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Results for “Behavioral problems”

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PubMed1990

Effects of choice making on the serious problem behaviors of students with severe handicaps.

This study assessed the impact of choice making on the serious problem behaviors of 3 students with severe autism and/or mental retardation. In the context of within-subject reversal designs, the results showed consistently reduced levels of problem behaviors (e.g., aggression) when the students were given opportunities to make choices among instructional tasks and reinforcers. Additional data showed no systematic differences in the rate of correct responding between the two conditions. The results are discussed in relation to the continuing search for effective, nonintrusive solutions to the occurrence of serious problem behavior.

Autistic Disorder↗

PubMed1990

Effects of sex, race and year in college on self-reported drinking-related problem behaviors.

This research was conducted to study the effects of sex, race, and year in college on self-reported drinking-related problem behaviors. It was hypothesized that men would report more problem behaviors than women, white students would report more than Hispanic or black students, and an interaction of sex and race would be observed. The study was conducted at a middle-sized eastern college, where 181 students anonymously filled out a 17-item questionnaire. The design was a 3 (race) x 2 (sex) x 2 (year in college) factorial. The hypotheses for sex and race were confirmed. Investigation of whether these self-reported drinking-related problem behaviors are congruent with actual behaviors requires study.

Adult↗

PubMed1992

Dental problem behaviors in children of parents with severe dental fear.

Dental problem behaviors and dental health were investigated retrospectively in 99 children, whose parents had been treated at the Dental Fear Clinic in Gothenburg, Sweden, due to severe dental fear and avoidance of dental treatment. A high frequency of missed or cancelled appointments and high DMFT and defs scores were found. Problem behaviors occurred in 45% of the children and a relationship between dental fear in parents and children was revealed.

Adolescent↗

PubMed1987

Family characteristics of adolescents who display overt and covert behavior problems.

The purpose of the present study was to examine and compare the families of young adolescents who demonstrated overt behavior problems, overt and covert behavior problems (i.e. versatile adolescents), and neither type of problem. From 176 nonclinic adolescents, a sample of 23 was selected based upon a teacher-completed measure. Interparental conflict, parental marital status, and mother-adolescent conflict were examined. The results indicated that families with a versatile adolescent were characterized by divorce as well as more interparental and mother-adolescent conflict than the other two groups. Assessment of and intervention for school-identified adolescents may need to include a focus on interparental conflict and parent-adolescent conflict.

Adolescent↗

PubMed1991

The use of selegiline in Alzheimer's patients with behavior problems.

BACKGROUND: Currently there is no regimen for managing the inappropriate behavior seen in Alzheimer's disease that does not cause significant patient sedation. Preliminary evidence suggests selegiline may be effective in behavioral modification without the adverse effects observed with other regimens. The purpose of this study was to document the efficacy of selegiline in Alzheimer's patients with behavior problems. METHOD: Eight Alzheimer's patients (6 women and 2 men) ranging in age from 50 to 82 years (mean +/- SD = 74.0 +/- 10.5) were enrolled in this single-blind study. Patients received selegiline 10 mg each day for 8 weeks. Prior to drug administration and at the end of Weeks 1, 2, 4, 6, and 8, patients were evaluated for behavior (BEHAVEAD), cognitive function (Mini-Mental State Examination), and caregiver stress (Caregiver Burden Scale). RESULTS: Of eight enrolled patients, five were available for analysis. No statistically significant differences were found between mean baseline and mean 8-week scores for any of the three tests. However, clinical significance was noted by improvement in cognition (orientation and recall), caregiver stress, and behavior. Behavior was noted to improve in the areas of paranoid and delusional ideation, hallucinations, activity disturbances, anxiety, and phobias. CONCLUSION: These data suggest that some Alzheimer's patients with behavior problems may benefit from selegiline therapy.

Aged↗

PubMed1989

[Family life events and behavior problems in children].

In this paper, Family Life Event Questionnaire and Children Behavior Questionnaire were applied to measure the 402 subjects between 3-15 years old from 301 rural and urban families. The results showed that family life events were accompanied with behavior problems in children. Six events, which can be concluded into the inappropriate management for parents to control the children, the harmful family atmosphere and the parents' inferior role, related with the behavior problems closer than the other events.

Child↗

PubMed1991

Correlates of internalizing and externalizing behavior problems: perceived competence, causal attributions, and parental symptoms.

Young adolescents in the clinical range on internalizing, externalizing, and both internalizing and externalizing behavior problems, as well as youth in the normal range on both types of problems, were identified separately using adolescents' self-reports and mothers' reports of behavior problems. In comparisons of groups identified on the basis of either type of informant, differences among the four groups were found in adolescents' self-perceptions of competence and in their fathers' psychological symptoms. Specifically, normals reported a more positive sense of their social acceptance and their behavioral conduct than all clinical groups, and fathers of adolescents in the clinical range on both internalizing and externalizing problems tended to report more psychological symptoms than the fathers of the normal group. Differences were found in mothers' psychological symptoms only when mothers' reports of adolescents' behavior problems were used to identify the groups. No consistent differences among the groups were found on adolescents' causal attributions for success and failure.

Adolescent↗

PubMedDate not supplied

Social competence and problem behavior of adolescent girls with learning disabilities.

Estimates of social competence and problem behavior were obtained using the Child Behavior Checklist (Achenbach & Edelbrock, 1983) for a sample of 51 adolescent girls with learning disabilities. Results identified poor social competence and elevated problem behaviors, in comparison to a normative group of nonhandicapped adolescents. Implications for both diagnosis and research are addressed.

Adolescent↗

PubMed1992

Transient versus stable behavior problems in a normative sample: infancy to school age.

Identified 3 subgroups of children from a prospective longitudinal study of temperament and development: (a) those with stable, (b) transient, or (c) no-behavior problems, as rated by mothers across the toddler, preschool, and preparatory school grade periods. Children with stable behavior problems were particularly characterized by more difficult temperament, mothers' overall perception of the child as difficult, and aggressive behavior in the 2- to 4-year age period. Group differences were linear rather than categorical with transient behavior problem children showing a lesser degree of difficulty. In a second study where more comprehensive child and family measures were available, temperament was again an important discriminator, with Vineland Adaptive Behavior Composite Score, mothers' overall perception of the child's temperament, and maternal psychological health and stress factors also more adverse for the stable group. However, correct classification of the members of these groups using a combination of the above variables was not impressive.

Child↗

PubMed1991

Marital adjustment, parental disagreements about child rearing, and behavior problems in boys: increasing the specificity of the marital assessment.

2 studies were conducted to illustrate how measuring a specific aspect of marriage, namely, child-rearing disagreements, provides a better understanding of the link between marriage and boys' behavior. In Study 1, 200 mothers of 3-year-old boys completed unstandardized measures of marital functioning and child behavior. An index of child-rearing disagreements: (1) correlated with a greater variety of behavior problems than nonchild disagreements, and (2) improved upon the prediction of behavior problems after accounting for nonchild disagreements as well as after accounting for boys' exposure to marital conflict. In Study 2, 87 mothers with 4-6-year-old sons completed the index of child-rearing disagreements used in Study 1 as well as standard measures of marital functioning and child behavior. Child-rearing disagreements: (1) predicted a greater variety of behavior problems than global marital adjustment, and (2) improved upon the prediction of internalizing problems after controlling for global marital adjustment as well as after controlling for boys' exposure to marital conflict.

Adaptation, Psychological↗

PubMed1988

Convergence between statistically derived behavior problem syndromes and child psychiatric diagnoses.

The relations between scores on statistically derived behavior problem syndromes and DSM-III diagnoses were examined for 270 clinically referred children aged 6 through 16. Each child's parent completed the Child Behavior Checklist (CBCL) and was administered the NIMH Diagnostic Interview Schedule for Children (DISC)--a structured interview covering DSM-III diagnostic criteria. Numerous behavior problems scales scored from the CBCL were significantly related to one or more diagnoses. The strongest relations were between scores on the Hyperactive, Delinquent, and Depressed scales and diagnoses of Attention Deficit Disorder, Conduct Disorder, and Depression/Dysthymia, respectively. This convergence supports the validity of some syndromal constructs common to both assessment paradigms.

Adolescent↗

PubMed1976

Behavior problems in elementary school children a follow-up study.

Two-year follow-up data for an ostensibly normal sample of children who had been previously characterized on a number of behavior problem dimensions by their teachers and peers were analyzed. In addition, 1-year follow-up data were presented for a group of extreme behavior children from the same school. The behavior dimensions of Distractibility and Conduct Problem were fairly stable over 2 years for girls and boys. In addition, Inadequacy-Immaturity was stable for girls and may mark more severe behavior problems for young girls. Behavior problems of young girls were more predictive of later achievement difficulties while behavior problems of boys were more predictive of peer and teacher difficulty. Finally, teacher's clinical judgement was demonstrated to be useful for indexing behavior for hyperactive boys.

Achievement↗

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↗

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↗

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↗

PubMed1992

Childhood behavior problems: a comparison of twin and non-twin samples.

This study compares standardized measures of childhood behavior problems in a community-based twin sample with those for normative samples from the general population. Maternal parent ratings on the Child Behavior Checklist (CBCL) for 1824 twins were compared with the CBCL normative sample. The results indicated that twins showed small but consistently higher levels of problem behaviors. These elevations were significant for older children on both internalizing and externalizing behaviors; for younger children the elevations were significant for externalizing but not internalizing behaviors.

Adolescent↗