![]() ![]() Conclusions and Implications: The results suggest that teacher sensitivity is associated with the socio-behavioral development of children with Inhibited RAD symptoms but not with the socio-behavioral development of children with Disinhibited RAD symptoms. For children with Inhibited RAD symptoms, increases in Overt and Relational aggression were observed when Sensitivity was low, whereas decreases were observed when Sensitivity was high. Also, no effects were found for children with Disinhibited RAD symptoms. Results: We found no effects of Sensitivity on Prosocial behavior. Teacher-rated Overt aggression, Relational aggression, and Prosocial behavior was assessed in the first, second, and third trimester. ![]() In the next school year, teacher Sensitivity was observed in interactions with individual children in the first trimester. In the previous school year, teachers rated Inhibited and Disinhibited RAD symptoms. Method: The sample included 85 Belgian children and 70 teachers from special education schools. Aims: This longitudinal study examined the influence of teacher sensitivity on the sociobehavioral development of children with symptoms of RAD across one school year. Little is known, however, about the influence of teachers on the sociobehavioral development of children with symptoms of RAD. Background: Children with Reactive Attachment Disorder (RAD) have serious sociobehavioral problems and often rely on socially abnormal, aggressive, and manipulative forms of communication.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |