This thesis investigated the development of emotional functioning in 2-to-6-year-old children with and without autism. Whereas autistic children experienced more challenges in the emotional domain,... Show moreThis thesis investigated the development of emotional functioning in 2-to-6-year-old children with and without autism. Whereas autistic children experienced more challenges in the emotional domain, their emotional abilities improved with age, and developed in similar ways as observed in non-autistic children. On the one hand, this thesis showed that autistic children might deal with emotions in a different way, and they might experience various difficulties when communicating emotions with non-autistic people. One the other hand, it is important to note that the difficulties could be bidirectional. As stated by the “double empathy problem”, non-autistic people may experience the same difficulties when communicating with autistic people. This could be a meaningful direction for future research, investigating emotional communication as a two-way interaction rather than focusing only on how people with autism react to people without autism. Furthermore, this thesis showed that autistic children had the potential to learn and to develop in the emotional domain. Again, this points to the importance of investigating how to create an inclusive social environment, which is not only nurturing for children without autism, but can also benefit the development of children with autism and with other special needs. Show less
We studied frontal asymmetry (FA) in relation to fearfulness, prosocial behavior and aggressive behavior in young twins. Based on the literature FA was a likely candidate to explain individual... Show moreWe studied frontal asymmetry (FA) in relation to fearfulness, prosocial behavior and aggressive behavior in young twins. Based on the literature FA was a likely candidate to explain individual differences in approach and withdrawal related behavior. However, our results showed no associations between fearfulness, prosocial behavior or aggressive behavior on the one hand and FA on the other in 4-6 year old children. We did show that genetic influences were involved in fearfulness, prosocial behavior and FA in young twins. Furthermore, we have developed two new, age appropriate, tasks: the Prosocial Owl Game (POG) and the Social Network Aggression Task – Early Childhood (SNAT-EC). In both tasks, young children show similar responses to social exclusion and social judgments as older children, adolescents and adults. The POG and SNAT-EC turned out to be reliable measures that can be used for long-term follow-up research. New insights in the role of FA may be revealed when the children grow older, increasing the value of the data in the coming years. Show less
Wijk, I.C. van; Huffmeijer, R.; Bosdriesz, J.R.; Bakermans-Kranenburg, M.J.; Kolijn, L.; Van IJzendoorn, M.H.; ... ; Bulk, B.G. van den 2019
The general objective of this thesis was to test the effectiveness of an early intervention program aimed at reducing externalizing problems in 1- to 3-year-old children by enhancing parental... Show moreThe general objective of this thesis was to test the effectiveness of an early intervention program aimed at reducing externalizing problems in 1- to 3-year-old children by enhancing parental sensitivity and adequate discipline strategies. A new intervention was designed for this study: the Video-feedback Intervention to promote Positive Parenting and Sensitive Discipline (VIPP-SD) The study consisted of a screening phase in a general population sample (N = 2408) and a randomized case-control intervention phase in a selected subsample of children with high levels of externalizing behavior problems (n = 237). The results of this thesis show that externalizing problems occur in children as young as 1 year of age and are moderately predictive of externalizing problems one year later. Furthermore, child temperament appears to be a moderator in the association between maternal discipline strategies and externalizing problems. Children with difficult temperaments are more susceptible to both negative discipline (i.e., showing more externalizing problems) and positive discipline (i.e., showing less externalizing problems) compared to children with relatively easy temperaments. Finally, the VIPP-SD intervention was effective in improving maternal attitudes towards sensitivity and sensitive discipline, enhancing actual maternal sensitive discipline practices, and decreasing the children's level of overactive behaviors. Show less
