Level Of Cognitive Development Research Articles

Do the pathways of child development before age three matter for development at primary school? Evidence from rural China

The literature has shown that cognitive and non-cognitive development before the age of three is associated with children’s levels of development at later ages. However, the extent to which the different pathways of cognitive and non-cognitive development before age three (between 6–12 months and 22–30 months of age) are associated with developmental outcomes at primary school age remains unknown. This study aims to examine this research question using three waves of longitudinal data collected from 1087 children aged 9 to 10 years and their primary caregivers in rural China. Results demonstrated four pathways of cognitive and non-cognitive development between 6–12 months and 22–30 months of age. The four pathways include: “never delayed”, “persistently delayed”, “improving”, or “deteriorating.” Children that experienced either persistently delayed or deteriorating development had lower levels of cognitive and non-cognitive development and performed worse academically than children that were never delayed when they were 9–10 years old. Maternal education attainment, family assets, and whether the child was born prematurely all predicted the child’s entry into different developmental pathways. Findings suggest that early childhood development screening and interventions that aim to facilitate healthy early development among children under three years old are needed for rural China’s young children.

The relationship between the level of preschoolers’ cognitive development and the success of their adjustment to primary school

Introduction. The article studies the problem of children’s adaptation to systematic learning at primary school, which is significant in a rapidly changing world, determining both the conditions of the educational environment and the requirements for the level of preschoolers’ preparation. The purpose of this study is to evaluate the influence of the level of preschoolers’ cognitive development on their adaptation to systematic learning at primary school. Materials and Methods. The methodology of the study is based on a systematic approach that allows the authors to reveal psychophysiological characteristics of the subject, the complex of which provides the most complete picture of the child’s development. The following methods were used: theoretical analysis, synthesis; diagnostic methods, allowing to assess the level of cognitive development and academic performance of the examined children; methods of mathematical statistics for processing empirical data. Results. Through theoretical analysis and generalization of research data, it is shown that the majority of children have developed basic cognitive functions by the older preschool age. However, carrying out a comprehensive diagnosis of the preschoolers’ functional development in preparatory groups, the authors identified low levels of voluntary regulation, visual-spatial perception and visual-motor coordination in a third of the examined preschoolers. Based on the data analysis of these children’ academic performance at primary school, the authors identified influence of the level of the above mentioned cognitive functions in preschool age on academic performance at primary school. Longitudinal analysis showed a gradual increase in academic performance in this group of students by the third year at primary school. Conclusions. Based on the results obtained, the authors showed that the level of cognitive functions development, as well as social and communication skills, significantly influences the successful adaptation of first-year primary schoolchildren and subsequent academic performance at primary school. In conclusion, the authors point out that it is necessary to conduct a comprehensive assessment of cognitive development in older preschool age in order to identify individual characteristics and predict possible risks of maladjustment at school.

Dominant Strategies for Solving Sensorimotor Tasks in Students with Different Cognitive Resource Experience

The article introduces a new method for diagnosing the preferable cognitive resource strategy in university students. One’s personal experience of using cognitive resources defines the dominant strategies for solving sensorimotor tasks. Cognitive resource patterns can be described by using particular psychological indicators in order to select the optimal analysis method. The new method made it possible to model the situation of solving sensorimotor tasks and develop criteria for determining the strategies employed by university students to solve cognitive tasks in experimental conditions. The research involved 127 first-year students (18 y.o.) of Psychology, Tomsk State University. The strategies used by the students to solve sensorimotor tasks ranged from scarcity and heterogeneity to positive experience in cognitive resource application. Sensorimotor tasks proved to be an effective diagnostic marker of the cognitive development level during university education. The method also proved applicable as a cognitive simulator to develop optimal strategies in solving sensorimotor tasks of various levels of difficulty, as well as to reduce the existing deficiency in cognitive experience.

Features of the quality of life of first graders taking into account gender differences and cognitive abilities

The purpose of the study: To study the features of the quality of life of first-graders, taking into account gender differences and cognitive abilities. Design: An open prospective non-randomized comparative clinical trial. Materials and methods: 631 children were examined, students of the first grades of secondary schools without a specialized bias № 110, 83, 75, 67, 9 Rostov-on-Don using the international questionnaire PedsQL 4.0 – Pediatric Quality of Life Inventory. To assess the cognitive development of children, the D. Wexler scale was used with the determination of the intellectual coefficient. Results: First-graders with a high level of cognitive development have reduced indicators of physical and emotional functioning, as well as the overall quality of life score. Girls with a high intellectual coefficient, in comparison with boys, have lower physical, emotional, school functioning and higher indicators of social functioning. The indicators of quality of life in children with a high level of cognitive development do not reflect the same in children who do "excellent". Conclusion: The revealed features of the quality of life of first-graders with different levels of cognitive development require differentiated medical, psychological and pedagogical support of children in this age period and further study of their health.

Multimedia Learning Strategy (Animated Video) for Children With Slow Learner

This study explores and applies multimedia learning strategies in the form of animated videos to overcome counting difficulties for students in class III-A at SDN Kemirimuka 2, Depok, by taking a research subject with the initials TZ. Numeracy difficulties can be a significant obstacle in learning mathematics, especially for students with slow learning characteristics such as TZ. This research aims to present an innovative and engaging solution through the application of multimedia learning media. The research began by specifically identifying the numeracy difficulties faced by TZ and designing a multimedia learning strategy that could adapt to the needs and characteristics of these students. The selection of animated video as learning media was based on its ability to present mathematical concepts in a visual and interesting way, suitable for the cognitive development level of grade III students. The research was conducted at SDN Kemirimuka 2, involving active participation from TZ, as well as monitoring her learning progress. The results showed that the multimedia learning strategy, specific to the use of animated videos, had a positive impact on TZ's understanding of math concepts and learning motivation. These findings can be used as a basis for further development of learning strategies that can be adopted for students with learning disabilities. Practical implications and recommendations for further development are discussed in this journal, making an important contribution to improving the mathematics learning of students with learning difficulties at the primary level.

Pengaruh Metode Hafalan Terhadap Kecerdasan Kognitif Siswa Pada Mata Pelajaran Pendidikan Agama Islam (PAI) Di SMP Takhassus Al-Qur’an Wonosobo

Education is an activity that helps people talk about what they already know in order to broaden their understanding of life's fundamentals. The foundations or principles that guide one's life, particularly those derived from religious ideals, are crucial for governing and enhancing the system of life. Based on observations made by the author at Takhassus Al-Qur'an Middle School, it is stated that there is a lack of student focus in learning and students' abilities vary in receiving learning. However, this does not rule out the possibility that students can stimulate learning more quickly. This can be done by training students' thinking through the rote method because the more the brain gets used to it, the more it will be trained and of course it will increase students' intelligence. The level of cognitive intelligence is divided into 3, namely: level of memory and understanding, level of application, level of analysis, evaluation and creativity. By using the rote method so that the level of cognitive development is observed in memory and understanding.Based on the findings of the author's research, the following conclusions can be drawn: 1) The memorization method for teaching PAI at Takhassus Al-Qur'an Middle School is in the good category, the level of cognitive intelligence of Takhassus Al-Qur'an Middle School students is known to be in the good category and level Student memorization based on memorization scores in PAI learning subjects is in the very good category. 2) hypothesis testing based on the t value, the predetermined value of tcount > ttable, namely 2.867 > 1.69389, while based on the significance value of 0.008 < 0.05, it is concluded that the rote method variable (X) has an effect on the cognitive intelligence variable (Y). simple linear regression (11.151 + 0.363 determination is 0.215, which means it has a positive influence of 21.5% and 78.5% is influenced by other factors that are not yet known by researchers. 3) Supporting factors in the memorization method for students' cognitive intelligence at Takhassus Al-Qur'an Middle School, namely using Mr. Abdurrahman al Asy'ari's method which is practiced in the tahfidz class using a special Al-Qur'an, level of perseverance, consistency in training, environment learning, and student concentration during the learning process.

Implementasi Formulasi Grafik Raygor Dalam Uji Perbandingan Tingkat Keterbacaan Buku Ajar Bahasa Indonesia Kelas IX

Textbooks are one of the central learning tools in achieving a predetermined level of competency. One of the main aspects of a good textbook is the suitability of its readability level to the level of cognitive development of students. This research aims to determine the readability level of the Class IX Indonesian Language Textbook, 2013 Curriculum Edition and the Merdeka Curriculum based on the Raygor Graphic formulation. The research method used was qualitative, with 5 text samples from each book edition. The research results showed that all text samples in both editions of the book had a readability level that did not match the cognitive level of class IX students. This is because all text samples have too many difficult sentences and words, so the text needs to be simplified. More than that, it is hoped that the results of this research can provide advice to textbook authors to pay more careful attention to readability aspects before inserting texts into textbooks. This is to ensure that the texts presented in textbooks are appropriate to the cognitive level and reading abilities of students at their grade level.

EDUCATIONAL APPLICATIONS OF EMOTIONAL INTELLIGENCE FOR INDIVIDUALS WITH AUTISM SPECTRUM DISORDER

The relevance of the study stems from the urgent need for a modern understanding and effective work with people with autism spectrum disorder (ASD). Autism significantly affects the social skills, emotional development, and perception of the world of this special group. In the modern clinical context, the use of emotional intelligence (EI) is becoming a priority for optimal work with this audience. The study aims to develop and test an application for the development of emotional intelligence in people with ASD. The study takes into account an individualised approach, adapting tasks to different levels of cognitive development. Parents and relatives of children with ASD can use the app as a tool for additional development of emotional skills at home. Technological developers can find innovative approaches to creating solutions for people with ASD in the app. The findings of the study may be of interest to psychologists, educators, and organisations that provide psychosocial and educational support to this group. The study's main limitations include the limited number of participants and the lack of long-term follow-up. The findings can serve as a basis for further research and the development of new approaches to working with this special group. In the future, it is important to investigate how different forms of EI-based therapies can affect specific aspects of emotional development in children and adults with ASD. The possibility of integrating EI into existing therapeutic approaches and programmes is also an area for further research aimed at developing more comprehensive clinical intervention strategies.

Hooded crows (Corvus cornix) manufacture objects relative to a mental template

It was recently found that not only tool-specialized New Caledonian crows, but also Goffin cockatoos can manufacture physical objects in accordance with a mental template. That is, they can emulate features of existing objects when they manufacture new items. Both species spontaneously ripped pieces of card into large strips if they had previously learned that a large template was rewarded, and small strips when they previously learned that a small template was rewarded. Among New Caledonian crows, this cognitive ability was suggested as a potential mechanism underlying the transmission of natural tool designs. Here, we tested for the same ability in another non-specialised tool user–Hooded crows (Corvus cornix). Crows were exposed to pre-made template objects, varying first in colour and then in size, and were rewarded only if they chose pre-made objects that matched the template. In subsequent tests, birds were given the opportunity to manufacture versions of these objects. All three crows ripped paper pieces from the same colour material as the rewarded template, and, crucially, also manufactured objects that were more similar in size to previously rewarded, than unrewarded, templates, despite the birds being rewarded at random in both tests. Therefore, we found the ability to manufacture physical objects relative to a mental template in yet another bird species not specialized in using or making foraging tools in the wild, but with a high level of brain and cognitive development.

Parenting style and child mental health at preschool age: evidence from rural China

BackgroundMental health problems among children at preschool age are a common issue across the world. As shown in literature, a caregiver’s parenting style can play a critical role in child development. This study aims to examine the associations between a caregiver’s parenting style and the mental health problems (or not) of their child when he/she is at preschool age in rural China.MethodsParticipants were children, aged 49 to 65 months, and their primary caregivers. The primary caregivers of the sample children completed the Parenting Styles and Dimensions Questionnaire, Short Version, the Strengths and Difficulties Questionnaire, and a questionnaire that elicited their socio-demographic characteristics. The level of cognitive development of each sample child was assessed using the Wechsler Preschool and Primary Scale of Intelligence, Fourth Edition. Pearson correlation analysis, linear regression analysis, and multivariable regression analysis were used to analyze the data.ResultsThe prevalence of mental health problems among sample children at preschool age was high (31.6%). If a caregiver practices an authoritative parenting style, it was found to be negatively associated with the mental health problems of their child. In contrast, a caregiver’s authoritarian parenting style was positively associated with the mental health problems of their child. Compared to those in a subgroup of primary caregivers that used a combination of low authoritative and low authoritarian parenting style, primary caregivers that used a combination of high authoritarian and low authoritative or a combination of high authoritative and high authoritarian were found to have positive association with child health problems. A number of demographic characteristics were found to be associated with the adoption of different parenting styles.ConclusionDifferent parenting styles (including authoritative, authoritarian, and combination of authoritative and authoritarian) of the sample caregivers had different associations with the mental health problems of the sample children. Parenting programs that aim to improve the parenting styles (favoring authoritative parenting styles) should be promoted in an effort to improve the status of child mental health in rural China.

Изучение математических представлений у младших школьников с расстройствами аутистического спектра и интеллектуальными нарушениями

The aim of the study is to summarize the results of an experimental research aimed at exploring cognitive development and mathematical concepts among pupils in grades 1-4 with autism spectrum disorders (ASD) and intellectual impairments for further exploration of effective methods and approaches to forming mathematical concepts. The experiment was conducted at the State Public Educational Institution of Moscow “School No. 2124 'Center for Development and Correction'”. It involved 72 pupils in grades 1-4, ranging in age from 7 to 12 years old. Using the psychological and pedagogical diagnostics of cognitive development of children aged 3-4 and 4-5 (E. A. Strebeleva), the CARS scale for determining the degree of autism (E. Schopler, R. J. Reichler, R. F. DeVellis, K. Daly), testing and assessment materials developed and practically evaluated by the pedagogical team of School No. 2124, data were obtained on the low level of cognitive development among first-grade pupils starting school under the adapted basic education program of primary general education for students with ASD (variant 8.4), as well as the insufficient level of cognitive development among pupils in grades 2-4 relative to the mathematics program offered to them. Scientific novelty lies in the following: a correlation was identified between pronounced autism spectrum disorders and the low level of formation of mathematical concepts among younger school children with ASD and intellectual impairments. During the study, it was found that children with severe autism exhibit a low level of elementary mathematical concepts. As a result of the research, different levels of mastery of mathematical concepts among pupils in grades 1-4 with ASD and intellectual impairments were determined, their typical errors and the need for various types of assistance in task completion, as well as different dynamics in the assimilation of mathematical concepts among pupils in grades 1-2 and 3-4 were identified.

The Influence of Augmented Reality-Based Learning Media on the Understanding of Mathematical Concepts in Elementary School Children

This research investigates the impact of Augmented Reality (AR) based learning media on the understanding of mathematical concepts among primary school children. Employing a literature review method, the study outlines recent findings in literature concerning the application of AR in mathematics education. The results indicate that the use of AR can enhance motivation, active participation, and the understanding of mathematical concepts among primary school children. AR's ability to present material in a more concrete and applicable form has a positive impact on the understanding of concepts that are often challenging for students at their cognitive development level. Despite challenges in implementation and infrastructure development, this research provides a foundation for the integration of AR in mathematics education in primary schools. It is recommended that the implementation of AR be carefully considered in the primary school mathematics curriculum with adequate teacher training and appropriate infrastructure investment.

Investigating the impact of probiotic on neurological outcomes in Rett syndrome: A randomized, double-blind, and placebo-controlled pilot study.

Rett syndrome often involves gastrointestinal symptoms and gut microbiota imbalances. We conducted a study to explore the feasibility of probiotic Lactobacillus plantarum PS128 and the impact on neurological functions in Rett syndrome. The results of our investigation demonstrated that the supplementation of probiotic L. plantarum PS128 was feasible and well tolerated, with 100% retention rate and 0% withdrawal rate. In addition, there was only one participant who had loose stool after taking L. plantarum PS128. Further, there was a tendency to enhance overall cognitive developmental level, as assessed using Mullen Scales of Early Learning. In addition, it significantly improved dystonia, as assessed using the Burke-Fahn-Marsden Movement Scale, in comparison with the placebo group. This study provides a strong foundation for future research and clinical trials exploring the potential of L. plantarum PS128 probiotics as a complementary therapy for individuals with Rett syndrome.

Healthy eating encouragement and socio-demographic factors associated with cognitive development among pre-schoolers: a cross-sectional evaluation in Nepal.

Cognitive development in pre-schoolers through healthy eating and socio-demographic support is crucial for their later lives. We investigated healthy eating encouragement, socio-demographic factors and their association with cognitive development in pre-schoolers. Quantitative data were collected using a multi-stage random sampling between February and April 2021. Pre-schoolers 36 and 71 months and their primary caregivers were recruited from three local government units of Rupandehi district. We compared healthy eating encouragement, socioeconomic and demographic factors with cognitive development using t-test, one-way analysis of variance and multiple linear regression analysis to identify the predictors of the cognitive development among pre-schoolers. Cognitive development in pre-schoolers is significantly positively associated with age 36-48 months (β = 0.153; 95% CI: 0.12, 13.96), living in a nuclear family (β = 0.121; 95% CI: 0.59, 6.88) and following Buddhism (β = 0.148; 95% CI: 0.88, 14.32). Conversely, children from specific caste/ethnic backgrounds, such as Dalit (β = -0.126; 95% CI: -10.79, -0.68), Janajati (β = -0.237; 95% CI: -6.14, -2.09) and non-Dalit Tarai caste or ethnicity (β = -0.133; 95% CI: -3.46, -0.25) and mothers employed (β = -0.134; 95% CI: -10.62, -1.44) show significantly lower levels of cognitive development. The finding shows that socioeconomic factors have an influence on cognitive development and also stimulate the adoption of healthy eating encouragement practices.

Visual and auditory attention defects in children with intermittent exotropia

BackgroundPrevious studies have shown that children with intermittent exotropia (IXT) have a higher rate of psychiatric abnormalities as they grow up, such as attention deficit. This study explored visual and hearing attention among children with IXT, and evaluated its association with clinical characteristics and cognitive development.MethodsForty-nine children with a diagnosis of IXT and 29 children with traditional development were recruited. The Integrated Visual and Auditory Continuous Performance Test (IVA-CPT) was used to measure the subjects’ full-scale response control quotient (FSRCQ), full-scale attention quotient (FSAQ), auditory response control quotient (ARCQ), auditory attention quotient (AAQ), visual response control quotient (VRCQ), and visual attention quotient (VAQ). The Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) was used to assess their cognitive function. The differences between the scores of children with IXT and normal controls were analyzed.ResultsThe results showed that the FSRCQ, FSAQ, ARCQ, AAQ, VRCQ, and VAQ of children with IXT were all lower than those of normal controls with the same age (P < 0.05). The level of attention was significantly correlated with the age of strabismus onset (P < 0.05), but not with the degree of strabismus, stereopsis, or fusion control score. In addition, audiovisual attention was correlated significantly with their cognitive development level. The random forest classifier prediction model showed that age of strabismus onset was an important predictor of attention.ConclusionChildren with IXT have lower visual and auditory attention and control than their peers, and the age of onset of strabismus may be a major factor.

Developing Topographic Map Study Skills in Advanced-Level Geography Students: A Teacher’s Experiences

Map work is a core component of the geography curriculum, but it presents unique challenges for both students and teachers. Students must have a high level of cognitive and conceptual development to read and interpret a map. Teachers, too, often find it difficult to instill the necessary skills for graphic literacy. The unique challenges associated with topographic map study skills are highly relevant to the choice of this subject. The primary goal of this study was to help advanced-level geography students improve their topographic map study skills. For this study, the action research method was used as a research method. Following the pre-test, four students with lower grades were chosen as a sample. Thematic analysis is performed on the data. This research found that most of the students in year 12 felt that they had some issues with incorrect topography identification based on map observation, incorrect recognition of standard symbols from map observation, incorrectly calculating the area of a map, difficulties comprehending the relationship between physical and cultural landscapes, and difficulties with reading and analysing a map. The research then revealed that students require fundamental knowledge of drawing, reading, and interpreting maps. It is also critical to teach map work in as practical a manner as possible. Teachers can use models as teaching aids and the group discussion method as a teaching method to help students develop these skills. Teachers’ peer intervention, individual attention, and discussion with friends all help to increase knowledge of basic topographic map concepts. It contends that the sophistication and complexity of the skills required to interpret topographical maps should not be underestimated. Teachers must be made aware of how students acquire map reading skills and the difficulties they face during this process so that teaching programmes that correspond to students’ levels of cognitive development can be developed. The study’s findings and recommendations have implications for geography teachers, textbook authors, and educational authorities, particularly those involved in curriculum and syllabus development.

Pemanfaatan linguistik generatif transformasional dalam pengajaran pengembangan kalimat berbasis muatan lokal pada Siswa Sekolah Dasar

This research uses a library research approach that prioritizes philosophical analysis over empirical data testing. There are three important points studied in this research, namely learning sentence analysis in elementary school students using a transformative generative linguistic approach, the application of types of transformation in learning sentence analysis, and the relevance of learning sentence analysis by utilizing local content. The results of this study are projected to be used as a reference source for language teaching guidelines that further develop language creativity, especially the use of sentences. The generative transformational linguistic approach developed by Chomsky, offers an interesting theoretical framework for understanding sentence variation and its underlying structural transformations. Implementation of sentence analysis teaching based on a transformational generative linguistic approach to elementary school students requires implementation steps that are appropriate to the level of cognitive development and language skills of students at the elementary school level, namely the initial stage (first and second grade students), the middle stage (third grade students and four), and advanced stages (fifth and sixth grade students). Implementation of the transformational generative linguistic approach can be carried out through several stages, namely introducing the basic ideas of generative grammar, understanding the basic structure of sentences, understanding syntactic transformations, transformation exercises and case studies. Local cultural inclusion can be utilized in teaching sentences to elementary school students. Students can use language in their own cultural context, consider variations in linguistic expression, and explore the cultural strengths of sentence structure.

표준 한국어 교재 분석 연구

This study aims to analyse the incorporation of multicultural education (ME) elements in the content and objectives of “Standard Korean”, a textbook series for primary students in the 2017 Korean curriculum. The criteria for content analysis of ME include rules/etiquette; intercultural understanding; utilisation of culture as a tool; Korean culture-centred; and others. The textbook strongly emphasises the understanding of the cultural background of Korea as a key content element. Activity analysis was conducted based on three criteria derived from content analysis: comprehension, experiential learning, and internalisation. The activities predominantly leaned towards a comprehensive aspect. To better address the cognitive development levels of the learners, including communication and experiential activities should be further incorporated. The reflective aspects of ME in “Standard Korean” appear to fall short of adopting a predominantly intercultural perspective overall. Korean language textbooks should evolve into customized resources capable of accommodating the diverse cultures of a variety of learners.

Cognitive and emotional development of first-graders in the Sakha Republic (Yakutia)

The relevance of the problem of adaptation of first-graders to school has become increasingly obvious due to the increase in neuropsychiatric diseases of children, as well as violations of academic performance, behavior and interpersonal relationships among children of primary school age. The practice shows that untimely recognition of these problems and the lack of special corrective programs have lead not only to chronic retardation, but also to secondary disorders of the child’s psychosocial development, and to various forms of deviant behavior. Purpose of the study: to analyze the cognitive and emotional development of first-graders. Research objectives: determining the research program; diagnostics of cognitive abilities and emotional sphere of children; analysis of research results. As part of the study, such methods as subtests of diagnostic complexes aimed at assessing regulatory functions were used: the Memory for Designs technique, the Sentence Repetition technique, the Sorting cards by variable attribute technique Dimensional Change Card Sorting, Inhibition technique, and the tests aimed at studying the ability to understand emotions [1]. The levels of cognitive and emotional development of first-graders, participants in a longitudinal study of the project “Growing with Yakutia” were studied, information about their academic performance and social success was collected.

Child characteristics associated with child quality of life and parenting stress in Angelman syndrome.

Angelman syndrome (AS) is a rare neurodevelopmental disorder characterised by severe intellectual disability, movement disorder, epilepsy, sleeping problems, and behavioural issues. Little is known on child health-related quality of life (HRQoL) in AS. AS family studies have reported elevated parenting stress and a high impact of the child's syndrome on the parent. It is unclear which factors influence child HRQoL and parenting stress/impact in AS. We collected data prospectively through standardised clinical assessments of children with AS at the ENCORE Expertise centre for Angelman Syndrome at the Erasmus MC Sophia Children's Hospital. A linear regression analysis was conducted for the following outcome variables: (1) child HRQoL (Infant and Toddler Quality of Life Questionnaire); (2) the impact of the child's syndrome on the parent (Infant and Toddler Quality of Life Questionnaire); and (3) parenting stress (Parenting Stress Index). Predictor variables were child genotype, epilepsy, sleeping problems (Sleep Disturbance Scale for Children), cognitive developmental level (Bayley Cognition Scale), autistic features (Autism Diagnostic Observation Schedule) and emotional/behavioural problems (Child Behaviour Checklist). Covariates were sex, age and socio-economic status. The study sample consisted of 73 children with AS, mean age=9.1years, range=2-18years. Emotional/behavioural problems were the strongest significant predictor of lowered child HRQoL. Internalising problems were driving this effect. In addition, having the deletion genotype and higher age was related to lower child HRQoL. Sleeping problems were related to a higher impact of the child's syndrome on the parent. Finally, emotional/behavioural problems were associated with higher parenting stress. Cognitive developmental level, autistic features and epilepsy were not a significant predictor of child HRQoL and parenting stress/impact. These results suggest that interventions aimed at increasing child HRQoL and decreasing parenting stress/impact in AS should focus on child emotional/behavioural problems and sleeping problems, using a family-centred approach.