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PubMedDate not supplied

Effects of training in management of child behavior for dental hygiene students.

The reliability and validity of a Confidence of Dental Hygienist in Child Management Scale were examined. Forty-eight dental hygiene students, nine dental staff, and thirty-one dentists were subjects for the reliability and validity scale. The acceptable level of the reliability on the Scale was shown by internal consistency and stability. The confidence scores of the clinician's group were significantly higher than the confidence scores of the students. The reliability and validity of the Confidence Scale were established. Next, we evaluated the effect of behavioral science training, using videotape feedback and role playing on twelve dental hygiene students. Six students received the training, the other six students, the controls, had no training. The confidence scores of the training group were significantly higher than those of the control group, demonstrating that the training was effective for dental hygiene students.

Behavior Therapy↗
PubMed1999

Relations among child language skills, maternal socialization of emotion regulation, and child behavior problems.

Research has linked language delays in young children to behavior problems and risk for psychopathology. We hypothesized that low language skill would affect normal socialization of emotion regulation, which in turn would affect the development of behavior problems. Seventy-eight mother/preschool-age child pairs participated in two mildly frustrating situations. Parents of children with low verbal comprehension used more unexplained compliance demands than other parents. Further, children whose parents used more unexplained compliance demands used fewer cognitive and distraction strategies, and more instrumental strategies. Children's use of physical self-comforting was positively related to overall, internalizing, and externalizing behavior problems. Findings supported the original hypothesis.

Adult↗
PubMed1998

Appraisals of child behavior by mothers of problem and nonproblem toddlers.

Mothers of problem and nonproblem toddlers rated videotapes of their own and unfamiliar children's behavior. They classified the behaviors as positive, negative, or neutral, and evaluated the intensity of the positive or negative behaviors. Ratings did not differ by problem status; however, all mothers classified their own children's behavior as less negative than did an independent observer. Mothers also evaluated all children's negative behavior as less aversive than did the observer. Finally, mothers "mistakenly" classified less of their own children's behavior as negative and more as positive when compared to their biases in classifying unfamiliar children's behavior.

Bias↗
PubMed1984

Child behavior disorders by age and sex based on item factoring of the revised Bristol Guides.

Standardized teacher observations of 2,527 schoolchildren, selected at random for the revised Bristol Social Adjustment Guides were partitioned into four subsamples consisting of 797 5- to 10-year-old boys, 758 5- to 10-year-old-girls; 508 11- to 15-year-old boys, and 464 11- to 15-year-old girls, respectively. The children were observed by over 900 teachers and rated on 104 indicators of maladaptive behavior. Item scores for each age/sex sample were subjected to first- and second-order factor analysis, with varimax rotation yielding identical second-order models of behavior disorder across age and sex samples and somewhat different first-order models for each sample. Comparison of derived dimensions with dimensions emergent in other behavior problem research indicated considerable consistency. Moreover, the similarity of the factorially derived dimensions confirmed the cross-age and -sex generality of the syndromes known as unforthcomingness, hostility, and depression, and provided reasonable support for the utility of the syndrome of inconsequence, although it was apparent that inconsequence stands as more a composite of underlying factor dimensions reflecting hyperactive and attention-seeking behaviors. While the withdrawal syndrome found factorial support, its integrity was clearly specific to child age and sex.

Adolescent↗
PubMed2006

Maternal feeding strategies, child eating behaviors, and child BMI in low-income African-American preschoolers.

OBJECTIVE: To test the hypothesis that low-income African-American preschool children would have a higher BMI if their mothers reported greater "restriction" and "control" in feeding and if mothers reported that children showed greater "food responsiveness" and "desire to drink." In addition, to test whether higher maternal "pressure to eat" would be associated with lower child BMI. RESEARCH METHODS AND PROCEDURES: A questionnaire was completed by 296 low-income African-American mothers of preschool children. It assessed three constructs on maternal feeding strategies ("restriction," "pressure to eat," and "control") and two on child eating behaviors ("food responsiveness" and "desire to drink"). Children's BMI was measured, and mothers' BMI was self-reported. RESULTS: The mean (standard deviation) BMI z-score of the children was 0.34 (1.5), and 44% of the mothers were obese (BMI > or =30 kg/m(2)). Only maternal "pressure to eat" had a significant overall association with child BMI z-score (r = -0.16, p < 0.01). Both maternal "restriction" and "control" were positively associated with children's BMI z-score in the case of obese mothers (r = 0.20, p = 0.03 and r = 0.24, p = 0.007, respectively), but this was not so in the case of non-obese mothers (r = -0.16, p = 0.05 and r = -0.07, p = 0.39, respectively). DISCUSSION: Among low-income African Americans, the positive association between maternal restriction and control in feeding and their preschoolers' BMI was limited to obese mothers. Relations between parent feeding strategies and child weight status in this population may differ on the basis of maternal weight status.

Adult↗
PubMed1985

Acceptability of reductive interventions for the control of inappropriate child behavior.

Teacher attitudes about the acceptability of classroom intervention strategies were evaluated in two experiments. In both, teachers read descriptions of an intervention that was applied to a child with a behavior problem. In Experiment 1, an evaluation of six interventions for reducing inappropriate behavior suggested that one was highly acceptable (DRO), one was highly unacceptable (corporal punishment), and four ranged from mildly acceptable to mildly unacceptable (DRL, reprimands, time-out, and staying after school). In Experiment 2, the acceptability of the same intervention (staying after school) was evaluated as a function of who implemented it (teacher vs. principal). Analyses suggested that the teacher-implemented intervention was perceived as more acceptable. In both experiments, interventions were rated as less acceptable by highly experienced teachers versus those newer to the teaching profession. In addition, there was a trend for the acceptability of an intervention to vary as a function of the severity of the behavior problem to which it was applied.

Attitude↗