Sentences with phrase «between disruptive behaviour»

The most prominent finding was a gender specific association between disruptive behaviour and school performance: hyperactivity predicted later school performance among girls whereas aggression predicted school performance among boys.

Not exact matches

Low - level disruptive behaviour includes talking to friends off - topic or passing notes between one another, which tends to only last a couple of minutes, but can significantly impact the flow of a lesson.

This included: attendance levels (studies show a positive relationship between participation in sports and school attendance); behaviour (research concludes that even a little organised physical activity, either inside or outside the classroom, has a positive effect on classroom behaviour, especially amongst the most disruptive pupils); cognitive function (several studies report a positive relationship between physical activity and cognition, concentration, attention span and perceptual skills); mental health (studies indicate positive impacts of physical activity on mood, well - being, anxiety and depression, as well as on children's self - esteem and confidence); and attainment (a number of well - controlled studies conclude that academic achievement is maintained or enhanced by increased physical activity).

ABSTRACT: In the present study we examined 1) whether childhood disruptive behaviour, in terms of aggressiveness, hyper - activity and social adjustment, predicts school performance since toddler age or whether becomes it relevant first since middle or late childhood, 2) whether gender differences within the associations between school perform - ance and disruptive behaviour exist, and 3) whether there are trait specific effects in these associations, i.e. whether hyperactivity is more relevant determinant for later school success than aggression and social adjust - ment.

Assessment was made of the association between suicide behaviours and mental health disorders, which were categorised as fear and anger disorders (specific) phobia, panic disorder / agoraphobia, social phobia, intermittent explosive disorder; distress disorders (separation anxiety disorder, post-traumatic stress disorder, major depressive disorder and / or dysthymia (MDD / DYS) and generalised anxiety disorder; disruptive behaviour disorders (attention - deficit - hyperactivity disorder (ADHD), oppositional defiant disorder (ODD), conduct disorder and eating disorders (including anorexia nervosa, bulimia nervosa and binge eating disorder)-RRB-; and substance abuse (alcohol and illicit drug abuse).

Poor regulatory abilities often place the child at risk of developing pathologies such as disruptive behaviour problems or ADHD.9 In relation to behaviour problems, it is important to distinguish between reactive aggression (emotionally - driven conduct problems) and proactive aggression (unprovoked, unemotional aggression that is used for personal gain or to influence and coerce others).

Association between parent - infant interactions in infancy and disruptive behaviour disorders at age seven: a nested, case — control ALSPAC study.

Family dynamics and preadolescent girls with ADHD: The relationship between expressed emotion, ADHD symptomatology, and comorbid disruptive behaviour