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PubMed1996

Family processes and risk for externalizing behavior problems among African American and Hispanic boys.

This study examined the relationship between family processes and risk for externalizing behavior problems among urban African American and Hispanic youth. The structural analysis of social behavior was used to code family interactions. Results indicate that high-risk boys were more submissive and less warm than low-risk boys. When they did assert themselves, high-risk boys tended to do so in a hostile manner. Parents of high-risk boys were more punitive and less nurturant than parents of low-risk boys. Regardless of risk status, African American boys were more assertive than Hispanic boys and African American parents were less controlling than Hispanic parents. These findings complement previous research on the development of antisocial behavior by highlighting the role of the adolescent in family processes.

Adolescent↗
PubMed2005

Social skills and behavior problems in children with disabilities with and without siblings.

This study examined social skills and behavior of children with disabilities (CWD) and the impact of siblings on these behaviors. Eighty-five CWD diagnosed with Attention-Deficit Hyperactivity Disorder only (ADHD-o), Learning Disability or Learning Problems (LD/LP), ADHD and LD combined (ADHD/LD) or Spina Bifida (SB) and their siblings were evaluated using standardized social skills and behavior rating scales. The ADHD-o group had significantly lower social skills and more behavior problems than the other groups. There was no recognized effect of the sibling relationship on the social skills and behavioral problems of either the CWD or their siblings. Birth order of the sibling dyads and diagnos(es) of siblings did not have significant influence on the social skills or behavior of CWD. ADHD is a significant risk factor for poor social skills and behavior problems, even when compared with other diagnoses that carry an increased risk of these same problems.

Adolescent↗
PubMed1998

Functional analysis and extinction of different behavior problems exhibited by the same individual.

Specific extinction procedures were matched to the function of two target behaviors displayed by the same individual, with results indicating that the matched extinction procedure suppressed the behavior for which it was designed. One of the target behaviors was exposed to an irrelevant extinction procedure, which produced no beneficial effects. These results support previous research indicating the need to match extinction procedures to the function of problem behavior.

Adult↗
PubMed2005

School-based mental health programming for children with inattentive and disruptive behavior problems: first-year treatment outcome.

This article examines the effectiveness of an evidence-based behavioral treatment package for children with inattentive and disruptive behavior problems when delivered in the context of a school-based mental health program. Child symptomatology and functioning are assessed in a treatment group (n = 30) and a waitlist control group (n = 12) across multiple time points (fall, winter, and spring). Treatment includes a daily report card procedure, year-long teacher consultation, and parenting sessions. According to the parent report, treated children show marked reductions in hyperactive and impulsive, oppositional or defiant and aggressive behavior, and marked improvement in peer relationships. Teachers observe treatment-related group differences in inattention, academic functioning, and the student-teacher relationship. Feasibility and acceptability data have implications for transporting evidence-based treatments to community settings and for integrating mental health services into the culture of the school community.

Achievement↗
PubMed1986

Prevalence of behavior problems in three-year-old children living near Three Mile Island: a comparative analysis.

The Behavior Screening Questionnaire (BSQ) was used to determine whether 2 1/2-3 1/2 yr old children living near the TMI nuclear reactor were more disturbed than children living near another nuclear plant or near a fossil-fuel facility in Pennsylvania when assessed 2 1/2 yr later. The prevalence of behavior problems was 11%. Differences among the sites in overall rates and individual symptoms were small. Perceptions of environmental stress among the TMI sample of mothers were unrelated to BSQ scores, whereas in the comparison sites, where unemployment was rising, economic concerns were meaningfully related to the BSQ.

Accidents↗
PubMed1978

Locus of control and teacher ratings of behavior problems in preschoolers.

The present study investigated the relationship between internal-external control and behavior adjustment in 25 preschool boys and girls. Ratings were completed by the preschool teachers on 11 specific indices of behavior adjustment as observed in school. Results were nonsupportive and, in fact, were contrary to the general hypothesis that high external locus of control would be positively related to greater behavior adjustment problems, as has been found with some groups of older children and adults. Results revealed the need for more longitudinal research investigating the developmental changes of such relationships. The usefulness of employing more specific behavior problem indices rather than a general measure of adjustment-maladjustment was also demonstrated.

Child Behavior Disorders↗
PubMed1980

Pediatric counseling with parents regarding childhood behavior problems: misbehavior away from home and early morning dawdlers.

The role of the pediatrician is being expanded to encompass parent counseling regarding childhood behavior problems. The most commonly used techniques have included praise for appropriate behavior combined with ignoring inappropriate behavior and / or providing time out for misbehavior. The present paper presents two techniques (i.e., a modified time out procedure and a response cost procedure) with which pediatricians can counsel parents regarding how to manage discipline problems outside the home and difficulties associated with children's morning routines in preparation for school.

Behavior Therapy↗
PubMed2006

Genetic and environmental influences on cross-gender behavior and relation to behavior problems: a study of Dutch twins at ages 7 and 10 years.

The aim of this study was to investigate the prevalence of cross-gender behavior during childhood, to estimate the influence of genotype and environment on variation in cross-gender behavior, and to explore the association of cross-gender behavior with maternal ratings of behavior problems as indexed by the Internalizing and Externalizing scales of the Child Behavior Checklist (CBCL). Cross-gender behavior was assessed by two items from the CBCL: "behaves like opposite sex" and "wishes to be of opposite sex." As part of an ongoing longitudinal study of the Netherlands Twin Registry, mothers were asked to complete the CBCL for their twins when they were 7 (n approximately 14,000 twins) and 10 years old (n approximately 8,500 twins). The prevalence of cross-gender behavior (as measured by maternal report of behaving like or wishing to be the opposite sex) was 3.2% and 5.2% for 7-year-old boys and girls, respectively, and decreased to 2.4% and 3.3% for 10-year-old boys and girls. Surprisingly, the prevalence rate of cross-gender behavior of girls with a male co-twin was lower than of girls with a female co-twin. At both ages, the similarity for cross-gender behavior was greater in monozygotic than in dizygotic twins pairs. Genetic structural equation modeling showed that 70% of the variance in the liability of cross-gender behavior could be explained by genetic factors, at both ages and for both sexes. Cross-gender behavior was associated with higher scores on Internalizing and Externalizing problems, both in boys and in girls.

Child↗
PubMed1995

Continuity and change of self-reported problem behaviors from adolescence into young adulthood.

OBJECTIVE: To investigate the 4-year course of behavioral and emotional problems from adolescence into young adulthood in a general population sample. METHOD: The population consisted of 364 individuals, aged 15 to 18 years at the beginning of the study. Subjects filled out the Youth Self-Report at the first time of assessment. At follow-up, 2 and 4 years later, subjects aged 19 or older completed the Young Adult Self-Report, which was derived from the Youth Self-Report. RESULTS: Almost 40% of the adolescents who were classified as deviant initially were still deviant 4 years later. There was no significant difference in the continuity of internalizing problems versus externalizing problems in this sample. CONCLUSIONS: All types of problems tended to persist to a similar degree. This holds also for problems that are often regarded as typical childhood problems, such as attention problems and hyperactivity. Because adolescent problems are likely to continue, we need more knowledge on the efficacy of interventions.

Adolescent↗
PubMedDate not supplied

Social competence and behavioral problems of pediatric survivors of burns.

Sixty children (35 boys, 25 girls) with burns were surveyed at least 1 year after burn injury to assess the behavior problems and difficulties with competency that they were having. The Child Behavior Checklist, the Youth Self Report, and the Teacher Report Form developed by Achenbach were administered to obtain standardized measures of behavior and competence. The mean values for these scales were in the normal range for each age and sex. However, the Child Behavior Checklist revealed a statistically significant (p < 0.05) increase in problems and decrease in competency for most age groups and both sexes when compared with the reference population. In contrast, the Teacher Report Form and the Youth Self Report revealed very few differences from the reference population. The burn size (15% to 20% total body surface area, 35% to 50% total body surface area, and > 70% total body surface area) did not account for any of the group differences. Further studies involving detailed clinical interviews and other standardized measures are needed to understand the discrepancies between the Child Behavior Checklist and the other scales.

Adolescent↗
PubMed1996

Help-seeking for behavior problems by parents of preschool children: a community study.

OBJECTIVE: To identify barriers to seeking help for preschool behavior problems and understand the pattern of service utilization. METHOD: Altogether, 320 preschool children from eight preschool centers were studied using a two-stage design. After the initial screening, a more detailed assessment was carried out in the second stage involving semistructured interviews with parents and children. Parents also completed a service utilization questionnaire during the first stage and General Health Questionnaire, Family Assessment Device, and life events questions during the second stage. RESULTS: Only 19% of those with preschool behavior disorder crossed all the filters in reaching for help. The most common perceived barriers to help-seeking were that problems would get better by themselves or that parents should be strong enough to handle them. The major blocks to help-seeking were at two levels, in parents recognizing the presence of a problem and in overcoming the perceived barriers by the parents. Parents sought help from the informal agencies more often than from the formal. Help was sought significantly less often by those who had parental separation, low income, or multiple adversities, all of which were known to be significantly associated with behavior disorder. CONCLUSION: These findings indicate the need to educate and influence the parents' attitude to help-seeking, target those at risk to develop behavior disorder, and develop better consultation-liaison service with the informal agencies.

Child Behavior Disorders↗
PubMed2002

The Guide to the Assessment of Test Session Behavior: validity in relation to cognitive testing and parent-reported behavior problems in a clinical sample.

Examined the validity of the Guide to the Assessment of Test Session behavior (GATSB) in a clinical sample. The GATSB is a structured and standardized measure that was normed on the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) standardization sample. The purpose of this study was to extend validity research on the GATSB to cognitive measures other than the WISC-III and to parent-reported child behavior problems. Test observations were taken for 122 children ages 6 to 16 years who were referred to an outpatient psychology clinic for psychoeducational evaluations. GATSB scores demonstrated a moderate relation with general indexes from the WISC-III, the Woodcock-Johnson Psychoeducational Battery-Revised (WJ-R), and the Wide Range Assessment of Memory and Learning (WRAML), but displayed low magnitude correlations with the Child Behavior Checklist (CBCL). These results expand existing data supporting the validity of the GATSB and suggest that it may be fruitfully adopted into a clinic setting.

Adolescent↗
PubMed2001

Behavioral problems in school-going children: implications for medical teachers in developing countries.

A large number of children suffer from behavioral problems during their development. Many of these problems are transient and may not even be noticed. At times, however, the extent of these problems and their overall effects on a child's development can be serious (Morita et al., 1993). Further, children may exhibit these behaviors in one setting and not in others (e.g. at home or in school, but not both). In developed countries, parents tend to seek advice for even minor problems, such as persistent thumb sucking, while in developing countries, major problems, even childhood schizophrenia, may go unattended. An awareness of the prevalence of these problems is important so that appropriate mental health services can be planned and provided for affected children, to improve their prospects for leading healthy, productive lives. Such awareness can help enhance the teaching of graduate doctors, equipping them to deal with these problems effectively.

Journal Article↗
PubMed1980

Behavior problems in children with pure speech disorders and in children with combined speech and language disorders.

Forty-six children with pure speech disorders and 53 children with disorders of both speech and language were rated by parents and teachers for behavioral problems. Both parents and teachers rated the speech- and language-disordered children as having more severe and more frequent behavioral abnormalities, particularly hyperactive behaviors and developmental problems. Somatic complaints were more pronounced in the pure speech group. Conduct disorders, emotional problems, and poor relationships did not distinguish between the two groups. The importance of these findings for speech therapists and individuals working with speech- or language-impaired children is discussed.

Anxiety↗
PubMed1983

Developmental differences in Bender-Gestalt recall of children with learning and behavior problems.

To investigate the visual-memory ability of children referred for psychological evaluations of academic and/or behavior problems, 135 children were administered the Bender-Gestalt and then asked to reproduce as many designs from memory as they could. Analysis indicated that the number of designs recalled increased with age and Performance IQ but not Full Scale IQ. Results were discussed in terms of the importance of considering developmental level when evaluating children and the establishment of rough cut-off scores on recall of the Bender-Gestalt designs.

Adolescent↗
PubMed1987

Communicating with adolescents who have behavior problems.

Any clinician providing health care to adolescents needs to be able to communicate with them about behavior problems. For reasons relating both to adolescents and to health care providers, such communication is often challenging and sometimes frustrating. Nevertheless, one can develop a method of communicating with adolescents about their problems that will provide information that can be used therapeutically and will make the practice of adolescent medicine more rewarding for the professional. Numerous skills and techniques have been presented that enable the practitioner to initiate, facilitate, and encourage effective communication. These include both verbal and nonverbal methods. Methods for maintaining communication also have been discussed, since there are numerous ways in which communication with adolescents can go awry once it is established. Many health care providers already have developed other individualized skills and techniques; they are encouraged to consider adding those presented in this article. However, communication skills and techniques are useless unless they are based on an interest in the patient. As Peabody wrote almost 6 decades ago: "The secret of the care of the patient is in caring for the patient."

Adolescent↗
PubMed2002

Pre-intervention assessment for disruptive behavior problems: a focus on staff needs.

Mental health professionals are often called upon to assist institutions in their struggle to manage the behavior problems associated with dementia. The current article provides an example of a typical behavioral consultation. The various methods of assessment, including topographical, functional and observational are described in the context of planning future interventions. Results indicate that a large proportion of staff time, approximately 40%, is spent implementing such interventions. Although the time required is great, frontline staff are adept at utilizing less invasive interventions first. Implications for subsequent interventions, need for continued evaluation and reassessing levels of staff burden are discussed.

Aged↗