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Results for “Behavioral problems”

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PubMed2004

The effects of family, school, and classroom ecologies on changes in children's social competence and emotional and behavioral problems in first grade.

This study tested the independent and interactive influences of classroom (concentrations of peer prosocial behaviors and victimization), family (household moves, mothers' education), and school (proportion of students receiving income assistance) ecologies on changes in children's social competence (e.g., interpersonal skills, leadership abilities), emotional problems (e.g., anxious, withdrawn behaviors), and behavioral problems (e.g., disruptiveness, aggressiveness) in first grade. Higher classroom concentrations of prosocial behaviors and victimization predicted increases in social competence, and greater school disadvantage predicted decreases. Multiple household moves and greater school disadvantage predicted increases in behavioral problems. Multiple household moves and low levels of mothers' education predicted increases in emotional problems for children in classrooms with few prosocial behaviors. Greater school disadvantage predicted increases in emotional problems for children in classrooms with low prosocial behaviors and high victimization. Policy implications of these findings are considered.

Affect↗

PubMed1999

Problem behavior of adolescents whose parents are living with AIDS.

Substance use, acts of sexual risk, conduct problems, and internalizing, externalizing, and somaticizing mental health symptoms were examined among 239 adolescent children and their parents living with AIDS in New York City. Consistent with theories regarding imitative behavior, stress, and anticipatory loss, adolescents' externalizing behavior problems and somatic symptoms were related to their parents' status.

Acquired Immunodeficiency Syndrome↗

PubMed1991

The Animal Preference Test and its relationship to behavioral problems in young children.

We compared performance on the Animal Preference Test; (APT; Van Krevelen, 1955) with parental assessment of children's behavioral problems as measured by the Achenbach Child Behavior Checklist (CBCL; Achenbach & Edelbrock, 1986). Forty Black and Hispanic 6- to 12-year-old boys were asked to name the three animals they would most like to be and the three animals they would least like to be if they could not be a human being. Reasons for animal choice were categorized into one of four theme categories: aggression, autonomy, nurturance, and pleasure-beauty. Each category had a high degree (91%) of interrater reliability. When reasons for animal choice were dichotomized into aggression/autonomy versus nurturance/pleasure-beauty, children who rejected animals because of their nurturant or aesthetic qualities displayed significantly greater aggressive (p less than .001) and depressed (p less than .05) behaviors on the CBCL. The choice of animals the subjects would most like to be was not meaningfully associated with CBCL performance. Further research with this easily administered and reliably scored projective test appears warranted.

Black or African American↗

PubMed1975

Dimensions of behavior problems among Oglala Sioux adolescents.

A factor analytic study of the Quay-Peterson (1967) Behavior Problem Checklist among American Indians indicated cross-cultural factor similarity for conduct problems. Personality problems and inadequacy-immaturity did not replicate across cultures. Results are discussed in the context of Sioux culture.

Absenteeism↗

PubMed2001

The influence of environmental and genetic factors on behavior problems and autistic symptoms in boys and girls with fragile X syndrome.

OBJECTIVE: Fragile X syndrome, caused by mutations in a single gene of the X chromosome (FMR1), is associated with neurobehavioral characteristics including social deficits with peers, social withdrawal, gaze aversion, inattention, hyperactivity, anxiety, depression, and autistic behavior. However, there is considerable variability in the behavioral and psychiatric problems among children with this condition. The purpose of this study was to measure genetic and environmental factors influencing behavior problems and autistic symptoms in children with fragile X syndrome. DESIGN: We conducted an in-home evaluation of 120 children (80 boys and 40 girls) with the fragile X full mutation and their unaffected siblings, including measurements of the FMR1 protein (FMRP), quality of the home environment, maternal and paternal psychopathology, effectiveness of educational and therapeutic services, and child behavior problems. RESULTS: Results of multiple regression analyses showed that for boys with fragile X, effectiveness of educational and therapeutic services and parental psychological problems predicted internalizing and externalizing types of problems, while the quality of the home environment predicted autistic behavior. For girls with fragile X, the results emphasized significant effects of FMRP on behavior, in particular social withdrawal and anxious/depressed behavior. CONCLUSIONS: These findings are among the first to link FMRP expression to behavior. They also emphasize the significance of home- and school-based environmental variables in the neurobehavioral phenotype and help to lay the foundation for studies designed to identify specific interventions for reducing problem behavior in children with fragile X syndrome.

Adolescent↗

PubMed1982

Factor analysis of the Quay-Peterson Behavior Problem Checklist across racially different exceptional children.

The factor structure of the Quay-Peterson Behavior Problem Checklist was investigated, across racial backgrounds of 358 American children, in order to determine its efficacy as an instrument in measuring personality dimensions in racially different exceptional children. Similarity across races was found on factors labeled in previous studies as conduct disorder, personality problem, and immaturity inadequacy. A fourth factor including items of laziness in school, irresponsibility, and dislike for school, was found to be race specific. This factor was interpreted as resistance by black exceptional students toward expectations within a white academic environment.

Affective Symptoms↗

PubMed2006

Interactions between child and parent temperament and child behavior problems.

OBJECTIVE: Few studies of temperament have tested goodness-of-fit theories of child behavior problems. In this study, we test the hypothesis that interactions between child and parent temperament dimensions predict levels of child psychopathology after controlling for the effects of these dimensions individually. METHODS: Temperament and psychopathology were assessed in a total of 175 children (97 boys, 78 girls; mean age, 10.99 years; SD, 3.66 years) using composite scores from multiple informants of the Junior Temperament and Character Inventory and the Achenbach System of Empirically Based Assessment. Parent temperament was assessed using the adult version of the Temperament and Character Inventory. Statistical analyses included multiple regression procedures to assess the contribution of child-parent temperament interactions after controlling for demographic variables, other types of child psychopathology, and the individual Temperament and Character Inventory and Junior Temperament and Character Inventory dimensions. RESULTS: Interactions between child and parent temperament dimensions predicted higher levels of externalizing, internalizing, and attention problems over and above the effects of these dimensions alone. Among others, the combination of high child novelty seeking with high maternal novelty was associated with child attention problems, whereas the combination of high child harm avoidance and high father harm avoidance was associated with increased child internalizing problems. Many child temperament dimensions also exerted significant effects independently. CONCLUSIONS: The association between a child temperament trait and psychopathology can be dependent upon the temperament of parents. These data lend support to previous theories of the importance of goodness-of-fit.

Age Factors↗

PubMedDate not supplied

A Spanish translation of the Revised Behavior Problem Checklist.

As part of a study on the mental health needs of Hispanic children, behavioral assessments were obtained using the Revised Behavior Problem Checklist (RBPC). Although a Spanish translation was available, it had been designed for a primarily Cuban population. Because the population under study was approximately 80% Puerto Rican, 15% Mexican, and 5% Dominican Republican, a new Spanish version was developed. It is suggested that future researchers be sensitive to the differences in vocabulary among Hispanic subcultures.

Affective Symptoms↗

PubMed2002

Behavior problems and peer rejection in preschool boys and girls.

The authors tested the hypothesis that deviant behaviors within a preschool peer group would be linked with peer rejection, irrespective of child gender. Seventy-six children, aged 3 to 5 years, participated. Teachers rated children's behavior on the Child Adaptive Behavior Inventory, and children provided sociometric ratings. For a subsample of children (n = 47), observers coded aggressive, noncompliant, and withdrawn behavior using a time-sampling system. For both boys and girls, noncompliance, hyperactivity, and social withdrawal were associated with peer rejection; overt aggression was associated with peer rejection for boys, but not for girls. Analysis revealed that approximately half of the variance in sociometric and teacher ratings of peer rejection was accounted for by aggression and social withdrawal for both boys and girls. The results suggest that the association between behavior problems and peer rejection emerges at a very early age.

Aggression↗

PubMed2002

Aggression and threat perception abnormalities in children with learning and behavior problems.

The current study investigated the connection between aggression and the perception of threat in a group of children with learning and behavior problems (N = 103). Aggression was assessed by means of the aggressive behavior subscales of the Child Behavior Checklist (CBCL), Teacher Report Form (TRF), and Youth Self-Report (YSR). Perception of threat was measured by studying children's reactions to a series of stories depicting ambiguous social situations. Results demonstrated small but significant correlations between self-reported aggression (as indexed by the YSR) and threat perception abnormalities. That is, high levels of aggression were associated with a high frequency of threat perception, high ratings of threat, high levels of negative feelings and cognitions, and an early detection of threat. Furthermore, no substantial connections emerged between children's level of aggression as rated by parents (CBCL) and teachers (TRF) and threat perception indices. Finally, regression analyses revealed that in particular YSR social problems was a better predictor of most threat perception abnormalities than YSR aggressive behavior. Implications of these findings are briefly discussed.

Adolescent↗

PubMed1979

Short form and factor-analytic studies of the WISC-R with behavior problem children.

Two analyses of the WISC-R protocols of 100 children referred for behavioral problems in school were conducted to study (a) the utility of a variety of WISC short forms and (b) the factor structure of the WISC-R. Although the correlations between short form and WISC-R IQs were highly significant, mean differences and a high percentage of IQ classification changes indicated that the short forms were not acceptable WISC-R substitutes. Different factor analyses consistently evidenced two factors, Verbal Comprehension and Perceptual Organization, which corresponded perfectly to the Verbal and Performance.

Adolescent↗

PubMed1987

Ecological effects of home-based, school-based, and community-based training of parents of children with learning and behavior problems.

A federally funded three year project to train parents of children with learning and behavior problems is discussed in terms of its ecological impact on parents, their children, their children's teachers, and on the community at large. The design of the project including the home intervention component, the school-based support group component, and the community component is briefly detailed. A comprehensive analysis of data on the effects of the various parent training components on parent, teacher and student perceptions of each other, as well as on student achievement, attendance and self-concept measures are reported. Overall, the data demonstrate the success of the project and support the ecological premise that making changes in one system surrounding a troubled child causes resultant changes in other systems surrounding the child.

Child↗

PubMed2003

Making faces: testing the relation between child behavior problems and mothers' interpretations of child emotion expressions.

We examined the relations between preschool boys' behavior problems and mothers' interpretations of children's emotion expressions. A sample of 31 mothers of oppositional boys and 28 control mothers responded to standard stimuli depicting child emotional reactions to maternal control attempts; mothers were instructed to think of the stimuli as either (a) their own child or (b) an unfamiliar child. Mothers of oppositional boys were more likely to generate negative interpretations than were control mothers when thinking of their own children; however, this difference did not generalize to the explicitly unfamiliar child condition. Mothers of oppositional boys demonstrated negative and comparison mothers demonstrated positive interpretive tendencies toward their own children. Findings suggest that child emotion cues may trigger biased maternal cognitions even in the absence of child misbehavior.

Adult↗

PubMed1999

Parent-adolescent agreement on emotional and behavioral problems.

BACKGROUND: The aim of the study is to report parent/youth self-report agreement on emotional and behavioral symptoms among 15- to 16-year-old adolescents. METHODS: A completed Child Behavior Checklist and Youth Self-Report were obtained from 580 subjects. RESULTS: Adolescents reported significantly more problem behaviors than their parents. Adolescent girls reported a significantly higher level of distress than boys in most symptom domains. The discrepancies between parent reports and youth self-reports were greater, especially for internalizing symptoms, for girls than for boys. CONCLUSIONS: Many adolescents in need of psychiatric assessment do not receive appropriate help because their problems remain unnoticed by adults. Internalizing problems among girls seem especially likely to remain unrecognized by adults.

Adolescent↗

PubMed2004

Addressing immigration-related separations in Hispanic families with a behavior-problem adolescent.

This article presents specialized family therapy intervention strategies for Hispanic families with behavior-problem adolescents who have experienced an immigration-related separation. Such specialized interventions correspond to a philosophy of customized treatment delivery for Hispanic families. Interactional and cognitive/affective features are presented, and guidelines for building therapeutic alliances, identifying core family processes/themes, and transforming interactions are offered.

Adolescent↗

PubMedDate not supplied

Precis of executive dyscontrol as a cause of problem behavior in dementia.

Frontal lobe executive control functions (ECF) are proposed as a source of problem behavior in dementia. The behavior and personality changes that follow frontal lobe brain damage overlap with those seen in dementia, and frontal lobe structural and metabolic lesions can be demonstrated across a variety of dementing illnesses. ECF help explain the importance of social and environmental cues in the production of disruptive behavior and suggest interpersonal strategies for their control. This model has considerable face validity and leads to several testable hypotheses.

Behavior↗

PubMed1997

Survey of functional assessment procedures used with individuals who display mental retardation and severe problem behaviors.

A survey was conducted to catalog the assessments used by practitioners to evaluate the problem behaviors displayed by clients with mental retardation. Questionnaires were mailed to 300 members of the Psychology Division of the American Association on Mental Retardation. Most practitioners rated functional assessment procedures as extremely or very useful. Indirect and descriptive assessments were considered more useful than experimental manipulation. Findings were discussed with emphasis on the difficulties in conducting functional assessments. These results may be useful for practitioners who are designing behavior training programs and directing further research to improve functional assessment strategies.

Attitude of Health Personnel↗

PubMed1988

Management of behavior problems in elderly patients with Alzheimer's disease and other dementias.

The overall treatment and management of behavioral problems in Alzheimer's disease and other dementias is discussed. Three basic tenets of treatment are described. First, dementias should be considered as behavioral and functional disorders as well as cognitive ones. Second, treatment of these disorders must be multifaceted and utilize a variety of modalities. Third, optimum treatment must involve the caregiver as well as the patient.

Aged↗