ◽  
Cognitive Performance ◽  
School Children ◽  
Intervention Group ◽  
Primary School Children ◽  
Post Intervention ◽  
School Canteen

In this study, a school nutrition program (SNP) that incorporates nutrition education and a healthy school canteen environment was developed to improve nutrition knowledge among intervention respondents and provide a healthier environment for them to practice healthy eating. In the current study, we evaluated the impacts of the SNP on eating behaviors, physical activity, body mass index-for-age (BAZ), and cognitive performance at pre-intervention, post-intervention, and 3-month follow-up points between intervention and comparison groups. This intervention study involved 523 primary school children (7–11 years old) from six selected schools in Batu Pahat District, Malaysia. Each respondent completed anthropometric and cognitive performance assessments and a set of standardized questionnaire at pre-intervention, post-intervention, and 3-month follow-up points. Multiple linear mixed model analysis was performed to determine the impacts of that SNP after being adjusted for covariates. After the program, the intervention group increased their frequency of breakfast, lunch, and dinner consumption and morning tea snacking and showed more frequent physical activity and better cognitive performance as compared to the comparison group overtime (p < 0.05). At 3-month follow-up, the intervention group showed lower BAZ scores than their comparison counterparts (p < 0.05). The SNP showed positive effects on eating behaviors, physical activity, BAZ, and cognitive performance in school children. Hence, the SNP is highly recommended for all primary school children.

scholarly journals The Relationship of Sensory Profile with Behavioral Problems and Psychophysiological Markers in Primary School Children with ASD

2021 ◽  
Vol 19 (4) ◽  
pp. 5-14
Author(s):  
M.O. Gromova ◽  
N.L. Gorbachevskaya ◽  
U.A. Mamokhina ◽  
K.K. Danilina
Keyword(s):  
Primary School ◽  
School Children ◽  
Behavioral Problems ◽  
Social Adaptation ◽  
Sensory Profile ◽  
Primary School Children ◽  
Bioelectrical Activity ◽  
Children With Asd ◽  
Sensory Impairments ◽  
The Relationship

Sensory impairments in children with ASD can be one of the main issues that affect social adaptation and integration into society. In present pilot study, the sensory profile of primary school children with ASD investigated using the Sensory Experience Questionnaire SEQ 3.0, which is being validated on a large group of children with developmental disabilities. The relationship between sensory impairments and behavioral difficulties studied in two groups of autistic children: with and without intellectual impairments, 20 participants in each group. The features of their sensory profiles, adaptive behavior, bioelectrical activity of the brain, and the connection between those features investigated. The results showed the effectiveness of the SEQ 3.0 for assessing sensory traits in children with ASD, also the relationship between impaired sensory perception, behavioral characteristics and the pattern of brain bioelectrical activity in children with ASD revealed.

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