scholarly journals Brain morphology of childhood aggressive behavior: A multi-informant study in school-age children

2015 ◽  
Vol 15 (3) ◽  
pp. 564-577 ◽  
Author(s):  
Sandra Thijssen ◽  
Ank P. Ringoot ◽  
Andrea Wildeboer ◽  
Marian J. Bakermans-Kranenburg ◽  
Hanan El Marroun ◽  
...  
2014 ◽  
Vol 99 (7) ◽  
pp. 2383-2390 ◽  
Author(s):  
Akhgar Ghassabian ◽  
Hanan El Marroun ◽  
Robin P. Peeters ◽  
Vincent W. Jaddoe ◽  
Albert Hofman ◽  
...  

Context: Although maternal hypothyroxinemia is suggested to be related to various adverse consequences in a child's neurodevelopment, the underlying neurobiology is largely unknown. Objective: The objective of the study was to examine the relationship between maternal hypothyroxinemia in early pregnancy and children's nonverbal intelligence quotient (IQ). Furthermore, we explored whether global brain volumes, cortical thickness, and brain surface area differed between children exposed prenatally to hypothyroxinemia and healthy controls. Design and Setting: The study included a large population-based prospective birth cohort in The Netherlands. Participants: A total of 3727 mother-child pairs with data on prenatal thyroid function at less than 18 weeks of gestation and nonverbal IQ at 6 years participated in the study. In 652 children, brain imaging was performed at 8 years of age. Main Measures: Maternal hypothyroxinemia was defined as free T4 in the lowest 5% of the sample, whereas TSH was in the normal range. At 6 years, children's IQ was assessed using a Dutch test battery. Global brain volumetric measures, cortical thickness, and surface area were assessed using high-resolution structural magnetic resonance imaging. Results: The children of mothers with hypothyroxinemia in early pregnancy scored 4.3 points IQ lower than the children of mothers with normal thyroid status (95% confidence interval −6.68, −1.81; P = .001). After adjustment for multiple testing, we did not find any differences in brain volumetric measures, cortical thickness, and surface area between children exposed prenatally to hypothyroxinemia and controls. Conclusions: Our findings confirm a large adverse effect of maternal hypothyroxinemia on children's nonverbal IQ at school age. However, we found no evidence that maternal hypothyroxinemia is associated with differences in brain morphology in school-age children.


1996 ◽  
Vol 22 (1) ◽  
pp. 29-35 ◽  
Author(s):  
Joseph H. Wehby ◽  
Frank J. Symons

Primary among the issues in the study of school-age children with emotional and behavioral disorders (EBD) is the prediction and control of aggressive behavior. Definitional and conceptual problems in measurement have limited our ability to identify and describe classroom conditions that predict occurrences of aggression. In this paper, we revisit briefly a number of issues in the direct measurement of classroom aggression including low base rates, interactional sequences, and reliability.


Author(s):  
Brigita Kairiene ◽  
Gintare Banyte

The development of pre-school children is very intensive and distinguishes itself by development periods with the expression of the features that are peculiar to them and which their parents are not always able to recognize and react appropriately and be in keeping with needs of the children. Therefore, a danger arises for a child to suffer non-adequate reaction, even aggression from his parents. The research aims to uncover parents’ attitude to pre-school children aggressive behavior in a family. 180 parents of 2-6 year old children attending Lithuania Raseiniai town pre-school training institutions participated in the research. The research revealed that parents unduly understand and interpret behavior that is typical for pre-school age children regarding it as aggressive. An inappropriate interpretation of child’s behavior induces parents to take up inadequate measures for correcting such behavior. More than one third of parents state that physical punishment can sometimes be effective means to educate children.


2018 ◽  
Vol 84 (4) ◽  
pp. 295-303 ◽  
Author(s):  
Mònica Guxens ◽  
Małgorzata J. Lubczyńska ◽  
Ryan L. Muetzel ◽  
Albert Dalmau-Bueno ◽  
Vincent W.V. Jaddoe ◽  
...  

2018 ◽  
Vol 9 (3) ◽  
pp. 27-42
Author(s):  
Faten Mohammad Saad Mohammad Radwan ◽  
Amal M. EL-Dakhakhny ◽  
Shadia F.Mahmoud

2017 ◽  
Vol 2 (1) ◽  
pp. 12
Author(s):  
Alfiasari Alfiasari ◽  
Meilia Rachmawati

Emotional socialization is important factor to shape emotional intelligence for children. Children who have high emotional intelligence will prevent to behave aggressively. Basic emotions in children such as anger, sadness, and fear is still regarded as inappropriate emotions expressed. The aimed of this research was to analyze the effect of emotional socialization of three basic emotions and emotional intelligence on aggressive behavior of school-age children in the rural family. This research was conducted at Ciasmara and Ciasihan Village, Pamijahan Sub District, Bogor Regency. Design of this research was cross sectional. The samples of this research were intact family who had school-aged children. Hundreds students were selected by proportional random sampling in the two selected school. Result showed that there were significant positive correlation between emotional socialization and emotional intelligence. Emotional intelligence was significant negatively correlated with aggressive behavior. Other result found that mother’s age, acceptance dimension of emotional socialization, awareness and self-regulation of emotional intelligence had significant influences on aggressive behavior among school-age children of rural family


1978 ◽  
Vol 9 (3) ◽  
pp. 169-175 ◽  
Author(s):  
James Paul Dworkin

This study was designed to determine if a remedial program using a bite-block device could inhibit hypermandibular activity (HMA) and thereby improve the lingua-alveolar valving (LAV) abilities of four school-age children who demonstrated multiple lingua-alveolar (LA) phonemic errors. The results revealed significant improvements in LAV and LA phoneme articulatory skills in all of the children who used the bite-block device to reduce HMA subsequent to comprehensive training sessions.


1999 ◽  
Vol 30 (1) ◽  
pp. 4-10 ◽  
Author(s):  
Carole E. Johnson

Educational audiologists often must delegate certain tasks to other educational personnel who function as support personnel and need training in order to perform assigned tasks. Support personnel are people who, after appropriate training, perform tasks that are prescribed, directed, and supervised by a professional such as a certified and licensed audiologist. The training of support personnel to perform tasks that are typically performed by those in other disciplines is calledmultiskilling. This article discusses multiskilling and the use of support personnel in educational audiology in reference to the following principles: guidelines, models of multiskilling, components of successful multiskilling, and "dos and don’ts" for multiskilling. These principles are illustrated through the use of multiskilling in the establishment of a hearing aid monitoring program. Successful multiskilling and the use of support personnel by educational audiologists can improve service delivery to school-age children with hearing loss.


2019 ◽  
Vol 4 (6) ◽  
pp. 1311-1315
Author(s):  
Sergey M. Kondrashov ◽  
John A. Tetnowski

Purpose The purpose of this study was to assess the perceptions of stuttering of school-age children who stutter and those of adults who stutter through the use of the same tools that could be commonly used by clinicians. Method Twenty-three participants across various ages and stuttering severity were administered both the Stuttering Severity Instrument–Fourth Edition (SSI-4; Riley, 2009 ) and the Wright & Ayre Stuttering Self-Rating Profile ( Wright & Ayre, 2000 ). Comparisons were made between severity of behavioral measures of stuttering made by the SSI-4 and by age (child/adult). Results Significant differences were obtained for the age comparison but not for the severity comparison. Results are explained in terms of the correlation between severity equivalents of the SSI-4 and the Wright & Ayre Stuttering Self-Rating Profile scores, with clinical implications justifying multi-aspect assessment. Conclusions Clinical implications indicate that self-perception and impact of stuttering must not be assumed and should be evaluated for individual participants. Research implications include further study with a larger subject pool and various levels of stuttering severity.


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