Ramsay, Marie; (2004) The assessment of emotional and behavioural difficulties in young children : The neurocognitive risk factors. Doctoral thesis (D.Ed.Psy), UCL (University College London).

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Abstract

Children with Emotional and Behavioural Difficulties (EBD) are a cause for concern at an individual, educational and societal level. Young children with disruptive, noncompliant behaviour are at risk of exclusion from educational settings, with reduced opportunities for successful academic and social experiences. This study investigates the assessment of EBD in young children, with particular reference to the neurocognitive risk factors in the areas of ADHD (Attention Deficit Hyperactivity Disorder) and Antisocial Behaviour. With reference to ADHD, this study investigates the performance of children on a range of Executive Function (EF) tasks. With reference to Antisocial Behaviour, this study investigates the performance of children on an emotion recognition task.Foundation stage children (reception age - 5 years) were rated on a measure of ADHD (Du Paul, 1991) and Antisocial Behaviour (Frick and Hare, 1996; 2002) and formed into groups on the basis of their ratings. A range of EF tasks (NEPSY) and an emotion recognition task (DANVA) were administered in a between-subjects design study. Statistical analysis highlighted that the control group (low in Antisocial Behaviour and ADHD) performed significantly better on one EF measure (Visual Attention - accuracy). The results are interpreted with reference to the neurocognitive basis of behaviour. Implications for the profession of Educational Psychology are discussed, with particular reference to assessment of EBD and the use of specific assessment tools, and recommendations for future research offered.

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