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Results for “Child Behavior Disorders”

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At least 991 records · Page 55Linked to original sources
PubMed1999

An analysis of choice making in the assessment of young children with severe behavior problems.

We examined how positive and negative reinforcement influenced time allocation, occurrence of problem behavior, and completion of parent instructions during a concurrent choice assessment with 2 preschool-aged children who displayed severe problem behavior in their homes. The children were given a series of concurrent choice options that varied availability of parent attention, access to preferred toys, and presentation of parent instructions. The results showed that both children consistently allocated their time to choice areas that included parent attention when no instructions were presented. When parent attention choice areas included the presentation of instructions, the children displayed differential patterns of behavior that appeared to be influenced by the presence or absence of preferred toys. The results extended previous applications of reinforcer assessment procedures by analyzing the relative influence of both positive and negative reinforcement within a concurrent-operants paradigm.

Attention↗
PubMed2000

Preference for unreliable reinforcement in children with mental retardation: the role of conditioned reinforcement.

We examined the effects of conditioned reinforcement on children's choice between reliable (100%) and unreliable (50%) reinforcement under various stimulus conditions in a concurrent-chains procedure. The study was conducted across three experiments. Experiments 1 and 2 were conducted under conditions similar to basic laboratory work and consisted of participants selecting from one of two black boxes (placed on a table) that were correlated with different reinforcement schedules. In Experiment 3, we assessed a participant's preference for unreliable reinforcement during conditions in which the target responses were aggression and mands. Results of the three experiments showed that the participants preferred unreliable reinforcement under certain conditions. Findings are discussed regarding the role of specific stimuli (i.e., items correlated with a reinforcement schedule, adult reactions) as conditioned reinforcers and how they may influence children's preference for a response (e.g., aggression, self-injury) that produces reinforcement on a leaner schedule than a socially desirable response (e.g., mands).

Aggression↗
PubMed2006

Brief functional analysis and treatment of tantrums associated with transitions in preschool children.

A brief functional analysis was used to examine the influence of termination of prechange activities and initiation of postchange activitieson tantrums exhibited by 2 preschool children. For 1 participant, tantrums were maintained by access to certain (pretransition) activities. For a 2nd participant, tantrums were maintained by avoidance of certain task initiations. Although advance notice of an upcoming transition was ineffective, differential reinforcement of other behavior plus extinction reduced tantrums for both participants.

Child Behavior Disorders↗
PubMed1994

Use of a timeout ribbon with and without consequences as procedures to improve a child's compliance.

The purpose of the present case study was to evaluate use of a timeout ribbon with and without student-selected consequences on the compliance of a preschool student with disabilities. An ABACBC single-subject replication design was used. Compliance was low during the first baseline condition. When the timeout ribbon procedure was implemented in the classroom, compliance increased, but a return to baseline produced low compliance. When consequences were added to the timeout ribbon procedure, the child's compliance improved further. Additional replications of timeout ribbon and the timeout ribbon plus consequences generated less and less compliance. Possible reasons for the lack of robust findings were discussed.

Behavior Therapy↗
PubMed1997

Prevalence of parental substance-abuse among child psychiatric inpatients.

Of 100 consecutive admissions to an acute child psychiatric facility in South Africa 43 had at least one substance-abusing parent, while 10 children were from families in which both parents abused substances. 23 children received a diagnosis of depression, but no significant association was found between their diagnoses and parental substance-abuse status.

Adolescent↗
PubMed1990

Exploring the reinforcement of compliance with "do" and "don't" requests and the side effects: a partial replication and extension.

The side effects of reinforcing compliance to "do" and "don't" requests were examined in this study. The study was designed to do two things: (1) further establish that "do" and "don't" requests are functionally distinct and (2) determine which "don't" requests will show the same ability as "do" requests in effecting a change in topographically different inappropriate behaviors. Three children (2 boys and 1 girl), ages 5 yr. 2 mo. to 6 yr. 7 mo., participated. The design of the study was ABAC counterbalanced across subjects. With all three children reinforcement of "do" requests led to increased compliance with "do" requests without concurrent increase in compliance to "don't" requests. Also, reinforcing compliance to "don't" requests resulted in increased compliance to "don't" requests without concurrent increase in compliance to "do" requests. An undesirable side effect to the treatment was also noted. Two children showed a tendency to increase their rates of inappropriate behavior concurrent with increases in compliance to "don't" requests. Probable causes for this effect and concerns about the reinforcement of "don't" requests were discussed.

Behavior Therapy↗
PubMed1991

Measuring the effectiveness of the Star Parenting Program with parents of young children.

This study evaluated the effectiveness of the STAR Parenting Program, designed specifically for parents with children between the ages of 1 and 5 yr. The 8-hr. program was completed by 35 parents. There was a significant increase in parents' favorability and a significant decrease in anxiety afterwards. Parents also significantly lowered their expectations, reduced the emotionality of their reactions to their child's problem behaviors, and increased their use of time-out and tangible rewards following training. These changes were maintained at a 6-wk. follow-up.

Adult↗
PubMed1987

Relation of attention deficit and conduct disorder to vigilance and reading lag.

The relationship between DSM-III Axis I diagnoses 'attention deficit disorder with hyperactivity' (ADDH), 'conduct disorder' (CD) and 'anxiety disorder' (AD) and measures of attention and reading were studied in 158 children. Children diagnosed as having severe or moderate ADDH were found to be younger at referral and to have a lower IQ than were children with CD and AD. When age, IQ, social class and sex were controlled, children with severe ADDH were found to perform significantly worse than other diagnostic groups on some tests of vigilance and reading age. The data suggest that children with severe ADDH form a distinct group, and those with mild ADDH overlap symptomatically and on tests of vigilance with children with CD.

Achievement↗
PubMed2000

What every nurse needs to know about ... juvenile firesetters. A report of the Juvenile Firesetter Intervention Project.

With the number of juvenile firesetters growing each year and the amount of psychological and financial damage they create, it is essential that clinical professionals are aware of the characteristics surrounding juveniles who set fires. This study had two primary purposes: to educate nurses and mental health practitioners about the etiology and treatment of juvenile firesetters and to discuss a number of exploratory predictors, including age, gender, aggression, internalizing behaviors, level of deviancy, family dynamics, and sociability. Certain individual and environmental characteristics relate to varying levels of damage caused by the fire and the presence or absence of recidivistic behaviors. Firesetters are a group widely seen in the general population but not often identified or studied by clinical professionals. Therefore, this article has implications for the clinical practice of nurse practitioners and others who come into contact with this clinical population.

Adolescent↗
PubMed2005

12. Assessment of developmental learning and behavioural problems in children and young people.

Brain development from late pregnancy to 3 years of age affects a child's learning, behaviour and health throughout life. Behavioural difficulties in children are usually symptoms of underlying problems. Observing a child's appearance and performance, and taking a detailed history (considering factors in the child, the home, the school and the wider environment) provide most of the information needed for diagnosing behavioural problems. It is important to know what is "normal" for all stages of a child's development, but equally important not to confuse behavioural difficulties with normal variations and behaviours associated with developmental stages. Assessment and early intervention for behavioural and learning difficulties in children require a multidisciplinary team approach. As well as the recommended "multimodal" approach for managing attention deficit hyperactivity disorder, shared care with a general practitioner is available in some states, but medication is likely to be the trigger for a positive outcome.

Adolescent↗
PubMed1991

Integration of cognitive and behavioral treatment strategies in a group family-oriented partial hospitalization program for adolescents, children, and their families.

This article describes a partial hospitalization program for seriously emotionally disturbed children and adolescents in a public mental health setting. The article focuses on the integration of cognitive and behavioral treatment strategies in a group and family therapy based program. The literature on recent advances in the application of cognitive techniques in treating child and adolescent behavior problems is briefly reviewed. Specific cognitive and behavioral interventions that have proven useful with typical behavior problems in a partial hospitalization setting are outlined.

Adolescent↗
PubMed1999

The behavioural phenotype in velo-cardio-facial syndrome (VCFS): from infancy to adolescence.

In this contribution the current status and recent findings of the behavioural phenotype in VCFS (22q11 deletion) are discussed with regard to motor development, cognition and neurodevelopment, and behaviour and temperament. Motor: hypotonia in infancy, gross-motor milestones are delayed, problems with coordination and balance from preschool age on, problems with tempo/speed during adolescence. Cognition and neurodevelopment: learning disabilities (82-100%), intellectual disability (45%), better verbal abilities than performal abilities, poor attention and concentration, visuo-perceptual-spatia problems, good (auditory) memory. An important subgroup of children (55%) has a non-verbal learning disability (NLD). Behaviour and social-emotional development AD(H)D, withdrawn and shy, person-dependent social problems in relationships with peers, anxious, risk for child psychiatric problems as well as for the development of psychiatric problems during adolescence and early adulthood. Information on the behavioural phenotype in VCFS (22q11 deletion) is of great importance to clinicians as an aid to syndrome diagnosis, but even more to parents because it offers immense direct practical value to the management of the behaviour of their child. Appropriate counseling and information on the long-term expectations, and better insight in the behaviour will lead to the development of realistic ways of coping with their child.

Adolescent↗
PubMed2000

Antisocial, angry, and unsympathetic: "hard-to-manage" preschoolers' peer problems and possible cognitive influences.

This study is the first to provide direct observations of dyadic interactions with friends for preschool-aged disruptive children. Forty preschoolers (mean age 52 months) rated by parents as "hard to manage" on Goodman's (1997) Strengths and Difficulties Questionnaire (SDQ), as well as 40 control children (matched for age, gender, school, and ethnic background) were filmed for 20 minutes on two occasions playing with a teacher-nominated best friend. The videos were transcribed and coded for antisocial behaviour, displays of negative emotion, and empathic/prosocial responses to friend's distress. Individual differences in social behaviour were considered in relation to false-belief performance, affective perspective taking, and executive function skills (planning and inhibitory control). Compared with controls, the hard-to-manage group showed significantly higher rates of both antisocial behaviour and displays of negative emotion, as well as significantly lower rates of emphatic/prosocial responses. Across both groups combined, frequencies of angry and antisocial behaviours were related to poor executive control. Mental-state understanding was not significantly correlated with antisocial behaviour, emotion display, or empathy, suggesting that the interpersonal problems of young disruptive children owe more to failure of behavioural regulation than to problems in social understanding per se. However, given the relatively low power of the study, these findings require replication with a larger sample.

Anger↗
PubMedDate not supplied

[Does the cerebellum play a part in cognitive processes?].

OBJECTIVE AND DEVELOPMENT: We review the different cognitive and behaviour disorders in whose genesis the cerebellum has been thought to play a part. These disorders include infantile autism, Williams' syndrome, attention-deficit hyperactivity disorder and congenital cerebellar hypoplasia. We also consider the consequences of an acquired cerebellar lesion in the light of the following neuropsychological sequelas. It would seem that the cerebellum is involved in the functioning of the executive system due to its relationship with the prefrontal operative system and in the function of the working memory, and may share some of the characteristics of the acquired frontal syndrome.

Attention Deficit Disorder with Hyperactivity↗