297 results
Search Results
2. Adjustment of Children Reared by Their Grandparents.
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Jones, Michael R.
- Abstract
This paper explores the factors involved in the adjustment of children who must live with grandparents. Some studies indicate these children may be at higher risk for the development of psychopathology and pre-delinquent behavior. In contrast, other studies seem to indicate the love and care of supportive grandparents can lessen the impact of a previously discordant family. The paper summarizes three themes from the literature concerning grandparents: (1) When children with absent parents live with their grandparents, they are much more vulnerable to emotional and behavioral problems; (2) high quality parent-child relationships reduce the impact of stress on children; and (3) the grandparent-grandchild relationship may provide a significant nurturing and buffering environment for children living with them. Recent studies explored the adjustment of grandchildren being raised by grandparents and found two important factors: (1) the quality of the relationship; and (2) the income level. Two studies performed imply that children can achieve a relatively problem free adjustment when living with caring grandparents. The paper cautions that these results should not be generalized since the sample population was quite small and not randomly selected, and the quality of relationship scores were skewed. Contains 29 references. (KM)
- Published
- 1993
3. Characteristics and Predictors for Students Classified with Emotional and Behavioral Disorder Who Have Also Experienced Maltreatment
- Author
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Mattison, Richard E., Benner, Gregory J., and Kumm, Skip
- Abstract
Though experiencing maltreatment (abuse or neglect) appears to be common in students with the special education label of emotional and behavioral disorders (EBD), little research has been devoted to this topic by EBD educators. This paper uses archived file drawer data from 1992 that focuses on 149 students newly classified with EBD for whom a wide range of enrollment variables was collected, and who were subsequently followed up on an average of 8 years later to assess their educational outcomes. At enrollment, experiences of maltreatment were determined to have occurred in 57.7% of these participants. The group who experienced maltreatment was predicted at enrollment only by the family stress of having at least one natural parent with a history of psychiatric illness, although the concordance was not strong (52.3%). When the children who experienced maltreatment were next divided into two longitudinal groups according to educational outcomes (52.3% successful), the enrollment variables of the presence of anxiety and/or depressive disorder and younger age predicted the successful outcome group with good concordance (76.0%). Professional and programmatic implications for educators of students identified with EBD who have also experienced maltreatment are discussed, along with practical recommendations for serving this population.
- Published
- 2021
4. International Psychological Applications Conference and Trends (InPACT) 2016 (Lisbon, Portugal, April 30-May 2, 2016)
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World Institute for Advanced Research and Science (WIARS) (Portugal), Pracana, Clara, and Wang, Michael
- Abstract
We are delighted to welcome you to the International Psychological Applications Conference and Trends (InPACT) 2016, taking place in Lisbon, Portugal, from 30 of April to 2 of May, 2016. Psychology, nowadays, offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, is aimed ultimately to benefit society. This International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. The conference is a forum that connects and brings together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. There is an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2016 received 332 submissions, from 37 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. It was accepted for presentation in the conference 96 submissions (29% acceptance rate). The conference also includes: (1) A keynote presentation from Prof. Dr. Richard Bentall (Institute of Psychology, Health & Society of the University of Liverpool, United Kingdom); (2) Three Special Talks, one from Emeritus Professor Carlos Amaral Dias (University of Coimbra, Director of Instituto Superior Miguel Torga, Vice-President of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, Private practitioner of psychiatry and psychoanalysis, Portugal) and Prof. Clara Pracana (Full and Training member of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, Portugal), another from Emeritus Professor Michael Wang (University of Leicester, United Kingdom), and a third one from Dr. Conceição Almeida (Founder of the Portuguese Association of Psychoanalysis and Psychoanalytical Psychotherapy, and Vice-President of the Board. Member of the Teaching Committee, Portugal); (3) An Invited Talk from Dr. Ana Vasconcelos (SAMS--Serviços de Assistência Médico-Social do Sindicato dos Bancários de Sul e Ilhas, founding member of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, and member of NPA-Neuropshycanalysis Association, Portugal). Thus, we would like to express our gratitude to all our invitees. This volume is composed by the abstracts of the International Psychological Applications Conference and Trends (InPACT 2016), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). This conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. To develop the conference program six main broad-ranging categories had been chosen, which also cover different interest areas: (1) In CLINICAL PSYCHOLOGY: Emotions and related psychological processes; Assessment; Psychotherapy and counseling; Addictive behaviors; Eating disorders; Personality disorders; Quality of life and mental health; Communication within relationships; Services of mental health; and Psychopathology. (2) In EDUCATIONAL PSYCHOLOGY: Language and cognitive processes; School environment and childhood disorders; Parenting and parenting related processes; Learning and technology; Psychology in schools; Intelligence and creativity; Motivation in classroom; Perspectives on teaching; Assessment and evaluation; and Individual differences in learning. (3) In SOCIAL PSYCHOLOGY: Cross-cultural dimensions of mental disorders; Employment issues and training; Organizational psychology; Psychology in politics and international issues; Social factors in adolescence and its development; Social anxiety and self-esteem; Immigration and social policy; Self-efficacy and identity development; Parenting and social support; and Addiction and stigmatization. (4) In LEGAL PSYCHOLOGY: Violence and trauma; Mass-media and aggression; Intra-familial violence; Juvenile delinquency; Aggressive behavior in childhood; Internet offending; Working with crime perpetrators; Forensic psychology; Violent risk assessment; and Law enforcement and stress. (5) In COGNITIVE AND EXPERIMENTAL PSYCHOLOGY: Perception, memory and attention; Decision making and problem-solving; Concept formation, reasoning and judgment; Language processing; Learning skills and education; Cognitive Neuroscience; Computer analogies and information processing (Artificial Intelligence and computer simulations); Social and cultural factors in the cognitive approach; Experimental methods, research and statistics; and Biopsychology. (6) In PSYCHOANALYSIS AND PSYCHOANALYTICAL PSYCHOTHERAPY: Psychoanalysis and psychology; The unconscious; The Oedipus complex; Psychoanalysis of children; Pathological mourning; Addictive personalities; Borderline organizations; Narcissistic personalities; Anxiety and phobias; Psychosis; Neuropsychoanalysis. The proceedings contain the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to Psychology and its applications. It includes an extensive variety of contributors and presenters by sharing their different personal, academic and cultural experiences. Authors will be invited to publish extended contributions for a book to be published by inScience Press. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, partners and, of course, to the organizing and administration team for making and putting this conference together. (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]
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- 2016
5. Assessing the Mental Health of Maltreated Youth with Child Welfare Involvement Using Multi-Informant Reports
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Makol, Bridget A., De Los Reyes, Andres, Garrido, Edward, Harlaar, Nicole, and Taussig, Heather
- Abstract
Researchers often question the validity of multi-informant assessments among adolescents with child welfare involvement. Yet, within other clinical populations, prior research finds that multi-informant reports have a discernable structure characterized by discrete patterns of agreement and disagreement. This structure "tracks" contextual displays of behavior and clinical severity. We examined the structure of multi-informant reports (i.e., adolescent, caregiver, teacher) of adolescent externalizing and internalizing problems in a sample of adolescents with a history of child welfare involvement. Across problem domains and informants, reporting patterns mirrored those observed in other clinical populations, and displayed characteristics robustly present in meta-analytic work on cross-informant correspondence. Specifically, informants agreed more on reports of externalizing problems than internalizing problems and caregiver-teacher dyads agreed more than adolescent-caregiver dyads. Overall, we found robust, replicable patterns of multi-informant reports among child welfare involved adolescents. These reporting patterns may facilitate use and interpretation of multi-informant evidence-based assessments among this population. [This paper was published in "Child Psychiatry and Human Development" v52 n1 p49-62 2021.]
- Published
- 2021
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6. Urban School and Community Study: School Reform and Students with Emotional and Behavioral Disabilities and Their Families.
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University of South Florida, Tampa. Research and Training Center for Children's Mental Health., Kutash, Krista, Duchnowski, Albert J., and Lynn, Nancy
- Abstract
This paper, presented at a symposium on expanding the research base of systems of care for children's mental health, describes an ongoing study of school reform in urban settings and effects on youth with emotional and/or behavioral disabilities and their families. The paper presents information on the first 99 (out of an expected 200) youth and their families recruited into the study. Descriptive data include demographic information; history of behaviors; cognitive, academic, and school functioning; emotional and behavioral problems and functional impairment; past and current service utilization; and parent satisfaction. These students are from eight schools in either Maryland or Ohio. The majority of these students are black males within the average to low-average range of intelligence. They have elevated scores on the Child Behavior Checklist, indicating a high level of symptomatology that is intervening with functioning as measured by the Columbia Impairment Scale. The students are primarily from single-parent families and behind their non-handicapped peers in reading and math skills. Average age of onset of symptoms was 5.9 years with first service received at an average of 7.3 years. Although multiple models of mental health service delivery are operating at the various schools, school personnel deliver the majority of mental health services. (DB)
- Published
- 2002
7. COMPARISON OF ELECTRONIC AND PAPER AND PENCIL ADMINISTRATION OF THE PARENTING STRESS INDEX - SHORT FORM (PSI-SF).
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Aiello, Camila Piccini, da Silva, Ana Pietra, and Ferrari, Deborah Viviane
- Subjects
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PARENTING Stress Index , *PSYCHOLOGICAL stress , *PSYCHOLOGY of parents , *PARENT-child relationships , *PROBLEM children , *CHILD Behavior Checklist , *CHILD psychology - Abstract
Purpose: to assess whether the electronic version of the Parenting Stress Index - Short Form (PSI-SF) is comparable to the paper and pencil administration. To evaluate stress in parents of children with normal development. Methods: forty adults, parents of children between six months and ten years of age, were divided into four groups matched for age, gender, education and child's age. In two different occasions, seven to ten days apart, participants completed the PSI-SF in the formats: paper-pencil/paper-pencil (PP), paper-pencil/electronic (PE), electronic/electronic (EE) and electronic/paper-pencil (PE). The PSI-SF has 36 statements, divided into three subscales: Parental Distress, Parent-Child Dysfunctional Interaction, and Difficult Child. Pearson's correlations and comparison of the PSI-SF scores within and between groups were obtained. Results: strong positive correlations were found between PSI-SF subscales and total scores in the first and second administration, for all groups. Significant differences were observed between the mean scores for the PP group (subscale "Difficult Child") and EE group (subscale "Difficult Child" and the total score). Such differences in scores, however, did not alter in any means the interpretation of the results. Participants' stress fell into normal values, for all subscales. Conclusion: the electronic format of the PSI-SF questionnaire yields similar results to the standard paper-and-pencil administration of the test. Observed stress levels were considered normal. [ABSTRACT FROM AUTHOR]
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- 2014
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8. Preschool Center Quality and Socioemotional Readiness for School: Variation by Demographic and Child Characteristics
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Society for Research on Educational Effectiveness (SREE), Keys, Tran D., Farkas, George, Burchinal, Margaret R., Duncan, Greg J., Vandell, Deborah L., Li, Weilin, and Ruzek, Erik A.
- Abstract
The aim of this paper is to address two research questions related to the policy goal of having all children ready to learn at kindergarten entry. First, to what extent are children's socioemotional skills and behavior higher when they experience higher quality preschools? Second, are the effects of preschool center quality on these school readiness skills different by demographic (i.e. race/ethnicity, gender, maternal education) or child characteristics (i.e. child's initial cognitive/achievement skills, attention, problem behaviors)? All data included in these secondary data analyses were collected in preschool center-based care. While policymakers justifiably attach considerable weight to experimental evaluations of child care programs, there is much to be learned from rigorous analyses of longitudinal data that are more representative of the population. This paper applies meta-analytic techniques to summarize results from original analyses of four longitudinal data sets to estimate variation in preschool. In summary, the consistency of these generally null results and the precision with which they are estimated across the different databases, multiple outcomes, and multiple child care quality measures suggests the following: (1) there are no significant preschool center quality main effects on socioemotional child outcomes, (2) there is generally an absence of "differential" preschool center quality effects on these socioemotional school readiness outcomes for subgroups of children defined by demographic or child characteristics, and (3) preschool center quality may not be adequately measured in currently available databases. (Contains 14 tables.)
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- 2012
9. Long-Term Impacts of the Chicago School Readiness Project on Children's Behavior in Kindergarten: The Moderating Role of Child Baseline Characteristics and Kindergarten School Quality
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Society for Research on Educational Effectiveness (SREE), Jones, Stephanie M., Zhai, Fuhua, and Raver, C. Cybele
- Abstract
This paper investigates the long-term impact of participation in the Chicago School Readiness Project (CSRP) during the Head Start year on children's behavioral outcomes at the end of their Kindergarten year. The primary questions addressed in the paper are: (1) What is the experimental impact of CSRP on two-year change (from Fall Head Start to the end of Kindergarten) in children's externalizing and internalizing outcomes, controlling for key baseline child, classroom and teacher covariates? (2) Building on recent findings from intervention studies that demonstrate significantly stronger impacts for families facing a greater versus smaller number of poverty-related risks, is the two-year impact of CSRP moderated by child-level baseline demographic covariates (including child gender, race/ethnic background, family socioeconomic risk, and community risk) and baseline levels of behavioral risk? (3) Addressing school factors that may account for enhanced for reduced intervention effects due to the transition to Kindergarten, is the two-year impact of CSRP moderated by school characteristics in Kindergarten? Overall 602 children and 94 teachers participated in the CSRP. Results after the Head Start year indicate significant treatment effects for teacher-reported and independent observations of children's internalizing and externalizing behavior problems, with effect sizes ranging from d = 0.53 to d = 0.89 (Raver et al., 2009). Moreover, there was some evidence for the moderating role of child gender, race/ethnic group membership, and exposure to poverty-related risk, with stronger effects of intervention for some groups of children than for others.
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- 2010
10. Comparison of Day Treatment and Outpatient Treatment Programs for Young Adolescents with ODD.
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Brammer, Robert and Sandorsky, Stacy
- Abstract
This paper compares scores on the Child Behavior Checklist (CBCL) at the initial interview and at the 90-day follow-up interview for children in day treatment settings with those children receiving weekly psychotherapy. The participants included 143 children between 10 and 15 years of age who were diagnosed with Oppositional Defiant Disorder or Attention Deficit Hyperactivity Disorder. Analysis revealed that the demographic variables accounted for only 0.8% of the adjusted variance, but it was a significant predictor of changes from initial and ending CBCL scores. Only the participants' gender predicted improvements on the CBCL, with males showing more improvement over time. Treatment setting had no affect on improved behavior for either diagnostic group. Although the findings in this report are generally nonsignificant, they are important because they differ from the preponderance of research supporting day treatment programs. Further research is needed to compare day treatment programs to established outpatient treatments. (Contains 37 references.) (JDM)
- Published
- 2000
11. A Review of the Literature on the Validity of the Child Behavior Checklist.
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Latkovich, Sharon A.
- Abstract
The Child Behavior Checklist (CBCL) is used to assess the behavioral problems and social competencies of children. Its broad usage in both a practitioner and research context has led to misapplications as compared to the CBCL's original intended purpose. Practical applications vary from the more traditional mental health centers and medical contexts to schools and forensic applications. Furthermore, an exhaustive number of citations of the CBCL can be found in the research literature. These 1990's uses of the CBCL most probably do not coincide with the original intent or purpose of the CBCL. Additionally, the composition of the normative sample presents particular difficulties for establishing validity across different groups. Thus given the broad usage of the CBCL combined with potential validity biases, it is the purpose of this study to review the literature regarding the validity of CBCL. This review examines the original purpose of the test, the normative sample, and test development from the purview of content, concurrent, predictive, and construct validity. A call is made for additional research so as to facilitate practitioners' and researchers' understanding of the nature of the CBCL in regards to a given use on a specific population. (Contains 43 references.) (Author/TS)
- Published
- 1996
12. Internalizing and Externalizing Behavior Problems in Children with and without Identified Learning Problems.
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Riva, Maria T.
- Abstract
This study examines recent evidence that many children with learning disabilities (LD) have accompanying behavior problems, especially children who experience academic difficulties in school but who are not formally diagnosed as LD. Subjects were 85 referrals to a university educational assessment center from 1991 to 1994. The subjects, 58 males and 27 females, were predominantly white, and ranged in age from 6-16 years. The primary tool used for evaluation was the Child Behavior Checklist (CBCL). While the major thrust of this study was to document that differential diagnosis of emotional disturbances (ED) and LD was feasible using the CBCL, parents and teachers also reported more problems for children with LD than were typically reported for normative samples. The results of the study are somewhat consistent with previous findings about accompanying behavior problems and lack of competencies for children with LD. The primary difference between the results of the study and previous findings with LD children is the magnitude of the problems reported. The aggregate findings for LD children suggest more highly elevated problem behavior scores on the CBCL than were found in this study. Given that the CBCL is a relatively time- and cost-efficient rating scale, its use as a screener for emotional/behavioral problems of children who are initially referred for academic difficulties seems warranted. In addition, the results of the study highlight a functional need for both academic and social interventions for many children with LD. Contains 12 references. (KW)
- Published
- 1995
13. Family Interactions and Child Psychopathology.
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Donenberg, Geri R. and Nelson, Dana
- Abstract
Previous research has not correlated parent-child interaction patterns with different forms of child psychopathology. This study examined whether parent-child interaction corresponded with childhood depression/anxiety and childhood aggression. Forty-two clinically-referred children and adolescents, 8 to 16 years old, were classified into four groups based on parental responses on the Child Behavior Checklist (Achenbach, 1991): Aggressive (n=9); Depressed/Anxious (n=11); Mixed Aggressive and Depressed/Anxious (n=12); and Children whose parents report few clinical symptoms (n=10). Parents and children participated in a 6-minute videotaped conflict discussion task, and the observed behaviors (verbal and nonverbal) were coded using the Structural Analysis of Social Behavior (Benjamin, 1974). Results suggest that parents of aggressive children were less affirming, understanding, and expressive toward their children and more critical and blaming than nonaggressive children's parents. Aggressive/Depressed children's parents were less critical toward their children than parents of aggressive-only children. Parents of depressed/anxious children were less disclosing and expressive, but no more critical or hostile than parents of nondepressed children. Aggressive children were cooler toward their parents than nonaggressive children, and depressed/anxious children tended to be less controlling and domineering toward their parents than nondepressed children. The results provide insight into the family behaviors of troubled children. (RJM)
- Published
- 1993
14. Quantifying Variation in Head Start Effects on Young Children's Cognitive and Socio-Emotional Skills Using Data from the National Head Start Impact Study
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MDRC, Bloom, Howard S., and Weiland, Christina
- Abstract
This paper uses data from the Head Start Impact Study (HSIS), a nationally representative multisite randomized trial, to quantify variation in effects of Head Start during 2002-2003 on children's cognitive and socio-emotional outcomes relative to the effects of other local alternatives, including parent care. We find that (1) treatment and control group differences in child care and educational settings varied substantially across Head Start centers (program sites); (2) Head Start exhibited a compensatory pattern of program effects that reduced disparities in cognitive outcomes among program-eligible children; (3) Head Start produced a striking pattern of subgroup effects that indicates it substantially compensated dual language learners and Spanish-speaking children with low pretest scores (two highly overlapping groups) for their limited prior exposure to English; and (4) Head Start centers ranged from much more effective to much less effective than their local alternatives, including parent care. The following are appended: (1) Departures from the HSIS Analysis; (2) Further Detail About Our Outcome Measures; (3) Estimating Head Start Participation Effects (LATE); (4) Subgroup Estimates of the Effect of Head Start Assignment on Head Start Enrollment; (5) Baseline Balance Tests for Key Subgroups; (6) Cross-Site Grand Means and Standard Deviations for Head Start Effect Sizes Estimated With and Without a Pretest Covariate; (7) Using a Random-Effects Meta-Analysis to Estimate Variation in Program Effect Sizes Across Past Studies; and (8) A Constrained Empirical Bayes Method for Estimating Site-Specific Mean ITT Program Effects to Reflect the Estimated Cross-Site Variance of True Program Effects.
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- 2015
15. Improving Child Self-Regulation and Parenting in Families of Pre-Kindergarten Children with Developmental Disabilities and Behavioral Difficulties
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Pears, Katherine C., Kim, Hyoun K., Healey, Cynthia V., Yoerger, Karen, and Fisher, Philip A.
- Abstract
The transition to school may be particularly difficult for children with developmental disabilities and behavioral difficulties. Such children are likely to experience problems with self-regulation skills, which are critical to school adjustment. Additionally, inconsistent discipline practices and low parental involvement in children's schooling may contribute to a poor transition to school. This study employed a randomized clinical trial to examine the effects of a school readiness intervention that focused on children's self-regulation skills as well as parenting and parental involvement in school. Results showed that the intervention had positive effects on children's self-regulation in kindergarten as measured by teacher and observer reports. Additionally, the intervention significantly reduced ineffective parenting prior to school entry, which in turn affected parental involvement. This finding is significant because it demonstrates that parental involvement in school may be increased by efforts to improve parenting skills in general. Overall, the study demonstrated that school adjustment across kindergarten among children with developmental disabilities and behavioral difficulties can be enhanced through an intervention aimed specifically at improving school readiness skills. [This paper was published in "Prevention Science" v16 p222-232 2015.]
- Published
- 2015
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16. Motivational Interviewing to Support Teacher Behavior Change
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Lee, Jon, Frey, Andy J., Ratcliffe, Pam, Rutledge, Ally, Seeley, John R., Small, Jason W., Feil,, Walker, Hill, and Golly, Annemeike
- Abstract
This chapter is concerned with adapting Motivational Interviewing to an early intervention addressing challenging behavior in classrooms. Motivational Interviewing (MI) is a powerful vehicle for increasing motivation and changing behavior in adults, and has been shown to increase participant time in treatment, effort, and adherence to intervention protocols. Given that these attributes are transferable to authentic educational settings, MI reveals itself as a promising intervention with wide ranging application in schools. Just as with any adaptation of MI, its application requires modification to the characteristics of the population it is applied with, as well as the contextual demands of the setting--in this case educational environments. In this chapter we discuss the constraints associated with the practice of MI in educational contexts, and particularly with teachers. We present the adaptations to MI utilized by our research team to overcome these constraints. Following the adaptations to MI, we describe the First Step Classroom Check-Up (First Step CCU), developed for use in educational contexts to address teacher behavior change within an empirically-based intervention for children who exhibit disruptive behavior in classroom settings--the First Step to Success early intervention program. Finally, we present selected results from our feasibility trial of the First Step CCU with a small sample of public primary school teachers. [This paper was published in: McNamara, Eddie (Ed.) (2014). "Motivational Interviewing: Children and Young People II: Issues and Further Applications" p83-102. Merseyside, UK, Positive Behavior Management.]
- Published
- 2014
17. Synthesis of IES Research on Early Intervention and Early Childhood Education. NCSER 2013-3001
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National Center for Special Education Research (ED), Diamond, Karen E., Justice, Laura M., Siegler, Robert S., and Snyder, Patricia A.
- Abstract
A primary purpose of early childhood education and interventions is to promote children's acquisition of knowledge and skills linked to later social competence and academic success. In this report, special attention is given to summarizing what has been learned about early childhood classrooms as contexts for development and learning, the kinds of instructional practices and curricula that appear to be efficacious for enhancing children's development and learning, the ways in which children's skills and learning can be reliably and validly documented, and approaches for improving teachers' and other practitioners' (e.g., speech, occupational, or physical therapists) instruction, given hypothesized linkages between instructional quality, instructional effectiveness and children's learning. For this research synthesis peer-reviewed journal articles and chapters that were products of early childhood research projects funded by the Institute of Education Sciences (IES) from 2002 through 2008 were examined. These papers included both empirical studies as well as theoretical pieces. The task was to synthesize what has been learned thus far through IES early childhood research grant activities. This is not a typical synthesis intended to provide a grand overview of research in a field, nor is it a meta-analysis that quantitatively synthesizes a specific body of work. Rather, the task was to look across the range of projects that IES has funded to determine what has been learned and where progress has been made as a result of IES funding, and to provide suggestions for further research in early childhood education. (IES-Supported Research Projects and related Publications included in this Synthesis are appended.) (Contains 157 footnotes.)
- Published
- 2013
18. Using Reliable Change to Calculate Clinically Significant Progress in Children with EBD: A BHRS Program Evaluation
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Thoder, Vincent J., Hesky, James G., and Cautilli, Joseph D.
- Abstract
Children often have complex emotional and behavioral disorders (ADHD, ODD, Depression, PTSD, etc.). A large amount of research exists in the behavioral treatment of children with these disorders regarding specific behavioral problems. Much less research exists for the treatment of comprehensive problematic behaviors that these children experience in the real world. This effectiveness study evaluates the program at Behavior Analysis & Therapy Partners (BATP) for the treatment of children in their program with emotional and behavioral disorders. Sixteen children were treated in the community using what has come to be known as Behavioral Health Rehabilitative Services (BHRS) in the state of Pennsylvania. BATP uses a behavior analytic model for treating these disorders which features a functional behavioral assessment of problem behaviors and individual interventions based on the understanding of function. This evaluation found that 62.5% of the children made clinically significant reliable change within 278 days of entering the program. This paper presents a detailed analysis of those results. Since this is the first evaluation of the therapeutic properties of BHRS, clinical implications and future research directions are highlighted. (Contains 2 tables and 1 footnote.)
- Published
- 2010
19. Progesterone for prevention of preterm birth in women with short cervical length
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J. van der Ven, J. H. van der Lee, Cuny Cuijpers, J. van’t Hooft, A. G. van Wassenaer-Leemhuis, Noor E. Simons, M A Van Os, Caroline Schneeberger, Ben W.J. Mol, C. J. M. de Groot, General practice, Obstetrics and gynaecology, Amsterdam Reproduction & Development (AR&D), Obstetrics and Gynaecology, Graduate School, Amsterdam Reproduction & Development, APH - Aging & Later Life, APH - Health Behaviors & Chronic Diseases, Other Research, and Neonatology
- Subjects
Adult ,Male ,medicine.medical_specialty ,Birth weight ,Cervix Uteri ,progesterone ,Placebo ,Bayley Scales of Infant Development ,03 medical and health sciences ,0302 clinical medicine ,Child Development ,Obstetrics and gynaecology ,Interquartile range ,Pregnancy ,medicine ,Humans ,Radiology, Nuclear Medicine and imaging ,030212 general & internal medicine ,Toddler ,Child Behavior Checklist ,development ,Original Paper ,child ,030219 obstetrics & reproductive medicine ,Radiological and Ultrasound Technology ,Obstetrics ,business.industry ,Infant, Newborn ,Obstetrics and Gynecology ,Gestational age ,preterm birth ,Infant ,General Medicine ,Mental Status and Dementia Tests ,Original Papers ,Administration, Intravaginal ,Treatment Outcome ,Reproductive Medicine ,Cervical Length Measurement ,Neurodevelopmental Disorders ,Child, Preschool ,Prenatal Exposure Delayed Effects ,Premature Birth ,Female ,Progestins ,business ,Follow-Up Studies - Abstract
Objective To evaluate the long‐term outcomes of children born to women with a short cervix and otherwise low risk for preterm birth, after antenatal exposure to vaginal progesterone vs placebo. Methods This was a follow‐up study of the Triple P trial, which randomized 80 low‐risk women with a short cervix (≤ 30 mm) at 18–22 weeks' gestation to progesterone (n = 41) or placebo (n = 39). At 2 years of corrected age, children were invited for a neurodevelopmental assessment, using the Bayley Scales of Infant and Toddler Development, third edition (BSID‐III), and a neurological and physical examination by an assessor blinded to the allocated treatment. Parents filled out the Ages and Stages Questionnaire, the Child Behavior Checklist (CBCL) and a general‐health questionnaire. The main outcome of interest was mean BSID‐III cognitive and motor scores. Additionally, a composite score of mortality and abnormal developmental outcome, including BSID‐III ≤–1 SD, CBCL score in the clinical range and/or parental reported physical problems (at least two operations or at least two hospital admissions in the previous 2 years), was evaluated. Our sample size, dictated by the original sample of the Triple P trial, provided 80% power to detect a mean difference (MD) of 15 points (1 SD) between groups for the BSID‐III tests. Results Of the 80 children born to the randomized women, one in the progesterone group and two in the placebo group died in the neonatal period. Follow‐up data were obtained for 59/77 (77%) children and BSID‐III outcomes in 57 children (n = 28 in the progesterone group and n = 29 in the placebo group) born at a median gestational age of 38 + 6 weeks (interquartile range (IQR), 37 + 3 to 40 + 1 weeks) with a median birth weight of 3240 g (IQR, 2785–3620 g). In the progesterone vs placebo groups, mean BSID‐III cognitive development scores were 101.6 vs 105.0 (MD, –3.4 (95% CI, –9.3 to 2.6); P = 0.29) while mean motor scores were 102.4 vs 107.3 (MD, –4.9 (95% CI, –11.2 to 1.4); P = 0.13). No differences were seen between the two groups in physical (including genital and neurological examination), behavioral and health‐related outcomes. Conclusion In this sample of children born to low‐risk women with a short cervix at screening, no relevant differences in neurodevelopmental, behavioral, health‐related and physical outcomes were found between offspring exposed to vaginal progesterone and those exposed to placebo. © 2020 The Authors. Ultrasound in Obstetrics & Gynecology published by John Wiley & Sons Ltd on behalf of International Society of Ultrasound in Obstetrics and Gynecology.
- Published
- 2021
20. A Treatment Study of Mode Deactivation Therapy in an Out Patient Community Setting
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Apsche, Jack A. and Bass, Christopher K.
- Abstract
This paper is an outpatient replication of Apsche, Bass, Jennings and Siv (2005) work which examined the effectiveness of Mode Deactivation Therapy (MDT) on adolescent conduct disordered males in an inpatient therapeutic setting. This research compared the effectiveness of MDT and Treatment as Usual (TAU) as treatments on adolescents with conduct and personality disorders in an outpatient setting. The results showed that MDT was superior in reducing overt aberrant behavior, including physical aggression and psychological distress as measured by the Achenbach Child Behavioral Checklist. (Contains 4 figures.)
- Published
- 2006
21. An Examination of the Constructs Measured by Parent Behavioral Reports.
- Author
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Selden, J. J., Pospisil, T. S., Devaraju-Backhaus, S., Bradley, J., Michael, D. D., and Golden, C. J.
- Abstract
Parents are often asked to complete behavioral checklists and personality inventories regarding their children when they bring them in for psychotherapy or neuropsychological testing. The Child Behavior Checklist (CBCL), the Conners' Parent Report Scale (CPRS), and the Personality Inventory for Children (PIC) are frequently used tests. Some research has raised doubts about the extent to which the content of these measures is redundant. Knowing the degree to which they do overlap might allow clinicians to administer only one or two of the tests. If the tests measure similar constructs, consistent parental support for them would strengthen the diagnostic hypotheses. Analysis was performed on the CBCL, the CPRS, and the PIC for parents (N=46) of children with ADHD. Clinical implications are discussed. The study uncovered common factors within the PIC, CBCL, and CPRS, however, while integrating the three instruments, they were not as consistent as expected. A greater understanding of the true meaning of these behavior rating scales would be beneficial to clinicians. (JDM)
- Published
- 2001
22. Diagnosing Childhood Thought Disorder: Do Parent Checklists Yield False Positives?
- Author
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Longeway, K., Johnson, S., Garwood, M., and Davis, L.
- Abstract
This study examined the validity of using the Child Behavior Checklist (CBCL) Thought Problem sub-scale with urban low-income children (N=46) referred to a hospital-based mental health clinic. It was hypothesized that cultural, linguistic, or socio-economic status (SES) factors may influence the manner in which parents understand and respond to items on the Thought Problem Scale. Preliminary analysis of CBCL data indicated that more than 33% of the children were in the clinical range for thought problems in contrast to less than 5% of the same sample who were diagnosed by a clinical psychiatrist or therapist. The CBCL items that appear sensitive to misinterpretation concern what constitutes strange behavior, whether or not a child continuously repeats things, and whether a child sees imaginary things. It appears that low SES parents many over-endorse these items. Parents are more often incorrect in their interpretation of critical items for thought problems. Caution must be taken when interpreting parent questionnaires from a sample of low SES parents, where the questions addressed may not be understood as intended. This consequence can lead to over-identification of serious psychopathology in these children. (JDM)
- Published
- 2000
23. Behavior Rating Scales: An Analysis.
- Author
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Fennerty, Dan, Lambert, Connie, and Majsterek, David
- Abstract
In order to qualify for special education services, students must meet criteria that signal a serious behavior disorder. The Executive Committee of the Council for Children with Behavior Disorders (1998) expressed the need to move away from norm-referenced measures and recommended utilizing a more functional assessment approach. Members of the counseling field also are advocating for behavioral assessment alternatives to more formal procedures. In light of these recommendations, this paper reviews four widely utilized behavior rating scales (Behavior Rating Profile, Child Behavior Checklist System, Conners Rating Scales, Walker/McConnell Scales of Social Competence and School Adjustment) regarding their recommended uses and behavioral descriptors. It suggests the following recommendations when considering a rating scale: (1) they should be supplemented with directly observed behavioral data; (2) educators should be aware that scales reflect perceptions about students and multiple informants and inter-rater reliability checks can corroborate or contradict these perceptions; (3) before using a rating scale, educators should make sure it reflects overall goals of the assessment process; (4) care should be taken so that information about the student is not skewed toward the negative; and (5) data on informant perceptions should be carefully considered. (Contains 1 table and 13 references.) (JDM)
- Published
- 2000
24. Impact of School Closures due to COVID-19 on Children with Neurodevelopmental Disorders in Japan
- Author
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Naomi Kawaoka, Tomoko Asai, Masayuki Imaeda, Shinji Saitoh, Satomi Fukuhara, Taishi Miyachi, and Kei Ohashi
- Subjects
medicine.medical_specialty ,2019-20 coronavirus outbreak ,Coronavirus disease 2019 (COVID-19) ,Autism Spectrum Disorder ,03 medical and health sciences ,0302 clinical medicine ,Neurodevelopmental disorder ,Japan ,Developmental and Educational Psychology ,medicine ,Humans ,Attention deficit hyperactivity disorder ,0501 psychology and cognitive sciences ,Child ,Psychiatry ,Child Behavior Checklist ,Original Paper ,Public health ,05 social sciences ,COVID-19 ,medicine.disease ,Attention Deficit Disorder with Hyperactivity ,Neurodevelopmental Disorders ,Autism spectrum disorder ,Autism ,Intellectual disorder ,Attention-deficit hyperactivity disorder ,Psychology ,030217 neurology & neurosurgery ,050104 developmental & child psychology - Abstract
In March 2020, many schools were closed to prevent the spread of COVID-19 in Japan, and it is predicted that many children, especially those with neurodevelopmental disorders (NDDs), will be affected emotionally and behaviorally. Here, we examined the impact of school closures due to COVID-19 on school-aged children with NDDs using the Child Behavior Checklist. Totally, data on 121 children diagnosed with autism spectrum disorder, attention-deficit hyperactivity disorder, and/or intellectual disorder were analyzed and it was found that externalizing and aggressive behavior increased in all NDDs, regardless of the type of diagnosis. A clear prospect is important for children with NDDs children to lead a stable life, and more generous supports for children with NDDs and their families are needed. Supplementary Information The online version contains supplementary material available at 10.1007/s10803-021-05119-0.
- Published
- 2021
25. Que Dice? Initial Analyses Examining Three Spanish Translations of the CBCL.
- Author
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Casas, J. Manuel, Furlong, Michael J., Alvarez, Maria, and Wood, Michelle
- Abstract
This study describes preliminary research efforts to examine the validity and utility of three Spanish versions of the Child Behavior Checklist (CBCL), the most extensively used and researched rating scale of children's internalizing and externalizing emotions. The study involved: (1) identification of Spanish items that were significantly different in meaning from the English version; (2) rating by 15 bilingual individuals of the items they judged preferable from all three Spanish versions; and (3) preliminary investigation of CBCL profiles of children whose parents opted to use a Spanish version as compared to those whose parents used the English version. The first analysis indicated that a number of CBCL items required additional clarification and analysis. The rating of individual items on the original Toronto version and the modified Los Angeles and San Francisco versions found only 10 (of 48) items were equally acceptable across all three Spanish versions. Comparison of profiles of 10 Hispanic-American youth who completed the Toronto version with both Caucasian and Hispanic-American youth whose parents/caregivers completed the English version suggested that some differences in Hispanic-American parents' ratings were associated with the language used to solicit the ratings. Plans to develop a version comprising most preferred items are underway. (DB)
- Published
- 1998
26. An Empirical Test of the Construct Validity of the Child Behavior Checklist.
- Author
-
Latkovich, Sharon A.
- Abstract
The Child Behavior Checklist (CBCL) is used to assess the behavioral problems and social competencies of children. Its broad usage in both practitioner and research contexts has led to misapplications as compared to the CBCL's original intended purpose. In addition, the composition of the normative sample presents particular difficulties for establishing validity across different groups. Given the broad use of the CBCL and its potential validity biases, this study assessed its construct validity for African American children to determine whether the CBCL provides assistance in their diagnosis and treatment. Factor analysis was used to determine the underlying factor structure of the CBCL profiles. Factor structures derived were compared through RELATE, a Kaiser factor matching estimation program. Subjects were 2,971 children aged 6 to 16 coming to a child guidance center in a northeastern Ohio city. Slightly more than half of the sample (56%) was male. Of these students, 677 (23%) were black. Data did not support the claim that there is a difference in total behavior problem scores between African American and white children except for the group of girls aged 6 to 11, in which scores of black and white girls were different. Total social competence scores were similar for black and white children aged 6 to 11 or aged 12 to 16. Data provided no evidence to support the claim that factor structures are different for blacks and whites. Test results support the construct validity of the CBCL for black children. An appendix contains the CBCL. (Contains 14 tables and 28 references.) (SLD)
- Published
- 1996
27. Teacher Assessments of Coping Styles in Children of Divorce.
- Author
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Kurtz, Linda
- Abstract
Whether specific classroom coping styles of elementary school children from divorced families differ in comparison with their peers from intact homes was studied, along with the relationship between teachers' observations of children's specific coping styles and parental reports of children's behavior problems. The divorced-family group consisted of 28 boys and 33 girls from 8 to 12 years of age in grades 3 to 6. The intact-family group was matched for grade, sex, and school district. Teacher perceptions measured through the Coping Inventory were compared with results from the Child Behavior Checklist which was completed by parents. According to teachers, children from disrupted families exhibited a more restrictive range of coping styles in comparison with peers from intact homes. Children with divorced parents were also found to exhibit more behavior problems. In general, children's coping styles when confronted with environmental stressors were found to be inversely related to their maladaptive behaviors, probably as a result of ineffective coping. One table provides descriptive statistics. (Contains 25 references.) (SLD)
- Published
- 1994
28. The Child Behavioral Checklist as a Predictor of Selected DSM III-R Diagnoses.
- Author
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Newman, Isadore
- Abstract
Achenbach's Child Behavioral Check List (CBCL) is an instrument that is administered to the parents of many thousands of children and adolescent annually in school systems and mental health agencies. It is a standardized instrument with age norms for males and females, on which parents rate their child's behavior. The CBCL consists of nine behavioral scales, but for boys and girls ages 4-5 and for girls ages 12-16, only eight scales are reported. This study was conducted to examine the relationship between the CBCL profiles and the Diagnostic and Statistical Manual of Mental Disorders, Third Edition-Revised, (DSM-III-R) diagnostic classification, and to test the relationship between the Global Assessment of Functioning (GAF) scores and the CBCL profiles. Findings based on data from 977 children and adolescents receiving treatment at one mental health center revealed no significant relationships between CBCL profiles and DSM-III-R diagnostic classifications or between the CBCL profiles and GAF scores. These findings suggest that, until further information is obtained, when the CBCL is used to make clinical judgment, it should be interpreted with caution. (NB)
- Published
- 1993
29. Convergence between DSM Diagnoses and CBCL Behavioral Dimensions among Children.
- Author
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Valdes, Luis A. and Phelps, Randy E.
- Abstract
Psychopathology in outpatient children was explored using two classification systems. Clinically derived Diagnostic and Statistical Manual of Mental Disorders (Third Edition, Revised) (DSM-III R) diagnoses in three high frequency diagnostic groups were compared to empirically derived Child Behavior Checklist (CBCL) scores for an overall sample of 161 males and females and a subsample of 59 boys aged 6 to 11 years. Diagnostic groups included depressive disorders, conduct disorders, and attention deficit disorders. A fourth group, which was comprised of translated DSM-III-R Disruptive Behavior Disorders, was also analyzed. DSM diagnoses and the CBCL broad-band externalizing dimension converged among male and female clinic referred children, ages 4 to 16 years. Diagnoses and hyperactivity narrow-band scale converged among the 6- to 11-year-old male subsample. Reasons for the lack of convergence on other dimensions are discussed. Results suggest increased difficulties in classifying outpatient versus inpatient children. Implications for the classification of outpatient versus inpatient children are discussed. Support for the DSM-III-R Disruptive Behavior Disorders category is provided. (Author/SLD)
- Published
- 1992
30. A Combined Study on the Use of the Child Behavior Checklist 1½–5 for Identifying Autism Spectrum Disorders at 18 Months
- Author
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Alice Mancini, Maria Luisa Scattoni, Massimo Molteni, Andrea Guzzetta, Natasha Chericoni, Maurizio Arduino, Filippo Muratori, Valeria Costanzo, Raffaella Tancredi, Giulia Balboni, Fabio Apicella, Giovanni Valeri, Leonardo Zoccante, Margherita Prosperi, Paola Venuti, Stefano Vicari, Roberta Lasala, and Carla Sogos
- Subjects
Male ,Autism Spectrum Disorder ,Child Behavior ,CBCL ,Autism spectrum disorder screening ,Baby sibling paradigm ,CBCL 1½-5 ,Familial high-risk ,behavioral disciplines and activities ,03 medical and health sciences ,0302 clinical medicine ,030225 pediatrics ,mental disorders ,Cognitive level ,Developmental and Educational Psychology ,medicine ,Humans ,0501 psychology and cognitive sciences ,Child ,Child Behavior Checklist ,Original Paper ,Siblings ,05 social sciences ,medicine.disease ,Checklist ,Autism spectrum disorder ,Autism ,Psychology ,050104 developmental & child psychology ,Clinical psychology - Abstract
The capacity of the Child Behavior Checklist 1½–5 (CBCL 1½–5) to identify children with autism spectrum disorder (ASD) at 18 months was tested on 37 children clinically referred for ASD and 46 children at elevated likelihood of developing ASD due to having an affected brother/sister. At 30 months the clinically referred children all received a confirmatory diagnosis, and 10 out of 46 siblings received a diagnosis of ASD. CBCL 1½-5 profiles were compared with a group of matched children with typical development (effect of cognitive level controlled for). The capacity of the CBCL 1½-5 DSM Oriented-Pervasive Developmental Problems scale to differentiate correctly between children diagnosed with ASD and children with typical development appeared dependent on group ascertainment methodology.
- Published
- 2021
31. Discrimination of ADHD Subtypes Using Decision Tree on Behavioral, Neuropsychological, and Neural Markers
- Author
-
Sajjad Farashi, Mohammad Rostami, Reza Khosrowabadi, and Hamidreza Pouretemad
- Subjects
medicine.medical_specialty ,Decision tree ,CBCL ,Cognitive neuroscience ,Behavioral neuroscience ,Audiology ,Neuropsychiatry ,behavioral disciplines and activities ,lcsh:RC321-571 ,03 medical and health sciences ,Cellular and Molecular Neuroscience ,0302 clinical medicine ,Neurodevelopmental disorder ,Neuropsychology ,mental disorders ,medicine ,0501 psychology and cognitive sciences ,Child Behavior Checklist ,lcsh:Neurosciences. Biological psychiatry. Neuropsychiatry ,Behavior ,business.industry ,05 social sciences ,medicine.disease ,Electrophysiology ,Neurology (clinical) ,ADHD subtypes ,business ,030217 neurology & neurosurgery ,050104 developmental & child psychology ,Research Paper - Abstract
Introduction Attention-Deficit/Hyperactivity Disorder (ADHD) is a well-known neurodevelopmental disorder. Diagnosis and treatment of ADHD can often lead to a developmental trajectory toward positive results. The present study aimed at implementing the decision tree method to recognize children with and without ADHD, as well as ADHD subtypes. Methods In the present study, the subjects included 61 children with ADHD (subdivided into ADHD-I (n=25), ADHD-H (n=14), and ADHD-C (n=22) groups) and 43 typically developing controls matched by IQ and age. The Child Behavior Checklist (CBCL), Integrated Visual And Auditory (IVA) test, and quantitative EEG during eyes-closed resting-state were utilized to evaluate the level of behavioral, neuropsychology, and electrophysiology markers using a decision tree algorithm, respectively. Results Based on the results, excellent classification accuracy (100%) was obtained to discriminate children with ADHD from the control group. Also, the ADHD subtypes, including combined, inattention, and hyperactive/impulsive subtypes were recognized from others with an accuracy of 80.41%, 84.17%, and 71.46%, respectively. Conclusion Our results showed that children with ADHD can be recognized from the healthy controls based on the neuropsychological data (sensory-motor parameters of IVA). Also, subtypes of ADHD can be distinguished from each other using behavioral, neuropsychiatric and electrophysiological parameters. The findings suggested that the decision tree method may present an efficient and accurate diagnostic tool for the clinicians.
- Published
- 2020
32. The Effects of Technological Overload on Children: An Art Therapist's Perspective
- Author
-
Klorer, P. Gussie
- Abstract
Children today are continually bombarded with visual and auditory stimulation, and many make their connections in cyberspace to the detriment of real-time face-to-face encounters with other people. The negative effects of multitasking and technological overload on children and adolescents are discussed in this viewpoint article from the perspective of a family art therapist. The impact of overstimulation on attachment, attention deficit disorder, and interpersonal skills has profound implications for children receiving art therapy.
- Published
- 2009
33. Harmonizing the CBCL and SDQ ADHD scores by using linear equating, kernel equating, item response theory and machine learning methods.
- Author
-
Jović, Miljan, Haeri, Maryam Amir, Whitehouse, Andrew, and van den Berg, Stéphanie M.
- Subjects
ITEM response theory ,MACHINE learning ,MACHINE theory ,CHILD Behavior Checklist ,ATTENTION-deficit hyperactivity disorder ,DATA harmonization ,PRESCHOOL children - Abstract
Introduction: A problem that applied researchers and practitioners often face is the fact that different institutions within research consortia use different scales to evaluate the same construct which makes comparison of the results and pooling challenging. In order to meaningfully pool and compare the scores, the scales should be harmonized. The aim of this paper is to use different test equating methods to harmonize the ADHD scores from Child Behavior Checklist (CBCL) and Strengths and Difficulties Questionnaire (SDQ) and to see which method leads to the result. Methods: Sample consists of 1551 parent reports of children aged 10-11.5 years from Raine study on both CBCL and SDQ (common persons design). We used linear equating, kernel equating, Item Response Theory (IRT), and the following machine learning methods: regression (linear and ordinal), random forest (regression and classification) and Support Vector Machine (regression and classification). Efficacy of the methods is operationalized in terms of the root-mean-square error (RMSE) of differences between predicted and observed scores in cross-validation. Results and discussion: Results showed that with single group design, it is the best to use the methods that use item level information and that treat the outcome as interval measurement level (regression approach). [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
34. Family Functioning and Internalizing and Externalizing Problems in Gifted Children.
- Author
-
Zanetti, Maria Assunta, Trombetta, Tommaso, Rollè, Luca, and Marinoni, Carlo
- Subjects
GIFTED children ,INTERNALIZING behavior ,FAMILY roles ,CHILD Behavior Checklist - Abstract
Introduction: Although gifted children can express high cognitive skills, they can also show socioemotional difficulties. Drawing from Olson's circumplex model, the present paper assessed the role of family functioning in internalizing and externalizing problems in gifted children. Materials and Methods: 362 mothers and their 362 gifted children were included. The unbalanced subscales of the FACES IV—disengagement, enmeshment, rigidity, and chaos—and the CBCL were administered to mothers. The children completed the WISC-IV. Results: The model predicting internalizing problems was significant and explained 5.6% of the variance. Only rigidity had an independent and positive effect on internalizing problems in gifted children over and above sociodemographic variables and QI, whereas disengagement, enmeshment, and chaos were not associated with internalizing problems. The model predicting externalizing problems was significant and explained 10% of the variance. Again, rigidity was the only variable that had an independent and positive effect on externalizing problems in gifted children over and above sociodemographic variables and QI, whereas disengagement, enmeshment, and chaos were not associated with externalizing problems in this population. Discussion: Rigid families with a low ability to change in conditions that require readjustment appear to increase the risk of both internalizing and externalizing problems in gifted children. Although further studies are needed to support these preliminary findings, parental support interventions aimed at increasing flexibility appear to be useful. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
35. Morphine biotransformation genes and neonatal clinical factors predicted behaviour problems in very preterm children at 18 months
- Author
-
Vann Chau, Ruth E. Grunau, Colin J. D. Ross, Anne Synnes, Cecil M. Y. Chau, Bruce Carleton, and Steven P. Miller
- Subjects
0301 basic medicine ,Male ,Research paper ,Genotype ,Psychometrics ,Physiology ,Pain ,Child Behavior Disorders ,General Biochemistry, Genetics and Molecular Biology ,03 medical and health sciences ,0302 clinical medicine ,Preterm ,Genetics ,Medicine ,Humans ,Behaviour ,Polymorphism ,Child Behavior Checklist ,Alleles ,Genetic Association Studies ,biology ,Morphine ,business.industry ,Age Factors ,Infant, Newborn ,Infant ,General Medicine ,Prognosis ,Multidrug Resistance-Associated Protein 2 ,Minor allele frequency ,030104 developmental biology ,030220 oncology & carcinogenesis ,Infant, Extremely Premature ,Inactivation, Metabolic ,biology.protein ,Gestation ,Anxiety ,Female ,Disease Susceptibility ,medicine.symptom ,SLCO1B1 ,business ,Metabolic Networks and Pathways ,rs4680 ,medicine.drug - Abstract
Background Behaviour problems are prevalent among children born very preterm (≤ 32 weeks gestation), and have been associated with morphine exposure. Morphine accumulation in the brain is determined by genetic variations related to morphine biotransformation. The objective of the study was to investigate whether morphine-biotransformation genotypes contribute to individual differences in long-term effects of morphine on behaviour at 18 months corrected age (CA). Methods 198 children born very preterm (24–32 weeks gestation) were followed from birth and seen at 18 months CA. Relationships between child behavior (Internalizing, Externalizing on the Child Behavior Checklist), morphine exposure, neonatal clinical variables, and morphine biotransformation gene variants in ABCB1, UGT1A9, UGT 2B7*2, ABCC2, ABCC3, SLCO1B1, CYP3A4, COMT were examined. Findings Neonatal clinical predictors and genotypes accounted for 39% of the overall variance in behaviour. In children with the minor allele of UGT1A9 rs17863783 (marker of UGT1A6*4, UDP-glucuronosyltransferase), greater morphine exposure (p = ·0011) was associated with more Internalizing behaviour. More Externalizing behaviour was predicted by greater morphine exposure in children with the COMT rs4680 Met/Met genotype (p = ·0006). Interpretation Genetic variations that affect relative accumulation of morphine in the brain, together with neonatal clinical factors, are differentially related to anxiety and depressive symptoms (internalizing) and to acting out (externalizing) behaviours at 18 months CA in children born very preterm. Fund NIH/NICHD HD039783 (REG); CIHR MOP86489 (REG), MOP68898 (SPM), MOP79262 (SPM, REG).
- Published
- 2019
36. Aggressive behavior, emotional, and attention problems across childhood and academic attainment at the end of primary school
- Author
-
Frank C. Verhulst, Maartje P.C.M. Luijk, Nathalie Tamayo Martinez, Jan van der Ende, Pauline W. Jansen, James Law, Henning Tiemeier, Child and Adolescent Psychiatry / Psychology, Erasmus MC other, Epidemiology, Clinical Child and Family Studies, and Clinical Psychology
- Subjects
Health (social science) ,Social Psychology ,Epidemiology ,media_common.quotation_subject ,Emotions ,Primary education ,Affect (psychology) ,Developmental psychology ,Promotion (rank) ,Emotional problems ,SDG 3 - Good Health and Well-being ,Academic Performance ,Humans ,Early childhood ,Child Behavior Checklist ,Child ,Attention problems ,media_common ,Original Paper ,Schools ,Mental Disorders ,Academic attainment ,Aggressive behavior ,Educational attainment ,Psychiatry and Mental health ,Test score ,Child, Preschool ,Educational Status ,Psychology ,Cohort study - Abstract
Purpose To assess whether aggressive behavior and emotional problems from early childhood onwards are related to academic attainment at the end of primary education, and whether these associations are independent of attention problems. Methods Data on 2546 children participating in a longitudinal birth cohort in Rotterdam were analyzed. Aggressive behavior, attention and emotional problems at ages 1½, 3, 5 and 10 years were assessed with the Child Behavior Checklist. Academic attainment at the end of primary school (12 years of age) was measured with the CITO test, a national Dutch academic test score. Results Aggressive behavior from age 1½ to 10 years was negatively associated with academic attainment, but these associations attenuated to non-significance when accounting for comorbid attention problems. For emotional problems, first, only problems at 10 years were associated with poorer academic attainment. Yet, when accounting for attention problems, the association reversed: more emotional problems from 1½ to 10 years were associated with a better academic attainment. Attention problems at ages 1½ to 10 years were negatively associated with academic attainment, independent of comorbid emotional problems or aggressive behavior. Conclusions Attention problems across childhood are related to a poorer academic attainment, while emotional problems predicted better academic attainment. Moreover, the relationship between aggressive behavior and academic attainment was explained by comorbid attention problems. Future research should determine the mechanisms through which attention problems and emotional problems affect academic attainment, to inform strategies for the promotion of better educational attainment.
- Published
- 2021
37. Individual and Environmental Factors Affecting Adaptive Behavior of Toddlers with Autism Spectrum Disorder: Role of Parents' Socio-cultural Level
- Author
-
Filippo Muratori, Alice Bacherini, Roberta Igliozzi, Romina Cagiano, Giulia Balboni, Gessica Rebecchini, Alice Mancini, and Raffaella Tancredi
- Subjects
Male ,Parents ,Adaptive behavior ,Toddler ,Autism Spectrum Disorder ,Mothers ,Cultural capital ,Affect (psychology) ,Developmental psychology ,Fathers ,Social capital ,mental disorders ,Adaptation, Psychological ,Developmental and Educational Psychology ,medicine ,Parent ,Socio-Economic Status ,Humans ,Child Behavior Checklist ,Socioeconomic status ,Original Paper ,digestive, oral, and skin physiology ,medicine.disease ,Autism spectrum disorder ,Child, Preschool ,Autism ,Female ,Psychology - Abstract
The effects of environmental factors [including Socio-Economic Status, Cultural Capital, and Social Capital (Socio-Cultural Level) of both parents] on the Vineland-II adaptive behavior dimensions of toddlers with autism spectrum disorder (ASD), in addition to individual factors, was investigated in 148 Italian toddlers (82% males), aged 18 to 37 months with ASD. Toddlers’ age and Griffiths Mental Development Scales general development affected all of the adaptive behavior dimensions, with negative and positive associations, respectively. The Child Behavior Checklist comorbid conditions were negatively associated with some adaptive behavior dimensions while the ADOS-2 Social affect only with the communication dimension. Mothers’ and fathers’ specific Socio-Cultural Level dimensions were positively associated with toddlers’ specific adaptive behavior dimensions with the same magnitude as comorbid conditions.
- Published
- 2020
38. Early childhood internalizing problems, externalizing problems and their co-occurrence and (mal)adaptive functioning in emerging adulthood: a 16-year follow-up study
- Author
-
Pol A. C. van Lier, İldeniz B Arslan, Peter Prinzie, Amaranta D de Haan, Nicole Lucassen, Clinical, Neuro- & Developmental Psychology, LEARN! - Child rearing, and Clinical Child and Family Studies
- Subjects
Adult ,Male ,medicine.medical_specialty ,Internalizing and externalizing problems ,Health (social science) ,Social Psychology ,Epidemiology ,media_common.quotation_subject ,Psychological intervention ,Mothers ,Child Behavior Disorders ,Adaptive functioning ,Developmental psychology ,03 medical and health sciences ,Fathers ,Young Adult ,Emerging adulthood ,0302 clinical medicine ,SDG 3 - Good Health and Well-being ,Intervention (counseling) ,medicine ,Co-occurrence ,Personality ,Humans ,0501 psychology and cognitive sciences ,Early childhood ,Prospective Studies ,Child Behavior Checklist ,Child ,(Mal)Adaptive functioning ,media_common ,Original Paper ,Parenting ,05 social sciences ,030227 psychiatry ,Psychiatry and Mental health ,Child, Preschool ,Female ,Psychology ,050104 developmental & child psychology ,Follow-Up Studies - Abstract
Purpose A vast amount of studies suggest that internalizing or externalizing problems are related to individual functioning, and often co-occur. Yet, a focus on their additive and interactive effects is scarce. Furthermore, most research has focused on a limited number of developmental domains and mostly on maladaptive functioning. Therefore, the current prospective study examined whether early childhood (ages 4–8) internalizing and externalizing problems and their interaction were related to a broad range of (mal)adaptive functioning outcomes in emerging adulthood (ages 20–24). Methods Data from the Flemish Study on Parenting, Personality and Development were used. At Time 1 (1999) mothers of 374 children (45% boys) and fathers of 357 children (46% boys) rated internalizing and externalizing problems through the Child Behavior Checklist. Outcomes in emerging adulthood were measured through self-reports 16 years later across the following domains: psychological functioning, social functioning, work, physical health, and self-concept. Results Early externalizing problems were related to maladaptive outcomes on the psychological and social domains. With regard to adaptive functioning, externalizing problems were associated with lower satisfaction regarding general health on the physical domain. Early internalizing problems were not associated with any emerging adulthood outcomes. The interaction of (father reported) internalizing and externalizing problems was related to aggressive behavior. Conclusion Early childhood externalizing problems were associated with maladaptive and adaptive functioning over a time span of 16 years. The results add to studies on the implementation of prevention and intervention programs in early childhood and to the value for developing personalized interventions.
- Published
- 2019
39. Internalizing and externalizing problems in childhood and adolescence as predictors of work incapacity in young adulthood
- Author
-
Kristina Alexanderson, Pia Svedberg, Annina Ropponen, and Jurgita Narusyte
- Subjects
Male ,Internalizing and externalizing problems ,Health (social science) ,Epidemiology ,Twins ,Poison control ,Anxiety ,0302 clinical medicine ,Risk Factors ,Sick leave ,030212 general & internal medicine ,Prospective Studies ,Registries ,Young adult ,Child Behavior Checklist ,Child ,education.field_of_study ,Disability pension ,Depression ,05 social sciences ,Adolescence ,Aggression ,Psychiatry and Mental health ,Female ,medicine.symptom ,Psychology ,050104 developmental & child psychology ,Clinical psychology ,medicine.medical_specialty ,Social Psychology ,Adolescent ,Population ,Child Behavior Disorders ,03 medical and health sciences ,Pensions ,Young Adult ,Injury prevention ,medicine ,Humans ,0501 psychology and cognitive sciences ,Disabled Persons ,Psychiatry ,education ,Proportional Hazards Models ,Sweden ,Original Paper ,Twin study ,Childhood ,Follow-Up Studies - Abstract
Background There is limited information regarding the association between youth mental health problems and work incapacity in adulthood. We investigated whether internalizing (depressive, anxious, somatic complaints) and externalizing (aggressive, rule-breaking) behavior problems in childhood and adolescence were associated with sickness absence (SA) and disability pension (DP) in young adulthood. Methods Data were used from the population-based and prospective Twin Study of Child and Adolescent Development (TCHAD) which includes all Swedish twins born in 1985–1986 (N = 2570). Internalizing and externalizing behavior problems were assessed with the Child Behavior Checklist at ages of 8–9, 13–14, 16–17, and 19–20 years. Individuals participating in TCHAD were followed regarding SA and DP during 2001–2013 using nationwide registers. Cox regression models were applied to assess hazard ratios (HR) with 95% confidence intervals (CI). Results Each one-unit increase of rule-breaking behavior implied a significant higher risk for SA in early adulthood, despite of age at assessment, with the highest HR of 1.12 (95% CI 1.05–1.19) at age of 8–9 years. Higher levels of anxious and depressive symptoms in childhood and adolescence were associated with DP in early adulthood despite age at assessment, with the highest risk at age 19–20 years [HR 1.31 (95% CI 1.12–1.53)]. The associations attenuated slightly when familial factors were taken into account. Conclusions Internalizing and externalizing behavior problems identified at an early age (8–9 years) increased risk for SA and DP in young adulthood. These findings indicate that early prevention and intervention efforts to reduce behavior problems may promote a successful start in working life.
- Published
- 2017
40. Behavioral, social and school functioning in children with Pompe disease
- Author
-
Stephanie Austin, Mihaela Stefanescu, Gail A. Spiridigliozzi, Priya S. Kishnani, and Aditi Korlimarla
- Subjects
Conners-3, Conners 3rd Edition Parent ,CBCL ,Disease ,Screening for behavior problems ,Standard score ,Emotional functioning ,03 medical and health sciences ,0302 clinical medicine ,Endocrinology ,CBCL, Child Behavior Checklist ,Social functioning ,ADHD, attention-deficit/hyperactivity disorder ,Genetics ,IEP, Individualized Education Program ,Child Behavior Checklist ,lcsh:QH301-705.5 ,Molecular Biology ,Behavior checklists ,lcsh:R5-920 ,0303 health sciences ,Descriptive statistics ,GAA, acid alpha-glucosidase ,030305 genetics & heredity ,IPD, infantile Pompe disease ,Enzyme replacement therapy ,Checklist ,School functioning ,ERT, enzyme replacement therapy ,lcsh:Biology (General) ,Children with Pompe disease ,lcsh:Medicine (General) ,LOPD, late-onset Pompe disease ,SD, standard deviation ,Psychology ,030217 neurology & neurosurgery ,Research Paper ,BRIEF2, Behavior Rating Inventory of Executive Function-Second Edition ,Clinical psychology - Abstract
Purpose To improve our understanding of the behavioral, social, and emotional functioning of children and adolescents with Pompe disease. Method Parents/guardians of 21 children (age 5-18y) with infantile (IPD) or late-onset (LOPD) Pompe disease on long-term enzyme replacement therapy completed three standardized checklists regarding their child's behavior: the Child Behavior Checklist (CBCL), Conners 3 Parent (Conners-3), Behavior Rating Inventory of Executive Function-2 (BRIEF2), and a survey of their child's educational services. Results Descriptive statistics were used to summarize the findings for each behavior checklist. Age standard scores from each checklist were reported for the IPD (n = 17, 9 females, mean age = 9y, 4 mo; SD = 3y, 8mo) and LOPD (n = 4, 1 female; mean = 11y, 2mo; SD = 2y, 1mo) groups. The majority of children with Pompe exhibited age-appropriate behavior and emotional functioning on these standardized checklists. However, negative mood symptoms, learning problems, decreased participation in structured social activities, and attentional difficulties were more frequently reported in children with IPD in comparison to same-aged peers. Parents of children with LOPD reported fewer problematic behaviors but endorsed negative mood symptoms and difficulties with peer relations. Most children received accommodations in regular education classrooms at school. Conclusions These standardized behavior checklists are useful screening tools for the early identification and treatment of behavior, emotional, and social concerns in children with Pompe disease., Highlights • Parents of children with Pompe disease completed standardized behavior checklists. • Most children with Pompe exhibited age appropriate behavior and emotional functioning. • Negative mood, learning, and attentional problems reported in infantile Pompe group. • Negative mood and concerns about peer interactions reported in late-onset Pompe group. • Most children with Pompe attend and succeed at school, with classroom accommodations.
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- 2020
41. Treatment of multiple traumatized adolescents by enhancing regulation skills and reducing trauma related symptoms: rationale, study design, and methods of randomized controlled trial (the Mars-study).
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Knipschild, Rik, Klip, Helen, van Leeuwaarden, Doenja, van Onna, Mariken J. R., Lindauer, Ramon J. L., Staal, Wouter G., Bicanic, Iva A. E., and de Jongh, Ad
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TRAUMA therapy ,IMPACT of Event Scale ,RANDOMIZED controlled trials ,PSYCHOTHERAPY ,CHILD Behavior Checklist ,EMDR (Eye-movement desensitization & reprocessing) ,TEETH injuries - Abstract
Background: There is ongoing debate regarding the treatment of severe and multiple traumatized children and adolescents with post-traumatic stress disorder (PTSD). Many clinicians favor a phase-based treatment approach (i.e., a stabilization phase prior to trauma-focused therapy) over immediate trauma-focused psychological treatment, despite the lack of scientific evidence. Research on the effects of different treatment approaches is needed for children and adolescents with (symptoms of complex) PTSD resulting from repeated sexual and/or physical abuse during childhood. Objective: This paper describes the rationale, study design, and methods of the MARS-study, a two-arm randomized controlled trial (RCT) that aims to compare the results of phase-based treatment with those of immediate trauma-focused treatment and determine whether immediate trauma-focused treatment is not worse than phase-based treatment in reducing PTSD symptoms. Methods: Participants are individuals between 12 and 18 years who meet the diagnostic criteria for PTSD due to repeated sexual abuse, physical abuse, or domestic violence during childhood. Participants will be blindly allocated to either the phase-based or immediate trauma-focused treatment condition. In the phase-based treatment condition, participants receive 12 sessions of the Dutch version of Skill Training in Affective and Interpersonal Regulation (STAIR-A), followed by 12 sessions of EMDR therapy. In the immediate trauma-focused condition, the participants receive 12 sessions of EMDR therapy. The two groups are compared for several outcome variables before treatment, mid-treatment (only in the phase-based treatment condition), after 12 trauma-focused treatment sessions (post-treatment), and six months post-treatment (follow-up). The main parameter is the presence and severity of PTSD symptoms (Clinician-Administered PTSD Scale for Children and Adolescents, CAPS-CA). The secondary outcome variables are the severity of complex PTSD symptoms (Interpersonal Problems as measured by the Experiences in Close Relationship-Revised, ECR-RC; Emotion Regulation as measured by the Difficulties in Emotion Regulation Scale, DERS; Self Esteem as measured by the Rosenberg Self Esteem Scale, RSES), changes in anxiety and mood symptoms (Revised Anxiety and Depression Scale; RCADS), changes in posttraumatic cognitions (Child Posttraumatic Cognitions Inventory, CPTCI), changes in general psychopathology symptoms (Child Behavior Checklist, CBCL), and Quality of Life (Youth Outcome Questionnaire, Y-OQ-30). Furthermore, parental stress (Opvoedingsvragenlijst, OBVL) and patient-therapist relationship (Feedback Informed Treatment, FIT) will be measured, whereas PTSD symptoms will be monitored in each session during both treatment conditions (Children's Revised Impact of Event Scale, CRIES-13). Discussion: Treating (symptoms of complex) PTSD in children and adolescents with a history of repeated sexual and/or physical abuse during childhood is of great importance. However, there is a lack of consensus among trauma experts regarding the optimal treatment approach. The results of the current study may have important implications for selecting effective treatment options for clinicians working with children and adolescents who experience the effects of exposure to multiple interpersonal traumatic events during childhood. Trial registrations: The study was registered on the "National Trial Register (NTR)" with the number NTR7024. This registry was obtained from the International Clinical Trial Registry Platform (ICTRP) and can be accessed through the ICTRP Search Portal (https://trialsearch.who.int/). [ABSTRACT FROM AUTHOR]
- Published
- 2023
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42. School participation among young people with craniofacial microsomia and other childhood‐onset disabilities.
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Kaelin, Vera C., Anaby, Dana, Werler, Martha M., and Khetani, Mary A.
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YOUNG adults , *CHILD Behavior Checklist , *PEOPLE with disabilities , *STANDARD deviations , *ADULT child abuse victims , *INTELLECTUAL disabilities , *PHYSICAL mobility , *PARTICIPATION - Abstract
Aim: To examine how school environment, physical functioning problems, and behavioral problems explain levels of school participation (i.e. attendance and involvement) among young people with craniofacial microsomia (CFM) and other childhood‐onset disabilities, and whether participation‐focused caregiver strategies play a role in these relationships. Method: We conducted secondary analyses of a subset of data (n = 260 families: 120 with CFM and 140 with other childhood‐onset disabilities) from the second follow‐up phase of a longitudinal cohort study. We applied structural equation modeling with data collected from the Participation and Environment Measure – Children and Youth version, the Child Behavior Checklist, and the Pediatric Quality of Life Inventory physical functioning scale. Results: Model fit was acceptable to close (comparative fit index = 0.973; root mean square error of approximation = 0.055; standardized root mean squared residual = 0.043; Tucker–Lewis index = 0.958). School environmental support had a positive effect on young people's participation attendance and involvement, and physical functioning problems had a negative effect on participation involvement. The number of disclosed caregiver strategies had a significant positive effect on the relationship between school environmental support and school participation attendance. Interpretation: Findings confirm the effect of school environmental support and physical functioning problems on school participation and highlight the role of participation‐focused caregiver strategies to intensify the positive effect of school environmental support on school participation attendance. What this paper adds: Environmental support had a positive effect on participation attendance and involvement.Physical functioning problems had a negative effect on school participation involvement.Disclosed caregiver strategies intensified the impact of environmental support on participation attendance. [ABSTRACT FROM AUTHOR]
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- 2024
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43. Pre-divorce problems in 3-year-olds: a prospective study in boys and girls
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Frank C. Verhulst, C. E. M. Toos van Beijsterveldt, Dorret I. Boomsma, S.C.C. Robbers, Meike Bartels, Anja C. Huizink, Developmental Psychopathology (RICDE, FMG), Child and Adolescent Psychiatry / Psychology, Ophthalmology, Biological Psychology, Clinical Developmental Psychology, Clinical Child and Family Studies, Neuroscience Campus Amsterdam - Attention & Cognition, and EMGO+ - Mental Health
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Netherlands Twin Register (NTR) ,Male ,medicine.medical_specialty ,Internalizing and externalizing problems ,Health (social science) ,Externalization ,Social Psychology ,Epidemiology ,education ,CBCL ,Psychology, Child ,Social class ,Pre-divorce problems ,Developmental psychology ,Health(social science) ,Sex Factors ,Divorce ,Parental divorce ,medicine ,Humans ,0501 psychology and cognitive sciences ,Prospective Studies ,Child Behavior Checklist ,Child ,Internal-External Control ,Netherlands ,Original Paper ,Public health ,05 social sciences ,Social environment ,16. Peace & justice ,Mental health ,Psychiatry and Mental health ,El Niño ,Social Class ,050902 family studies ,Child, Preschool ,Twin Studies as Topic ,Female ,Family Relations ,0509 other social sciences ,Psychology ,050104 developmental & child psychology - Abstract
Objective: We examined to what extent internalizing and externalizing problems at age 3 preceded and predicted parental divorce, and if divorce and the time lapse since divorce were related to internalizing and externalizing problems at age 12. Methods: Parental ratings of internalizing and externalizing problems were collected with the Child Behavior Checklist (CBCL) in a large sample (N = 6,426) of 3-yearold children. All these children were followed through the age of 12 years, at which parents completed the CBCL again, while teachers completed the Teacher's Report Form. Children whose parents divorced between age 3 and age 12 were compared with children whose families remained intact. Results: Girls whose parents divorced between ages 3 and 12 already showed more externalizing problems at age 3 than girls whose parents stayed married. Higher levels of externalizing problems in girls at age 3 predicted later parental divorce. Parental reports indicated that 12-year-olds with divorced parents showed more internalizing and externalizing problems than children with married parents. Levels of teacher-reported problems were not different between children with married versus divorced parents. However, children whose parents divorced between ages 3 and 12 showed more teacher-rated internalizing problems at age 12 when the divorce was more recent than when the divorce was less recent. Parental ratings of both internalizing and externalizing problems at age 12 were not associated with the time lapse since divorce. Conclusion: Externalizing problems in girls precede and predict later parental divorce. Post-divorce problems in children vary by raters, and may depend on the time lapse since divorce. © Springer-Verlag 2010.
- Published
- 2011
44. Response: Commentary: Totality of the Evidence Suggest Prenatal Cannabis Exposure Does Not Lead to Cognitive Impairments: A Systematic and Critical Review.
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Torres, Ciara A., Medina-Kirchner, Christopher, O'Malley, Kate Y., and Hart, Carl L.
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COGNITION disorders ,MARIJUANA ,CLINICAL neuropsychology ,PRENATAL drug exposure ,CHILD Behavior Checklist - Abstract
They make this assertion, despite the fact that the marijuana-specific data consisted of a simple correlation that does not adjust for other factors including, but not limited to, substance use other than marijuana (see their Table 5). Keywords: cannabis; marijuana; prenatal; cognition; normative data EN cannabis marijuana prenatal cognition normative data 1 3 3 06/02/21 20210528 NES 210528 We appreciate the interest Singer et al. ([12]) have taken in our recent critical review of the literature assessing the impact of prenatal cannabis exposure on cognitive functioning (Torres et al., [14]). It seems that statements about the potential role of prenatal marijuana exposure are acceptable only when deleterious marijuana-related correlations are observed. [Extracted from the article]
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- 2021
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45. Homotypic Versus Heterotypic Continuity of Anxiety Symptoms in Young Adolescents: Evidence for Distinctions Between DSM-IV Subtypes
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Gwen C. Dieleman, Frank C. Verhulst, Robert F. Ferdinand, Johan Ormel, and Child and Adolescent Psychiatry / Psychology
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Male ,050103 clinical psychology ,Obsessive-Compulsive Disorder ,Personality Inventory ,Poison control ,CHILDREN ,Anxiety ,Developmental psychology ,0302 clinical medicine ,Anxiety, Separation ,Surveys and Questionnaires ,Developmental and Educational Psychology ,Longitudinal Studies ,10. No inequality ,Child Behavior Checklist ,Child ,Netherlands ,education.field_of_study ,CHILDHOOD ABUSE ,05 social sciences ,Separation anxiety disorder ,PSYCHIATRIC-DISORDERS ,Age Factors ,Anxiety Disorders ,Adolescence ,Diagnostic and Statistical Manual of Mental Disorders ,Psychiatry and Mental health ,Phobic Disorders ,COMMON MENTAL-DISORDERS ,Panic Disorder ,Regression Analysis ,Female ,Erratum ,medicine.symptom ,Psychology ,Anxiety disorder ,050104 developmental & child psychology ,Clinical psychology ,medicine.medical_specialty ,Generalized anxiety disorder ,Adolescent ,Population ,Psychology, Adolescent ,Young adolescents ,Diagnosis, Differential ,03 medical and health sciences ,Sex Factors ,medicine ,Humans ,0501 psychology and cognitive sciences ,education ,Psychiatry ,NEGATIVE AFFECTIVITY ,Taxonomy ,Psychiatric Status Rating Scales ,Original Paper ,Panic disorder ,medicine.disease ,030227 psychiatry ,Cross-Sectional Studies ,SOCIAL PHOBIA ,TRIPARTITE MODEL ,FOLLOW-UP ,030217 neurology & neurosurgery ,Follow-Up Studies - Abstract
Objective: to investigate homotypic and heterotypic longitudinal patterns of symptoms of separation anxiety disorder (SAD), generalized anxiety disorder (GAD), social phobia (SoPh), panic disorder (PD), and obsessive compulsive disorder (OCD) in young adolescents from the Dutch general population.Method: 2,067 individuals (51.4% girls) from a Dutch community sample, who were assessed for the first time when they were aged 10 to 12 years, were followed up across a period of two years. At both assessments, anxiety symptoms were assessed with the RCADS, a self-report questionnaire.Results: Regression analyses indicated that homotypic continuity was relatively high for SAD, GAD, and SoPh symptoms, and for PD in girls.Conclusions: In many studies, anxiety disorders are treated as one group of disorders, and some widely used assessment instruments, such as the Child Behavior Checklist, do not even contain scales that tap different anxiety dimensions. In the present study, evidence for homotypic continuity was found, especially for symptoms of separation, social, and generalized anxiety, and for symptoms of panic disorder in girls, underscoring the usefulness of making distinctions between different anxiety constructs.
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- 2007
46. Immunological correlates of behavioral problems in school-aged children living with HIV in Kayunga, Uganda
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Noeline Nakasujja, Robert O. Opoka, Horacio Ruiseñor-Escudero, Bruno Giordani, Paul Bangirana, Michael J. Boivin, and Itziar Familiar
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Pediatrics ,medicine.medical_specialty ,Etiology ,BRIEF ,CBCL ,Affect (psychology) ,law.invention ,03 medical and health sciences ,0302 clinical medicine ,Randomized controlled trial ,law ,030225 pediatrics ,Linear regression ,Medicine ,Uganda ,030212 general & internal medicine ,Child Behavior Checklist ,neurodevelopment ,business.industry ,HIV ,3. Good health ,Original Research Paper ,Behavior Rating Inventory of Executive Function ,Cell activation ,business ,Viral load ,Child Mental Health - Abstract
Background.HIV can affect the neuropsychological function of children, including their behavior. We aim to identify immunological correlates of behavioral problems among children living with HIV in Uganda.Methods.Children participating in a parent randomized control trial in Kayunga, Uganda were assessed with the Behavior Rating Inventory of Executive Function (BRIEF) and the Child Behavior Checklist (CBCL). We constructed simple and multiple linear regression models to identify immunological correlates of behavioral problems.Results.A total of 144 children living with HIV (50% male) with a mean age of 8.9 years [Standard Deviation (s.d.) = 1.9] were included in the analysis. Eighty-two children were on antiretroviral therapy. Mean CD4 cell count % was 35.1 cells/μl (s.d. = 15.0), mean CD4 cell activation 5.7% (s.d. = 5.1), mean CD8 cell activation was 17.5% (s.d. = 11.2) and 60 children (41.7%) had a viral load of −6, 95% CI −5.00 × 10−6to 28.4 × 10−6), specifically on the behavioral regulation index. Higher mean CD8 activation % was associated with higher scores on the Externalizing Problems and Total Problems scales of the CBCL (aβ = 0.17, 95% CI 0.04–0.31 and aβ = 0.15, 95% CI 0.00–0.28, respectively).Conclusions.Poorer behavioral outcomes were associated with higher viral loads while higher CD8 activation was associated with poorer emotional and behavioral outcomes. Complete immunological assessments for children living with HIV could include commonly used viral and immunological parameters to identify those at higher risk of having negative behavior outcomes and who would benefit the most from behavioral interventions.
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- 2014
47. The prevalence of mental health disorders and symptoms in children and adolescents with cerebral palsy: a systematic review and meta-analysis.
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Downs, Jenny, Blackmore, Amanda Marie, Epstein, Amy, Skoss, Rachel, Langdon, Katherine, Jacoby, Peter, Whitehouse, Andrew J. O., Leonard, Helen, Rowe, Peter W., Glasson, Emma J., and The Cerebral Palsy Mental Health Group
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CHILD psychology ,MENTAL health ,CHILD psychiatry ,JUVENILE diseases ,CHILDREN'S health ,META-analysis ,HOSPITAL care of children ,PSYCHIATRIC epidemiology ,CEREBRAL palsy ,CHILD Behavior Checklist ,PEOPLE with intellectual disabilities ,QUESTIONNAIRES ,SYSTEMATIC reviews ,COMORBIDITY - Abstract
Copyright of Developmental Medicine & Child Neurology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2018
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48. Defense-Oriented Psychoanalytic Psychotherapy as a Tailored Treatment for Boys: Neurobiological Underpinnings to Male-Specific Response Tested in Regulation-Focused Psychotherapy for Children.
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Rice, Timothy, Prout, Tracy A., Walther, Andreas, and Hoffman, Leon
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OPPOSITIONAL defiant disorder in children ,CHILD psychotherapy ,PSYCHOTHERAPY ,CHILD Behavior Checklist ,PLAY therapy ,SCHOOL children - Abstract
This paper presents defense-oriented psychoanalytic psychotherapy as a tailored treatment for boys through a neurophysiological hypothesis. Male central nervous system development is reviewed, with a focus on the development of the emotion regulation system. The organizational effects of pre- and post-natal androgens delay central nervous system development in males relative to females, following a caudal to rostral phylogenetic framework. Ventromedial prefrontal structures mature at an earlier developmental age than dorsolateral prefrontal structures, creating less of a gender gap in the available underlying neural architecture for responsivity to targeted therapeutic intervention. The hypothesized operation of defense analysis upon ventromedial prefrontal cortical structures and corticolimbic connectivity therefore positions boys to benefit from psychotherapy equally as girls. In this study, we explored gender differences in presentation and response to a short-term, manualized defense-oriented psychoanalytic psychotherapy named regulation-focused psychotherapy for children. In a sample size of 43 school-aged children, consisting of 32 boys and 11 girls, with oppositional defiant disorder, we found no statistically significant differences in participant characteristics upon entry nor in treatment response, as measured by changes in scores on the Oppositional Defiant Disorder Rating Scale, the oppositional defiant problems subscale of the Child Behavior Checklist, the suppression and reappraisal subscales of the Emotion Regulation Questionnaire for Children and Adolescents, and the lability and negativity subscale of the Emotion Regulation Checklist. The findings were comparable with the gendered findings of preexisting studies of play therapy, where boys and girls improve equally, but not of behaviorally predominant psychotherapy, where girls appear to have superior responses. Our findings suggest that the treatment as a general play therapy, but with a focus on the implicit emotion regulation system, was successful in meeting boys' gendered treatment needs. Conclusions are drawn with implications for further study. [ABSTRACT FROM AUTHOR]
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- 2022
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49. Guided Internet-Based Parent Training for Challenging Behavior in Children With Fetal Alcohol Spectrum Disorder (Strongest Families FASD): Study Protocol for a Randomized Controlled Trial
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Heather Caughey, Anna Huguet, Andre Sourander, Karen Turner, Jessica Roane, Amy J. Hewitt, Patrick J. McGrath, James N. Reynolds, Christopher J. Mushquash, Lori Wozney, Nazeem Muhajarine, Patricia Lingley-Pottie, and Courtney R. Green
- Subjects
medicine.medical_specialty ,medicine.medical_treatment ,CBCL ,fetal alcohol spectrum disorder ,law.invention ,children ,Randomized controlled trial ,law ,disruptive behavior ,parenting ,eHealth ,Psychoeducation ,Medicine ,Psychiatry ,Child Behavior Checklist ,reproductive and urinary physiology ,prenatal alcohol exposure ,Original Paper ,Web-based intervention ,business.industry ,Consolidated Standards of Reporting Trials ,General Medicine ,3. Good health ,neurobehavioral disorder ,Strongest Families ,randomized controlled trial ,Parent training ,Social competence ,business ,Clinical psychology - Abstract
Background: Fetal alcohol spectrum disorder (FASD) is a term used to encompass the full range of neurobehavioral and cognitive dysfunction that may occur as a consequence of prenatal alcohol exposure. There is relatively little research on intervention strategies that specifically target the behavioral problems of children with FASD. Availability and access to services are barriers to timely and effective care for families. The Strongest Families FASD intervention was recently adapted from the Strongest Families “Parenting the Active Child” program to include FASD-specific content delivered via an Internet-based application in conjunction with 11 telephone coaching sessions. Objective: Our objectives are to (1) evaluate the effectiveness of Strongest Families FASD in reducing externalizing problems (primary outcome), internalizing problems, and parent distress (secondary outcomes) in children aged between 4 and 12 years diagnosed with FASD when compared to a control group with access to a static resource Web page; (2) evaluate the effectiveness of Strongest Families FASD in improving social competence (secondary outcome) in school-aged children aged between 6 and 12 diagnosed with FASD when compared with an online psychoeducation control; and (3) explore parental satisfaction with the Strongest Families FASD online parenting program. Methods: Parents and caregivers (N=200) of children diagnosed with FASD who have significant behavioral challenges, ages 4-12, are being recruited into a 2-arm randomized trial. The trial is designed to evaluate the effectiveness of the Web-based Strongest Families FASD parenting intervention on child behavior and caregiver distress, compared to a control group receiving access to a static resource Web page (ie, a list of FASD-specific websites, readings, videos, and organizations). Results: The primary outcome will be externalizing problems measured by the Child Behavior Checklist (CBCL). Secondary outcomes include (1) internalizing problems and (2) social competence, both measured by the CBCL; and (3) parental distress measured by the Depression Anxiety Stress Scale-21. The Client Satisfaction Questionnaire-8 (CSQ-8) and the Satisfaction Survey are completed by the intervention group at the end of session 11. Results will be reported using the standards set out in the Consolidated Standards of Reporting Trials (CONSORT) Statement. Conclusions: It is hypothesized that the Strongest Families FASD intervention group will improve child behavior and parental distress. Caregiver satisfaction is anticipated to be positive. Advancing evidence on the effectiveness and acceptance of distance services can inform policy and adoption of eHealth programs. ClinicalTrial: ClinicalTrials.gov NCT02210455; https://clinicaltrials.gov/ct2/show/NCT02210455 (Archived by WebCite at http://www.webcitation.org/6bbW5BSsT) [JMIR Res Protoc 2015;4(4):e112]
- Published
- 2015
50. Temperament in Infancy Predicts Internalizing and Externalizing Problem Behavior at Age 5 in Children With an Increased Likelihood of Autism Spectrum Disorder.
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Sacrey, Lori-Ann R., Zwaigenbaum, Lonnie, Bryson, Susan E., Brian, Jessica A., Smith, Isabel M., Garon, Nancy, Vaillancourt, Tracy, and Roncadin, Caroline
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EXTERNALIZING behavior ,AUTISM spectrum disorders ,CHILDREN with autism spectrum disorders ,CHILD Behavior Checklist ,TEMPERAMENT ,INFANTS - Abstract
Differences in temperament have been linked to later mental health. Children with autism spectrum disorder (ASD) have an increased likelihood of experiencing such problems, including anxiety, depression, attention deficit/hyperactivity disorder, and oppositional defiant disorder; yet, relations between early temperament and later mental health are not well understood. In this paper, we assess the relationship between temperament in infancy and internalizing and externalizing behavior at age 5, in 178 children at an increased likelihood of being diagnosed with ASD (i.e., younger siblings of children with ASD). Temperament was assessed using the parent-reported Infant Behavior Questionnaire (IBQ) at 6 and 12 months of age and the Toddler Behavior Assessment Questionnaire-Revised (TBAQ-R) at 24 months of age. Mental health problems were assessed using the parent-reported Child Behavior Checklist (CBCL) at age 5. The data were analyzed using hierarchical multiple regressions, with individual temperament subscale scores as single predictor variables (Subscale Score) or temperament profiles using confirmatory factor analyses (Person-Centered Profile) in the first block, Autism Diagnostic Observation Schedule total severity scores at age 3 in the second block, and expressive and receptive language scores (from Mullen Scales of Early Learning) at age 3 in the third block for each model. Three main findings were: (1) 4 of 6 IBQ subscales at both 6 and 12 months significantly predicted internalizing and externalizing problems at age 5; (2) 9 and 8 of 13 TBAQ-R subscales at 24 months significantly predicted internalizing and externalizing problems, respectively, at age 5; and (3) a "sticky attention" temperament profile significantly predicted internalizing problems, whereas a "low-focused" profile significantly predicted externalizing problems, both at age 5. The results of this study support the supposition that temperament is a trans-diagnostic risk factor for later mental health conditions. Exploring temperament profiles and trajectories may illuminate early avenues for prevention in siblings of children with ASD who are at an increased likelihood of experiencing mental health problems, regardless of ASD diagnostic status. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
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