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Children with autistic symptoms experience challenges in school settings, yet little is known about their academic profiles and the mechanisms underlying the association between autistic symptoms and academic achievement. This study examined the association between autistic symptoms and academic achievement in a population-based sample of children with and without (sub)clinical autism spectrum disorder (ASD). We also investigated potential sex differences and assessed if the association is mediated by vocabulary skills and behavior problems. Information was available for 2038 participants (48.3% boys), and autistic symptoms were assessed using the Social Responsiveness Scale (M = 6.8 years). Diagnosis of ASD was clinically confirmed in 28 children. Academic achievement was determined by a nationwide, standardized test assessed at the end of primary school (M = 11.8 years). Children with more autistic symptoms in early childhood had lower achievement scores in language, mathematics, and world orientation by the end of primary education. There were no sex differences. Furthermore, vocabulary skills and behavior problems partly mediated the association between autistic symptoms and academic achievement. Then, by using propensity matching technique, we compared 140 matched typically developing peers with 28 children diagnosed with ASD. These results indicated no differences in academic achievement between children diagnosed with ASD and their matched typically developing peers. We conclude that autistic symptoms associate with lower academic achievement but by carefully matching on background variables and potential confounders, the academic achievement of children with clinical ASD might not differ from that of their typically developing peers. [ABSTRACT FROM AUTHOR]

This study aimed to (1) describe male mildly intellectually disabled (MID) adolescents' general romantic and sexual development, education experience with topics on sexuality and relationships, and frequency of undesirable sexual behaviors and experiences; and (2) explore how sexuality related attitudes, self-esteem, sexual knowledge, and resilience to peer pressure link to MID male adolescents' sexual and dating violence (SDV) perpetration, SDV victimization and sexual risk behavior. We used baseline data from a randomized controlled trial on a program for psychosexual health promotion and prevention of undesirable sexual experiences for MID male adolescents (N = 120, Mage = 15.03 years), assessed with self-report questionnaires. We examined cross-sectional associations with correlations and (logistic) regression analyses between sexuality-related attitudes, global self-esteem, sexual knowledge, and resilience to peer pressure with SDV perpetration, SDV victimization and behavioral intentions following sexual rejection. Results indicated that male MID adolescents were romantically and sexually active, and reported unsafe sex, 47.7% experienced SDV perpetration and 33.9% victimization. Positive attitudes towards dating violence were associated with having experienced both SDV perpetration and victimization, and more adherence to heterosexual double standards was related to more negative and fewer positive behavioral intentions upon sexual rejection. Participants who experienced SDV victimization had more sexual knowledge. Self-esteem and resilience to peer pressure were unrelated to SDV. Concluding, male MID adolescents are similarly sexually active to the general population but may need more guidance in the form of timely, tailored prevention and education. We provide concrete suggestions such as focusing on changing attitudes and practicing skills. [ABSTRACT FROM AUTHOR]

Sexual and dating violence (SDV) by male youth (≤ 25 years)—including sexual harassment, emotional partner violence, and rape—is a worldwide problem. The goal of this preregistered (PROSPERO, ID: CRD42022281220) systematic review was to map existing SDV prevention programs aimed at male youth, including their characteristics (e.g., content, intensity), intended psychosexual outcomes, and empirically demonstrated effectiveness, guided by the principles of the theory of planned behavior (TPB). We conducted searches in six online databases for published, peer-reviewed quantitative effectiveness studies on multi-session, group focused, and interaction based SDV prevention programs for male youth ending March 2022. After screening of 21,156 hits using PRISMA guidelines, 15 studies on 13 different programs, from four continents were included. Narrative analysis showed, first, broad ranges in program intensity (2–48 h total), and few program curricula included explicit discussion of relevant aspects of the TPB. Second, programs' main intended psychosexual outcomes were to change SDV experiences, or related attitudes, or norms. Third, significant effects were found mostly on longer term behaviors and short-term attitudes. Other theoretical proxies of SDV experiences, such as social norms and perceived behavioral control, were sparsely investigated; thus, program effectiveness on these outcomes remains largely unknown. Assessed with the Cochrane Risk of Bias Tool, moderate to serious risk of bias arose in all studies. We present concrete suggestions for program content, such as explicit attention to victimization and masculinity and discuss best practices for evaluation research, including assessments of program integrity, and examining relevant theoretical proxies of SDV. [ABSTRACT FROM AUTHOR]

Maternal sensitivity and supportive discipline are important determinants of child self-regulation. Some evidence suggests that specific genetic or temperamental markers determine children's susceptibility to the impact of maternal parenting on child self-regulation. Cortisol reactivity as a susceptibility marker moderating the relation between maternal parenting and child self-regulation has not yet been studied. In this longitudinal population-based study (N = 258), the moderating role of infant cortisol stress response to the Strange Situation Procedure at age 1 was examined in the association between parenting (sensitivity and supportive discipline) at age 3 and child self-regulation at age 3 and 4. Maternal sensitivity and supportive discipline were related to child immediate and prolonged delay of gratification at age 3, and maternal sensitivity was related to working memory skills at age 4. No evidence of differential susceptibility to maternal parenting was found, based on differences in infant cortisol stress response. Highlights: Maternal sensitivity and supportive discipline relate to child immediate and prolonged delay of gratification at age 3. Maternal sensitivity is related to child working memory skills at age 4. No evidence was found for differential susceptibility to maternal parenting based on child stress reactivity. Our findings emphasize the importance of parental socialization for the development of self-regulatory functions in children. [ABSTRACT FROM AUTHOR]

Understanding if maternal depression is a predictor of infant-parent attachment classification is important to furthering knowledge about the early pathways and predictors of socio-emotional development. Yet few studies that have utilised the Strange Situation Procedure, the gold standard for measurement of infant-parent attachment, have examined antenatal depression as a predictor of attachment, and none has also included a measure of maternal trauma. This study uses data on 224 women recruited in early pregnancy and followed up until 12 months postpartum. Maternal depression was measured in pregnancy using the Structured Clinical Interview for the DSM and repeat Edinburgh Postnatal Depression Scale as well as Stressful Life Events scale across pregnancy and postpartum including items on domestic violence. A past history of trauma was measured using the Childhood Trauma Questionnaire. Attachment was measured using the Strange Situation Procedure (SSP) at 12 months postpartum. We found that maternal depression was not associated with insecure or disorganized attachment. However, a maternal history of childhood trauma and current domestic violence both predicted insecure-avoidant attachment at 12 months, whereas increased number of stressful life events prior to conception and in pregnancy was associated with insecure-resistant attachment. Neither trauma, past or current, nor depression predicted disorganized attachment. In the first study to have included measures of antenatal depression, maternal childhood trauma, and current stressful events as predictors of infant attachment measured using the SSP, we found maternal experiences of past and current trauma but not depression were significant predictors of infant-parent attachment security. [ABSTRACT FROM AUTHOR]

Purpose: To assess whether aggressive behavior and emotional problems from early childhood onwards are related to academic attainment at the end of primary education, and whether these associations are independent of attention problems.Methods: Data on 2546 children participating in a longitudinal birth cohort in Rotterdam were analyzed. Aggressive behavior, attention and emotional problems at ages 1½, 3, 5 and 10 years were assessed with the Child Behavior Checklist. Academic attainment at the end of primary school (12 years of age) was measured with the CITO test, a national Dutch academic test score.Results: Aggressive behavior from age 1½ to 10 years was negatively associated with academic attainment, but these associations attenuated to non-significance when accounting for comorbid attention problems. For emotional problems, first, only problems at 10 years were associated with poorer academic attainment. Yet, when accounting for attention problems, the association reversed: more emotional problems from 1½ to 10 years were associated with a better academic attainment. Attention problems at ages 1½ to 10 years were negatively associated with academic attainment, independent of comorbid emotional problems or aggressive behavior.Conclusions: Attention problems across childhood are related to a poorer academic attainment, while emotional problems predicted better academic attainment. Moreover, the relationship between aggressive behavior and academic attainment was explained by comorbid attention problems. Future research should determine the mechanisms through which attention problems and emotional problems affect academic attainment, to inform strategies for the promotion of better educational attainment. [ABSTRACT FROM AUTHOR]

A correction to the article "Sexual and Dating Violence Prevention Programs for Male Youth: A Systematic Review of Program Characteristics, Intended Psychosexual Outcomes, and Effectiveness" that was published online on July 24, 2023 is presented.