Emotional Behavioural Difficulties Research Articles

Psychosocial interventions for social communication, repetitive, and emotional-behavioral difficulties in children and young people with spectrum disorders: an update on effectiveness and the role of caregivers

A number of time-limited psychosocial interventions targeting social skills, internalizing and externalizing difficulties have been developed for children and young people with ASD. Increasingly more evidence is emerging that such interventions are effective in reducing difficulties and improving skills. However, large variability between studies and large individual heterogeneity in outcomes have been reported. Furthermore, there are concerns about the limited generalization of learnt skills. For example, what might be learnt in a training program in a clinical setting may not generalize to the school or home setting or even from one person to the next. In addition, experiences and difficulties in childhood are likely to be different from those in adolescence or adulthood and learnt skills to cope with such difficulties may not be transferable across different developmental periods. Furthermore, very little is known about potential mechanisms of change following these interventions. One possible effective ingredient to improve outcomes might be the active role and involvement of caregivers. In this update review paper, we summarize the current empirical evidence for the effectiveness of time-limited psychosocial interventions for children and young people with ASD, examine how parents are involved in these interventions and the scientific evidence for the inclusion of caregivers in these interventions. Keywords Autism spectrum disorder, intervention, social skills, comorbidity, CBT, mindfulness, parents/caregivers

Co-occurring motor, language and emotional–behavioral problems in children 3–6 years of age

PurposeDevelopmental Coordination Disorder (DCD) has been shown to co-occur with behavioral and language problems in school-aged children, but little is known as to when these problems begin to emerge, or if they are inherent in children with DCD. The purpose of this study was to determine if deficits in language and emotional–behavioral problems are apparent in preschool-aged children with movement difficulties. MethodTwo hundred and fourteen children (mean age 4years 11months, SD 9.8months, 103 male) performed the Movement Assessment Battery for Children 2nd Edition (MABC-2). Children falling at or below the 16th percentile were classified as being at risk for movement difficulties (MD risk). Auditory comprehension and expressive communication were examined using the Preschool Language Scales 4th Edition (PLS-4). Parent-reported emotional and behavioral problems were assessed using the Child Behavior Checklist (CBCL). ResultsPreschool children with diminished motor coordination (n=37) were found to have lower language scores, higher externalizing behaviors in the form of increased aggression, as well as increased withdrawn and other behavior symptoms compared with their typically developing peers. ConclusionsMotor coordination, language and emotional–behavioral difficulties tend to co-occur in young children aged 3–6years. These results highlight the need for early intervention.

Teachers’ perceptions of the concomitance of emotional behavioural difficulties and learning disabilities in children referred for learning disabilities in Oman

Research has documented overlapping and coexisting characteristics of learning disabilities (LD) and emotional and behavioural difficulties (EBD). Such concomitance may impact teacher referrals of children at risk for LD which in turn may influence service delivery. Using the Learning Disabilities Diagnostic Inventory (LDDI) and the Strengths and Difficulties Questionnaire (SDQ), we examined teachers’ ratings of EBD and LD symptoms in 439 students referred for LD in elementary schools in Oman. A multivariate analysis of variance (MANOVA) showed that there were no gender differences in LD symptoms, whereas there were significant gender differences in teachers’ ratings of hyperactivity and conduct problems in referred children. There was an association between teachers’ ratings on the LDDI and SDQ dimensions, reflecting children’s concurrent display of LD and EBD symptoms. Implications are discussed within an Omani context in which there is a need to increase teachers’ awareness of the behavioural and emotional profile of children at risk for LD.

The emotional and behavioural functioning of siblings of children with special health care needs across childhood

This study examined the emotional and behavioural functioning of siblings of children with special health care needs identified in the Longitudinal Study of Australian Children (LSAC). Of the 106 siblings identified, 15-52% had emotional and behavioural difficulties in the at-risk or clinical range on the parent-reported Strengths and Difficulties Questionnaire (SDQ) subscales when aged 4-5 (wave 1), 6-7 (wave 2), 8-9 (wave 3) and 10-11 years (wave 4). After controlling for differences in socio-economic position, siblings had significantly higher difficulties on all subscales than their peers without a brother or sister with a special health care need at most time points. Latent growth modelling revealed little change in emotional and behavioural symptoms for siblings across childhood, while behavioural symptoms decreased for their peers. These findings suggest that some siblings are at heightened risk of emotional and behavioural difficulties across childhood, underscoring the importance of assessing and promoting the wellbeing of all family members when providing services to children with special health care needs.

The influence of occupational socialisation upon a teacher's interpretation and delivery of Teaching Games for Understanding to pupils experiencing social and emotional behavioural difficulties

This study examined how one physical education (PE) teacher in a specialist school for pupils with social and emotional behavioural difficulties (SEBD) taught Year 9 pupils utilising the Teaching Games for Understanding (TGfU) model. The research identified factors that led to such instruction, and considered the influence of occupational socialisation on the pedagogical approaches of the teacher. Data collection methods were semi‐structured interviews and non‐participant lesson observations. The resultant data were inductively analysed. Observations revealed that the lessons emphasised problem‐solving and limited technical practice. Interviews detailed how the factors influencing this practice were other PE teachers and the nature of the pupils. This research makes two recommendations: first, SEBD schools wishing to utilise TGfU should examine the prior pedagogical experiences of potential employees; second, student teachers wishing to use TGfU in institutions for pupils with SEBD should consider gaining experience of SEBD education prior to higher education in order to put subsequent pedagogical experiences into relevant focus.

The influence of occupational socialisation upon the teaching of pupils experiencing social and emotional behavioural difficulties (SEBD) in physical education

Research within physical education (PE) utilising the occupational socialisation framework indicates that the childhood phase of socialisation is the most powerful phase of socialisation. However, for most teachers working with pupils experiencing special educational needs (SEN), the childhood phase often lacks direct experience of SEN and thus ceases to exist as a socialising force. Consequently, the higher education and workplace phases form a ‘salvaged’ phase upon which to base pedagogical approaches (Pugach). In light of this dichotomy, the aims of this case study were to (1) examine how one PE head of department (HOD) in a specialist social and emotional behavioural difficulties (SEBD) school taught year 9 pupils games; (2) identify factors that led to such instruction and (3) consider the influence of the three phases of occupational socialisation on her pedagogical approaches. Data collection methods consisted of formal and informal interviews and lesson observations. The data were inductively analysed, and themes were drawn from this process. Using a systematic learning approach, lessons were game orientated based around pupil decision-making and limited technical practice. Factors influencing this practice were her exploratory outdoor activity experiences and the nature of the pupils. In contrast to Pugach, this research indicates that the childhood phase of socialisation can provide an ‘apprenticeship of observation’ for those teaching PE to pupils experiencing SEBD. That such perceptions can be strongly held suggests that prior examination of the childhood biographies of those recruited to PE teacher training and/or PE teachers teaching pupils who experience SEBD appears warranted.

Exploring interpersonal issues and challenges confronting ex-combatant fathers and their sons in post-apartheid South Africa

This study explores interpersonal issues and challenges confronting ex-combatant fathers and their sons in post-apartheid South Africa. It draws on life-story interviews conducted with six father–son pairs. The interviews were subjected to a thematic interpretive analysis, which revealed a number of salient themes. Some of these were shared by both fathers and sons, while others were specific to each cohort. Shared themes were the nature of the father–son relationship and silence. The need for psychosocial support was specific to the fathers, while substitute fathers and emotional–behavioural difficulties were specific to the sons. The study holds important policy implications for addressing the needs of ex-combatant families.

Clinical validity of the Me and My School questionnaire: a self-report mental health measure for children and adolescents.

BackgroundThe Me and My School Questionnaire (M&MS) is a self-report measure for children aged eight years and above that measures emotional difficulties and behavioural difficulties, and has been previously validated in a community sample. The present study aimed to assess its clinical sensitivity to justify its utility as a screening tool in schools.MethodsData were collected from service-users (n = 91, 8–15 years) and accompanying parent/carer in outpatient mental health services in England. A matched community sample (N = 91) were used to assess the measure’s ability to discriminate between low- and high-risk samples.ResultsReceiver operating curves (area under the curve, emotional difficulties = .79; behavioural difficulties = .78), mean comparisons (effect size, emotional difficulties d = 1.17, behavioural difficulties = 1.12) and proportions above clinical thresholds indicate that the measure satisfactorily discriminates between the samples. The scales have good internal reliability (emotional difficulties α = .84; behavioural difficulties α = .82) and cross-informant agreement with parent-reported symptoms is comparable to existing measures (r = .30).ConclusionThe findings of this study indicate that the M&MS sufficiently discriminates between high-risk (clinic) and low-risk (community) samples, has good internal reliability, compares favourably with existing self-report measures of mental health and has comparable levels of agreement between parent-report and self-report to other measures. Alongside existing validation of the M&MS, these findings justify the measures use as a self-report screening tool for mental health problems in community settings for children aged as young as 8 years.

The prevention of childhood anxiety and promotion of resilience among preschool-aged children: a universal school based trial

This study is the first to examine the effectiveness of the Fun FRIENDS programme, a school-based, universal preventive intervention for early childhood anxiety and promotion of resilience delivered by classroom teachers. Participants (N ¼ 488) included children aged 4 ‐ 7 years attending 1 of 14 Catholic Education schools in Brisbane, Australia. The schools were randomly allocated to one of three groups, the intervention, active comparison and waitlist control group. Parents completed standardized measures of anxiety and behavioural inhibition (BI), resilience, social and emotional functioning and behaviour difficulties in addition to parental stress and anxiety, at pre- and post- and 12-month follow-up. Teachers also completed a parallel measure of social and emotional strength at the three time points. Comparable results were obtained for the intervention and comparison groups; however, the intervention group (IG) achieved greater reductions in BI, child behavioural difficulties and improvements in social and emotional competence. In addition, significant improvements in parenting distress and parent‐ child interactions were found for the IG, with gains maintained at 12-month follow-up. Teacher reports revealed more significant improvement in social and emotional competence for the IG. Clinical implications of the findings are discussed, along with limitations and directions for future research.

The Relationship of Affective Temperament and Emotional-Behavioral Difficulties to Internet Addiction in Turkish Teenagers

The purpose of this study was to investigate the association of affective temperament profiles and emotional and behavioural characteristics with Internet addiction among high school students. The study sample included 303 high school students. A sociodemographic characteristics data form, internet addiction scale (IAS), the strengths and difficulties questionnaire, and the temperament evaluation of Memphis, Pisa, Paris, and San Diego autoquestionnaire were used to collect data. Of the sample, 6.6% were found to be addicted to Internet. Having a computer in the home (P < 0.001) and using the Internet for more than two years (P < 0.001) were found to be related to higher scores on the IAS. The prevalence rate of anxious temperament for Internet addicts was more than that for nonaddicts (P < 0.001). Dysthymic (r = 0.199; P < 0.01), cyclothymic (r = 0.249; P < 0.01), hyperthymic (r = 0.156; P < 0.01), irritable (r = 0.254; P < 0.01), and anxious (r = 0.205; P < 0.01) temperaments; conduct problems (r = 0.146; P < 0.05), hyperactivity-inattention (r = 0.133; P < 0.05), emotional symptoms (r = 0.138; P < 0.05), and total difficulties (r = 0.160; P < 0.01) were found to be correlated with IAS scores. According to these findings, there is a relation between the Internet addiction and affective temperament profiles, especially with anxious temperament. Furthermore, emotional and behavioural problems are more frequent in adolescents who have problematic Internet use.

Effectiveness of an Intervention Program for Increasing Emotional Intelligence and Decreasing Emotional and Behavioural Problems of Fourth Grade Pupils in the Sultanate of Oman

The study aimed at verifying the effectiveness of and intervention program for increasing the emotional intelligence and reducing the emotional behavioural difficulties of fourth grade pupils at the Governorate of Muscat in the Sultanate of Oman. The participants included 52 pupils divided into two groups: an experimental group of 26 pupils and a control group of 26 pupils. The researcher verified suitability based on psychological variables namely: Emotional Intelligence (EQ) using the Bar-On measure, and cognitive intelligence test using the Raven's consecutive colorful Matrices; and the emotional and behavioural problems using a scale developed by the researcher in a previous study. The Tagharid Intervention Programme (TIP) was developed based on the theory of Bar-On EQ, including activities consisting of 18 training sessions. The duration of each session was ninety (90) minutes, two meetings per week. After verifying the validity of the intervention programme by specialists, the programme was applied to pupils of the experimental group, and after the completion of the probationary period post tests were applied (EQ scale, and the OMBEP). The results of the intervention programme showed a statistically significant increase in the experimental group pupils’ emotional intelligence and a statistically significant reduction in the their emotional behavioural difficulties.

2684 – The relationship of affective temeperament and emotional-behavioral difficulties to internet addiction in high school students

Introduction Adolescents with Internet addiction were also shown to have higher scores in neuroticism and psychoticism temperament categories than those of the control group. Objectives There is not a study in the literature addressing the correlation between affective temperament profiles and the Internet addiction. Aims Our aim was to compare the affective temperament profiles and emotional and behavioural characteristics of adolescents with or without the Internet addiction. Methods This is a descriptive and cross-sectional study. It was conducted in a high school. The study sample included 303 students. A sociodemographic characteristics data form, Internet Addiction Scale (IAS), The Strengths and Difficulties Questionnaire (DSQ), and The Temperament Evaluation of Memphis, Pisa, Paris, and San Diego Autoquestionnaire (TEMPSA) were used to collect data. Results Of the sample, 6.6% were found to be addicted to Internet. Having a computer in the home (p Conclusions There is a relation between the Internet addiction and affective temperament profiles, especialy with anxious temperament. Furthermore, emotional and behavioural problems are more frequent in adolescents who have problematic Internet use.

The Development of a School-Based Measure of Child Mental Health.

Early detection of child mental health problems in schools is critical for implementing strategies for prevention and intervention. The development of an effective measure of mental health and well-being for this context must be both empirically sound and practically feasible. This study reports the initial validation of a brief self-report measure for child mental health suitable for use with children as young as 8 years old (“Me & My School” [M&MS]). After factor analysis, and studies of measurement invariance, 2 subscales emerged: emotional difficulties and behavioral difficulties. These 2 subscales were highly correlated with corresponding constructs of the Strengths and Difficulties Questionnaire (SDQ) and showed correlations with attainment, deprivation, and educational needs similar to ones obtained between these demographic measures and the SDQ. Results suggest that this school-based self-report measure is psychometrically sound, and has the potential of contributing to school mental health surveys, evaluation of interventions, and recognition of mental health problems within schools.

Disproportionality in special education: identifying children with emotional behavioural difficulties in Irish primary schools

Within categories of special educational needs, emotional and behavioural difficulties have received much attention in recent years, particularly in relation to their definition and identification by parents and teachers. This paper stems from previous research which highlights how children from disadvantaged backgrounds and those attending schools designated as socio-economically disadvantaged are significantly more likely than their peers to be identified as having a special educational need of a non-normative type such as emotional behavioural difficulty (EBD). Using data from the Growing Up in Ireland study, it examines whether the EBD identified by teachers or within certain schools is matched by the child’s own performance on an internationally validated emotional and mental health measure – the Piers–Harris. Findings show that overall self-reported social emotional well-being bears a strong relationship to the probability of being identified with an EBD. However, boys, children from economically inactive and one-parent households and children attending the most disadvantaged school contexts are more likely to be identified with having an EBD, even after taking into account their social background characteristics and their scoring on the Piers–Harris measure. These findings suggest that the subjective nature of EBD identification is resulting in a disproportionate number of these children being identified with EBD. The implications of this study are explored for existing disability/SEN classification systems, school-wide intervention models and the impact on individual students labelled as EBD. Overall, the findings pose searching questions about the validity of employing SEN classification systems in deciding eligibility and types of appropriate provision.

Food insecurity among Australian children

Children in food-insecure households may be at risk of poor health, developmental or behavioural problems. This study investigated the associations between food insecurity, potential determinants and health and developmental outcomes among children. Data on household food security, socio-demographic characteristics and children's weight, health and behaviour were collected from households with children aged 3-17 years in socioeconomically disadvantaged suburbs by mail survey using proxy-parental reports (185 households). Data were analysed using logistic regression. Approximately one-in-three households (34%) were food insecure. Low household income was associated with an increased risk of food insecurity [odds ratio (OR), 16.20; 95% confidence interval (CI), 3.52-74.47]. Children with a parent born outside of Australia were less likely to experience food insecurity (OR, 0.42; 95% CI, 0.19-0.93). Children in food-insecure households were more likely to miss days from school or activities (OR, 3.52; 95% CI, 1.46-8.54) and were more likely to have borderline or atypical emotional symptoms (OR, 2.44; 95% CI, 1.11-5.38) or behavioural difficulties (OR, 2.35; 95% CI, 1.04-5.33). Food insecurity may be prevalent among socioeconomically disadvantaged households with children. The potential developmental consequences of food insecurity during childhood may result in serious adverse health and social implications.

The development of intrapersonal intelligence in pupils experiencing social, emotional and behavioural difficulties

This article draws from an evaluative case study of a group work approach – Support Groups – designed by the author to support pupils perceived as having Social and Emotional Behavioural Difficulties within a Secondary school situated in an area of multiple deprivation in Scotland. The study, which is principally qualitative, draws from the accounts of 69 pupils who participated within the intervention during its first four years of inception and from a range of stakeholder accounts – parents, Support Group Leaders, class teachers and senior managers. The intervention focused upon collaborative, discussion-based activities designed to foster reflection, understanding and thinking skills. The study utilises data drawn from attendance, attainment and discipline statistics, comparing the Support Group population to wider comparator groups, in addition to questionnaires (open and closed), scheduled interviews and focus group discussion. This article focuses specifically upon the extent to which pupils developed intrapersonal intelligence. The findings indicate that the majority of pupils had, to at least an extent, developed greater understanding of their behaviour and that these outcomes were still in evidence up to two years after intervention.

‘He comes to talk to me about things’: supporting pupils experiencing social and emotional behavioural difficulties—a focus upon interpersonal relationships

This paper argues for the centrality of high‐quality trusting and respectful relationships within the school setting, particularly between teachers and pupils. It argues for the need to pay careful attention to the nature of the interventions that are adopted to support the social and emotional development of young people and for the need to ensure that their theoretical underpinnings are understood by those responsible for implementation. It centres upon the evaluation of an intervention (Support Groups), devised by the author, to support pupils perceived as having social and emotional behavioural difficulties with a particular focus upon the development of interpersonal relationships. The case study is principally qualitative and draws upon the accounts of the first four cohorts of pupils to undertake the intervention (n = 69), following their progress from the commencement of Secondary 1 up to one to two years beyond intervention. The study draws from a wide range of stakeholder accounts and from six in‐depth case studies. The findings indicate that, to varying extents, Support Group pupils had developed their capacities to form and maintain effective interpersonal relationships but, particularly in respect of their relationships with teachers, this was highly context‐related. Peer relationships were still perceived as problematic by classroom teachers. The supportive ethos of the group had enabled warm relationships to form between Support Group Leaders and pupils, and this had fostered effective communication and empathy. These more positive relationships were exemplified within a statistically significant reduction in discipline sanctions (including school exclusions), which were maintained beyond intervention.

Inclusion of pupils perceived as experiencing social and emotional behavioural difficulties (SEBD): affordances and constraints

This paper takes as its principal theme barriers to the inclusion of pupils perceived as experiencing social and emotional behavioural difficulties (SEBD) and how these might be overcome. It draws upon an evaluative case study of an initiative, devised by the author, to support pupils – the Support Group Initiative (SGI) – which was conducted over a five‐year period in a Scottish Secondary School situated in an area of multiple deprivation. The central focus of the discussion is the range of variables that impacted upon pupil outcomes, illustrating the ways in which these variables acted as affordances or constraints in the pursuit of inclusive practice. The paper takes as its starting point the contested nature of inclusion and introduces, briefly, the Scottish policy context as it pertains to inclusion before exploring the nature of the problem – the barriers to the inclusion of and the difficulties presented by the inclusion of pupils perceived as having SEBD, as discussed in the literature. The findings of the study are discussed in relation to central themes – the ethos of the Support Group; the process of re‐signification through which pupils are enabled to effect improvement; the classroom context; and wider variables relating to school policy, practice, ethos and the management of change. The paper concludes by exploring what inclusion has meant to the pupils involved within the intervention, summarising the affordances and constraints to its realisation, before reflecting upon the significance of the study.

Towards the development of self-regulation in pupils experiencing social and emotional behavioural difficulties (SEBD)

The paper focuses upon the development of self-regulation as it pertains to pupils experiencing social and emotional behavioural difficulties (SEBD) within the context of a case study evaluating an intervention, designed and implemented by the author, to support such pupils within a Scottish secondary school situated in an area of multiple deprivation. The paper examines the extent to which pupils participating within the intervention developed the capacity to regulate their behaviour with good judgement in a range of contexts, identifying variables which fostered or impeded progress. The study is principally qualitative but draws also from quantitative data. It focuses upon four cohorts of support group pupils (N = 69), inclusive of six case studies. The findings indicate that the intervention had impacted positively upon the capacity of the young people to self-regulate their behaviour, if to varying extents, and that pupil outcomes were highly context related.

Pragmatic language and the child with emotional/behavioural difficulties (EBD): a pilot study exploring the interaction between behaviour and communication disability

The relationship between mental health, behaviour and language development is widely recognized in the literature. Recent advances in assessment tools allows one to consider the role of pragmatic language skills in this co-occurrence. This pilot study aimed to investigate (1) the level of association between pragmatic language difficulties and emotional/behavioural difficulties; and (2) what explanations there might there be for any such association. The roles of language, word decoding, and non-verbal cognitive ability and also socio-demographic factors are considered. Seventeen participants aged 7-11 years were identified from Educational Psychologist caseloads as having behaviour that is causing concern at school. Comparisons were made with 16 age- and sex-matched controls. Participants' language, literacy and non-verbal cognitive ability were assessed at school. Parents and teachers completed questionnaires investigating communication skills, behaviour and emotional wellbeing. No significant difference was found between the groups for non-verbal cognitive ability. However, children in the referred group were significantly more likely to have structural language, word decoding and pragmatic language difficulties and mothers with no further education beyond school. Taking a broad view of language skills to include structural language, pragmatic language and word decoding, 94% (n = 15) of referred children had significant difficulties with at least one of these three factors. The only factor not found on its own was structural language difficulties, indicating that on their own they are perhaps not associated with emotional/behavioural difficulties. The results of this pilot study have implications for how we view language and behaviour difficulties in primary schools. Future larger-scale research should consider the role of parenting factors, pragmatic language skills and literacy ability in the high co-existence rate of emotional/behavioural difficulties and language/communication needs.