Academic achievement of children with autistic symptoms compared to typically developing children

Children with autistic symptoms experience challenges in school settings, yet little is known about their academic profiles and the mechanisms underlying the association between autistic symptoms and academic achievement. This study examined the association between autistic symptoms and academic achievement in a population-based sample of children with and without (sub)clinical autism spectrum disorder (ASD). We also investigated potential sex differences and assessed if the association is mediated by vocabulary skills and behavior problems. Information was available for 2038 participants (48.3% boys), and autistic symptoms were assessed using the Social Responsiveness Scale (M = 6.8 years). Diagnosis of ASD was clinically confirmed in 28 children. Academic achievement was determined by a nationwide, standardized test assessed at the end of primary school (M = 11.8 years). Children with more autistic symptoms in early childhood had lower achievement scores in language, mathematics, and world orientation by the end of primary education. There were no sex differences. Furthermore, vocabulary skills and behavior problems partly mediated the association between autistic symptoms and academic achievement. Then, by using propensity matching technique, we compared 140 matched typically developing peers with 28 children diagnosed with ASD. These results indicated no differences in academic achievement between children diagnosed with ASD and their matched typically developing peers. We conclude that autistic symptoms associate with lower academic achievement but by carefully matching on background variables and potential confounders, the academic achievement of children with clinical ASD might not differ from that of their typically developing peers.</p

Is the association between mothers’ autistic traits and childhood autistic traits moderated by maternal pre-pregnancy body mass index?

Background: Previous studies showed that there is a positive association between mothers’ and children’s autistic traits. We also tested if this association is more pronounced in mothers with a higher pre-pregnancy body mass index (BMI). Method: The study was embedded in two cohorts with information available for 4,659 participants from the Generation R and for 179 participants from the Cambridge Ultrasound Siblings and Parents Project (CUSP) cohort. In both cohorts, maternal autistic traits were assessed using the short form of the Autism Spectrum Quotient, and information about maternal height and weight before pregnancy was obtained by questionnaire. Child autistic traits were assessed with the short form of Social Responsiveness Scale in Generation R (M = 13.5 years) and with the Quantitative Checklist for Autism in Toddlers (Q-CHAT) in the CUSP cohort (M = 1.6 years). Result: Higher maternal autistic traits were associated with higher autistic traits in toddlerhood (CUSP cohort; βadjusted = 0.20, p &lt; 0.01), in early childhood (Generation R; βadjusted = 0.19, p &lt; 0.01), and in early adolescence (Generation R; βadjusted = 0.16, p &lt; 0.01). Furthermore, a higher maternal pre-pregnancy BMI was associated with higher child autistic traits, but only in Generation R (βadjusted = 0.03, p &lt; 0.01). There was no significant moderating effect of maternal pre-pregnancy BMI on the association between autistic traits of mothers and children, neither in Generation R nor in CUSP. In addition, child autistic traits scores were significantly higher in mothers who were underweight and in mothers who were overweight compared to mothers with a healthy weight. Conclusion: We confirm the association between maternal and child autistic traits in toddlerhood, early childhood, and early adolescence. Potential interacting neurobiological processes remain to be confirmed.</p

Is the association between mothers’ autistic traits and childhood autistic traits moderated by maternal pre-pregnancy body mass index?

Background: Previous studies showed that there is a positive association between mothers’ and children’s autistic traits. We also tested if this association is more pronounced in mothers with a higher pre-pregnancy body mass index (BMI). Method: The study was embedded in two cohorts with information available for 4,659 participants from the Generation R and for 179 participants from the Cambridge Ultrasound Siblings and Parents Project (CUSP) cohort. In both cohorts, maternal autistic traits were assessed using the short form of the Autism Spectrum Quotient, and information about maternal height and weight before pregnancy was obtained by questionnaire. Child autistic traits were assessed with the short form of Social Responsiveness Scale in Generation R (M = 13.5 years) and with the Quantitative Checklist for Autism in Toddlers (Q-CHAT) in the CUSP cohort (M = 1.6 years). Result: Higher maternal autistic traits were associated with higher autistic traits in toddlerhood (CUSP cohort; βadjusted = 0.20, p &lt; 0.01), in early childhood (Generation R; βadjusted = 0.19, p &lt; 0.01), and in early adolescence (Generation R; βadjusted = 0.16, p &lt; 0.01). Furthermore, a higher maternal pre-pregnancy BMI was associated with higher child autistic traits, but only in Generation R (βadjusted = 0.03, p &lt; 0.01). There was no significant moderating effect of maternal pre-pregnancy BMI on the association between autistic traits of mothers and children, neither in Generation R nor in CUSP. In addition, child autistic traits scores were significantly higher in mothers who were underweight and in mothers who were overweight compared to mothers with a healthy weight. Conclusion: We confirm the association between maternal and child autistic traits in toddlerhood, early childhood, and early adolescence. Potential interacting neurobiological processes remain to be confirmed.</p

English Conversation Classes at SMA Negeri 8 Malang

ABSTRAK   Sari, Novika Purnama. 2012. Kelas Percakapan Bahasa Inggris di SMA Negeri 8 Malang. Skripsi Sarjana, Jurusan Sastra Inggris, Fakultas Sastra, Universitas Negeri Malang. Dosen Pembimbing: Prof. Utami Widiati, M.A., Ph.D.   Kata kunci: kelas percakapan bahasa inggris, ruang lingkup materi, evaluasi.   Kelas percakapan bahasa Inggris adalah kelas khusus yang berfokus pada pengembangan kemampuan berbicara. Kelas percakapan ini memberikan lingkungan belajar khusus dimana semua siswa diharapkan dapat berbicara dan merespon kegiatan di dalam kelas menggunakan bahasa Inggris tanpa ada rasa takut. Penelitian ini bertujuan untuk mendeskripsikan kelas percakapan bahasa Inggris yang ada di SMA Negeri 8 Malang, berfokus pada ruang lingkup materi dan evaluasi materi. Penelitian ini menggunakan metode penelitian deskriptif. Terdapat 89 murid dari beberapa kelas tertentu (X5, XI IPA 2, XI IPS 5) yang terpilih sebagai subjek penelitian. Kelas-kelas tersebut dipilih berdasarkan rekomendasi para guru kelas percakapan. Untuk memperoleh data, penelitian ini menggunakan beberapa instrumen; dokumen sekolah, panduan wawancara, dan kuesionaire. Data dari penelitian bertujuan untuk mengetahui ruang lingkup materi yang digunakan dan bagaimana pengevaluasiannya. Data dikumpulkan pada bulan Maret 2012. Data dari penelitian ini dianalisis dengan cara pengkategorian, pendeskripsian, dan pengkombinasian. Dari hasil penelitian, ditemukan bahwa materi yang digunakan di kelas percakapan bahasa Inggris dikembangkan berdasarkan ruang lingkup berbasis topik, yaitu topik ilmu pengetahuan alam dan ilmu pengetahuan sosial. Topik-topik ilmu pengetahuan alam untuk kelas IPA, topik-topik ilmu pengetahuan sosial untuk kelas IPS. Evaluasi materi dilaksanakan oleh setiap guru dari setiap kelas. Pada dasarnya, belum ada pertemuan khusus dalam pengevaluasian materi yang telah dibuat. Pendapat para siswa terhadap materi yang digunakan pada umumnya positif dan pada umumnya mengatakan bahwa kelas percakapan bahasa Inggris sangat berguna untuk mata pelajaran lain di sekolah. Berdasarkan hasil penelitian, disarankan kepada para guru untuk mengadakan pertemuan kerja mengumpulkan materi yang bagus menjadi sebuah modul bagi para murid. Di samping itu, para guru seharusnya mengadakan sebuah pertemuan evaluasi paling tidak satu kali dalam sebulan. Pertemuan tersebut akan berguna sebagai media komunikasi diantara guru kelas percakapan bahasa Inggris.

Do polygenic scores (PGS) socioeconomic status (SES) and general P explain variance in quality of life (QoL) over and above phenotypic SES and general P?

Based on the concepts presented by Raat et al., (2010) and Van IJzendoorn and Bakermans-Kranenburg (2020), we aim to establish whether a limited list of potentially relevant polygenic scores (PGS) and related phenotypes predict quality of life (QoL) in adolescents in two longitudinal cohorts of developing youth and their parents (Generation R and L-CID). The concept of QoL suggests that everyone would like to live a happy and healthy life (Karimi &amp; Brazier, 2016; Van IJzendoorn &amp; Bakermans-Kranenburg, 2020) and that the distance to that ideal is a yardstick for gains or losses in Quality Adjusted Life Years (QALYs) due to interventions. Major determinants of QoL have been extensively identified (e.g., socio-demographic characteristics, health-related behaviours, clinical conditions), yet little is known about a potential genetic component. Genotypes may be connected to QoL because variables that are strongly related to QoL (e.g., depressive disorder, poor physical health) have a genetic basis. Previous twin studies have also shown that both environmental and genetic factors might explain individual differences in QoL (Bartels, 2015; Steenstrup 2013). One of the main questions is whether PGS predict additional variance in the QoL measures used in the Generation R and L-CID or share predominantly overlapping variance with the phenotypic measures for educational attainment, income, and various psychiatric symptoms underlying mental health problems (aggregated in a cross-disorder or P Factor commonality of psychological problems). In an exploratory analysis we will more directly assess the SNP heritability of QoL in both children and mothers but because of limited sample size for such analysis it will only result in a crude estimate

Children’s autistic traits and peer relationships: Do non-verbal IQ and externalizing problems play a role?

Background: Children with autism have difficulties in understanding relationships, yet little is known about the levels of autistic traits with regard to peer relationships. This study examined the association between autistic traits and peer relationships. Additionally, we examined whether the expected negative association is more pronounced in children with a lower non-verbal IQ and in those who exhibit more externalizing problems. Method: Data were collected in a large prospective birth cohort of the Generation R Study (Rotterdam, the Netherlands) for which nearly 10,000 pregnant mothers were recruited between 2002 and 2006. Follow up data collection is still currently ongoing. Information on peer relationships was collected with PEERS application, an interactive computerized task (M = 7.8 years). Autistic traits were assessed among general primary school children by using the Social Responsiveness Scale (M = 6.1 years). Information was available for 1580 children. Result: Higher levels of autistic traits predicted lower peer acceptance and higher peer rejection. The interaction of autistic traits with externalizing problems (but not with non-verbal IQ or sex) was significant: only among children with low externalizing problems, a higher level of autistic traits predicted less peer acceptance and more peer rejection. Among children exhibiting high externalizing problems, a poor peer acceptance and high level of rejection is seen independently of the level of autistic traits. Conclusion: We conclude that autistic traits—including traits that do not classify as severe enough for a clinical diagnosis—as well as externalizing problems negatively impact young children’s peer relationships. This suggests that children with these traits may benefit from careful monitoring and interventions focused at improving peer relationships

Higher Levels of Harsh Parenting During the COVID-19 Lockdown in the Netherlands

Previous studies on the impact of COVID-19 indicate that pandemic-related distress increases risks for child maltreatment, although data on the scope of this problem are still scarce. Here, we assessed whether parents with toddlers (n = 206) more often used harsh discipline during the lockdown in the Netherlands compared to a matched parent sample collected prior to the pandemic (n = 1,030). Parents were matched on background characteristics using propensity score matching. We found that harsh parenting levels were significantly elevated compared to pre-pandemic levels. Harsh parenting behaviors with a low prevalence before COVID-19 increased most strongly: shaking, calling names, and calling the child stupid. These results suggest that parental tolerance for children’s disobedience is lower under the adverse circumstances of COVID-19 and, as a result, abusive parenting responses are more difficult to inhibit. Thus, a lockdown seems to increase risks for child maltreatment, underscoring the need for effective support strategies for at-risk families

Higher levels of harsh parenting during the COVID-19 lockdown in the Netherlands

Previous studies on the impact of COVID-19 indicate that pandemic-related distress increases risks for child maltreatment, although data on the scope of this problem are still scarce. Here, we assessed whether parents with toddlers (n = 206) more often used harsh discipline during the lockdown in the Netherlands compared to a matched parent sample collected prior to the pandemic (n = 1,030). Parents were matched on background characteristics using propensity score matching. We found that harsh parenting levels were significantly elevated compared to pre-pandemic levels. Harsh parenting behaviors with a low prevalence before COVID-19 increased most strongly: shaking, calling names, and calling the child stupid. These results suggest that parental tolerance for children’s disobedience is lower under the adverse circumstances of COVID-19 and, as a result, abusive parenting responses are more difficult to inhibit. Thus, a lockdown seems to increase risks for child maltreatment, underscoring the need for effective support strategies for at-risk families