Chapter Six. School Disciplinary Climate, Behavioral Problems, and Academic Achievement in the Netherlands

2020 ◽  
pp. 196-221
Author(s):  
Herman G. van de Werfhorst ◽  
Machteld Bergstra ◽  
René Veenstra
Keyword(s):  
Academic Achievement ◽  
The Netherlands ◽  
Behavioral Problems

Preschoolers with Language Disorders

1984 ◽  
Vol 27 (2) ◽  
pp. 232-244 ◽  
Author(s):  
Dorothy M. Aram ◽  
Barbara L. Ekelman ◽  
James E. Nation
Keyword(s):  
Academic Achievement ◽  
Behavioral Problems ◽  
Grade Retention ◽  
Strong Predictor ◽  
Language Disorders ◽  
Language Class ◽  
Class Placement ◽  
Iq Scores ◽  
Single Predictor

Language, intelligence, academic achievement, and behavioral adjustment were assessed in a group of 20 adolescents originally studied 10 years earlier as preschoolers with language disorders. At follow-up, 20% had WISC-R IQ scores in the mentally deficient range and were being educated in EMR classrooms. Of the remaining 16, 11 (69%) had required special tutoring, grade retention, or LD class placement. The majority of non-EMR subjects continued to evidence persistent deficits in language and academic achievement and were rated by their parents as being less socially competent and having more behavioral problems than their peers. Of the initial preschool measures available, the Leiter was found to be the best single predictor of intelligence, language, class placement, and reading achievement in adolescence, although the NSST: Expressive subtest also was a strong predictor of adolescent language.

scholarly journals Effects of Twin Separation in Primary School

2005 ◽  
Vol 8 (4) ◽  
pp. 384-391 ◽  
Author(s):  
Marieke van Leeuwen ◽  
Stéphanie M. van den Berg ◽  
Toos C. E. M. van Beijsterveldt ◽  
Dorret I. Boomsma
Keyword(s):  
Academic Achievement ◽  
Behavior Problems ◽  
Behavioral Problems ◽  
Externalizing Problems ◽  
Child Behavior Checklist ◽  
Long Term Effects ◽  
Internalizing And Externalizing Problems ◽  
Long Run ◽  
Internalizing And Externalizing

AbstractWe studied the short- and long-term effects of classroom separation in twins on behavior problems and academic performance. Short-term effects were studied at age 7 in twins separated at age 5 and long-term effects at age 12 in twins who had been separated or together most of the time at school. Behavior problems were rated by mothers (Child Behavior Checklist at ages 3, 7 and 12) and teachers (Teacher Report Form at ages 7 and 12). Academic achievement was measured at age 12 using a national academic achievement test (CITO). At age 7, twins from separated pairs had more internalizing and externalizing problems than non- separated twins, as rated by both mothers and teachers. Only for the maternal ratings of internalizing problems, however, could these effects be attributed to the separation itself and not to preexisting problems (at age 3) between separated and nonseparated twins. Long-term effects of separation were significant for maternal and teacher ratings of internalizing and externalizing problems, but these effects could be explained by preexisting differences between separated and nonseparated groups. There were no differences in academic achievement between the separated and nonsepa- rated group. These results suggest that the decision to separate twins when they go to school is based in part on the existing behavioral problems of the twins and that, in the long run, separation does not affect problem behavior or academic achievement. The findings were the same for monozygotic and dizygotic twins.

scholarly journals THE EFFECTIVENESS OF COUNSELING TREATMENT PROGRAMS IN REDUCING AGGRESSIVE BEHAVIOR-SURVEY STUDY-

2021 ◽  
Vol 03 (06) ◽  
pp. 433-444
Author(s):  
Nait Belaid MELKHIR ◽  
Bentounes TAHAR
Keyword(s):  
Academic Achievement ◽  
Aggressive Behavior ◽  
Behavioral Problems ◽  
Point Of View ◽  
The Other ◽  
Survey Study ◽  
Treatment Programs ◽  
Psychology Education ◽  
Exam Anxiety ◽  
The One

The trends and techniques of treatment and care of psychological and behavioral problems have varied according to the multiple causes leading to them on the one hand and different approaches adopted by specialists, especially in the fields of psychology, education and counseling in various disciplines (school, family....) On the other. From this point of view, we will try to conduct a survey of the studies that have adopted the counseling programs to deal with or reduce the severity of unwanted behaviors (such as violence, aggression, exam anxiety, poor academic achievement)... Highlight their effectiveness in treating or reducing the degrees of unwanted behaviors.

Correlations of Symptoms of Dyslexia with Academic Achievement and Behavioral Problems in a Malaysian Primary School

2009 ◽  
Vol 2 (4) ◽  
pp. 74-84
Author(s):  
Sheila Christine Devaraj ◽  
Samsilah Roslan ◽  
Sidek Mohd Noah ◽  
Rahil Mahyuddin ◽  
Keyword(s):  
Academic Achievement ◽  
Primary School ◽  
Behavioral Problems

Counseling Students in Military Families

2016 ◽  
pp. 134-150
Author(s):  
Emily S. Fisher ◽  
Kelly S. Kennedy
Keyword(s):  
Academic Achievement ◽  
Family Member ◽  
Behavioral Problems ◽  
Military Families ◽  
Coping Skills ◽  
Counseling Students ◽  
Well Being ◽  
Military Children ◽  
Social Emotional ◽  
Support Students

This chapter reviews strategies for working with students who are from military families. During peacetime, military children are nearly identical to civilian children in terms of well-being and academic achievement. When families face deployment, however, social, emotional, academic, and behavioral problems can occur. The chapter reviews risks and stressors faced by students and parents with military involvement; these include financial stress, familial changes related to stages of deployment, and reactions to the injury or loss of a family member. Counseling strategies to support students through relocation, deployment, loss, or injury to a parent are presented and include building coping skills, grief counseling, and group counseling. The chapter also covers how counselors can help schools to establish school-wide supports for their students from military families.

scholarly journals Comparison of Naturally Conceived and IVF-DZ Twins in the Netherlands Twin Registry: A Developmental Study

2011 ◽  
Vol 2011 ◽  
pp. 1-9 ◽  
Author(s):  
Catharina E. M. van Beijsterveldt ◽  
Meike Bartels ◽  
Dorret I. Boomsma
Keyword(s):  
The Netherlands ◽  
Behavioral Problems ◽  
Emotional And Behavioral Problems ◽  
Developmental Study ◽  
Large Set ◽  
Longitudinal Surveys ◽  
Smoking During Pregnancy ◽  
Birth Characteristics ◽  
Maternal Educational Level ◽  
Twin Families

In a large set of twin pairs, we compared twins born after IVF to naturally conceived twins with respect to birth characteristics, growth, attainment of motor milestones, and emotional and behavioral problems. Twin families were registered with the Netherlands Twin Register. We included 1534 dizygotic (DZ) twins born after IVF, 5315 naturally conceived (NC) DZ twins, and 1504 control NC DZ twins who were matched to the IVF twins based on maternal age, maternal educational level, smoking during pregnancy, gestational age, and offspring sex. Data were obtained by longitudinal surveys sent to fathers, mothers, and teachers at ages 1, 2, 3, 7, 10, and 12 years. Results showed no differences in growth, in attainment of motor milestones, and in behavioral development between IVF and matched NC twins. It can be concluded that for nearly all aspects, development in IVF and NC children is similar.

scholarly journals Adopted Children’s Behavioral Adjustment Over Time: Pre-Adoption Experiences and Adoptive Parenting

2019 ◽  
Vol 40 (4) ◽  
pp. 453-479
Author(s):  
Chloë Finet ◽  
Harriet J. Vermeer ◽  
Femmie Juffer ◽  
Patricia Bijttebier ◽  
Guy Bosmans
Keyword(s):  
The Netherlands ◽  
Behavioral Problems ◽  
Internalizing Problems ◽  
Sleep Problems ◽  
Positive Impact ◽  
Institutional Care ◽  
Behavioral Adjustment ◽  
Effect Sizes ◽  
Internalizing And Externalizing ◽  
Over Time

We tested whether adoptive parenting played a role in the association between pre-adoption experiences and children’s adaptive (responsiveness) and maladaptive (internalizing and externalizing behavioral problems, attention and sleep problems) behavioral adjustment over time. Ten-year-old girls, adopted at 13 months from institutional care ( n = 50) or foster care ( n = 42) in China to the Netherlands, participated 2 months (Time 1, N = 92), 6 months (Time 2, N = 92), and 9 years after adoption (Time 3, N = 87). At Times 1 and 2, the adoptees showed significantly fewer behavioral problems in many areas than non-adopted youth, with medium to large effect sizes. At Time 3, the adoptees showed similar rates of behavioral problems as non-adopted youth, with the exception of somewhat elevated levels of internalizing problems. Pre-adoption experiences were not associated with their behavioral adjustment. Furthermore, adoptive parenting did not moderate the association between pre-adoption experiences and behavioral adjustment over time. Nevertheless, the finding that the adoptees generally did not show above-average levels of behavioral problems illustrates that adoption had a positive impact on their development.

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