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Results for “Child Behavior Disorders”

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At least 739 records · Page 41Linked to original sources
PubMed1994

Attention deficit disorder in children: three clinical variants.

A clinic-referred population of 116 children with attentional problems was classified by DSM-III [attention deficit disorder (ADD)] with respect to inattention, impulsivity, and hyperactivity. The sample proved to subdivide into three groups: inattentive, impulsive, and hyperactive (HII), n = 60; inattentive and impulsive (II), n = 26; and inattentive (I), n = 30. The distinction between II and I resolves the confounding of impulsivity and inattention in previous studies of children who have ADD but are not hyperactive. The three groups were found to be similar in mean age, gender ratio, prevalence, and pattern of associated learning disabilities, family history of psychopathology, and probability of favorable response to methylphenidate. Group I differed from Groups HII and II in the frequency of externalizing relative to internalizing comorbid psychopathology. A group that is hyperactive and impulsive but not inattentive was not found. The preponderance of similarities in associated characteristics suggests that the three groups are differing clinical presentations of an ADD spectrum.

Adolescent↗
PubMed1985

Classification of children's behavior problems: clinical and quantitative approaches.

Children diagnosed Conduct Disorder, Attention Deficit Disorder, or Anxiety Disorder by DSM-III criteria were compared to contrast groups of Physically Disabled and Normal children using the Conners Teacher Rating Scale (CTRS). Discriminant function analyses of the CTRS ratings yielded accurate classification (67% correct) only when Conduct was combined with Attention Deficit and Normals were combined with Physically Disabled. The teacher raters seemed to be describing the children as behaviorally disordered with and without hyperactivity. The data also suggest that Attention Deficit Disorder is part of a broader Conduct Problems dimension.

Anxiety Disorders↗
PubMed1993

Treating chronic food refusal in young children: home-based parent training.

We evaluated the effects of behavioral parent training program on parent and child feeding-related behaviors in the home. We trained mothers to initiate regular offerings of previously rejected (target) foods and to provide contingent attention (i.e., specific prompts, positive reinforcement) to increase their child's acceptance of nonpreferred foods. For 1 subject, we also directed training at increasing self-eating. Results of a nonconcurrent multiple baseline design across 3 mother-child dyads demonstrated that, with training, all mothers increased offerings of target foods and use of specific prompts, and 2 mothers increased levels of positive attention. In turn, children increased their acceptance of target foods and self-eating, thus demonstrating the functional effects of parent training on in-home meal times. Temporary increases in food refusals occurred when treatment was initiated but declined as treatment continued. We discuss the results in terms of the potential benefits and limitations of a home-based treatment model.

Behavior Therapy↗
PubMed2005

Risperidone treatment of autistic disorder: longer-term benefits and blinded discontinuation after 6 months.

OBJECTIVE: Risperidone is effective for short-term treatment of aggression, temper outbursts, and self-injurious behavior in children with autism. Because these behaviors may be chronic, there is a need to establish the efficacy and safety of longer-term treatment with this agent. METHOD: The authors conducted a multisite, two-part study of risperidone in children ages 5 to 17 years with autism accompanied by severe tantrums, aggression, and/or self-injurious behavior who showed a positive response in an earlier 8-week trial. Part I consisted of 4-month open-label treatment with risperidone, starting at the established optimal dose; part II was an 8-week randomized, double-blind, placebo-substitution study of risperidone withdrawal. Primary outcome measures were the Aberrant Behavior Checklist irritability subscale and the Clinical Global Impression improvement scale. RESULTS: Part I included 63 children. The mean risperidone dose was 1.96 mg/day at entry and remained stable over 16 weeks of open treatment. The change on the Aberrant Behavior Checklist irritability subscale was small and clinically insignificant. Reasons for discontinuation of part I included loss of efficacy (N=5) and adverse effects (N=1). The subjects gained an average of 5.1 kg. Part II included 32 patients. The relapse rates were 62.5% for gradual placebo substitution and 12.5% for continued risperidone; this difference was statistically significant. CONCLUSIONS: Risperidone showed persistent efficacy and good tolerability for intermediate-length treatment of children with autism characterized by tantrums, aggression, and/or self-injurious behavior. Discontinuation after 6 months was associated with a rapid return of disruptive and aggressive behavior in most subjects.

Adolescent↗
PubMed2005

A teacher-consultation approach to social skills training for pre-kindergarten children: treatment model and short-term outcome effects.

This study evaluated the post-treatment outcome effects of a classroom-based social skills program for pre-kindergarten children, using a teacher-consultation model. The pre-K RECAP (Reaching Educators, Children, and Parents) program is a semi-structured, cognitive-behavioral skills training program that provides teachers with in-classroom consultation on program implementation and classroom-wide behavior management. Data on children's social skills and behavior problems were collected from parents and teachers at pre- and post-treatment, for 149 children aged 4-5 years (of whom 56% were girls). Significant treatment effects were found for teacher but not parent reports, with treatment group children improving significantly more than comparison group children in their teacher-rated social skills and internalizing and externalizing problems. These results provide some preliminary support for the efficacy of the program on children's social skills and behavior problems, and for a teacher-consultation model for training teachers to implement school-based mental health programs.

Child Behavior Disorders↗
PubMed1994

Choice making to promote adaptive behavior for students with emotional and behavioral challenges.

Two analyses investigated the effects of choice making on the responding of elementary school students with emotional and behavioral challenges. In the first analysis, 2 participants were given choices from menus of academic tasks, all of which were pertinent to their educational objectives in English and spelling, respectively. Reversal designs showed that the choice-making conditions increased task engagement and reduced disruptive behavior for both students. An additional analysis was performed with a 3rd student in an effort to further distinguish the effects of choice making from preference. In this study, one of the no-choice phases was yoked to a previous choice-making condition. This analysis demonstrated that the choice-making condition was superior to baseline and yoked control phases as determined by levels of task engagement and disruptive behavior. The findings of the two analyses contribute information relevant to students with emotional and behavioral disorders, and to a growing literature on the desirable effects of choice making for students with disabilities and challenging behaviors.

Attention↗
PubMed1991

P.r.n. medications in child psychiatric patients: a pilot placebo-controlled study.

BACKGROUND: The administration p.r.n. (as needed) of sedative medications is a widespread practice in the management of acute dyscontrol of child psychiatric inpatients. Its efficacy, however, has never been tested in a controlled clinical trial. METHOD: Twenty-one male inpatients, aged 5-13 years, participated in a double-blind, placebo-controlled study of the p.r.n. use of diphenhydramine, a sedative antihistaminic often used in child psychiatry wards. The patients' DSM-III-R diagnoses were conduct disorder, attention-deficit hyperactivity, and major depression. Each patient in acute dyscontrol blindly received either oral or intramuscular doses of diphenhydramine 25-50 mg (N = 9) or placebo (N = 12). The Conners Abbreviated 10-Item Teacher Rating Scale and the Clinical Global Impressions scale were completed before and 0.5, 1, and 2 hours after the dose. RESULTS: Repeated measures ANOVA showed significant time effects, but no difference due to drug. The intramuscular route tended to be more effective than the oral, regardless of whether active drug or placebo was given. CONCLUSION: The data indicate that if p.r.n. administrations are effective, this is a placebo effect. Likewise, intramuscular administrations are more effective because of a route effect ("the needle") and not because of a specific pharmacologic activity.

Administration, Oral↗
PubMed2001

Overt and covert dimensions of antisocial behavior in early childhood.

The present study was designed to assess both the prevalence and structure of antisocial behavior in a normative sample of preschoolers. Prevalence estimates suggested that 40% of preschoolers exhibit at least one antisocial behavior each day. Furthermore, 10% of preschoolers exhibit six or more antisocial behaviors each day. Consistent with research based on older children, factor analyses provided support for conceptualizing antisocial behavior in early childhood as consisting of both overt and covert dimensions. While both overt and covert behaviors had acceptable test-retest reliability, only overt behaviors had acceptable interrater reliability. Finally both overt and covert dimensions of antisocial behavior were uniquely related to general measures of conduct problems, hyperactivity, and adult and peer conflict in the classroom setting. Findings are discussed with regard to early assessment and the developmental course of antisocial behavior.

Adult↗
PubMed1976

Behavioral disturbances among failure-to-thrive children.

The eating, sleeping, elimination, autoerotic and self-harming behavior of 19 preschool failure-to-thrive children was studied. Their behavior was compared to a group of 19 children growing normally for their chronological age. Information was obtained by repeated home visits by public health nurses. The growth-retarded children had more feeding difficulties as infants, had skimpier, less regular meals, and had poorer response to food when rated on a five-point scale. Their daily caloric intake was lower. There was no substantial differences between groups for sleeping, elimination, autoerotic, and self-harming behaviors when each area was separately analyzed. However, when all the disturbances were summed, there was clear evidence that the failure-to-thrive children had a noticeably greater number of abnormalities than the control group.

Child Behavior Disorders↗
PubMed2006

Prevalence and correlates of asthma in children with internalizing psychopathology.

Our objective was to determine the prevalence rate of parent-reported asthma in children with internalizing disorders seeking psychological treatment, and to study the level of internalizing and externalizing problems in these patients compared to patients without asthma. Participants were 367 children (ages 5-18 years) with internalizing disorders seeking psychological treatment. Children's psychiatric diagnosis was established with the Anxiety Disorders Interview Schedule for DSM-IV-Child and Parent versions. Parents reported on their child's asthma diagnosis, medical history, and medication usage. Child psychopathology was assessed with the Child Behavior Checklist and by child self-report with the Multidimensional Anxiety Scale for Children and the Children's Depression Inventory. We assessed internalizing psychopathology of the mothers with the Depression Anxiety and Stress Scale. An additional diagnosis of parent-reported asthma was established for 15% of the children diagnosed with an Axis I internalizing disorder, a prevalence rate markedly higher than reported for current parent-reported childhood asthma in the U.S. population. Patients with asthma showed higher levels of internalizing problems than their nonasthmatic counterparts. Internalizing psychopathology was not higher for mothers of patients with asthma. Asthma is a significant problem within the population of patients with childhood internalizing disorders. It can be accompanied by a greater severity of internalizing problems and may require specific precautions in the treatment protocol. Though parent report of asthma diagnosis is commonly used in surveys of childhood asthma, our findings have to be viewed in the light of its limitations.

Adolescent↗
PubMedDate not supplied

Effects of familiar versus unfamiliar therapists on responding in the analog functional analysis.

The analog functional analysis involves the manipulation of pre-determined antecedent and consequent events and typically is conducted by trained experimenters. Inclusion of idiosyncratic variables in the analog functional analysis may affect responding. Inclusion of caregivers is one potential antecedent that may affect problem behavior. The purpose of this study was to evaluate the effects of including caregivers in the analog. Four individuals with developmental disabilities and their caregivers served as participants. For 3 of 4 participants, different patterns of responding were observed when caregivers versus experimenters conducted the functional analysis.

Adolescent↗
PubMed2000

Proposed use of two-part interactive modeling as a means to increase functional skills in children with a variety of disabilities.

PURPOSE: Many behavior modification and intervention programs are based on operant procedures developed for animal subjects, but few use modeling procedures in which one student observes interactions between two proficient trainers. We show how such procedures, which successfully trained Grey parrots (Psittacus erithacus) to produce and comprehend elements of human language, can be adapted for use with children with three types of disabilities: (a) autism with limited social and language skills, (b) developmental delay with physical handicaps and lack of language skills, and (c) hyperactivity with impaired cognitive and social skills. SUMMARY: Children were evaluated before entering the program and outcomes were recorded to determine improvement levels. No child reached totally normative (physical age-appropriate) levels, but all significantly improved their social and communication skills and use of contextually appropriate behavior. CONCLUSIONS: A two-trainer modeling system can be a valuable intervention tool for children whose disabilities involve social and communicative skills.

Animals↗