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Results for “Behavioral problems”

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At least 19 recordsLinked to original sources
PubMed1978

Parental treatment, children's temperament, and the risk of childhood behavioral problems: 2. Initial temperament, parental attitudes, and the incidence and form of behavioral problems.

Childhood behavioral problems are found to be related to both early temperament and parental behavior, in that first-year temperament scores predicted mild (but not more severe) problems. A parental pathology scale discriminated more severe cases among girls only; more severe cases among boys were accompanied by negative temperament changes. For both sexes, the form of subsequent behavioral problems was associated with first-year temperament patterns.

Adaptation, Psychological↗
PubMed1979

Dimensions of problem behavior in deaf children.

The Behavior Problem Checklist was completed by the teachers of 192 deaf students who attended a special day school for the deaf. Three separate factor analyses were performed. Four factors that correspond to the dimensions found in earlier research and previously labeled conduct disorder, personality problems, immaturity-inadequacy, and socialized delinquency were found. An additional factor labeled passive inferiority was also extracted.

Adolescent↗
PubMed1979

Behavior problems of educationally handicapped and normal pupils.

Male pupils identified as behaviorally disordered, learning disabled, and educable mentally retarded, as well as nonidentified normal boys, were rated by their teachers on the Behavior Problem Checklist. Analyses of the ratings indicated significant differences for pupil category, Behavior Problem Checklist dimension, and category by dimension interaction, but no significant differences for age alone or in interaction with other factors. Categories of pupils were best discriminated from one another on the basis of Conduct Disorder and Personality Problem dimensions of the Behavior Problem Checklist. Results were discussed in terms of some implications for special education and further research suggested by the present findings.

Adolescent↗
PubMed2026

The Dual Role of Executive Functioning in the Association Between Family Socioeconomic Status and Children's Problem Behaviors.

Although prior research suggests that executive functioning may either mediate or moderate the association between family socioeconomic status (SES) and children's problem behaviors, examining these roles separately provides an incomplete account: mediation models may understate individual differences that are not attributable to the environment, whereas moderation models may understate the role of the environment in shaping personal characteristics. To integrate these perspectives, the present longitudinal study examined whether executive functioning simultaneously mediates and moderates the association between family SES and children's internalizing and externalizing problems. A total of 308 children in the early years of elementary school (MageT1 = 7.34 years; 138 girls) were assessed and followed up 39 months later. After controlling for children's gender, age, and grade, lower family SES at T1 significantly predicted higher levels of both internalizing and externalizing problems at T2. Executive functioning at T1 partially mediated these associations, indicating that differences in children's executive functioning partly accounted for socioeconomic disparities in problem behaviors. Executive functioning also moderated both associations: SES was negatively associated with problem behaviors among children with lower executive functioning but not among those with higher executive functioning. These findings highlight the dual role of executive functioning in the longitudinal association between SES and children's problem behaviors and suggest that executive functioning may be a promising target for efforts to reduce mental health disparities associated with socioeconomic disadvantage.

Humans↗
PubMed1976

Minor physical anomalies and problem behavior in elementary school children.

The present study replicated and extended earlier findings on the relationship between minor physical anomalies and several classes of problem behavior in an unselected group of elementary school children. Teachers and peers were the judges of problem behavior. The problem checklist and a teacher ranking of hyperactivity were related to the incidence of minor physical anomalies for boys. A negative peer factor was also consistently related to the incidence of minor physical anomalies for both boys and girls. The behavior of high-anomaly girls was not easily characterized in terms of any one type of problem behavior. Sex differences and their implications are discussed.

Child↗
PubMed1979

Non-health professionals and the school-age child: early intervention for behavioral problems.

A methodology is described to utilize dormitory parents in direct care activities for the early intervention of behavioral problems of the school-age child. Specific information gathering, assessment, treatment, referral and follow-up tasks were defined and incorporated into a problem-solving protocol which served to guide the dormitory parents through the defined problem-solving process, to promote early identification of students with a behavioral problem, and to expedite referral to a professional for students with more severe problems. The methodology was pilot-tested in a large American Indian boarding school and demonstrated the feasibility and efficacy of dormitory parents in a therapeutic role as one component of a team approach to the management of behavioral problems. The pilot study resulted in a significant reduction in the rates of alcohol abuse and school dropouts and deserves application in a variety of settings.

Adolescent↗
PubMed1977

Counseling parents of children with behavior problems: the use of extinction and time-out techniques.

The pediatrician is the professonal most frequently sought out for advice concerning disciplinary problems with children in the home. Behavioral psychologists have advocated the use of contingent ignoring and time-out procedures to help reduce problem behaviors; however, practicing pediatricians have found that these two procedures are often not successful. In fact, sometimes the two procedures seem to exacerbate inappropriate behavior. This paper documents the difficulties found in using the ignoring and/or time-out procedures in the home setting. Ptential pitfalls in the use of ignoring, including not specifying the target behavior, not taking a baseline, inadvertently, intermittently reinforcing the inappropriate behavior, response bursts, spontaneous recovery, and not reinforcing an appropriate alternative behavior, are described. In addition, several pitfalls in the use of the time-out procedure, including selection of isolation area, inappropriate selection of time intervals, interference from others in the family, and escape attempts on the part of the child are discussed. For each potential problem a remedy is suggested.

Behavior Therapy↗
PubMed1975

Adoption and children with learning and behavior problems.

One representative case study is used to illustrate the complex interaction of factors that can lead to tragic family dysfunction when an adopted child has learning and behavior problems. The presence of neurodevelopmental problems in an adopted child, special adoption issues and interparental and intraparental conflicts combine to place the child and his family at high risk. The child's neurodevelopmental difficulties are expressed primarily as subtle learning and behavior problems which make him a focus for parental conflict. In addition, the adoption issues of difference, impermanence, feelings of mutual obligation and fear of abandonment are generally poorly understood and form the basis for the development of unique interactional patterns of communication. Finally, in the families studied, it was often found that the adopting parents had serious personal and/or marital difficulties.

Adolescent↗
PubMed1979

An analysis of the hyperactive syndrome: a comparison of hyperactive, behavior problem, asthmatic, and normal children.

In an attempt to determine whether the commonly described deficits associated with hyperactivity--inappropriate activity, short attention span, low frustration tolerance, and impulsivity--are unique to this population, hyperactive, behavior problem, asthmatic, and normal control children were studied. The test most often used in research with hyperactives were administered. Hyperactives, when compared to normals, did show deficits in the aforementioned areas. However, when compared to the behavior problem and asthmatic children only the attentional deficits clearly differentiated hyperactives from the other children.

Asthma↗
PubMed1976

Reflection-impulsivity and behavioral problems in emotionally disturbed boys.

In order to investigate the difference in the behavioral problems presented by cognitively impulsive and reflective emotionally disturbed boys, the parents of 17 impulsive and 13 reflective boys in residential treatment were asked to rate their sons' behavior. Results indicated that in contrast to reflective emotionally disturbed boys, impulsives were more likely to talk of others blaming them unfairly, threaten to harm themselves, hit and bully other children, and be excessively rough in play. On the other hand, reflectives were more unwilling to talk with adults outside the family. Results were discussed in terms of supporting both previous research and Kagan and Kogan's (6) "fear of failure" hypothesis.

Achievement↗
PubMed1979

Behavior problems of preschool children: dimensions and congenital correlates.

Factor analysis of a revised Behavior Problem Checklist for a sample of preschool children yielded six oblique primary factors and two orthogonal second-order factors. Scores on these factors were correlated with activity level, gross- and fine-motor incoordination, minor physical anomalies, and sociability. There were sex differences and factor differences in the resulting patterns of correlations. The patterns of correlations also indicated that the six primary factors could be collapsed into two broad (Conduct and Personality) and two narrow (Distractibility and Attention Seeking) factors.

Acting Out↗
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↗
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↗
PubMed1979

Association between nystagmus hyporesponsivity and behavioral problems in learning-disabled children.

This study explored the hypothesis that an association exists between postrotary nystagmus hyporesponsivity and behavioral problems in learning-disabled children. Supporting this conclusion was the finding that the learning-disabled boys rated by teachers as displaying the most socially inappropriate behaviors had significantly lower postrotary nystagmus durations than other learning-disabled boys. In addition, near significant associations were obtained between subnormal nystagmus functioning and socially inappropriate responding for boys and girls combined. Learning-disabled girls were evaluated as responding significantly more appropriately than learning-disabled boys, while having significantly shorter postrotary nystagmus durations; thus, sex of a child may be an important variable in determining relationships between psychological characteristics and hyporesponsive nystagmus. Additional research is needed in this area because of a number of limitations to this study; however, these results present further suggestive evidence that learning-disabled children can be categorized according to characteristics of their postrotary nystagmus.

Child↗
PubMed1979

Construct validation of children's behavior problem dimensions: relationship to activity level, impulsivity, and soft neurological signs.

A construct validation study of dimensions of children's behavior problems was carried out with use of multiple linear regression. The Ss were 76 latency-aged boys in residential treatment. The dimensions involved were Conduct Disorder and Inadequacy-Immaturity. The predictor variables were activity level, impulsivity, and soft signs of neurological damage. Results indicated that Conduct Disorder was significantly predicted by activity level, in combination with impulsivity. Inadequacy-Immaturity was significantly predicted by activity level and soft signs. A third dimension, Personality Disorder, was found to be uncorrelated with the three predictor variables.

Child↗
PubMed1979

Behavior problems of children in regular classes and those diagnosed as requiring speech therapy.

2,991 white children in regular classes and 106 white children requiring speech therapy were compared on Quay's Behavior Problem Checklist. The former had fewer problems checked in areas such as personality disorders and inadequacy-immaturity than did the latter, as expected, although the amount of variance accounted for was small. The groups did not differ on conduct problems and socialized deliquency. A question was raised about variations in psychotic signs.

Adolescent↗