Using the implicit relational assessment procedure (IRAP) to assess implicit gender bias and self-esteem in typically-developing children and children with ADHD and with dyslexia.

2014 ◽  
Vol 19 (2) ◽  
pp. 48-59 ◽  
Author(s):  
Geraldine Scanlon ◽  
Ciara McEnteggart ◽  
Yvonne Barnes-Holmes ◽  
Dermot Barnes-Holmes
Keyword(s):  
Gender Bias ◽  
Self Esteem ◽  
Implicit Relational Assessment Procedure ◽  
Assessment Procedure ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Children With Adhd

scholarly journals Reinforcement Enhances Vigilance Among Children With ADHD: Comparisons to Typically Developing Children and to the Effects of Methylphenidate

2014 ◽  
Vol 43 (1) ◽  
pp. 149-161 ◽  
Author(s):  
Michelle G. Bubnik ◽  
Larry W. Hawk ◽  
William E. Pelham ◽  
James G. Waxmonsky ◽  
Keri S. Rosch
Keyword(s):  
Typically Developing ◽  
Typically Developing Children ◽  
Children With Adhd

scholarly journals Distinct Patterns of Everyday Executive Function Problems Distinguish Children With Tourette Syndrome From Children With ADHD or Autism Spectrum Disorders

2014 ◽  
Vol 21 (10) ◽  
pp. 811-823 ◽  
Author(s):  
Kjell Tore Hovik ◽  
Jens Egeland ◽  
Peter K. Isquith ◽  
Gerard Gioia ◽  
Erik Winther Skogli ◽  
...  
Keyword(s):  
Autism Spectrum Disorders ◽  
Executive Function ◽  
Tourette Syndrome ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Children With Adhd ◽  
The Everyday ◽  
Behavior Rating Inventory ◽  
Spectrum Disorders

Objective: The aim is to investigate the everyday executive function (EF) in children with Tourette syndrome (TS), Inattentive or Combined presentations of ADHD (ADHD-I/ADHD-C), autism spectrum disorders (ASD), and typically developing children (TDC). Method: Nineteen TS, 33 ADHD-C, 43 ADHD-I, 34 ASD, and 50 TDC participated (8-17 years). Parents completed the Behavior Rating Inventory of Executive Function (BRIEF). Results: TS, ADHD-C, ADHD-I, or ASD were rated with significantly more regulation problems on all scales compared with TDC. Considerable overlap of symptoms between clinical groups made differentiation difficult on individual scales. Scale configurations showed children with TS to have more problems with emotional control (EC) than cognitive flexibility in relation to children with ASD, more problems with EC than inhibitory control in relation to ADHD-C, and more problems with EC than planning/organizing in relation to ADHD-I. Conclusion: Paired BRIEF scales dissociated EF problems in children with TS from children with ADHD-C, ADHD-I, or ASD. Clinical relevance is discussed.

scholarly journals Narcissism and self-esteem revisited: The relationships between the subscales of the NPI and explicit/implicit self-esteem

2017 ◽  
Vol 48 (2) ◽  
pp. 264-278 ◽  
Author(s):  
Irena Pilch ◽  
Magdalena Hyla
Keyword(s):  
Response Latency ◽  
Theoretical Models ◽  
Self Esteem ◽  
Implicit Relational Assessment Procedure ◽  
Assessment Procedure ◽  
Grandiose Narcissism ◽  
Complex Relation ◽  
Composite Measures

Abstract The results of the previous research which tried to investigate links between self-esteem and narcissism in search of the source of narcissistic fragility are not consistent. The aim of the study was to contribute to the understanding of this complex relation by assessing relationships between the four facets of grandiose narcissism measured by the NPI and the two kinds of self-esteem i.e. explicit (ESE) and implicit (ISE), and by comparing the results with theoretical models. The Implicit Relational Assessment Procedure, a more recent measure based on response latency, was used to assess ISE. The analysis confirms the reports on NPI heterogeneity. Different relationships between the particular facets of narcissism and ESE/ISE were observed. These differences indicate that composite measures of narcissism and ISE do not reflect the entire complexity of the phenomena. The results provide support for the two theoretical models i.e. the global marker model and the mask model.

scholarly journals Feeling of loneliness and its correlation to self-esteem in children with Asperger’s disorder in Riyadh, Saudi Arabia

2021 ◽  
Vol 8 (11) ◽  
pp. 10-21
Author(s):  
Sultan Mousa Al-Owidha ◽  
◽  
Nevien Mohammed Zahran ◽  
Keyword(s):  
Retarded Child ◽  
Asperger’S Disorder ◽  
Asperger's Disorder ◽  
Self Esteem ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Descriptive Approach ◽  
Precautionary Measures ◽  
Primary School Pupils

Asperger's Disorder (AS) and feeling of loneliness (FOL) are related to low self-esteem (SE) in children as many autistic children do not participate in society. However, there was a need to further explore the correlation between the feeling of loneliness (FOL) and self-esteem in children with AS in the Saudi context. This study aimed at investigating the type of correlation between FOL and SE in the sample of children with AS and typically developing children from primary school pupils in Riyadh. It drew a comparison between the study sample individuals regarding psychological loneliness as well as SE according to the sex variable (male/female) and developmental disorder variable (children with AS and typically developing children). It further discussed the prevalence of psychological loneliness, low self-esteem, and negative social perception in individuals with an autism spectrum disorder. It adopted the descriptive approach (correlative/comparative). The data were statistically analyzed using Pearson's correlation coefficient, two-direction variance analysis (2x2), and T-Test. This is a pioneering study in terms of emphasizing the importance of early detection and intervention to identify children with AS and taking precautionary measures and treatment in the Saudi context. The findings indicated that FOL is negatively correlated to SE in children with AS and typically developing children of both sexes. This result is consistent with the findings of the previous studies. It was also found that male children with AS demonstrated more FOL and less SE than female children with AS. The study also provided some educational recommendations and proposed further research in this area. It also recommended developing training programs and courses for parents to optimally deal with the mentally retarded child.

scholarly journals Self-esteem revisited: Performance on the implicit relational assessment procedure as a measure of self- versus ideal self-related cognitions in dysphoria

2013 ◽  
Vol 27 (8) ◽  
pp. 1441-1449 ◽  
Author(s):  
Jonathan Remue ◽  
Jan De Houwer ◽  
Dermot Barnes-Holmes ◽  
Marie-Anne Vanderhasselt ◽  
Rudi De Raedt
Keyword(s):  
Self Esteem ◽  
Implicit Relational Assessment Procedure ◽  
Assessment Procedure ◽  
Ideal Self
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