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PubMed1990

The relative value of reading ability and IQ as predictors of teacher-reported behavior problems.

Measures of early family adversity, pre-school-age IQ, school-age IQ, and reading ability were obtained from 779 Dunedin children. The data were used to examine the role of reading ability in the relationship between intellectual performance and teacher-reported behavior problems. Results of regression analyses showed that family adversity and pre-school-age IQ predicted problem behavior during the first year at school. However, reading scores accounted for a larger proportion of the variance in the later behavior problem scores than did school-age IQ scores, and when reading ability was entered in the regression equation before IQ, then reading but not IQ significantly predicted change in problem behavior during the primary school years. The results indicated that the association between IQ scores and problem behavior was mediated by reading ability and that a measure of school-age IQ has limited usefulness for models of primary school-age problem behavior.

Adolescent↗
PubMed1991

Animal illness and human emotion. Behavioral problems.

Understanding companion animal behavior and treating behavior problems requires an appreciation of both the species-typical and individualistic nature of the behavior of dogs and cats, as well as people. Pet behavior problems are influenced by many factors, including genes, physiological processes and a myriad of environmental influences during the development of the pet throughout its life. Human behavior is influenced greatly by cognitive/linguistic capabilities unavailable to pets. Human anthropomorphism, egocentrism, and our tendency to attribute causality have surprisingly little effect on the development of major pet behavior problems but must be considered factors bearing on the successful treatment of these problems.

Animals↗
PubMed1986

Prevalence of behavior problems and mental health utilization among encopretic children: implications for behavioral pediatrics.

The psychiatric literature traditionally has viewed encopretic children as having severe and characteristic behavior problems. Current psychiatric views as expressed in the Diagnostic and Statistical Manual of Mental Disorders, 3rd Edition (DSM-III), and in the pediatric literature, however, tend to regard the behavior problems of encopretic children as being rather mild or secondary to the consequences of the encopresis itself. Using a behavioral checklist with empirically derived factors (the Child Behavior Checklist), 55 children presenting for medical treatment of their encopresis have been assessed. Numerous behavior problems are reported on parental ratings, but the overall severity of behavior problems in this group of children falls below that found in children with behavior problems who are referred for mental health services. Most children presenting for medical management of encopresis have not been seen or evaluated by mental health services. Encopresis is a disorder in which psychological evaluation and intervention by the pediatrician may be advisable.

Adolescent↗
PubMed1991

Adolescent health behavior and conventionality-unconventionality: an extension of problem-behavior theory.

Examined the relation of psychosocial and behavioral conventionality-unconventionality to health-related behavior in cross-sectional data from 1,588 male and female 7th to 12th graders. Conventionality-unconventionality was represented by personality, perceived social environment, and behavior variables selected from the social-psychological framework of problem-behavior theory (R. Jessor & S. L. Jessor, 1977). Greater psychosocial conventionality correlates with more regular involvement in health-related behavior (regular physical activity, adequate sleep, safety belt use, attention to healthy diet). Greater behavioral conventionality (less involvement in problem behaviors such as marijuana use, problem drinking, delinquent-type behavior, and greater involvement in conventional behaviors such as church attendance) was also associated with greater involvement in health-maintaining behavior. The overall findings provide support for the extension of problem-behavior theory to the domain of adolescent health behavior and for the relevance of the dimension of conventionality-unconventionality.

Adolescent↗
PubMed1991

Prevalence of problem behavior in Dutch children aged 2-3.

The present study provides prevalence data on behavioral and emotional problems in Dutch preschool children from the general population. The Child Behavior Checklist for ages 2-3 (3) was completed by parents of 421 children aged 2-3 living in the Dutch province of Zuid-Holland. Mean 3-week test-retest reliability of the instrument was .79 (pearson correlation) and the mean interparent agreement was .47. The CBCL/2-3 scores correlated positively and significantly (mean r of .65) with the BCL, an instrument designed to measure behavior problems, and not substantially (mean r of -.06) with the MCDI, an instrument to assess the child's level of general development. For each of the 99 problem items the prevalence rates were presented graphically for boys and girls in 6-months age-groups. The prevalence rates of individual problem items ranged from 1% to 80%. Sixteen percent of the items was scored for more than half of the sample, indicating that the behavior covered in these items may be quite common in young preschool children. In this sample 7.8% of the children were estimated to have a behavior problem, which compares well to the rates found in other studies. No age, sex, or SES differences in total problem scores were found. Almost all significant age, sex, and SES differences found for individual items were small. Age differences found for individual problem items probably reflect the growing self-other differentiation in 2-3-year-olds. Analysis of sex differences revealed that boys were rated to be more aggressive and oppositional and as having more developmental problems, and that girls were rated to have more sleep problems. SES differences were found for items which reflect hyperactive, undercontrolled, dependent, and depressed behaviors. Comparison of problem scores for referred and nonreferred preschool children indicated higher scores for referred children on 72 of the 99 problem items. The largest differences were found for the items Doesn't get along with other children, Wants a lot of attention, and Can't concentrate. Based on the total problem score 70 percent of the children could be correctly classified as referred or non-referred. A large percentage of children, however, was incorrectly classified based on the total problem score alone.

Affective Symptoms↗
PubMed1987

An intervention program for adolescents with behavior problems.

Adolescents with behavior problems (aged 12 to 14) attending a regular public high school were in need of an intervention program. The purpose was to enhance their personal and interpersonal functioning as well as to structure a stimulating learning environment. In order to improve their social, educational, and psychological functioning, program objectives were established to help students develop the ability to listen to one another, respect others as well as their opinions, become aware of their own emotions and those of their peers, and recognize and minimize derogatory remarks toward one another. To attain these objectives, relaxation sessions, magic circle activities, art sessions, future planning groups, and decision-making groups were used. Meetings with teachers enabled them to examine and improve their attitudes and relationship with students. Upon completion of the program, the adolescents manifested less disruptive classroom behavior, increased their class participation, and displayed a more positive attitude toward school. The achievement of these behavioral changes indicates that a psychologically oriented intervention program is a feasible addition to a conventional curriculum. Teachers learned the basic skills of program formation, implementation, and evaluation, and most importantly, revitalized their attitude toward troubled students and their profession.

Adolescent↗
PubMed1990

[A six-year follow-up study of childhood behavior problems].

In order to study the outcome of childhood behavior problems and to investigate relationships between those behavior problems and mental health problems in later years, a survey which was conducted in 1977 was repeated after six years. Subjects were randomly selected children aged from three to seven years living in Bunkyo-ku in Tokyo in 1977. Out of 279 children, responses to the questionnaire were obtained for 201 children, with 39 refusing to co-operate and 39 having left the area. The main results were as follows: 1. Comparison of prevalence rates of individual behavior problems occurring in early childhood (from 3 to 7 years old), showed that behaviors such as overactivity, "difficult to control", persistence, stubbornness and poor relations with unfamiliar persons decreased rapidly with age. On the other hand, hypoactivity, withdrawal and shyness increased. For problems occurring in late childhood (from 9 to 13 years old), the prevalence of poor concentration and passive behavior problems increased with age, while aggressive behaviors decreased. Behaviors such as thumb-sucking, nail-biting, bed-wetting and tics decreased. 2. Over the six years of this study, many behavior problems in areas of activity, mood, volition, human relations and abnormal symptoms showed significant persistence, although the degree of the persistence was not very strong. 3. Significant relationships between behavior problems observed at age three to seven years and mental health problems such as refusal to attend school and antisocial behaviors after six years were not seen.

Adolescent↗
PubMed1990

Association between parenthood and problem behavior in a national sample of adolescents.

The association between problem behaviors and parental status was studied in a national sample of urban (n = 1263) and rural (n = 388) young women 15 to 17 years of age. When assessed according to age at childbearing, there was a clear association between problem behavior and the birth of a first child prior to age 19 years. The three parental status groups studied appeared ordered in risk, with school-aged mothers having engaged in the most problem behaviors, and followed, in turn, by young adult mothers (ie, those who had a child between 19 and 21 years of age), and then by women who had not had a child by age 21 years. Young urban women who engaged in three or more problem behaviors were more likely than women who claimed no involvement in problem behaviors to subsequently have a child prior to age 19 years. In addition, black adolescents reported fewer problem behaviors than did white adolescents. When individual behaviors were analyzed, school-aged mothers were more likely than either young adult mothers or nonmothers to have reported school suspension, truancy, runaway, smoking marijuana, and fighting. Although similar results were found in both samples, the effects appeared more consistent for young urban women. In future studies, researchers must determine whether adolescent mothers are at risk for parenting difficulties because of their previous involvement in problem behaviors.

Adolescent↗
PubMed1992

Severe problem behaviors related to social interaction. 2: A systems analysis.

The effects of problem behavior displayed by two groups of children with developmental disabilities was investigated. One group of children exhibited problem behavior under conditions of low adult attention and was referred to as the attention-seeking or AS behavior profile group. A second group of children exhibited problem behavior under conditions of high adult attention and was referred to as the socially avoidant or SA behavior profile group. A third group of nonproblem children (NP) was examined for comparison purposes. Pairs of children were placed in a teaching situation, and the effects of child problem behavior upon adult instructional behavior were measured. Results indicated that child behavior affected adult behavior and that different child behavior profiles affected adults differentially. Adults responded to the problem behaviors of the AS behavior profile group by increasing attention, providing higher levels of physical contact, and presenting academic tasks that required continuous adult-child interaction. Conversely, the same adults responded to the problem behaviors of the SA behavior profile group by reducing attention, providing lower levels of physical contact, and presenting academic tasks that required little adult-child interaction. The data indicated that these child effects were powerful, immediate, and durable. Theoretical implications concerning reciprocal social influence and the operant theory of child problem behavior are discussed. Applied implications concerning treatment selection and maintenance are also explored.

Adult↗
PubMed1989

Preacademic screening for learning and behavior problems.

The relationship between socioeconomic status (SES) and behavior problems in children at risk for developing learning difficulties was investigated by screening 1106 children who were completing kindergarten and identifying 292 as being at-risk. Data on SES, behavior problems, and preacademic reading skills were obtained on 204 at-risk children and 181 non-at-risk controls. A larger proportion of children from upper SES made up the non-at-risk sample and a smaller proportion of upper SES children were found in the at-risk sample. Children (N = 91) who demonstrated perceptual delays and inadequate preacademic reading skills were rated by their teachers as having significantly more behavior problems than children (N = 218) who were negative for these two signs. The results suggest that some children with perceptual problems demonstrate multiple behavior problems prior to experiencing reading failure.

Child Behavior Disorders↗
PubMed1990

Social competence and behavior problems in premature children at school age.

Social competence and behavior problems of 87 children born weighing less than 1501 g were measured using the Child Behavior Checklist when the children were 7 to 8 years old. Both premature boys and girls had significantly lower Social Competence scores than the normative samples of their respective sexes. Only premature boys had significantly higher Behavior Problems scores, with significantly higher scores on behaviors associated with conduct disorders. Premature children in each of three social class groups had significantly lower Social Competence scores and higher Behavior Problems scores than normative children. Furthermore, there was an interaction between prematurity and social class on Behavior Problems scores, with the greatest discrepancy in scores between premature and normative children in the lower-class group. Relative to other predictors, IQ score best explained Social Competence scores and family stability best explained Behavior Problems scores in the premature sample.

Child↗
PubMed1990

Behavioral problems in old dogs: 26 cases (1984-1987).

Among 26 dogs greater than or equal to 10 years old, the most frequent owner complaints relating to behavioral problems were destructive behavior in the house (n = 10), inappropriate urination or defecation in the house (n = 10), and excessive vocalization (n = 7). The most frequent behavioral diagnoses were separation anxiety (n = 13) and breakdown of housetraining (n = 6). Most of the behavioral problems in the 26 dogs began after the dogs reached the age of 10 years, and most of the dogs had been owned for many years without having behavioral problems. Few behavioral problems in old dogs had a medical basis. Most cases of inappropriate urination or defecation in the house were not related to urinary or fecal incontinence, but were exacerbated by problems such as degenerative joint disease and renal disease. Behavioral therapy is appropriate for behavioral problems in old dogs, and, taking into account an old dog's health and physical limitations, techniques used are the same as for younger dogs.

Age Factors↗
PubMed1986

Behavior problems of equids in zoos.

Behavior problems in zoo equids commonly result from a failure to provide for needs basic to equine nature. Equids are gregarious, and failure to provide companions may result in pacing. Wild equids spend 60 to 70 per cent of their time grazing, and failure to provide ad libitum roughage contributes to the problems of pacing, cribbing, wood chewing, and coprophagia. Mimicking the normal processes of juvenile dispersal, bachelor-herd formation, and mate acquisition reduces the likelihood of agonistic and reproductive behavior problems. Infanticide can be avoided by introducing new stallions to herds containing only nonpregnant mares and older foals.

Aerophagy↗
PubMed1992

Covariation within functional response classes: implications for treatment of severe problem behavior.

Two studies examined the effects of a reductive treatment versus instruction-based treatments on the generalized reduction of problem behaviors. Each study involved a detailed analysis of multiple problem behaviors performed by school-aged youth with severe intellectual disabilities. The analysis examined the contrasting effects of one of two different positive intervention procedures (teaching a positive alternative behavior or providing additional teacher assistance during instruction) versus blocking and/or verbally reprimanding a problem behavior. The focus of each analysis was on the covariation of multiple problem behaviors within functional response classes. Results of the investigation indicated that when only one member of the response class was blocked, a collateral increase was observed in one or more different problem behaviors from the same response class. Alternatively, when 1 participant was taught a functionally equivalent mand response, all problem behaviors in the response class were reduced. Problem behaviors also were reduced for the remaining participant by presenting antecedent teacher assistance. Implications of the research extend to analysis of covariation within response classes and to procedures that result in generalized reduction of problem behaviors within a response class.

Behavior Therapy↗
PubMed1989

The role of central nervous system functioning and family functioning in behavioral problems of children with myelodysplasia.

This study examined the frequency and type of behavioral problems in 50 children with myelodysplasia and investigated the hypothesized roles of central nervous system (CNS) functioning and family functioning in behavioral problem outcome. The findings revealed that 50% of the children with myelodysplasia had a behavioral problem pattern and another 2% had low social skills, yielding an overall problem pattern rate of 52%. There was a high frequency of internalizing behavior problem profiles and a very low frequency of externalizing behavior problem profiles. Although there was little support for the hypothesized mediating role of central nervous system functioning, considerable support was provided for the association of family functioning and behavior problem outcomes.

Adolescent↗
PubMed1987

Predicting child behavior problems in maritally violent families.

Previous research indicates that children from violent marriages are more likely to suffer from conduct problems and/or anxiety disorders than children from nonviolent, satisfactory marriages. However, knowledge regarding specific factors present in violent marriages relating to child problems is limited. The present study examined the relationships involving interspousal aggression, parent-child aggression, and child behavior problems in a sample of 45 children from maritally violent families. Mothers indicated how often their children witnessed interspousal aggression and were victims of parent-child aggression. Mothers also rated their children's problem behaviors while children reported on their own depressive symptoms. The witnessing of interspousal aggression was highly associated with parental aggression directed toward children. Parent-child aggression related to attention problems, anxiety-withdrawal, motor excess, and conduct problems in children. However, the witnessing of interspousal aggression was not significantly related to child behavior problems. These results are consistent with theoretical predictions linking marital problems to child behavior by virtue of their association with parenting.

Anxiety Disorders↗
PubMed1992

Relationship between drug use and other problem behaviors in urban adolescents.

This study tested the generality of Jessor and Jessor's (1977) problem behavior theory, which states that a variety of problem behaviors constitute a behavioral syndrome in normal adolescents. Relationships among 5 adolescent problem behaviors (cigarette use, alcohol use, marijuana use, delinquency, and sexual intercourse) were examined in 7th-grade boys (n = 556) and girls (n = 715), and 9th-grade boys (n = 481) and girls (n = 485) in an urban school system in which the majority of students were African American and from low-income families. Measures of problem behavior frequency were positively correlated with each other and negatively correlated with several measures of conventional behavior. Confirmatory factor analyses replicated findings of previous studies that a single common factor underlies adolescent problem behaviors.

Achievement↗