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In this exploratory multiple case study, it is examined how a computer game focused on improving ineffective learning behavior can be used as a tool to assess, improve, and study real-time mouse behavior (MB) in different types of children: 18 children (3.8-6.3 years) with Autistic Spectrum Disorder (ASD), Attention Deficit/Hyperactivity Disorder (ADHD), or comorbid ASD and ADHD, and 5 effectively learning (EL) children (3.5-3.8 years). The children's MB processes, for example "Errors" and "Reaction times," were interpreted in terms of executive functions (EFs). Trajectories of averaged MB were compared among the groups of ASD, ADHD, comorbid, and EL children. Clinical groups showed differences in their MB, which were similar to the expected differences based on EF tests. In addition, a case study of a typical ASD, ADHD, and EL child was included in order to demonstrate typical individual MB patterns across time. MB processes might therefore provide a window into the processes of EF (dys)functioning.

A theory of the dynamics of dyadic interaction is presented, based on the concepts of "concern" (i.e., intentions, goals, and interests), "appraisal" and "contagiousness." Differences between children who participate in a specific interaction are linked to differences in social competence and social power. An overview is given of the social psychological underpinnings of these concepts and of their developmental trajectories. The theory is transformed into a mathematical, dynamic systems model of dyadic interaction. The model describes the time evolution of an "involvement" variable, which is defined as "the number of actions of an individual that are explicitly aimed at the interaction partner." In order to illustrate the veracity and applicability of the mathematical model, an empirical study is described that applies the model to a dyadic play situation in children of different sociometric statuses. Most of the predictions generated by the model are verified. The conclusion addresses, among others, the use of dynamic systems models in the study of social development and a number of applied issues. A final point concerns the necessity of coupling models of short-term dynamics, such as the one presented in the current article, with models of long-term dynamics, i.e., of developmental change.

The ambiguous results of existing intervention programmes show the need for new ways in research on aggression among children. The present study focuses on the children's own perspective on their aggressive behaviour. Based on a constructivist approach, the inner logic of narratives about peer conflicts of 64 children in Dutch special education was analysed. Contrary to the much used dichotomy of reactive and proactive aggression, we found a more differentiated picture. Children use aggression: to get understanding for their situation; to escape from the conflict situation; because of inner conflicts; to get revenge; and for the fun of bullying. The study makes clear that, from the perspective of the children, aggressive behaviour is closely related to the peer culture at school. Moreover, some children need individual treatment and support, because of specific concerns related to self-regulation that make them behave aggressively. [ABSTRACT FROM AUTHOR]