Behaviour and adjustment problems of young developmentally delayed children

Keogh, Barbara K.; Bernheimer, Lucinda P.; Daley, Steven; Haney, Michele

doi:10.1080/0885625890040201

Cited by 9 publications

(4 citation statements)

References 26 publications

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“…In general, parents tend to rate their children higher in developmental status than do professionals (Sexton, Thompson, Perez, & Rheams, 1990;Sheehan, 1988). There is, however, relatively little evidence testing parentteacher concordance about behavior problems, despite the findings that as a group, children with developmental disabilities evidence more behavior problems than do nonreferred peers (Keogh, Bernheimer, Haney, & Daley, 1989;Thompson, 1986). Cuskelly and Dadds (1992) investigated mothers', fathers', and teachers' ratings of children with Down syndrome and their siblings, using the Revised Behavior Problem Checklist (Quay & Peterson, 1983); all three rater sources found that children with Down syndrome had higher problem scores than their siblings without Down syndrome.…”

Section: Studies Of Children With Cognitive Delaysmentioning

confidence: 94%

Concordance Between Mothers' and Teachers' Perceptions of Behavior Problems of Children with Developmental Delays

Keogh¹,

Bernheimer

1998

Journal of Emotional and Behavioral Disorders

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The concordance between mothers' and teachers' perceptions of behavior problems and competencies of 74 children with nonspecific developmental delays was assessed using standardized and study-developed scales. Each child was rated by both his or her mother and teacher. The relationship between adults' perceptions and children's cognitive status was also assessed. Mean child chronological age was 131.6 months ( SD = 8.2 months); mean Stanford-Binet Intelligence Test was 66.13 ( SD = 20.37). Correlations between mothers' and teachers' scores across problem dimensions averaged .43 (range .18–.60). Differences in ratings of boys and girls within rater sources were minimal, although teachers rated boys higher than girls in learning problems. Few correlations between children's cognitive status and adults' ratings of behavior problems and competencies reached statistical significance. Findings underscore the importance of taking child attributes, settings, and observer influences into account when assessing children with developmental delays.

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Section: Studies Of Children With Cognitive Delaysmentioning

confidence: 94%

Concordance Between Mothers' and Teachers' Perceptions of Behavior Problems of Children with Developmental Delays

Keogh¹,

Bernheimer

1998

Journal of Emotional and Behavioral Disorders

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“…These SIP deficits could explain social difficulties (van Nieuwenhuijzen et al, 2009;van Nieuwenhuijzen & Vriens, 2012) and affect emotion regulation, social maladjustment or the risk of behavioral problems (Baurain & Nader-Grosbois, 2013;Leffert & Siperstein, 1996;van Nieuwenhuijzen et al, 2004). Such maladaptive behaviors in turn affect social competences and autonomy (Crnic, Hoffman, Gaze, & Edelbrock, 2004;Keogh, Bernheimer, Daley, & Haney, 1989;Merrell & Holland, 1997;Zion & Jenvey, 2006). Concretely, by being resistant to others, children with IDs experience less cooperative or prosocial behaviors during social interaction (Kasari & Bauminger, 1998).…”

Section: Introductionmentioning

confidence: 99%

Training Social Information Processing in Elementary School Children With Intellectual Disabilities: A Key to Support Their Emotion Regulation and Social Behaviors

Jacobs¹,

Nader-Grosbois²

2020

JETS

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Children with intellectual disabilities (IDs) show deficits in social information processing (SIP) that increased the risk of social maladjustment. As social inclusion is a major preoccupation for professionals and parents, it is important to know how foster SIP among these children, in order to support their understanding of social situations, their emotion regulation and social adjustment. The present study tested the efficacy of a new “SIP program for children”, considering specific strengths and weaknesses of these children. It also explored the potential causal contribution of SIP in elementary school children with ID to their emotion regulation, social adjustment and internalizing and externalizing behaviors. 30 children between 5 and 12 years with mild or moderate IDs, took part in a pre-test session involving measures on cognition and social problem solving. Teachers and/or parents completed questionnaires assessing children’s emotion regulation and social adjustment. Secondly, children were allocated to control or experimental groups. Experimental group participated in the “SIP program for children”. It was implemented by two trainers which used the specific material and technics described by the program during eight sessions to sub-groups of three children. After, all children took part in post-test sessions. Results showed significant improvement of social problem-solving abilities in children of experimental groups. After SIP training, they easily judged social behaviors and produced more complex justifications related to social consciousness and social rules, in comparison to the control group. Parents perceived children who had participated in the training as more socially adjusted and teachers described them as more integrated, autonomous and cooperative. These children were also perceived as displaying fewer internalizing problems.

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“…Behavior problems remained relatively stable over time, although as noted by Keogh, Ratekin, and Bernheimer (in review) the expression of problems changed as the children grew older, moving from immaturity to problems associated with behavioral disturbance. Details of child findings may be found in reports by Bernheimer and Keogh (1986), Bernheimer, Gallimore, & Kaufman (in press), and Keogh et al (1989).…”

Section: Eligibility For Services Upon Entry Into Elementary School: mentioning

confidence: 98%

From Research to Practice

Bernheimer

Keogh²,

Coots

1993

Journal of Early Intervention

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The Individuals with Disabilities Education Act introduces a new discretionary category of preschool eligibility: "developmental delay." A recent DEC position paper supports the use of this new category but raises concerns about the transition from the broad category of developmental delay instead of eligibility categories commonly used in elementary school. Investigators at UCLA have been following two cohorts of young children with developmental delays and their families since 1979. Findings from these longitudinal studies relate directly to the concerns raised in the DEC document and support the introduction of the new category of eligibility.The Individuals with Disabilities Education Act (IDEA) and the 1991 amendments (P.L 102-119) expand services to young children with disabilities through the addition of required services, by broadening eligibility criteria, and by extending rights afforded to school age children to infants, toddlers, and preschoolers. The idea that services should be provided in the least restrictive environment is central to the Act As the states prepare to make the leap from policy to practice, a number of concerns have emerged regarding the population to be served and about the most appropriate types of services. In this paper, we discuss issues raised by the expanded eligibility criteria and provide empirical support to a recent DEC position paper that has addressed those issues (McLean, Smith, McCormick, Shakel, & McEvoy, 1991).The IDEA Amendments introduce a new discretionary category of preschool eligibility.The category, developmental delay, is intended to include children from 3 to 5 years of age with significant delays in one or more domains of physical, cognitive, communication, social and emotional, and adaptive development who, as a result of their delays, need special education and related services. In essence, the introduction of this new eligibility option allows states to serve preschool children without assigning them a categorical disability label.The introduction of a new category for services raises a number of issues, however. The DEC position paper (McLean et al., 1991), although supporting the new eligibility option, identifies several of these issues, including concerns about the transition from a broad category of developmental delay to eligibility categories commonly used in elementary schools.

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Behaviour and adjustment problems of young developmentally delayed children

Cited by 9 publications

References 26 publications

Concordance Between Mothers' and Teachers' Perceptions of Behavior Problems of Children with Developmental Delays

Concordance Between Mothers' and Teachers' Perceptions of Behavior Problems of Children with Developmental Delays

Training Social Information Processing in Elementary School Children With Intellectual Disabilities: A Key to Support Their Emotion Regulation and Social Behaviors

From Research to Practice

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