A complex background in children and adolescents with psychiatric disorders: Developmental delay, dyslexia, heredity, slow cognitive processing and adverse social factors in a multifactorial entirety

Frisk, M

doi:10.1007/s007870050133

Cited by 24 publications

(21 citation statements)

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“…The ndings of a relation between parents' perceptions of maturational status and behaviour problems in children are supported by previous research (3)(4)(5)(6). According to Frisk, adolescents with psychiatric disorder have brain immaturity or developmental delay as a factor in their complex background (22). The importance of relating the child's development, maturational status and behaviour is put forward in the DSM-IV, for example, when evaluating ADHD symptoms (23).…”

Section: Discussionsupporting

confidence: 54%

Parents' perception of mental development and behavioural problems in 8 to 9‐year‐old children

Larsson¹,

Lichtenstein

Fried³

et al. 2000

Acta Paediatrica

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Larsson J-O, Lichtenstein P, Fried I, El-Sayed E, Rydelius PA. Parents' perception of mental development and behavioural problems in 8 to 9-year-old children. Acta Paediatr 2000; 89: 1469-73. Stockholm. ISSN 0803-5253A slow maturational rate may be an underlying antecedent of a psychiatric disorder. If this is correct, differences in behavioural problems could be related to the maturity level in children of the same chronological age. The aim of the study was to compare the parents' perceptions and assessments of their children's maturational status and behavioural problems. A population based on a nationwide sample from the Swedish twin-register of 8 to 9-y-old children (n = 1079) was used. The parents completed a questionnaire including their views on their child's maturity level, the Swedish version of the Child Behaviour Checklist (CBCL) and an Attention De cit Hyperactivity Disorder (ADHD) checklist based on the DSM-III-R criteria. Multivariate analyses showed a statistically signi cant relationship between immaturity reported by the parents and several behavioural problems reported on the CBCL: somatic complaints, anxious and depressed, social problems, thought problems, attention problems, behaviour problems and aggressive behaviour. There was also a statistically signi cant relationship between the maturity factor and the CBCL grouping of syndromes (internalizing, externalizing, total behaviour problems score) as well as between the maturity factor and ADHD. Conclusion:We conclude that at least from the parents' point of view the behaviour problems in their children may be related to maturity.

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Section: Discussionsupporting

confidence: 54%

Parents' perception of mental development and behavioural problems in 8 to 9‐year‐old children

Larsson¹,

Lichtenstein

Fried³

et al. 2000

Acta Paediatrica

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“…Anxiety-related symptoms such as lack of concentration, lack of interest and attention, distraction, emotional distress, tension, day-dreaming, phobias, fear of rejection, insecurity, aggressiveness, withdrawal and psychosomatic complaints were common findings in the case studies of children and adolescents with dyslexia who have taken part in various research efforts in the twentieth century (Frisk, 1999;Gates, 1941;Gray, 1922;Hincks, 1925;Silverman, Fite & Mosher, 1959;Swain, 1985). In a longitudinal study from pre-school to school age, Richman, Stevenson and Graham (1982) found little evidence that the children with early behavioural problems were more likely to have reading difficulties at age 8 than those without behavioural problems.…”

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confidence: 99%

The relationship between language teachers' attitudes and the state‐trait anxiety of adolescents with dyslexia

Tsovili

2004

Journal Research in Reading

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The aim of the present study was to investigate the role anxiety plays in the lives of adolescents with dyslexia by including a school perspective with special emphasis on the role of the teacher. The state‐trait anxiety of 68 adolescents with dyslexia and their language teachers' attitudes towards them were compared with an equal number of matched controls. State‐trait anxiety was measured by the Greek adaptation (Psychountaki, 1995) of Spielberger's State‐Trait Anxiety Inventory for Children (Spielberger, Edwards, Lushene et al, 1973). The Teacher's Questionnaire, designed specifically for the needs of this study, was used for the measurement of the language teachers' attitudes. Interviews were conducted with the adolescents with dyslexia who exhibited the highest and lowest state (reading) anxiety. They reported significantly higher reading anxiety and lower trait anxiety in comparison with the control group. The language teachers of the adolescents with dyslexia expressed more positive attitudes than the controls. Reading anxiety was related to trait anxiety, especially when the language teachers expressed low irritability, which was one of the teachers' attitudes measured. In the interviews, the high‐anxiety adolescents reported behaviours associated with learned helplessness, use of emotion‐focused defence mechanisms and high, ambiguous and conflicting expectations expressed by their language teachers with regard to academic achievement. The application of anxiety‐reducing methods together with the specialised educational interventions may contribute to the psychological well being of adolescents with dyslexia.

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“…For the experimental group, further pre-tests were also administered, speci cally the Dyslexia Screening Test and the British Picture Vocabulary Scale (Dunn et al, 1982). It is important to note the number of males and females in the experimental and comparison groups, because boys have more fragile skills in the early school years, particularly when the effects of gender are compounded by low SES (Frisk, 1999). The experimental and comparison group were matched on their ratio of male to female participants, with 64% males and 36% females in both groups.…”

Section: Selection Of Participants and Groupsmentioning

confidence: 99%

Effectiveness of Reading Intervention in Junior School

Fawcett¹,

Nicolson²,

Moss³

et al. 2001

Educ. Psychol.

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The aim of this study was to evaluate an intervention strategy for children at risk of reading failure in their third year at school. Classes in ve UK junior schools were screened to identify children most at risk of reading failure (36 in total, mean initial age 7.6 years). Comparison children, matched overall for age and reading performance, were selected from comparable schools. The selected children were given an individually adaptive, curriculum-based, support programme with the emphasis on word building and phonics skills in the broad reading context. The programme was given to children in pairs for two half-hour sessions per week for 10 weeks. The intervention group made signi cantly more progress than the comparison group as measured by mean reading standard scores, with an overall 'effect size' of 0.67. A 6-month follow-up indicated that the overall effect size of improvement reduced to 0.55. The intervention proved cost-effective, with comparable improvements to those of Reading Recovery at around 20% of the cost. The results suggest that while cost-effective improvements in reading can be achieved at junior school, a signi cant proportion of junior children will fail to bene t from a relatively short intervention of this type. There is therefore a need for continuing support. These results highlight the importance and cost-effectiveness of early intervention in a child's initial school years.

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A complex background in children and adolescents with psychiatric disorders: Developmental delay, dyslexia, heredity, slow cognitive processing and adverse social factors in a multifactorial entirety

Cited by 24 publications

References 0 publications

Parents' perception of mental development and behavioural problems in 8 to 9‐year‐old children

Parents' perception of mental development and behavioural problems in 8 to 9‐year‐old children

The relationship between language teachers' attitudes and the state‐trait anxiety of adolescents with dyslexia

Effectiveness of Reading Intervention in Junior School

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