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PubMed2006

Association between childhood sleep problems and perinatal factors, parental mental distress and behavioral problems.

The aim of this study was to examine the effect of age, gender and perinatal risk factors on the risks for sleep problems, and investigate the relation between childhood sleep problems and children's behavioral syndromes and parental mental distress in early and middle childhood. We recruited a representative sample of 1391 children, ages 4-9, from nine kindergartens and three elementary schools by using a multistage sampling method. Parents of child participants completed a questionnaire including perinatal risk factors, sleep habits and problems, the Child Behavior Checklist (CBCL) and the Chinese Health Questionnaire (CHQ). A mixed model was used for data analysis to address cluster effect from the same classes and schools. Results showed that boys suffered from more sleep problems than girls. Early insomnia, sleep terrors and enuresis decreased with ages, but sleepwalking increased with ages. Perinatal exposure to alcohol, coffee and non-prescribed medication, vaginal bleeding, artificial delivery, first-born order and higher parental CHQ score (> or =4) were significantly associated with several childhood sleep problems. In addition, children with sleep problems had higher T-scores of the eight behavioral syndromes derived from the CBCL. Our findings indicated that the childhood sleep problems were associated with perinatal risk factors, parental psychopathology and children's behavioral problems.

Child↗

PubMed1992

Effects of task difficulty on parent teaching skills and behavior problems of young children with autism.

Responses of 15 young children with autism and their mothers were analyzed as these families proceeded through a program of skill training and family support. The influence of task difficulty on the children's behavior problems and on the mother's teaching skills was evaluated at three distinct points over a one-year period. Results showed that (a) behavior problems were significantly reduced and teaching skills were significantly improved over the course of training and (b) the difficulty of the task was related to behavior problems and teaching skills. Findings were discussed in relation to implications for assessment and intervention with young children who have autism.

Autistic Disorder↗

PubMed1991

Functional assessment, curricular revision, and severe behavior problems.

An adolescent female with multiple handicaps and a long history of severely disruptive behavior participated in a functional assessment linked directly to specific revisions in her school curriculum. During Phase 1, reversal designs were used to test hypotheses pertaining to antecedent and curricular influences on problem behavior. During Phase 2, a multiple baseline across afternoon and morning time periods demonstrated that the curricular revisions were effective in eliminating severely disruptive behavior and increasing on-task responding. Data also showed that inappropriate "psychotic" speech was reduced and appropriate social interactions were increased. Follow-up results showed that the changes were maintained throughout the school year. Questionnaire data provided social validation of the procedures and outcomes. The findings are discussed in relation to their implications for functional assessment, individualized curricula, and positive programming for students with disabilities and serious behavior problems.

Achievement↗

PubMed1990

Health promotion for adolescents: preventive and corrective strategies against problem behavior.

This paper, in its first part, gives an overview of research on "problem behavior" in adolescence. Adolescence is considered to be a stage in life characterized by more experimentation, exploration, risk-taking, and rebellion than any other stages. Many health-damaging behaviors (drug consumption, precocious sexual activity, riskful driving, aggressive behavior, etc.) have important psychosocial functions in adolescents' developments. Some of these behaviors can be signals of "stress", defined as a bio-psycho-social state of tension resulting from a variety of stressors which confront adolescents daily in modern industrial societies. In the second part of the paper, the implications of this research for strategies of intervention are discussed. The systematic analysis distinguishes between different stages in the process by which problem behavior emerges and separates "preventive" from "corrective" forms of intervention. Additionally, the analysis differentiates between the dimensions targeted by the measures: interventions addressed toward individual behavior ("personal resources") on the one hand, and living conditions ("social resources") on the other hand. The resulting types of intervention approaches are illustrated with examples and discussed in view of how appropriate they are for health promotion in adolescence. Implications for "social policy for adolescents" are discussed.

Adolescent↗

PubMed2001

The moderating effect of aggressive problem behaviors in the generation of more positive attitudes toward nursing home residents.

This study examined the ability of a social history intervention to generate more positive attitudes toward nursing home patients, and to increase staff members' perceived rewards of care-giving. In contrast to prior studies, residents' problem behaviors were examined as potential moderators in the relationship. Forty-three staff members participated in an experimental, 3 (informational condition: social history, medical, control) x 2 (time: pre-test, post-test) within-subjects factorial design that employed newly admitted residents as target patients. Findings showed that the social history intervention alone did not generate more positive attitudes toward patients or greater rewards of care-giving. Although a larger proportion of target patients manifested other problem behaviors with greater frequently, only aggressive problem behavior was associated with more negative attitudes toward patients. A post-hoc analysis revealed that after statistically controlling for the impact of patients' aggressive behavior, the social history information appeared to allow staff members to maintain more neutral attitudes toward patients. Considerations for the use of social history information in long-term care settings are addressed.

Adult↗

PubMed2001

The impact of maternal alcohol and illicit drug use on children's behavior problems: evidence from the children of the national longitudinal survey of youth.

This study uses Children of the National Longitudinal Survey of Youth to test for evidence of a causal relationship between maternal alcohol, marijuana, and cocaine use, and children's behavior problems. Ordinary least squares (OLS) results provide strong evidence that substance use is associated with behavior problems. However, OLS estimation fails to account for unobserved factors that may be correlated with substance use and child behavior. To account for this problem, mother-child and family fixed-effects models are tested. The results suggest that maternal illicit drug use is positively associated with children's behavior problems, while alcohol use has a less consistent impact.

Adolescent↗

PubMed1999

Etiology of alcohol use among Hispanic adolescents: sex-specific effects of social influences to drink and problem behaviors.

BACKGROUND: Hispanic adolescents seem to be at greater risk for alcohol use; a greater understanding of the factors that predict alcohol use among Hispanic youth is needed. Social influences to drink and other problem behaviors often predict adolescent alcohol use. However, most past research has concentrated on samples of predominantly white adolescents residing in suburban areas. OBJECTIVES: To determine which demographic factors, social influences, and problem behaviors are associated with alcohol use among Hispanic adolescents and to eludicate the difference in the origins of alcohol use depending on sex. DESIGN: Cross-sectional study. SETTING: Middle schools in New York City. PARTICIPANTS: This study focuses on 1410 adolescents in grade 7 from inner-city schools who identified themselves as Hispanic at the baseline assessment of an investigation of alcohol and other drug use. MAIN OUTCOME MEASURES: Alcohol initiation, alcohol consumption, and future drinking. RESULTS: The findings showed that social influences to drink and reported problem behaviors were associated with alcohol use across and within sex groups. In particular, friends' drinking was related to alcohol initiation, consumption, and plans to drink in the future across sexes and within both sex groups. Other predictors (mother's drinking, siblings' drinking, ease of obtaining alcohol, deviance, cigarette smoking, and marijuana use) exhibited sex-specific effects. CONCLUSION: These findings lend support to teaching social resistance skills to improve Hispanic adolescents' ability to resist social influences to drink and use other drugs.

Adolescent↗

PubMed1989

Depression, learning disability, and school behavior problems.

It is possible that recurrent depression (primary affective illness) is the most significant variable related to school problems of a behavioral nature in children manifesting developmental specific learning disabilities. The association of school problems and depression was investigated at a private school for children with developmental specific learning disabilities. These children were of normal intelligence and were free of primary conduct or thought disturbances. Prior to entering school, 95% of the students fulfilled criteria for developmental specific learning disabilities and 64% for depression with or without hyperactivity. Students manifesting no diagnosable behavioral condition prior to entrance continued to be relatively free of behavioral problems during their stay at school. Students with both depression and hyperactivity showed the most problematic behavior followed by students with depression without hyperactivity.

Adolescent↗

PubMed1995

Teacher and parent perceptions of behavior problems among a sample of African American, Hispanic, and non-Hispanic white students.

A multiracial/multiethnic sample of middle school adolescents and their teachers was used to assess whether teacher ratings of student behavior problems varied according to teacher-student racial/ethnic differences and students' perception of teachers' attitudes toward them. No significant mean score differences were found for Hispanic or non-Hispanic white students according to the race/ethnicity of the teachers doing the ratings. However, African American students rated by Hispanic and non-Hispanic white teachers had significantly higher mean total behavior problem scores than African American students rated by African American teachers. Teacher ratings were also compared to those made by parents. The percentage of students rated as cases by teachers but not by parents differed significantly by race/ethnicity of student. Other findings indicated highly significant relationships between student-perceived teacher disparagement and the assignment of high behavior problem scores to students by teachers.

Adolescent↗

PubMed1995

Maternal reports of behavior problems in preschool Hispanic children: an exploratory study in preventive pediatrics.

Maternal reports on the health, behavioral, and educational characteristics of Hispanic low-income preschoolers were gathered from a pediatric clinic to conduct appropriate consultation and teaching of behavioral issues to pediatric residents. Fifty-two Hispanic mothers attending an urban hospital clinic were given a questionnaire. Interviews provided data on family demographics, children's health status, behavior problems (65 items adapted from Achenbach's 1981 and 1987 Child Behavior Checklists [CBCL]), maternal depression, family life stressful events, and discipline methods. Thirteen externalizing and five internalizing high frequency behaviors were identified. Behavior problem scores were significantly related to the use of yelling and hitting/spanking as methods of discipline. Precarious health status and low enrollment in preschool programs also were reported. A broader preventive role for pediatricians in that pediatric setting was recommended and pursued. Results suggest a broad preventive role for pediatricians and pediatric clinics servicing low-income preschoolers.

Child Behavior↗

PubMed1990

Adolescent problem behaviors: the influence of attachment and autonomy.

This article reviews current literature on adolescent problem behaviors and suggests that a model based on attachment theory and theories of adolescent autonomy and relatedness can help explain the development of these behaviors. When adolescents hold models of relationships with parents that are characterized by anger and insecurity and face increased pressures to seek autonomy, a high risk of problem behaviors ensues. Treatment implications flowing from this model are discussed.

Adolescent↗

PubMed2006

Maternal distress and expressed emotion: cross-sectional and longitudinal relationships with behavior problems of children with intellectual disabilities.

Mothers of children with intellectual disability were assessed at two time points, 2 years apart (n = 75 at Time 1, n = 56 at Time 2). Data were gathered on maternal distress, mental health, expressed emotion, and the child's internalizing and externalizing behavior problems. Consistent with previous research with families of children who have intellectual disability, maternal distress and children's behavior problems entered into a bidirectional relationship over time. This relationship was found to be specific to externalizing problems. Exploratory analyses also suggest that maternal distress and depression had a bidirectional longitudinal relationship. In terms of maternal expressed emotion, criticism and not emotional over-involvement was cross-sectionally but not longitudinally related to children's externalizing behavior problems and to maternal distress.

Adolescent↗

PubMed2000

The implications of unmitigated agency and unmitigated communion for domains of problem behavior.

Agency and communion are broad dimensions of personality that reflect a focus on the self and a focus on others, respectively. In this article, we distinguish unmitigated agency, a focus on the self to the exclusion of others, flom agency, and we distinguish unmitigated communion, a focus on others to the exclusion of self, from communion. We argue that it is unmitigated agency and unmitigated communion that are linked to domains of problem behavior, in particular relationship difficulties and poor health behavior. Unmitigated agency and unmitigated communion are associated with a lack of support from others, a reluctance to ask others for help, and a range of poor health behaviors. The reasons for these links differ. The links to problem behavior for unmitigated communion individuals stem from their tendency to subjugate their own needs to the needs of others and their dependence on others for esteem. The links to problem behavior for unmitigated agency individuals stem from their unwillingness to attend to relationships and their negative view of others.

Health Behavior↗

PubMed2006

Association between P3 event-related brain potential amplitude and adolescent problem behavior.

This study examined P3 event-related brain potential amplitude and the age of onset of adolescent problem behaviors associated with the development of externalizing psychopathology. Five hundred and one male and 627 female 17-year-old twins reported whether and when they had initiated tobacco, alcohol, or illicit drug use, had police contact, or had sexual intercourse. P3 amplitude was recorded using a visual oddball task. Each of these behaviors was associated with reduced P3 amplitude. When these five behaviors were used to create a composite early problem behavior scale reflecting onset prior to age 15, higher scores were associated with smaller P3 amplitudes. P3 amplitude reduction has been associated with genetic risk for alcoholism and other externalizing disorders associated with disinhibited behavior. Our results suggest that reduced P3 may also be associated with early expression of behaviors that predict the development of these disorders.

Adolescent↗

PubMed1998

Fathers and preschool behavior problems.

Fathers have seldom been the focus of research investigating the causes and correlates of early behavior problems. Two studies examined fathers of preschool boys with and without clinic-referred behavior problems. Six domains of risk were examined: life stress, social support, psychological symptoms, parenting attitudes, positive involvement, and harsh discipline. Clinic fathers differed from fathers of matched comparison boys with respect to all of these except social support, but only harsh discipline contributed uniquely to clinic status. These domains correctly classified 81% of the boys. Within the clinic group, teacher-rated problem severity 1 year later was predicted by fathers' life stress, psychological symptoms, and positive involvement, indicating that different factors may account for initial clinic status versus stability of problems. Mothers' self-report data better predicted clinic group membership, whereas fathers' data better predicted Year 2 outcomes for clinic boys.

Adult↗

PubMed2002

Effects of emotion-oriented care on elderly people with cognitive impairment and behavioral problems.

OBJECTIVE: This study investigates the effects of emotion-oriented care on the behavior of elderly people with cognitive impairment and behavioral problems. This approach is mainly based on the validation approach, but also uses insights from other approaches like reminiscence and sensory stimulation. METHODS: 16 Homes for the aged with structured day care units were randomly allocated to an intervention or control group. 151 Residents with cognitive impairment and behavioral problems were included in the study. The eight intervention homes received a training program with regard to emotion-oriented care. In the eight control homes usual care was continued. Measurements were performed at baseline and after 3, 6 and 12 months of follow-up (assessment by caregivers and relatives). The primary outcome measure was the change in behavior of the residents. RESULTS: The results of multilevel analyses (overall, subgroup and per protocol) showed no statistically significant, nor clinically relevant effects in favor of the intervention group on the behavioral outcome measures. CONCLUSIONS: There is insufficient evidence yet to justify the implementation of emotion-oriented care on a large scale. Additional studies are needed in which special attention is given to the implementation process.

Aged↗

PubMed2002

Behavior problems of children with autism, parental self-efficacy, and mental health.

Self-efficacy has been identified in the general parenting literature as an important variable affecting parent outcomes. In the present study, 26 mothers and 20 fathers of children with autism reported on their self-efficacy, anxiety, and depression. Teachers rated the behavior problems of the children. Regression analyses showed that self-efficacy mediated the effect of child behavior problems on mothers' anxiety and depression, but there was no evidence that it functioned as a mediator for fathers. However, there was evidence that self-efficacy moderated the effect of child behavior problems on fathers' anxiety. No evidence for the moderating effect of self-efficacy was apparent for mothers. Methodological issues and the theoretical and practical implications of these results are discussed.

Adolescent↗

PubMed2002

An instrumented vehicle assessment of problem behavior and driving style: do younger males really take more risks?

An instrumented vehicle was used to obtain behavioral data from 61 drivers ranging in age from 18 to 82. Each driver completed a personality questionnaire and participated in a study described as an evaluation of cognitive mapping and way-finding abilities. An evaluation of relationships between age, personality and driving style revealed that driver age and type A personality characteristics were significant predictors of vehicle speed and following distance, P < 0.05. However, contrary to the earlier research, which relies heavily on a self-reported driving criterion, no significant gender differences were obtained. A factor analysis of several at-risk driving behaviors identified a cluster of correlated driving behaviors that appeared to share a common characteristic identified as aggressive/impatient driving. It is suggested that the correlated cluster of driving behavior provide objective support for the assumptions of response generalization and problem behavior theory. Results are discussed with regard to implications for safe driving interventions and a problem behavior syndrome.

Adolescent↗