Prevalence of Behavioral and Emotional Problems among Omani Children as Predicted by Some Demographic Variables

This study aimed to identify the prevalence of behavioral and emotional problems in children in Oman and demographic variables correlated with these. A random sample of 200 pupils from grades 1-4 in the Governorate of Muscat was selected using the OMBEP measure (Al Said, Birdsey, & Stuart-Hamilton, 2012). Multiple linear regression analysis showed three variables are able to predict emotional and behavioural problems including: the educational level of the father (only when it is below bachelor's degree), the number of hours spent watching T.V., and grade 3 (children in grade 3 are more likely to experience the negative effects of emotional and behavioural problems as compared with children in other grades). However, there are variables that have a positive role in reduction of behavioural and emotional problems. These are: the mother's educational level when it is a bachelor's degree, the existence of a nursemaid, and the effect of having first grade education.

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Behavioral RTI: Early identification and intervention for behavioral and emotional problems

PsycEXTRA Dataset ◽

10.1037/e643252010-001 ◽

2010 ◽

Author(s):

Katie R. Eklund ◽

Jennifer M. Twyford ◽

Erin Dowdy

Keyword(s):

Early Identification ◽

Emotional Problems ◽

Behavioral And Emotional Problems

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Symptom Severity, Internalized and Externalized Behavioral and Emotional Problems: Links with Parenting Stress in Mothers of Children Recently Diagnosed with Autism

Journal of Autism and Developmental Disorders ◽

10.1007/s10803-021-05131-4 ◽

2021 ◽

Author(s):

Catherine Mello ◽

Mélina Rivard ◽

Diane Morin ◽

Shaneha Patel ◽

Marjorie Morin

Keyword(s):

Parenting Stress ◽

Symptom Severity ◽

Emotional Problems ◽

Behavioral And Emotional Problems

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Temperament in infancy and behavioral and emotional problems at age 5.5: The EDEN mother-child cohort

PLoS ONE ◽

10.1371/journal.pone.0171971 ◽

2017 ◽

Vol 12 (2) ◽

pp. e0171971 ◽

Cited By ~ 22

Author(s):

Xian Abulizi ◽

Laura Pryor ◽

Grégory Michel ◽

Maria Melchior ◽

Judith van der Waerden ◽

...

Keyword(s):

Emotional Problems ◽

Behavioral And Emotional Problems

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General and Specific Predictors of Behavioral and Emotional Problems Among Adolescents

Journal of Emotional and Behavioral Disorders ◽

10.1177/10634266040120010601 ◽

2004 ◽

Vol 12 (1) ◽

pp. 49-61 ◽

Cited By ~ 36

Author(s):

Michael Windle ◽

W. Alex Mason

Keyword(s):

Emotional Problems ◽

Behavioral And Emotional Problems

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Prevalence of behavioral and emotional problems in children at-risk for learning difficulties

European Psychiatry ◽

10.1016/s0924-9338(11)72035-1 ◽

2011 ◽

Vol 26 (S2) ◽

pp. 326-326

Author(s):

K. Mehrotra ◽

S. Ahamad Manzur ◽

Y.P. Ooi ◽

C.G. Lim ◽

D.S.S. Fung ◽

...

Keyword(s):

At Risk ◽

Learning Difficulties ◽

Emotional Problems ◽

Communication Disorders ◽

Psychiatric Clinic ◽

Children At Risk ◽

Behavioral And Emotional Problems ◽

T Score ◽

Clinical Concern ◽

Child Psychiatric

IntroductionStudies have shown that children with learning difficulties are likely to demonstrate a host of shared behavioral and emotional problems that affect their daily functioning.Objectives/AimsThe goal of this study was to examine profiles of behavioral and emotional problems in children at risk for Learning Disorders (LD) and Communication Disorders (COMM), without intellectual disabilities.MethodData on the Child Behavior Checklist (CBCL) of 52 participants (4–12 years old) at-risk for LD and 52 age- and gender- matched participants at-risk for COMM were obtained from the archival records of a local outpatient child psychiatric clinic. For all CBCL scales, T scores ranging from 65 to 69 are in the borderline clinical range, whereas a T score of 70 and above are in the clinical range. T scores of below 65 are considered as non-clinical. For the purposes of this study, a T score of 65 and above for the CBCL syndromes indicated the problem to be of clinical concern.ResultsA total of 51.9% of these children had at least one problem of clinical concern, with Attention Problems (LD: 36.5% vs. COMM: 17.3%), Social Problems (LD: 21.2% vs. COMM: 30.8%), and Withdrawn/Depressed (LD: 23.1% vs. COMM: 26.9%) syndromes being commonly reported. There were no significant differences between the 2 groups on the CBCL syndromes.ConclusionsFindings from the study suggest that children with any form of learning difficulties demonstrate high prevalence of behavioral and emotional problems, suggesting possible comorbidities such as Attention Deficit Hyperactivity and Depression.

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