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This study investigated whether teacher ratings may be a valid alternative measure of social status in elementary school children, and whether teacher social status ratings are distinct from their disruptive behavior ratings. Participants were 1,596 elementary school children in seven schools in eastern Canada. Teacher ratings of social status and of disruptive behavior were collected for all children, along with positive peer nominations for a large subset. Results showed that children rated by teachers as rejected and ignored received the fewest positive peer nominations, whereas children rated as popular received the most positive nominations. Analyses of covariance showed that inattention was more highly associated with peer problems than was hyperactive-impulsive, oppositional, or conduct problems, but none of these behaviors accounted for the association between teacher-rated social status and peer positive nominations. Results provide preliminary support for the validity of teacher-rated social status in elementary-aged children. (Contains 1 table and 1 footnote.)

Disruptive behaviour disorders (DBDs)—which can include or be comorbid with disorders such as attention-deficit hyperactivity disorder, oppositional defiant disorder, conduct disorder and disruptive mood dysregulation disorder—are commonly seen in paediatric practice. Given increases in the prescribing of atypical antipsychotics for children and youth, it is imperative that paediatric trainees in Canada receive adequate education on the optimal treatment of DBDs. We describe the development, dissemination, and evaluation of a novel paediatric resident curriculum for the assessment and treatment of DBDs in children and adolescents. Pre–post-evaluation of the curriculum showed improved knowledge in participants. [ABSTRACT FROM AUTHOR]

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This study tested whether inattentive-impulsive-overactive (I/O) and oppositional-defiant (O/D) behaviors were associated with peer problems and whether these associations were moderated by callous-unemotional (CU) traits in clinically referred children with disruptive behaviors. Parents of 135 children aged 6-12 years ( M = 9.09, SD = 1.62) completed measures to assess their child's I/O, O/D, and CU behaviors, and peer functioning problems. Findings showed that I/O and O/D behaviors were associated with greater peer problems, and CU traits significantly moderated the I/O behaviors and peer problems association. Children with relatively more CU traits and I/O behaviors showed greater peer problems. However, those with more CU traits and fewer I/O behaviors showed less peer problems. I/O behaviors and CU traits have an important influence on peer functioning that varies according to the severities of each. [ABSTRACT FROM AUTHOR]

Objective: We examined feasibility and acceptability of an adapted telepsychological parent-child intervention to improve parenting skills and reduce emotional and behavioural difficulties in Canadian families of children at-risk for poor neurodevelopment given congenital or neonatal conditions. Preliminary program efficacy outcomes are also described., Methods: Twenty-two families of children between the ages of 3-8 years with histories of neonatal stroke, hypoxic ischemic encephalopathy (HIE) and serious congenital and neonatal conditions [(congenital heart disease (CHD) or prematurity)] consented to participate in an adapted telepsychological parenting skills training program (I-InTERACT-North). The program helps parents develop positive parenting skills to improve parenting competence and child behaviour through 7 online psychoeducational modules completed independently and 7 videoconference sessions with a therapist. Videoconference sessions include live coaching to support application of skills. Feasibility (i.e., number of participants eligible, consented, refused), adherence (i.e., completion time, retention rates), acceptability (i.e., website experience questionnaire, therapist and parent semi-structured interviews), and preliminary efficacy (i.e., observational coding of parenting skill, self-reported parent competence, parent-reported child behaviour) data were collected., Results: Nineteen of the 22 families (86%) enrolled completed the program in an average of 10 weeks (range: 6-17 weeks). Parents and therapists reported high overall satisfaction with the program (100%), including acceptability of both the online modules (95%) and the videoconference sessions (95%). Parenting confidence ( d  = 0.45), parenting skill ( d  = 0 .64), and child behaviour ( d  = 0.50) significantly improved over the course of the intervention., Conclusions: Findings provide preliminary evidence for the feasibility, acceptability, and efficacy of I-InTERACT-North for parents of children with neonatal brain injury.

Objective: This study tested whether children's symptoms of inattention and hyperactivity/impulsivity were associated with peer problems and whether these associations were mediated by conduct problems and prosocial behaviors., Method: A community sample of 500 children, including 245 boys and 255 girls, who ranged in age from 6 to 9 years (M = 7.6, SD = 0.91) were recruited. Teachers' report of children's inattention, hyperactivity/impulsivity, conduct problems, prosocial behaviors, and peer problems was collected., Results: Symptoms of inattention and hyperactivity/impulsivity were significantly positively associated with peer problems. Conduct problems were associated with more peer problems and prosocial behaviors with less peer problems. Conduct problems and prosocial behaviors partially mediated the association between hyperactivity/impulsivity and peer problems and fully mediated the inattention-peer problems association., Conclusion: Findings show that prosocial behaviors and conduct problems are important variables that account for some of the negative impact of symptoms of inattention and hyperactivity/impulsivity on peer functioning.