Behavior Of Preschool Children Research Articles

Daytime Sleepiness from Preschool Children’s and Parents’ Perspectives: Is There a Difference?

This cross-sectional study investigated the level of daytime sleepiness and sleep-related behaviors in preschool children and compared their self-evaluations with the evaluations of their parents. It was conducted in Split-Dalmatian County, Croatia, among 196 preschool children aged 6–7 years seen at regular medical examinations, accompanied by their parents, using the Epworth sleepiness scale for children and parents/caregivers. Compared to their child’s reports, parents tended to underestimate their child’s sleepiness while sitting in a classroom at school (p = 0.001) and overestimate their child’s sleepiness when lying down to rest or nap in the afternoon (p < 0.001). Boys were sleepier while sitting in a classroom at school during the morning than girls (p = 0.032). As much as 48.2% of preschool children had their own cellphones/tablets. Boys used video games (p < 0.001) and cellphones/tablets more than girls did (p = 0.064). Parental estimation of children playing video games at bedtime was lower than the child’s report (p < 0.001). Children who had a TV in their bedroom reported more daytime sleepiness (p = 0.049), and those who played video games at bedtime went to sleep later during the weekend (p = 0.024). Also, children owning cellphone/tablets had longer sleep latency during the weekend compared to children not owning a cellphone (p = 0.015). This study confirmed that parents tend to underestimate children’s habits of playing video games at bedtime and children’s sleepiness during morning classes. Preschool children who use electronic devices at bedtime more frequently have prolonged sleep latency. These findings provide further evidence of the effects of electronic media devices on preschoolers’ sleep patterns and daytime sleepiness.

Early Childhood Caries and Its Association With Behavior in Preschool Children

Early Childhood Caries and Its Association With Behavior in Preschool Children

The association between parents phubbing and prosocial behavior among Chinese preschool children: a moderated mediation model.

The popularization and widespread use of smartphones and other electronic devices have led to the occurrence of "parents phubbing", which may have a negative impact on child-parent relationship and preschoolers' prosocial behavior. To clarify this process, a questionnaire survey was conducted with 3,834 parents from 20 kindergartens in Zhuhai, China. This study examined the relationship between between parents phubbing, closeness child-parent relationship, authoritative parenting style and children's prosocial behavior. According to the study, we found a significant negative correlation between parents phubbing and preschoolers' prosocial behavior. Closeness child-parent relationship mediated between parents phubbing and preschoolers' prosocial behavior through mediation effects analysis. In other words, parent phubbing was negatively associated with closeness child-parent relationship, which in turn predicted less child prosocial behavior. In addition, authoritative parenting styles have a moderating effect. As the level of authoritative parenting style increases, the negative impact of parent phubbing on the prosocial behavior of preschool children is attenuated. This study contributes to the understanding of the relationship between parents phubbing and prosocial behaviors of preschool children, as well as the internal mechanisms at work. Practically, the study suggests that parents should reduce the incidence of phubbing in their contact with their children and, at the same time, work to improve the child-parent relationship and promote the development of prosocial behaviors in children.

Examining the relationship between meeting 24-hour movement behaviour guidelines and mental health in Chinese preschool children.

Limited research has explored the relationship between adhering to 24-h Movement Behaviour guidelines and mental health in Chinese preschool children. The objectives of this study encompassed two primary goals: (1) to investigate the adherence of preschool children in China to the 24-h Movement Behaviour guidelines; and (2) to analyze the relationship between fulfilling various combinations of these guidelines and mental health, identifying the most advantageous combination. Utilizing a convenience sampling approach, this study included 205 preschool children (117 boys and 88 girls, average age 4.8 ± 0.51 years) from five kindergartens in Hengyang, Hunan Province. The physical activity (PA) and sedentary behaviour of preschool children were objectively assessed using waist-worn accelerometers, while sleep duration and screen time were reported by the children's parents. To evaluate mental health, the parent version of the internationally validated Strength and Difficulties Questionnaire (SDQ) was employed, which measures externalizing problems, internalizing problems, and prosocial behaviour. Employing Mplus 8.0 for Structural Equation Modeling analysis, while controlling for demographic variables, the study explored the connection between preschool children's mental health and their adherence to the 24-h Movement Behaviour guidelines. Worryingly, merely 14.6% of preschoolers met the recommended guidelines for all three aspects (PA, sleep duration, and screen time). Positive correlations were identified between meeting PA guidelines and displaying prosocial behaviour (β = 0.184; p < 0.05), while screen time adherence exhibited a negative correlation with externalizing problems (β = -0.207; p < 0.05). Similarly, there was a negative association between sleep duration adherence and externalizing problems (β = -0.191; p < 0.05). Meeting all three recommended guidelines was notably linked to enhanced prosocial behaviour (β = 0.464; p < 0.05), while following the screen time and sleep duration guidelines was negatively associated with externalizing problems (β = -0.246; p < 0.05). This study underscores the limited adherence of Chinese preschoolers to the comprehensive 24-h Movement Behaviour guidelines. Noteworthy findings include the positive influence of PA on prosocial behaviour, alongside the significant roles that sleep duration and screen time play in mitigating externalizing problems within this age group. Alignment with the 24-h Movement Behaviour guidelines is associated with more favorable mental health indicators in preschoolers.

유아 기질과 가족기능이 유아 놀이행동에 미치는 영향

Objectives The purpose of this study was to investigate how temperament and family functioning affect the play behavior of preschool children.&#x0D; Methods The study participants included a total of 238 mothers of young children from U-city. The collected data were analyzed using the SPSS program, including Pearson's r-correlation and stepwise regression analyses.&#x0D; Results Results showed a positive correlation between kindergarten children's social play behavior, temperament (sociability and activity), and family functioning (adaptability and cohesion). Furthermore, negative correlations were found between kindergarten children's independent play behavior, temperament (activity), and family functioning (cohesion). Additionally, negative correlations were identified between preschool children's non-play behavior, temperament (sociability and activity), and family functioning (adaptability and cohesion). In terms of prediction, preschool children's social play was predicted by temperament sociability and solidarity. Non-play was predicted by temperament sociability, and then independent play was predicted by temperament activity..&#x0D; Conclusions Socialization of preschool children is influenced by individual and social variables, suggesting that environmental changes and individual interventions are needed to promote infant socialization. Furthermore, we conclude that independent play and non-play are influenced by individual variables and require further research.&#x0D;

I help, therefore, I am? - A registered report on longitudinal inter-relations of the three-dimensional moral self-concept and prosocial behaviours in preschool children.

Children's moral self-concept (MSC) has been proposed to relate to prosocial behaviour. However, systematic assessments of their inter-relations are scarce. Therefore, this longitudinal study investigated the development, structure and inter-relation of prosocial behaviours and the MSC in childhood, using three measurement points at ages 4, 5 and 6 years. We assessed children's MSC and helping, sharing and comforting behaviours in a laboratory setting. Confirmatory factor analyses revealed a three-dimensional MSC structure at 5 and 6 years, but not at 4 years. There was inconsistent stability across time points regarding prosocial behaviour and MSC. For the comforting domain, but not the other domains, cross-lagged relations between self-concept and behaviour were present. Moreover, helping behaviour and self-concept were inter-related at 6 years. Results provide support for reciprocal associations between MSC and prosocial behaviour, albeit only in the comforting domain. They highlight the importance of distinguishing between types of prosocial behaviour and corresponding dimensions of the self-concept, as different developmental trajectories and associations emerge.

Assessment of Temper Tantrum Behaviour in Preschool Children: A Descriptive Survey Approach

Objective: The purpose of the study is to assess parents’ experiences and associate demographic characteristics of parents and children with temper tantrum behavior characteristics of preschool children. Methods: A descriptive survey approach was used to conduct this study. A non-probability purposive sampling technique was adopted to recruit 121 parents of children aged between 3-6 years visiting a selected tertiary care hospital in India. All parents completed the parents’ experience of temper tan- trums in the children’s questionnaire. The analysis of results was carried out on IBM SPSS Software version 23.0. Results: A moderate level of temper tantrums showed on the mother’s age, education, occupation, marital status, program attendance, and medical and mental illness in the family, whereas a family’s monthly income above 50,000 indicated a severe level of temper tantrums, and half of the children ex- perienced tantrum behavior to get the attention of their parents, hungry and tired. The most frequently reported tantrum behavior was throwing things and hitting parents and siblings, and most tantrums occurred in public places and in vehicles. The majority of the parents adopted strategies to distract their child’s attention by helping the child talk about the causes of anger. A significant association was found between temper tantrum behavior and demographic characteristics of the marital status of parents (x2 = 15.340, p = 0.002) and the awareness program attended regarding temper tantrums in children (x2 = 4.491, p = 0.034). Conclusion: As temper tantrums peak in the toddler age group, the present study found that parental involvement is a necessity to manage temper tantrums in preschoolers as well. The main parent’s strategies to control the tantrum were distraction of child attention and helped them to talk about the causes of tantrum. Therefore, the study emphasizes the necessity of the involvement of parents and family members.  

Association of preschool children behavior and emotional problems with the parenting behavior of both parents.

Parental behaviors are key in shaping children's psychological and behavioral development, crucial for early identification and prevention of mental health issues, reducing psychological trauma in childhood. To investigate the relationship between parenting behaviors and behavioral and emotional issues in preschool children. From October 2017 to May 2018, 7 kindergartens in Ma'anshan City were selected to conduct a parent self-filled questionnaire - Health Development Survey of Preschool Children. Children's Strength and Difficulties Questionnaire (Parent Version) was applied to measures the children's behavioral and emotional performance. Parenting behavior was evaluated using the Parental Behavior Inventory. Binomial logistic regression model was used to analyze the association between the detection rate of preschool children's behavior and emotional problems and their parenting behaviors. High level of parental support/participation was negatively correlated with conduct problems, abnormal hyperactivity, abnormal total difficulty scores and abnormal prosocial behavior problems. High level of maternal support/participation was negatively correlated with abnormal emotional symptoms and abnormal peer interaction in children. High level of parental hostility/coercion was positively correlated with abnormal emotional symptoms, abnormal conduct problems, abnormal hyperactivity, abnormal peer interaction, and abnormal total difficulty scores in children (all P < 0.05). Moreover, paternal parenting behaviors had similarly effects on behavior and emotional problems of preschool children compared with maternal parenting behaviors (all P > 0.05), after calculating ratio of odds ratio values. Our study found that parenting behaviors are associated with behavioral and emotional issues in preschool children. Overall, the more supportive or involved the parents are, the fewer behavioral and emotional problems the children experience; conversely, the more hostile or controlling the parents are, the more behavioral and emotional problems the children face. Moreover, the impact of fathers' parenting behaviors on preschool children's behavior and emotions is no less significant than that of mothers' parenting behaviors.

[Association between auditory processing and problem behaviors in preschool children: the mediating role of executive function].

To investigate the association between auditory processing and problem behaviors in preschool children, as well as the mediating role of executive function. A total of 2 342 preschool children were selected from 7 kindergartens in Nanjing, China from June to August 2021. They were evaluated using Preschool Auditory Processing Assessment Scale, Conners Parent Symptom Questionnaire, and Behavior Rating Inventory of Executive Functioning-Preschool version. Children with different demographic features were compared in the scores and the abnormality rates of auditory processing, problem behaviors, and executive function. The influencing factors of the total scores of auditory processing, problem behaviors, and executive function were evaluated using multiple linear regression analysis. Whether executive function was a mediating factor between auditory processing and executive function was examined. Sex and grade were the main influencing factors for the total score of auditory processing (P<0.05), and sex, grade, parental education level, and family economic status were the main influencing factors for the total scores of problem behaviors and executive function (P<0.05). The auditory processing score (rs=0.458, P<0.05) and problem behavior score (rs=0.185, P<0.05) were significantly positively correlated with the executive function score, and the auditory processing score was significantly positively correlated with the problem behavior score (rs=0.423, P<0.05). Executive function played a partial mediating role between auditory processing and problem behaviors, and the mediating effect accounted for 33.44% of the total effect. Auditory processing can directly affect the problem behaviors of preschool children and indirectly affect problem behaviors through executive function.

Building prosocial behaviours: Examining the possibilities of social stories in early childhood classroom settings

Prosocial behaviours such as sharing are essential for young children’s collaborative learning experiences and social development. When learnt during the early years, these behaviours enable positive peer interactions and relationship building in social settings, laying the foundation for young children’s social and emotional competencies with implications for individual and societal wellbeing. It is, therefore, critical that the early years are optimised to facilitate the development of young children’s prosocial behaviours. Set against this context, we present the findings of our qualitative teacher inquiry project that examined the role of social stories intervention in developing children’s prosocial behaviours, particularly sharing. The study was conducted at a private kindergarten in Singapore with four preschool children between the ages of four and five with difficulties in sharing resources with peers in classroom settings. The findings show children’s gradual progress from self-centred behaviours to independent problem-solving and other-oriented sharing behaviours, demonstrating the importance of consistency, teacher facilitation and authenticity as the three key elements of a successful social stories intervention. Thus, this small-scale qualitative study adds value to the limited literature on social stories intervention to promote sharing behaviours in preschool children.

THE RELATIONSHIP OF PARENTS USING THERAPEUTIC COMMUNICATION WITH TEMPER TANTRUM BEHAVIOR IN PRESCHOOL CHILDREN AT RT 021 RW 006 SUKAJAYA VILLAGE

Temper tantrum is an outburst of emotion that is out of control and out of control. The signs and symptoms of this temper tantrum vary, ranging from just whining, crying, screaming, rolling on the floor, kicking, hitting. The impact of this temper tantrum is quite dangerous. For example, a child who vents his frustration by rolling on a hard floor can cause injury to the child. According to data from the Indonesian Ministry of Health, the number of children aged 2-4 years in Indonesia who experience temper tantrums is quite large, which is around 19.39 million people. This study aims to determine the relationship between parents using therapeutic communication with temper tantrum behavior in preschool children in RT 021 RW 006 Sukajaya Village. This study used an analytical observational design with a cross sectional design. Sampling using non-probabilty sampling purposive sampling type with a total of 110 respondents. It was found that the results of the Chi Square test had a significant value of 0.045 &lt; a value (0.05). There is a relationship between parents using therapeutic communication with temper tantrum behavior in preschool age children in RT 021 RW 006 Sukajaya Village. There is a relationship between parents using therapeutic communication with temper tantrum behavior in preschool age children in RT 021 RW 006 Sukajaya.

Prepoznavanje problema u ponašanju kod dece predškolskog uzrasta iz ugla vaspitača

Introduction. The research problem is formulated in the form of research questions: can educators recognize problems in the behavior of preschool children, and are they sufficiently competent to undertake planning actions related to the prevention and suppression of externalized and internalized problems in the behavior of preschool children? Objectives. The goal of the research was to determine whether educators can recognize problems in the behavior of preschool children and take measures to overcome these problems. Methods. The research was conducted in January 2023 on a sample of 124 educators from the areas of Bačka and Banat. The teacher's assessment of the recognition of problems in the behavior of preschool children was examined with the Scaler - RBDCPA-EP constructed for the purposes of this research (a = .822). It consists of three subtests: 1) recognition of behavioral problems in preschool children; 2) informing parents and professional associates about observed problems in the behavior of preschool-age children; and 3) taking action to narrow down behavioral problems. Results. The results of the research show that problems in the behavior of preschool-age children can be predictive factors that show behavioral disorders in adolescence. Conclusion. It is concluded that, besides the primary role of educators, it is necessary to undertake a series of planned actions so that preschool institutions provide optimal support for children with behavioral problems and their families.

A social-ecological model of preschoolers' aggressive behavior: An exploratory analysis.

Understanding classroom-level correlates of preschool children's aggressive behavior is critical to identifying multiple avenues for intervention within schools. The present school-based study evaluated the reliability and validity of a classroom-level measure of physical and relational aggression and examined a social-ecological model to test whether individual variables (i.e., temperament), dyadic peer factors (i.e., peer victimization, the number of a child's play partners), and classroom-level aggression were associated with individual aggression. Observations of play partners and teacher reports of temperament (i.e., daring, prosociality, and negative emotionality), peer victimization (i.e., physical and relational victimization), and classroom aggression were collected in a sample of preschoolers (N = 307; Mage = 48.99 months, SD = 7.51). Observer reports of aggression were used to create aggression severity and directionality scores, reflecting the overall level of aggression a child displays and their propensity to use physical relative to relational aggression, respectively. There was evidence to support the reliability and validity of the classroom-level aggression measure providing initial support that this measure could be used by school psychologists. A multilevel regression model indicated that higher levels of negative emotionality, daring, and a greater number of play partners were associated with higher levels of aggression severity. Children in classrooms with more relational aggression were more likely to use relational instead of physical aggression. These findings demonstrate the importance for school psychologists to account for multiple levels of influence when examining preschoolers' aggression. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The Effect of Paternal Co-Parenting on Preschool Children's Problem Behaviors: The Chain-Mediating Role of Maternal Parenting Burnout and Psychological Aggression.

With the social changes, a growing number of women have joined the workforce, leading to a shift in the traditional roles of child-rearing. There has been a growing focus on the significance of fathers' roles in child development, particularly the influence of fathers on children's problematic behaviors, making it an increasingly prominent issue. However, there is limited understanding regarding the potential mechanisms through which fathers may exert influence on children's problem behaviors. To address this gap, this study sought to investigate the link between paternal co-parenting and preschool children's problem behaviors, and the mediating effects of maternal parenting burnout and psychological aggression. This study used the Personal Information Form and four scales to administer questionnaires to 1164 mothers of preschool children (Mage = 4.26 ± 0.85) in Guangdong Province, China. The collected data underwent processing and analysis using SPSS 22.0. Paternal co-parenting demonstrated a significantly positive correlation with problem behaviors among preschool children. The impact of paternal co-parenting on children's problem behaviors was mediated by maternal parenting burnout, maternal psychological aggression, and the combined effect of maternal parenting burnout and psychological aggression. Maternal parenting burnout and maternal psychological aggression play a sequential mediating role between paternal co-parenting and problem behaviors among preschool children. This study revealed the internal mechanism through which paternal co-parenting influenced problem behaviors exhibited by children. It provides some evidence to support the important role of fathers in child development, and provides a reference for policymakers and educators to develop interventions for children's problem behaviors.

Analysis of the changes in the art curriculum of preschool children’s education in the new media era

Abstract Art education for preschool children is the basis for the cultivation of young children’s perceptual ability, and the cultivation of young children’s perceptual ability plays an essential and fundamental role in young children’s understanding of the world, feeling of beauty, and discovery of beauty. This paper uses AR technology and microclassrooms in the context of new media to construct an educational model of preschool children’s art curriculum, and a portrait of preschool children’s scholars is built. It focuses on combining the hierarchical clustering algorithm with the radial function method of multivariate interpolation to analyze the classroom behaviors of preschool children, mining the correlation between the course learning behaviors and the learning effect through the Apriori algorithm, and constructing a personalized art learning path for preschool children based on the ant colony algorithm for practice. The results showed that preschool children were divided into four categories, with the highest proportion being excellent preschool children (52.5%). The mean score of preschool children’s art perception score was 8.225, and their scores were normally distributed, with the highest number of preschool children between 8.00 and 8.25. This study is significant for changing the art curriculum in preschool children’s education. Teachers should be guided in teaching activities and focus on children’s perceptual experiences and expressions.

The Role of Self-Regulation Skills and Digital Game Addiction Tendencies in Predicting Preschool Children's Prosocial Behaviors

In the study, the role of self-regulation skills and digital game addiction tendencies in predicting the prosocial behavior of preschool children was examined. The study group of the research, which was conducted using the correlational model, consisted of 255 children aged 5-6 years who were studying in the kindergartens of the primary schools affiliated to the Ministry of National Education in the Efeler district of Aydın province in the 2022-2023 academic year. The data of the study were collected through the General Information Form filled by their parents for their children, The Digital Game Addiction Tendency Scale, The Self-Regulation Skills Scale for 4-6 Years-Old Children-Mother Form and The Child Prosociality Scale-Teacher Form filled by their teachers for children. In the research findings, a negative significant weak relationship was determined between the prosocial behaviors of preschool children and the conflict and reflection sub-dimensions of digital game addiction tendencies. A positive and significant weak relationship was determined between pre-school children's prosocial behaviors and the sum of their self-regulation skills and sub-dimensions of attention, working memory, inhibitory control-emotion, and inhibitory control-behavior. As a result of regression analysis, it was determined that self-regulation skills and digital game addiction tendencies of 5-6 year old children together predicted prosocial behavior variability by 14%. The findings showed that the most powerful predictors of the child's prosocial behavior are self-regulation skills, attention and inhibitory control-behavior sub-dimensions, and the tendency for digital game addiction to be the conflict sub-dimension. The findings were discussed in the light of the literature, and suggestions were made to those concerned that prevention and intervention studies should be given importance to the negative effects of digital games that contain negative elements and are exposed for long periods of time, and that it would be effective to address self-regulation skills in interventions and programs aimed at encouraging children's prosocial behaviors.

Influence of musical activities on the prosocial behaviors of preschool children

Music plays a key role in our evolution and contributes to the promotion of interpersonal relationships as well as enhancement of group cohesiveness. In this study, 29 five- to six-year-old preschool children were examined to explore the influence of passive music listening and active music engagement on their helping and sharing behaviors, compared with coloring activities. The results revealed that children’s prosocial behaviors were significantly different under the three conditions, and as compared with passive listening and coloring conditions, children’s prosocial behavior (including helping behavior and sharing behavior) in the active music engagement condition was significantly enhanced. Our research revealed that even short-duration active music engagement can improve children’s prosocial behavior, and the potential benefit of active engagement musical training for the development of preschool children should be recognized.

PERBEDAAN PERILAKU MALADAPTIF PADA ANAK USIA PRASEKOLAH DITINJAU DARI JENIS KELAMIN DAN TINGKAT PENDIDIKAN ORANG TUA

This research is motivated by the phenomenon of maladaptive behavior in preschool children. Preschool age has an important role in preparing children to enter education. Maladaptive behavior is influenced by several factors including environmental, genetic and psychological. The study aims to determine differences in maladaptive behavior in preschool-age children in terms of gender and parental education level. This type of research is quantitative comparison. The population was 205, namely mothers who have preschool children aged 3-6 years. The sample determination used a saturated sample technique where the entire existing population was used as a research sample. The variables in this study are maladaptive behavior and demographic variables of gender and education level of parents. The research data collection technique used a maladaptive behavior scale adapted from the Strength and Difficulties Questionare (SDQ). The data analysis technique uses Regression Test with the help of JASP 16.0. The results showed that there was no significant influence between gender on maladaptive behavior that was raised (Mann-Whitney 4954.000, p = 0.495&gt; 0.05) and there was a significant influence between the level of parental education on maladaptive behavior that was raised (Kruskal-Wallis 10.202, p = 0.001 &lt;0.05).

Pancreatic Replacement Therapy for Maladaptive Behaviors in Preschool Children With Autism Spectrum Disorder

There is an urgent unmet need for a treatment addressing the core symptoms and associated maladaptive symptoms of autism spectrum disorder (ASD), especially in preschool populations. To evaluate whether treatment of children with ASD aged 3 to 6 years treated with high-protease pancreatic therapy produces long- and short-term improvements in autism-associated maladaptive behaviors. This cohort study at 32 sites across the US used a double-blind parallel group, delayed-start design comprising a 2-week blinded placebo run-in, and a double-blind, randomized, placebo-controlled segment (12 weeks). Children were recruited into the study in 2015, with data collection continuing until 2021. The analyses were completed from June 2021 to February 2022. All participants were randomly assigned to receive either 900 mg high-protease pancreatic replacement therapy or placebo with food 3 times a day for 12 weeks, followed by all receiving 900 mg high-protease pancreatic replacement therapy for 24 weeks. The primary outcome was the irritability/agitation subscale of the Aberrant Behavior Checklist (ABC-I). All potential participants were screened using the Social Communication Questionnaire (SCQ) with diagnosis confirmed by the Diagnostic and Statistical Manual of Mental Disorders (Fourth Edition, Text Revision) for ASD and the Autism Diagnostic Inventory-Revised (ADI-R). Outcomes were measured at the conclusion of the 12-week double-blind segment and at the conclusion of the 24-week open-label segment (total 36 weeks). A total of 190 participants (150 male [79%]), aged 3 to 6 (mean [SD] age, 4.5 [0.8]) years were randomized. Mixed model for repeated measures analysis performed on ABC-I demonstrated statistically significant differences of -2.49 (95% CI, -4.66 to -0.32; Cohen d = 0.364; P = .03) at the 12-week timepoint and -3.07 (95% CI, -5.81 to -0.33; Cohen d = 0.516; P = .03) at 36-week timepoint. No convergence was noted. Our high-protease pancreatic replacement (CM-AT) was well tolerated with no emergent safety concerns or related serious adverse events noted. This cohort study of preschool children sustained cumulative reduction in the maladaptive behavior of irritability in autism. This delayed-start analysis, used to demonstrate disease and condition modification, may prove to be an important tool to evaluate treatments for ASD. ClinicalTrials.gov Identifier: NCT02410902 and NCT02649959.

Validation of the Korean Version of the Learning-To-Learn Scales (K-LTLS)

Objectives: This study investigated the validity and reliability of the Learning-To-Learn Scales (LTLS) for its use in Korea. The LTLS is a seven-factor, 48-item tool for assessing the learning behaviors of preschool children. All items are rated on a 3-point Likert assessment, and teachers select from “Most often applies,” “Sometimes applies,” and “Does not apply” based on what best describes the child’s typical learning behavior.Methods: The subjects in this study were 1,396 children (3-5 years old) who were evaluated by 585 teachers living in Seoul Metropolitan City, Busan Metropolitan City, Gwangju Metropolitan City, Gangwon Province, and Gyeonggi Province. The subjects were randomly divided into an exploratory (&lt;i&gt;n&lt;/i&gt; = 681) and confirmatory subsample (&lt;i&gt;n&lt;/i&gt; = 715).Results: Forty-eight items of the LTLS were double-translated and revised. Exploratory factor analysis uncovered six factors of the Korean version of the Learning-To-Learn Scales (K-LTLS), and salience was found for 43 of the 48 items. Confirmatory factor analysis of the 43 items supported a 6-factor model comprising Strategic Planning, Effectiveness Motivation, Interpersonal Responsiveness in Learning, Sustained Focus in Learning, Acceptance of Novelty and Risk, and Group Learning. The six factors of the K-LTLS demonstrated criterion-related validity based on the assessment of School Readiness and proper internal consistency reliability. The analysis of differences in children’s learning behaviors based on their sex and age revealed that girls were more likely to exhibit higher learning behavior scores than boys. Additionally, 4- and 5-year-old children tended to display higher learning behavior scores than 3-year-old children.Conclusion: The K-LTLS can be an appropriate scale for assessing the learning behavior of Korean young children.