Comparing Behavioral and Emotional Strengths of Students With and Without Emotional Disturbance

The present study investigated evidence of the construct validity of scores from the Behavioral and Emotional Rating Scale (BERS-3), which is a multi-informant assessment designed to measure the behavioral and emotional strengths of school-aged youth. The purpose of this research was to evaluate the degree to which BERS-3 scores differed between students with school-identified emotional disturbance and students without disabilities. Two nationally representative samples were used in this study: (a) 1,575 students rated by teachers and (b) 793 youth who provided self-ratings. The results of multivariate multiple regression analyses supported the primary hypothesis that students with emotional disturbance would have lower scores on each of the five BERS-3 subscale scores compared to peers without disabilities. This finding held for both samples; however, differences between students with emotional disturbance and the peers without disabilities were substantially smaller for the youth self-ratings compared to teacher ratings. Implications for practice and directions for future research are also discussed.

Investigation of Pre-School Childrens’ Self-Concept in terms of Emotion Regulation Skill, Behavior and Emotional Status

El propósito de la presente investigación es presentar las relaciones predictoras entre el autoconcepto, la regulación de las emociones, el comportamiento y el estado emocional en niños de 5 a 6 años y probar el conjunto de modelos de acuerdo con estas relaciones. La presente investigación adoptó el modelo de encuesta relacional, que es un subtipo de modelo de encuesta general. El grupo de trabajo de la investigación está conformado por 263 participantes (136 niños y 127 niñas), quienes fueron seleccionados entre el alumnado de varios centros de preescolar. Las herramientas de recopilación de datos utilizadas para la presente investigación son Purdue Self Concept Scale for Preschool (PSCS), Emotion Regulation Checklist (ERC) y Preschool Behavioral and Emotional Rating Scale (PreBERS). Se realizó un análisis de modelos de ecuaciones estructurales para presentar las relaciones predictoras entre el yo, la regulación de las emociones, el comportamiento y el estado emocional entre los estudiantes de preescolar y para investigar sus efectos. El análisis de modelado de ecuaciones estructurales se realizó con el programa de software AMOS 19. En el modelo final obtenido en la presente investigación (X2 = 201.711, df = 71, p <.001), se encontraron cuatro exógenos (aceptación física, académica, social y materna) y seis endógenos de comportamiento y estado emocional, regulación emocional (dz , oh, sg, aao, regulación de las emociones y negatividad de la variabilidad). El índice de ajuste normalizado (NFI) de Bentler-Bonett, el índice de ajuste eficiente (TLI) de Tucker-Lewisco y otros índices de ajuste mostraron que el modelo presentaba un buen ajuste. De acuerdo con los hallazgos obtenidos con las relaciones predictoras, hubo una relación lineal positiva entre el yo y la conducta y el estado emocional y hubo una relación lineal positiva entre el autoconcepto y la regulación de las emociones entre los estudiantes de preescolar. The purpose of the present research is presenting the predictor relations between self-concept, emotion regulation, behaviour and emotional state among 5-6 years old children and test the model set in accordance with these relationships. The present research adopted the relational screening model, which is a sub-type of general screening model. The work group of the research consists of 136 male, 127 female, the total of 263 students, who were selected among students of various pre-schools. Data collection tools utilized for the present research are Purdue Self Concept Scale For Preschool (PSCS), Emotion Regulation Checklist (ERC) and Preschool Behavioural and Emotional Rating Scale (PreBERS). Structural equation modelling analysis was conducted to present the predictor relationships between self, emotion regulation, behaviour and emotional state among pre-school students and to investigate their effects. Structural equation modelling analysis was conducted in AMOS 19 software program. In the final model obtained in the present research (X2 = 201.711, df = 71, p < .001), there were four exogenous (physical, academic, social and mother acceptance) and six endogenous behaviour and emotional state, emotion regulation (dz, oh, sg, aao, emotion regulation and variability negativity) data. The Bentler-Bonett normed fit index (NFI), The Tucker-Lewisco efficient fit index (TLI) and other fit indices showed that the model presented a good fit. According to the findings obtained with predictor relationships, there was a positive linear relationship between self and behaviour and emotional state and there was a positive linear relationship between self-concept and emotion regulation among pre-school students.

Study of the Perception of Written Speech Using Functional Tomography Based On Electroencephalography Data

The spectral and spatial characteristics of the electroencephalograms recorded during the perception of written speech were studied. For the experimental study, four groups were formed, each containing 100 words: words with a positive emotional rating, words with a negative emotional rating, words with concrete meanings, and words with abstract meanings. A separate experiment was conducted for each group with the subjects. Words were represented by white text on a black background, each word was presented for 1000 ms, after the presentation of the stimulus there was a pause of 500 ms. Brain activity was recorded using an electroencephalograph with 19 leads, arranged according to the 10–20 scheme. For detailed quantitative analysis of this activity, method of functional tomography of the brain, based on electroencephalography data, was used. This method is based on the Fourier transform of multichannel encephalographic data and the localization of individual spectral components. The method makes it possible to single out and stably localize in space various spectral features of the brain activity studied in experiments on speech research. The frequency band from 8 to 30 Hz was analyzed; for all spectral components in this band, the inverse problem was solved in the approximation of an equivalent current dipole in a single-layer spherical conductor, without any restrictions on the position of the source. As a result, three-dimensional maps of activity were built - the functional structures of the brain. The presentation of these functional structures on magnetic resonance imaging allows one to study the frequency and spatial characteristics of responses to various speech stimuli.

Behavioral Problems and Psychosocial Strengths: Unique Factors Contributing to the Behavioral Profile of Youth With Down Syndrome

This study aimed to describe problem behaviors and psychosocial strengths, examine the problem-strength interrelations, and evaluate profiles of problems and strengths in youth with Down syndrome (DS). The community-based sample consisted of 67 parents of children with DS aged between 4 and 19 years. Parents reported about the developmental age (Vineland screener), behavioral problems (Child Behavior Checklist), and psychosocial strengths (Behavioral and Emotional Rating Scale) of their child. Results indicate that attention, social, and thought problems were most prevalent, whereas family involvement and receiving/expressing affection were identified as strengths. A confirmatory factor analysis identified problems and strengths as distinct, yet related, variables. Moreover, a cluster analysis of problems and strengths identified four different profiles. Implications for interventions are discussed.