Linda D. Breeman

Relations among peritraumatic dissociation and posttraumatic stress: A meta-analysis

A meta-analysis was performed on the empirical literature which addressed the relationship of peritraumatic dissociation to posttraumatic stress (PTS). Extensive literature searches were conducted to identify as many relevant studies as possible, and revealed 59 independent eligible studies. All studies were coded using a detailed code sheet that included effect measures, variables that indicated the methodological quality of the studies, and substantial variables that might theoretically affect the relationship between peritraumatic dissociation and PTS. A significant positive relation between peritraumatic dissociation and PTS was found. Differences in the methodological rigor between studies - time elapsed since peritraumatic dissociation, design, sample type, and study type - significantly and sufficiently explained the variability in effect sizes between studies. Theoretical variables did not explain such variability. Although results underline earlier findings, due to designs of the reviewed studies no conclusions could be drawn as to causal relations between peritraumatic dissociation and PTS.

Preterm Cognitive Function Into Adulthood

BACKGROUND: Very preterm (VP; gestational age <32 weeks) and very low birth weight (VLBW; <1500 g) births are related to impaired cognitive function across the life span. It is not known how stable cognitive functions are from childhood to adulthood for VP/VLBW compared with term-born individuals and how early adult cognitive function can be predicted. METHODS: The Bavarian Longitudinal Study is a prospective geographically defined cohort study that followed 260 VP/VLBW and 229 term-born individuals from birth to adulthood. Data on cognitive function were assessed with developmental and IQ tests at 5 and 20 months and at 4, 6, 8, and 26 years of age. RESULTS: Across all assessments, VP/VLBW individuals had significantly lower IQ scores than term-born controls, even when individuals with severe cognitive impairment (n = 69) were excluded. IQ scores were found to be more stable over time for VP/VLBW than term-born individuals, yet differences in stability disappeared when individuals with cognitive impairment were excluded. Adult IQ could be predicted with fair certainty (r > 0.50) from age 20 months onward for the whole VP/VLBW sample (n = 260) and from 6 years onward for term-born individuals (n = 229). CONCLUSIONS: VP/VLBW individuals more often suffer from cognitive problems across childhood into adulthood and these problems are relatively stable from early childhood onward. VP/VLBW children’s risk for cognitive problems can be reliably diagnosed at the age of 20 months. These findings provide strong support for the timing of cognitive follow-up at age 2 years to plan special support services for children with cognitive problems.

Teacher characteristics, social classroom relationships, and children's social, emotional, and behavioral classroom adjustment in special education ☆

The goal of this study was to explore relations between teacher characteristics (i.e., competence and wellbeing); social classroom relationships (i.e., teacher-child and peer interactions); and childrens social, emotional, and behavioral classroom adjustment. These relations were explored at both the individual and classroom levels among 414 children with emotional and behavioral disorders placed in special education. Two models were specified. In the first model, childrens classroom adjustment was regressed on social relationships and teacher characteristics. In the second model, reversed links were examined by regressing teacher characteristics on social relationships and childrens adjustment. Results of model 1 showed that, at the individual level, better social and emotional adjustment of children was predicted by higher levels of teacher-child closeness and better behavioral adjustment was predicted by both positive teacher-child and peer interactions. At the classroom level, positive social relationships were predicted by higher levels of teacher competence, which in turn were associated with lower classroom levels of social problems. Higher levels of teacher wellbeing were directly associated with classroom adaptive and maladaptive child outcomes. Results of model 2 showed that, at the individual and classroom levels, only the emotional and behavioral problems of children predicted social classroom relationships. At the classroom level, teacher competence was best predicted by positive teacher-child relationships and teacher wellbeing was best predicted by classroom levels of prosocial behavior. We discuss the importance of positive teacher-child and peer interactions for children placed in special education and suggest ways of improving classroom processes by targeting teacher competence.

Effects of the Good Behavior Game on the Behavioral, Emotional, and Social Problems of Children With Psychiatric Disorders in Special Education Settings

Teaching children with psychiatric disorders can be a challenging task. The purpose of this study was to examine the impact of the Good Behavior Game (GBG) in children with psychiatric disorders, and their teachers, in special education. Teachers were trained by licensed school consultants to implement positive behavior support strategies to elicit desired behavior in students. A total of 389 children and their 58 teachers at 11 schools for special primary education were included in the study. Using a cluster randomized controlled design, special education schools were assigned to an intervention condition or an education as usual condition. An increase in emotional and behavioral problems was found in the control group, whereas no change was seen in the intervention group, indicating a modest intervention effect. No effects were found on children’s relationships with teachers or peers. The GBG affected teachers’ sense of self-efficacy in engaging students in schoolwork, but no effects were found on teachers’ self-efficacy in classroom management or on teachers’ burnout symptoms. Thus, although children with psychiatric disorders and their teachers in special education can benefit from the GBG, given the partial effects and modest effect sizes, a longer duration program complemented with additional elements is recommended.

Neonatal predictors of cognitive ability in adults born very preterm: a prospective cohort study

To identify neonatal predictors to allow a developmental prognosis of the cognitive abilities of survivors born very preterm/very low birthweight (VLBW) into adult life.

Impact of the Good Behavior Game on special education teachers

Abstract This study tested effects of a program that offers teachers universal classroom management strategies, on teachers’ burnout symptoms and self-efficacy, and their teaching behaviors. Data were collected from 147 teachers (mean age = 38.4 years, SD = 10.8) in 15 special secondary education schools for students with emotional and behavioral problems, at the start and end of the school year. Schools were randomly assigned to the experimental condition or a care-as-usual condition. Results show that the program impacted beneficially on self-reported levels of emotional exhaustion, and self-efficacy in engaging students and in classroom management, but not on teaching behaviors. Implications of this study for the professional development of teachers in special education and research are discussed.

Developmental Links between Teacher-Child Closeness and Disobedience for Boys Placed in Special Education

ABSTRACT The aim of this study was to examine developmental links between disobedience and teacher-child closeness in a sample of boys with psychiatric disorders (i.e., emotional and behavioral disorders (EBD) and autism spectrum disorders (ASD)) and special educational needs who are placed in special education. More specifically, this study examined whether developmental links were different between boys with EBD (n = 150) versus boys with ASD (n = 122). Developmental links between disobedience and teacher-child closeness were investigated by incorporating a multi-informant perspective using teacher, child, and peer ratings and analyzed using autoregressive cross-lagged models across three waves within one school year. Results showed that in general, developmental links between teacher-child closeness and disobedience were stronger for boys with EBD than for boys with ASD. Specifically, boys with EBD experiencing less teacher-child closeness showed more disobedience, which in turn negatively affected their relationship development according to teacher ratings. Surprisingly, for boys with ASD, higher levels of disobedience predicted higher levels of teacher-rated teacher-child closeness during the school year. Our results offer more insight into the differential impact of teacher-child closeness on the behavioral problems for children with EBD and ASD.

Problem Behaviour and the Development of the Teacher-Child Relationship in Special Education

In Europe, inclusion of students with special educational needs (SEN) in general education is common practice. However, mainstream education cannot provide all children with the necessary care and education. Therefore, in the Netherlands, approximately 2% of all children are placed in schools for special education (Roeters, 2012; Smeets, 2007). One third of these children in special elementary education cope with psychiatric disorders, such as attention deficit hyperactivity disorder or autism spectrum disorder (Smeets, 2007).