Assessment Of Children's Behavior Research Articles

The Population of Children with High Risk of ADHD and The Mother’s Sociodemographic Profile in Surabaya

Objective: Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder with several symptoms in the form of inattention, hyperactivity, and impulsivity. There are no official data regarding the prevalence of ADHD in Indonesia, and data in regards to ADHD prevalences are limited to several studies. This study aims to give perspective on the prevalence of children’s ADHD risk in Surabaya. Methods: This study was conducted at three elementary schools in Surabaya. All students between grades 3 to 6 were invited as participants in this study, with the forms being filled out by their mother. The risk of ADHD is measured with SPPAHI. Additionally, we also collected the mothers’ sociodemographic data. Result: Among the 358 mothers, there were 54 mothers (15,1%) who had children with ADHD symptoms, as evidenced by a questionnaire score on the Hyperactive and Impulsive Child Behavior Assessment Scale (SPPAHI) >30. Conclusions: Further research and examination are required to properly diagnose ADHD in children.

Okul Öncesi Çocuklarda Sosyal-Duygusal Uyumun Davranış Düzenleme ve Sosyal Becerilerle İlişkisinde Duygusal Kararsızlık ve Duygu Düzenlemenin Aracı Rolü

Self-regulation is defined as an individual's ability to control and regulate their own behavior; this skill, forming the foundation of social adjustment, influences one's ability to interact with their environment and manage relationships. Emotion regulation, on the other hand, involves the ability to manage emotional responses and is believed to establish a critical connection between social adjustment and self-regulation. In this study, the aim is to determine the mediating role of emotion regulation in the relationship between behavioral regulation, social skills, and social-emotional adjustment skills using two different models.The study included a total of 216 children aged 5 and 6. Data were collected using the Socio-Demographic Information Form, Emotion Regulation Scale (ERS), Child Behavior Rating Scale (CBRS), and Marmara Social-Emotional Adaptation Scale (MSEAS). When socio-demographic variables were evaluated in terms of social competence and social-emotional adjustment scores according to gender, significant differences were found in favor of girls. Significant differences were also found in favor of children with working mothers when evaluated based on the mother's employment status. There were moderate significant correlations found between emotion regulation, child behavior assessment, and social-emotional adjustment. According to the mediation analyses, there was a partial mediating effect of emotion variability/negativity and emotion regulation in the relationship between behavior regulation and social-emotional adjustment. Similarly, there was a partial mediating effect of emotion variability/negativity and emotion regulation in the relationship between social competence and social-emotional adjustment. It is thought that the finding that children's emotion regulation and emotion variability/negativity mediate the relationship between social-emotional adjustment, social competence, and behavior regulation will contribute to the literature.

초기누적위험요인이 어머니의 사회적 양육행동을 매개로 유아행동발달에 미치는 영향

Objectives In this study, we examined the longitudinal impact of early cumulative risk factors on child behavioral development and confirmed whether the mother's social parenting behavior played a mediating role in that process.
 Methods For 1,434 children and households participating in the Korean Children's Panel, early cumulative risk factors were assessed in the first year's data, mothers' social parenting behavior was assessed in the fourth year's data, and child behavior development was assessed in the fifth year's data(Korean version of the Child Behavior Assessment Scale: CBCL 1.5-5) was used. The initial cumulative risk factors, which are composed of eight risk factors, are the mother's response to basic livelihood security recipients and the next lower class, mother's education level, mother's marital conflict, mother's depression, mother's parenting stress, mother's self-esteem, social support, and family life event was used. Data analysis was performed by conducting mediation regression analysis using Model 4 of Process Macro v4.0.
 Results In the longitudinal impact of early cumulative risk factors on child behavior development, mothers' social parenting behavior partially mediates infants' internalization, externalization, emotional reactivity, anxiety/depression, physical symptoms, withdrawal, attention problems, aggressive behavior, and other problems. It was found to play a partial mediating role, and sleep problems were found to play a complete mediating role.
 Conclusions The mother's social parenting behavior was found to have a significant impact on the child behavioral development in the long term by acting as a mechanism to transmit the effects of an unfavorable home environment with early cumulative risk factors to the child. Therefore, we discussed ways to restore and support mothers' social parenting behavior to prevent the long-term negative impact of an unfavorable family environment with early cumulative risk factors on child behavioral development.

Supplemental Material for Psychometric Properties of the Weekly Assessment of Child Behavior Forms in Pediatric Primary Care

Supplemental Material for Psychometric Properties of the Weekly Assessment of Child Behavior Forms in Pediatric Primary Care

The Effects of Mindfulness for Youth (MYmind) versus Group Cognitive Behavioral Therapy in Improving Attention and Reducing Behavioral Problems among Children with Attention-Deficit Hyperactivity Disorder and Their Parents: A Randomized Controlled Trial

Introduction: There is a lack of studies evaluating mindfulness-based interventions for children with attention-deficit hyperactivity disorder (ADHD) compared with an evidence-based control. This randomized controlled trial (RCT) evaluated the effects of mindfulness for youth (MYmind) in improving children’s attention, behavior, and parent-related outcomes versus cognitive behavioral therapy (CBT). Methods: A total of 138 families of children with ADHD aged 8–12 years were recruited from the community with 69 randomized to MYmind and 69 to CBT. Participants were assessed at baseline, immediately after intervention, at 3 months and 6 months. The primary outcome was the attention score of the Sky Search subtest of the Test of Everyday Attention for Children (TEA-Ch). Secondary outcomes were child behavior and parent-related assessments. Linear mixed models were used to assess the efficacy of MYmind compared with CBT. Results: Both MYmind and CBT significantly improved children’s attention score at 6 months (MYmind: β = 1.48, p = 0.013, Cohen’s d = 0.32; CBT: β = 1.46, p = 0.008, d = 0.27). There were significant within-group improvements in most secondary outcomes. No significant difference was shown for both primary or secondary outcomes between the two arms at any time point. Conclusions: Both MYmind and CBT appeared to improve children’s attention and behavior outcomes, although no difference was found between these two interventions. This is the largest RCT so far comparing MYmind and CBT although there was loss of follow-up assessments during the pandemic. Further RCTs adopting a non-inferiority design are needed to validate the results.

Maternal Adverse Childhood Experiences and Young Adult Latino Children's Mental Health

Maternal adverse childhood experiences have been linked to a variety of negative health outcomes in young children; however, young adults and, specifically, young adult Latinos have been vastly understudied. This study investigates the intergenerational pathway between maternal adverse childhood experiences and behavioral health outcomes of their young adult children, as mediated through young adults' own adverse childhood experiences and maternal depression. Structural equation modeling was used to analyze data (in 2023) from mothers and their young adult children (n=398 dyads) enrolled in the Center for the Health Assessment of Mothers and Children of Salinas cohort, a primarily Latino agricultural sample. Maternal and young adult adverse childhood experiences were self-reported retrospectively during a visit at the age of 18 years (2018-2020). Young adult- and maternal-reported internalizing and maternal-reported externalizing behaviors were assessed at the age of 18 years with the Behavior Assessment for Children, second edition. Maternal depression was assessed during a visit at the age of 9 years (2010-2012) using the Center for Epidemiologic Studies Depression Scale. Maternal and young adult adverse childhood experiences were weakly but statistically significantly correlated (r=0.22). Maternal adverse childhood experiences were statistically significantly associated with maternal-reported youth internalizing symptoms (β=0.29; 95% CI=0.19, 0.38; p<0.001) and externalizing symptoms (β=0.24; 95% CI=0.14, 0.33; p<0.001) and marginally associated with youth-reported internalizing symptoms (β=0.08; 95% CI= -0.02, 0.18; p=0.13). Youth adverse childhood experiences and maternal depressive symptomatology mediated the associations between maternal adverse childhood experiences and young adult outcomes. Findings demonstrate the potential impacts of adversity across generations in Latino immigrant families, an understudied population. Understanding the mechanisms and factors associated with these pathways may lead to strategies that prevent poor mental health outcomes in young adults.

A Sensory Integration Intervention in the School Setting to Support Performance and Participation: A Multiple-Baseline Study.

There is a paucity of research that explores the effectiveness of sensory integration interventions in the school setting. To test the effectiveness of a sensory integration intervention paired with teacher consultation, aligned with the principles of Ayres Sensory Integration® and the Sensory Therapies and Research Frame of Reference, to improve functional regulation and active participation in school for students with sensory integration and processing differences. Concurrent, multiple-baseline, single-subject design. Public elementary school in the United States. Students (N = 3; ages 5-8 yr) whose sensory integration and processing differences were affecting their school occupational performance and were not remediated by integrated support. For 15 wk, each student had one-to-one sensory integration intervention 2×/wk for 30 min and a consultation between the occupational therapist and teacher weekly for 10 min. The dependent variables, functional regulation and active participation, were measured weekly. The Short Child Occupational Profile and Behavior Assessment System for Children, Third Edition, were given before and after intervention. Goal Attainment Scaling and semistructured interviews with the teachers and participants were completed after intervention. All 3 students showed meaningful improvement in functional regulation and active participation in the classroom during the intervention period as demonstrated by a 2-SD band method or celeration line analysis. All additional measures noted positive change. Findings suggest that sensory integration intervention with consultation in the education setting can improve school performance and participation for children with sensory integration and processing challenges. What This Article Adds: This study offers an evidence-based model of service delivery for the school setting that is effective in improving the functional regulation and active participation of students whose sensory integration and processing challenges interfere with occupational engagement and are not mitigated by embedded supports.

Disabilities in Early Childhood: A Global Health Perspective.

Prior to the launch of the United Nations' Sustainable Development Goals (SDGs) in 2015, childhood disability was rarely considered an important subject in global health. The SDGs till 2030 now require that children under 5 years who are at risk of not benefitting from inclusive quality education are identified, monitored, and promptly supported. A new tool for identifying children who are not developmentally on track has been developed by UNICEF but has limited sensitivity for detecting children with disabilities due to reliance on parental assessment of child behavior in certain everyday situations. In this paper, we identified conditions that are commonly associated with developmental disabilities based on the International Classification of Diseases (ICD) codes and clarified the concept of "developmentally on track" as it relates to children with developmental disabilities and developmental delays. We summarized the latest evidence on the global burden of developmental disabilities in children under 5 years based on the diagnostic and functional approaches for measuring disabilities at the population level. We highlighted the global health context for addressing the needs of children with developmental disabilities and provided an overview of the opportunities and the role of pediatric caregivers in supporting children with developmental disabilities.

0496 Sleep and Behavior Problems in Children with Overweight and Obesity

Abstract Introduction Limited studies have examined sleep variability in children with overweight and obesity, nor do studies focused on its relation with behavior outcomes in this high risk pediatric population. The purpose of this study was to examine sleep duration and its variability in relation to behavior outcomes in school-age children with overweight and obesity. Methods Sleep in 246 children aged 6-9 years with overweight and obesity was assessed using actigraphy for 7 days and through the parent-report Children’s Sleep Habits Questionnaire (CSHQ). Children’s behaviors were assessed using parental responses on the Behavior Assessment for Children. Children were categorized into 4 groups based on the median split of the average daily sleep duration and its variability: sufficient-stable, sufficient-variable, insufficient-stable, and insufficient-variable. General linear model (GLM) analyses were performed with the 4 sleep groups as the primary predictor variable and child behavior outcomes as the dependent variable. Results Average daily sleep duration by actigraphy was 7.52 hours, with 84.6% of the children having clinically significant CSHQ sleep disturbance scores and 68.3% having a total behavior problem score in the clinical range. In the unadjusted and adjusted GLM analysis, children in the insufficient-stable sleep duration category had significantly higher emotion problem (p &amp;lt; 0.05), self-control problem (p &amp;lt; 0.01), and total behavior problem scores (p &amp;lt; 0.01) when compared with those in the sufficient-stable sleep duration (reference) category. Children in the insufficient-variable sleep duration category had significantly higher self-control problem scores when compared with those in the reference category (p &amp;lt; 0.05). Conclusion School-age children with overweight and obesity coexist with sleep and behavior problems, with those who have persistent short sleep at the greatest risk for the worst behavior outcomes. Support (If Any) This work was supported by Ministry of Science and Technology, Taiwan, MOST 107 - 2314 - B - 002 - 025 - MY3.

Direct observation in a large-scale randomized trial of parent training in children with autism spectrum disorder and disruptive behavior

A direct observation strategy (Standardized Observation Analogue Procedure, SOAP) was used in a large-scale randomized trial of parent training versus parent education in young children with autism spectrum disorder (ASD) and disruptive behavior. The 16-minute SOAP, modified from an earlier version of this same measure, included parentchild interaction to assess child behavior in a clinical laboratory setting. Despite study entry criteria for all child participants requiring moderate levels of disruptive behavior in this project, 126 of 168 children with complete SOAP data at baseline showed no disruptive behavior on this measure. Although the primary purpose of the study was to determine whether the SOAP could detect differences between the two conditions (i.e.,parent training (PT) and parent education (PE)), baseline observation data was not consistent with parent ratings at baseline or subsequent follow up visits, leaving little room to demonstrate improvement with this observation measure. This and the challenging, time-consuming and resource intensive effort involved in using such a measure in a large randomized scale trial, raises fundamental questions about the validity of the SOAP as an outcome measure in such a study. Further consideration related to the feasibility and practicality of using direct observation as a primary measure in larger scale efforts overall are also discussed.

The Influence of Prenatal DHA Supplementation on Individual Domains of Behavioral Functioning in School-Aged Children: Follow-Up of a Randomized Controlled Trial.

Docosahexaenoic acid (DHA) accumulates in the fetal brain during pregnancy and is thought to have a role in supporting neurodevelopment. We conducted a multicenter, double-blind, randomized controlled trial in women with a singleton pregnancy who were <21 weeks’ gestation at trial entry. Women were provided with 800 mg DHA/day or a placebo supplement from trial entry until birth. When children reached seven years of age, we invited parents to complete the Strengths and Difficulties Questionnaire (SDQ), the Behavior Rating Inventory of Executive Function (BRIEF), and the Conners 3rd Edition Attention-Deficit Hyperactivity Disorder (ADHD) Index to assess child behavior and behavioral manifestations of executive dysfunction. There were 543 parent–child pairs (85% of those eligible) that participated in the follow-up. Scores were worse in the DHA group than the placebo group for the BRIEF Global Executive, Behavioral Regulation and Metacognition Indexes, and the Shift, Inhibit, Monitor, Working Memory, and Organization of Materials scales, as well as for the Conners 3 ADHD index, and the SDQ Total Difficulties score, Hyperactivity/Inattention score, and Peer Relationship Problems score. In this healthy, largely term-born sample of children, prenatal DHA supplementation conferred no advantage to childhood behavior, and instead appeared to have an adverse effect on behavioral functioning, as assessed by standardized parental report scales.

Interactions of agricultural pesticide use near home during pregnancy and adverse childhood experiences on adolescent neurobehavioral development in the CHAMACOS study

BackgroundStudies have documented independent adverse associations between prenatal and early-life exposure to environmental chemicals and social adversity with child neurodevelopment; however, few have considered these exposures jointly. The objective of this analysis is to examine whether associations of pesticide mixtures and adolescent neurobehavioral development are modified by early-life adversity in the Center for the Health Assessment of Mothers and Children of Salinas (CHAMACOS) cohort. MethodsWe used linear mixed effects Bayesian Hierarchical Models (BHM) to examine the joint effect of applications of 11 agricultural pesticides within 1 km of maternal homes during pregnancy and youth-reported Adverse Childhood Experiences (ACEs) with maternal and youth-reported internalizing behaviors, hyperactivity, and attention problems assessed via the Behavior Assessment for Children (BASC) (mean = 50, standard deviation = 10) at ages 16 and 18 years (n = 458). ResultsThe median (25th-75th percentiles) of ACEs was 1 (0–3); 72.3% of participants had low ACEs (0–2 events) and 27.7% had ACEs (3+ events). Overall, there was little evidence of modification of exposure-outcome associations by ACEs. A two-fold increase in malathion use was associated with increased internalizing behaviors among those with high ACEs from both maternal- (β = 1.9; 95% Credible Interval (CrI): 0.2, 3.7 for high ACEs vs. β = −0.1; 95% CrI: 1.2, 0.9 for low ACEs) and youth-report (β = 2.1; 95% CrI: 0.4, 3.8 for high ACEs vs. β = 0.2; 95% CrI: 0.8, 1.2 for low ACEs). Applications of malathion and dimethoate were also associated with higher youth-reported hyperactivity and/or inattention among those with high ACEs. ConclusionWe observed little evidence of effect modification of agricultural pesticide use near the home during pregnancy and adolescent behavioral problems by child ACEs. Future studies should examine critical windows of susceptibility of exposure to chemical and non-chemical stressors and should consider biomarker-based exposure assessment methods.

Psychometric properties of the Turkish version of the behavior assessment for children (BAC) scale

Psychometric properties of the Turkish version of the behavior assessment for children (BAC) scale

Moving together: Assessing the effectiveness of group mother-child dance and movement therapy

The effectiveness of group mother-child dance and movement therapy is presented. Eighty kindergarten (aged five to seven) children in the regular education system who were referred to therapy for various reasons took part. Participants were randomly divided into two groups: 40 children in group mother-child dance and movement therapy (group PCDMT) and 40 children in group dance and movement therapy without their mothers' participation (group DMT). The children completed the Child Self-Perception Questionnaire. The mothers completed the Child Behavior Assessment Questionnaire, the Mother’s Perception of the Mother-Child Relationship Questionnaire and the Mother’s Psychopathological Distress Questionnaire. The Therapy Assessment and Process Questionnaire was filled out by the therapists. The results show that both groups appear to have been effective in this study. The group PCDMT showed more improvement on some of the variables than the group DMT with the child alone.

Psychometric Properties of the Weekly Assessment of Child Behavior–Positive Form (WACB-P)

Using measurement-based and feedback-informed approaches is key to providing effective family-centered clinical care; a strength-based approach is shown to improve treatment outcomes and satisfaction. Yet, there are few brief, psychometrically sound assessment tools for preschool-age and elementary school–age children. In response, we developed a nine-item, two-scale measure, the Weekly Assessment of Child Behavior–Positive (WACB-P), suitable for children ages 2 to 12 years. We examined the psychometric properties of the WACB-P based on two low-income clinical samples differing in intervention modality and location (Sample 1: N = 285; Sample 2: N = 137). WACB-P demonstrated high internal validity and test–retest reliability. The item response theory (IRT) paradigm applied to the Intensity Scale revealed that the items showed moderate discrimination and adequate precision, particularly effectively capturing behavioral challenges. Repeated-measures analysis of covariance (RM-ANCOVA) showed significant linear effects from session to session, suggesting sensitivity to change during treatment. WACB-P demonstrated strong convergent validity with established measures of child behavior problems. These favorable results position the WACB-P as a suitable choice for agencies providing measurement-based behavioral health care for young children and their families.

The Influence of Omega-3 Long-Chain Polyunsaturated Fatty Acid, Docosahexaenoic Acid, on Child Behavioral Functioning: A Review of Randomized Controlled Trials of DHA Supplementation in Pregnancy, the Neonatal Period and Infancy.

This is a review of randomized controlled trials using docosahexaenoic acid (DHA) interventions in the first 1000 days of life with assessments of behavioral functioning in childhood. Electronic databases were searched for trials with a DHA intervention (compared with a placebo group that received no or less DHA) at any time to either women or infants during the first 1000 days, with a subsequent assessment of child behavior. There were 25 trials involving 10,320 mother–child pairs, and 71 assessments of behavior in 6867 of the children (66.5% of those originally enrolled). From the 71 assessments administered, there were 401 comparisons between a DHA group and a control group, with most reporting a null effect. There were no findings of a positive effect of DHA, and 23 instances where the DHA group had worse scores compared with the control group. There was limited evidence that DHA supplementation had any effect on behavioral development, although two of the largest trials with behavioral measures detected adverse effects. Future trials, and future follow-ups of existing trials, should make an effort to evaluate the effect of DHA intervention on behavioral functioning.

Intellectual and Attentional Characteristics of Children with Celiac Disease after Initiation of a Gluten-Free Diet

The association of celiac disease (CD) with various cognitive and behavioral symptoms has been reported, but findings are mixed and inconclusive. This prospective study aimed to evaluate whether elimination of gluten in children with newly diagnosed CD leads to improvement in cognitive and behavioral functioning particularly related to attention after 6 months of a gluten-free diet (GFD). Thirty-three patients completed the study. Parent ratings of child behavior and direct assessment of child intelligence and attentional characteristics were collected. Parent reported scores on the Child Behavior Checklist (CBCL) demonstrated improvement in somatic symptoms and attentional characteristics after 6 months of GFD. Between 6-33% of the patients showed improvement in the 4 different attentional characteristics evaluated by the Conners Continuous Performance Test (CPT3). We conclude that parent ratings support improvement in somatic symptoms and attentional characteristics in celiac patients once on a GFD for 6 months.

The relationships between child maltreatment and child behavior problems. Comparative study of Malawi and China

Child maltreatment causes harm which is non-equivalent. The occurrence of child maltreatment predicts child behavior problems. Harsh parenting characterized by corporal punishment has been reported to cause internalizing and externalizing behavior problems. However, this relationship is not observed in all types of harsh child discipline. This study aimed at testing the harmful and nonequivalent assumption of child maltreatment. In this study 739 parents of three year olds were requested to fill ISPCAN Child Abuse Screening Tool (I-CAST) to assess the disciplinary methods and Child Behavior Checklist (CBCL) to assess child behavior problems in Malawi and China. Findings of this study demonstrate that there is a relationship between child maltreatment occurrence and child behavior outcomes. Specifically, physical discipline and psychological discipline predicted the occurrence of; emotionally reactive and the occurrence of anxious depressed in both countries. Furthermore, psychological discipline predicted the occurrence of both somatic complaints and aggressive behavior in Malawi and China and the occurrence of withdrawn in Malawi. Lastly severe physical discipline and psychological discipline predicted the occurrence of attention problems in both countries and the occurrence of both internalizing and externalizing behavior problems in Malawi. In conclusion child maltreatment causes harm. These findings raise evidence for the need for ending child maltreatment.

Gestational and childhood exposure to phthalates and child behavior

BackgroundEarly-life phthalate exposures may adversely influence neurodevelopment by disrupting thyroid hormone homeostasis, altering brain lipid metabolism, or reducing gonadal hormone concentrations. Previous literature examining gestational phthalate exposure and child behavior were inconclusive and few prospective studies have examined childhood phthalate exposure, particularly phthalate mixtures. We investigated whether gestational and childhood phthalate exposures were associated with child behavior. MethodsWe used data from 314 mother–child pairs in the HOME Study, a longitudinal pregnancy and birth cohort that enrolled pregnant women from Cincinnati, Ohio. We quantified urinary concentrations of 11 phthalate metabolites in samples collected twice during gestation from women and six times from their children when they were ages 1, 2, 3, 4, 5, and 8 years. We assessed children’s behavior at ages 2, 3, 4, 5, and 8 years using the Behavioral Assessment System for Children-2. Using linear mixed models, we estimated covariate-adjusted associations of measurement-error-corrected gestational and childhood phthalate metabolite concentrations (per interquartile range increase) with repeated child behavior assessments. We used Weighted Quantile Sum (WQS) regression to estimate the association of phthalate mixtures with child behavior. ResultsGestational mono(3-carboxypropyl) phthalate (MCPP) concentrations were associated with more problem behaviors (internalizing: β = 0.9, 95% confidence interval [CI] = -0.1, 1.9; externalizing: β = 1.0, 95%CI = -0.1, 2.0; behavioral symptoms index [BSI]: β = 1.1, 95%CI = 0.1, 2.1). Higher childhood monobenzyl phthalate (MBzP) (β = 1.4; 95%CI = 0.0, 2.7), monocarboxynonyl phthalate (MCNP) (β = 3.2; 95%CI = 1.6, 4.8), monocarboxyoctyl phthalate (MCOP) (β = 0.9; 95%CI = 0.0, 1.7), MCPP (β = 1.8; 95%CI = 0.2, 3.5), and monoethyl phthalate (MEP) (β = 1.6; 95%CI = 0.1, 3.1) concentrations were associated with higher BSI composite scores. Consistent with this, the weighted childhood phthalate index was associated with more problem behaviors (internalizing: β = 1.5, 95%CI = −0.2, 3.1; externalizing: β = 1.7, 95%CI = 0.1, 3.5; BSI: β = 1.7, 95%CI = 0.2, 3.2); MBzP, MCNP, and MEP largely contributed to these associations. ConclusionOur findings suggest that childhood exposure to phthalate mixtures may be associated with children’s problem behaviors.

Subjective Well-Being and Psychosocial Adjustment: Examining the Effects of an Intervention Based on the Sport Education Model on Children

The current study aims to evaluate the effectiveness of an intervention based on the Sport Education model, compared to an intervention based on the traditional model of Direct Instruction in children. The intervention was carried out during school hours for 18 sessions of 50-min each. The sample was made up of 146 children aged 10–12 years (M = 10.78 years; SD = 1.07 years). Participants were randomly assigned to the experimental group (n = 87) and a control group (n = 59). A quasi-experimental design with repeated pretest and posttest evaluations with the control group was implemented. The Positive and Negative Affect Scale for children and adolescents (PANASN) was used to assess the affective component of subjective well-being. The Child and Adolescent Behavior Assessment System (BASC) was used to assess psychosocial adjustment. The results showed significant improvements in the affective component of subjective well-being and a reduction in anxiety in favor of the experimental group. Our current results show the methodological and practical efficacy of a Sport Education intervention.