Search

The aim of this study is to assess a pheromone complex-impregnated collar in the control of feline problem behaviors, and to assess the ease of use and tolerance of the collar compared with a regular collar. Six hundred and twenty-four cats from 459 households with one or more of four problem behaviors (problem urination, scratching, fear, or inter-cat conflict) were recruited to a 28-day study. Households were randomly assigned so that each cat received either a pheromone-impregnated polymer collar (containing 13% FELIWAY® Optimum) or a control regular silicone collar. Caregivers completed online questionnaires at recruitment and on days 7, 14, and 28 documenting the frequency and intensity of the problem behavior in the previous 7 days, and documenting any loss, problems and tolerance of the collar (pheromone-impregnated or control). Complete data was available for 491 cats for assessment of efficacy. Compared with the control collar, the pheromone collar produced significantly better improvement in problem urination (P = 0.0172), scratching (P = 0.0013), and inter-cat conflict (P = 0.0029). There was also a greater, but non-significant improvement in problem fear scores (P = 0.063). Collars had been removed definitively or lost from 12.1% of cats, for various reasons, by the end of the study, and potential adverse reactions were reported in 27.2% of cats, but again, with no difference in the overall frequency reported between the two collar groups. In a controlled study, a FELIWAY® Optimum-impregnated collar was shown to be effective in helping to manage a range of problem feline behaviors. The use of the pheromone collar was not associated with a higher level of adverse reaction reporting, but caregiver removal or loss of collars may present an obstacle for effective therapy through this means. [ABSTRACT FROM AUTHOR]

Context Long-term data regarding health-related quality of life (HRQoL) and problem behavior in adults born small for gestational age (SGA) who were treated with GH during childhood are lacking. Objective To investigate longitudinal changes in HRQoL and problem behavior in adults born SGA during 12 years after cessation of childhood GH treatment (SGA-GH) and compare these with 3 control groups at age around 30 years. Participants One hundred seventy-six SGA-GH adults and 3 untreated age-matched control groups: 50 born SGA with short stature (SGA-S), 77 born SGA with spontaneous catch-up growth to normal height (SGA-CU), and 99 born appropriate-for-gestational-age with normal height (AGA). Main Outcome Measures HRQoL and problem behavior were assessed using the TNO-AZL Adults Quality of Life questionnaire and Adolescent Behavior Check List at 6 months and 2, 5, and 12 years after GH cessation. Data at 12 years after GH cessation were compared with 3 control groups. Results During 12 years after GH cessation, HRQoL remained similar on 9 subscales in SGA-GH adults but decreased on 3 subscales (gross motor functioning, pain, sleep). Externalizing problem behavior decreased significantly, and internalizing problem behavior tended to decrease. SGA-GH and SGA-S adults had similar HRQoL and problem behavior. SGA-GH adults had, compared to AGA adults, similar HRQoL on 7 subscales, lower HRQoL on 5 subscales, and more internalizing and externalizing problem behavior. All SGA adults had lower HRQoL and more internalizing problem behavior than AGA adults. Adult height associated negatively with externalizing problem behavior, but the influence was small. Conclusion During 12 years after GH cessation, HRQoL remained mostly similar and problem behavior decreased in SGA-GH adults. SGA-GH and SGA-S adults had similar HRQoL and problem behavior. All SGA adults had lower HRQoL and more internalizing problem behavior than AGA adults. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Eurasia Social Sciences / Uluslararasi Avrasya Sosyal Bilimler Dergisi is the property of International Journal of Eurosia Social Sciences / Uluslararasi Avrasya Sosyal Bilimler Dergisi 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.)

This study examines the relationship between maternal psychological aggression (PA) and preschoolers' problem behaviors (PB), focusing on the mediating roles of psychological resilience (PR) and self-control (SC), and gender differences. Methods: Mothers of 1141 preschoolers (52.9% boys, 47.1% girls; Mage = 4.26, SD = 0.85) participated in three waves of a longitudinal survey, each two months apart. Mothers participating in this study reported basic demographic information and PA at T1. PR and SC were reported at T2. PB of preschoolers was reported at T3. Path analysis models were employed to ascertain the relationship between PA and PB, as well as the mediating roles of PR and SC. Multiple group analyses were employed to ascertain the moderating role of gender. Results: Maternal PA (T1) was positively associated with preschoolers' PB (T3) (β=0.220, p< 0.001). PR (T2) and SC (T2) independently and sequentially mediated the relationship between maternal PA (T1) and preschoolers' PB (T3). Maternal PA (T1) was negatively associated with preschoolers' PR (T2) only in boys (β =− 0.155, p< 0.001), not in girls (β =− 0.030, p 0.05). Conclusion: This study reveals the impact and underlying mechanisms of maternal PA on preschoolers' PB and highlights gender differences. These findings underscore the importance of protective factors in fostering positive adaptive behaviors in children subjected to maternal PA. Interventions should focus on preventing maternal PA and enhancing children's PR and SC, particularly in boys, to promote healthy and positive behaviors. [ABSTRACT FROM AUTHOR]

Teachers of students with emotional and behavioral disorders (EBD) often struggle with simultaneously meeting students' writing and behavioral needs. Building on existing Self-Regulated Strategy Development (SRSD) literature, this study investigated the collateral effects of SRSD with social skills prompts on the writing outcomes and problem behavior of students with EBD. In a multiple probe across participants design study, we taught three upper elementary students with EBD opinion writing using the SRSD instructional framework. Outcome measures included the number of genre elements in participants' written products, the length (i.e., total words written) and quality of written products, and the level of problem behaviors during 20-min observational sessions. Generalization measure involved the use of video prompts to determine the effects of SRSD on students' overall writing outcomes. Post-SRSD data showed clear increases in the number of genre elements and length of written products for all participants. Additional holistic scoring revealed moderate improvements in the overall quality of written products across participants. Results on students' problem behavior reduction were inconclusive. Implications for practice and suggestions for future research are discussed. [ABSTRACT FROM AUTHOR]

Education researchers and practitioners have been exploring for years the key factors impacting children's academic engagement. Still, relatively little is known about the role of children's social cognition in their academic engagement. Accordingly, the current study focuses on the potential indirect associations between young children's social information processing patterns (SIP) and their academic engagement through their social behaviors in class, specifically their prosocial and problem behaviors, and following by the quality of their relationship with their main kindergarten teacher. The study examines these indirect effects in one dual-pathway model which includes both a pathway from children's competent SIP patterns to higher levels of academic engagement and from children's aggressive SIP patterns to lower levels of academic engagement. The sample included 300 kindergarten children (151 girls; Mage = 68.76 months). Results showed that competent SIP patterns were positively linked to children's academic engagement, which encompasses both their academic self-perceptions and their attitudes toward learning, via children's prosocial behaviors in class and subsequently teacher–child relational closeness. In addition, aggressive SIP patterns were negatively linked to the kindergarteners' attitudes toward learning via the children's problem behaviors in class and subsequently teacher–child relational conflict. Results have implications for both research and practice in the understanding of the influence of social cognition, behavior, and social relationships on academic engagement for young learners. [ABSTRACT FROM AUTHOR]

Objectives: To examine differences in behavior problems between children from intended versus unintended pregnancies, and to estimate how much the difference in problem behavior would be reduced if postnatal depression was eliminated and social support was increased within 6 months after birth. Methods: Data from the Generation R Study were used, a population-based birth cohort in Rotterdam, the Netherlands (N = 9621). Differences in child internalizing and externalizing behavior at ages 1.5, 3, 6, 9 and 13 years between pregnancy intention groups were estimated using linear regression. Associations of postnatal depression and social support with internalizing and externalizing problems were also estimated using linear regression. Child behavior outcomes where compared before and after modelling a situation in which none of the mothers experienced a postnatal depression and all mother experienced high social support. Results: Most pregnancies (72.9%) were planned, 14.8% were unplanned and wanted, 10.8% were unplanned with initially ambivalent feelings and 1.5% with prolonged ambivalent feelings. Children from unplanned pregnancies had more internalizing and externalizing problems at all ages as compared to children from a planned pregnancy, especially when ambivalent feelings were present. Hypothetically eliminating on postnatal depression reduced the differences in internalizing and externalizing problems by 0.02 to 0.16 standard deviation. Hypothetically increasing social support did not significantly reduce the difference in internalizing and externalizing problems. Conclusions: Children from an unplanned pregnancy have more behavior problems, in particular when mothers had prolonged ambivalent feelings. Eliminating postnatal depression may help to reduce the inequality in child behavior related to pregnancy intention. [ABSTRACT FROM AUTHOR]

Delay tolerance training is used to teach children to accept delayed access to a requested item or event without exhibiting challenging behaviors. It is used during schedule thinning following acquisition of a functional communication response (FCR) or trained on its own in a skills‐based treatment package. Typically, delay tolerance training occurs in a clinic or hospital, and rarely in a school classroom. Most often delay tolerance training has been used with children with autism spectrum disorder (ASD). This study integrated findings from previous research on delay tolerance training to evaluate training in a classroom, with a child with Smith‐Magenis syndrome, using a simplified protocol. The training resulted in acquisition of delay tolerance for 5 min from a baseline of 32 s (average). The participant's teachers were then trained to use similar strategies throughout the school day and quickly acquired and applied the procedure with reported benefits. [ABSTRACT FROM AUTHOR]

Background & Aim: Paying attention to women's mental health is one of the important indicators of growth societies. In the meantime, prostitutes women are more likely to be harmed, and getting their psychological profile can help improve their mental health and ultimately the progress of society. The aim of this study was to comparison of dysfunctional beliefs, body image and assertiveness in ordinary and prostitutes women. Materials & Methods: The research design was a post-event comparison. The statistical population included all prostitutes arrested by the Social Security Police of Shiraz in 2013-2014. Among them, 40 prostitutes were selected by available sampling method and the same number of 40 normal women who were matched in terms of age, level of education, marital status and employment status were also selected as a comparative sample (80 in total). The research instruments included the Dysfunctional Attitudes Scale (DAS) and the Multidimensional SelfBody Questionnaire (MBSRQ) and the Assertiveness Scale (ASI). Data were analyzed by using SPSS-20 software and multivariate analysis of variance and independent t-test. Results: The results showed that there were significant differences between prostitutes and normal women in the variables of dysfunctional beliefs and assertiveness (P <0.01), but there was no significant difference between the two groups in body image. Conclusion: According to these findings, it is recommended to hold workshops on assertiveness skills and familiarity with dysfunctional beliefs, as well as psychotherapy based on these two variables to improve the psychological status of prostitutes and ultimately prevent further injuries. [ABSTRACT FROM AUTHOR]

In this secondary systematic review of single-case and controlled group design intervention studies conducted with transition-age autistic youth, we examined features of 48 studies with 273 participants that measured at least one "problem behavior" outcome (Prospero registration number: 231764). We searched 11 databases for relevant studies, and the final search date was November 2022. Our primary aims were to determine how problem behaviors were defined and selected for reduction, how functions were determined, and the interventions used to address them. Studies were coded and codes were tabulated and converted to percentages to answer each research question. Thirty-eight percent of studies defined problem behavior, and 88% of studies implemented behavioral strategies to reduce problem behaviors. Behaviors with low potential for harm constituted the majority of the 67 outcome variables (61%), while behaviors with high potential for harm were a minority (39%). The most common intervention target was stereotypic behavior. Fewer than half of studies: reported procedures for selecting behaviors, reported procedures to determine behavior function, or ascribed functions to behaviors. We were unable to report on some demographic features of participants (e.g. race/ethnicity) because they were rarely reported in primary studies. We conclude that problem behavior is poorly conceptualized in this research. In a previous study, we looked at research done on strategies to support autistic people who were between 14 and 22 years old. For this study, we looked at all of the studies in our previous study that tried to decrease or stop autistic people from doing certain things—many researchers call these things "problem behavior." There were 48 studies that tried to reduce problem behavior, and most of them used strategies like prompting and reinforcement to try get autistic people to change their behavior. We found many things wrong with these studies. Most of them did not define the group of behaviors they were trying to stop autistic people from doing. None of the studies looked at whether any side effects happened when they tried the strategy they were studying. Also, most of the studies tried to stop autistic people from doing behaviors that probably were not harmful, like stereotypic behavior. Most of the studies did not say how they decided that the behaviors they tried to stop were a problem for the autistic people in the study, and most studies did not try to figure out why the autistic people in the study did the behaviors the researchers were trying to stop them from doing. [ABSTRACT FROM AUTHOR]

Young children with early emotional, behavioral, and regulatory problems are at risk for long-term behavioral and academic challenges. This study examined the associations between O-classroom quality (i.e. emotional, organizational, and instructional supports) and problem behavior in six-year-old children who attend preschool. A correlation study design, under a quantitative approach, was used. Participants included 503 children (244 male and 259 female) living in the Wolaita communities of Southern Ethiopia. The Classroom Assessment Scoring System (CLASS; Pianta, La Paro, & Hamre, 2008) was used to assess classroom quality across three domains: emotional support, classroom organization, and instructional support by certified observers. The O- classrooms were observed three times during six cycles, twice in the first, second, and third observation. Furthermore, the Preschool and Kindergarten Behavior Scales (PKBS, Merrell, 1994, 2002) were used to measure children's problem behavior. Hierarchical linear modeling results showed that the O-classroom quality score had a significant negative correlation with problem behavior. Analyses revealed that the combined effects of observed O- classroom quality explained a 73% variance in children's problem behavior. Taken together, these findings indicate that classroom organization and emotional support significantly and negatively predicted children's problem behavior. Areas of further research and implications for policy and practice are advanced based on the major findings. [ABSTRACT FROM AUTHOR]

Background: The Confusion, Hubbub, and Order Scale (CHAOS in English Version) was originally developed in the USA by Matheny et al (Bringing order out of chaos: psychometric characteristics of the confusion, hubbub, and order scale. Journal of Applied Developmental Psychology 16(3):429–444, 1995) to measure chaos in the family environment, characterized by confusion, lack of routine, and organization. Objective: To present evidence of content validity, internal structure validity, and validity based on relationships with external measures of an adapted version of the CHAOS into Brasilian Portuguese with adolescents sample in São Paulo - Brasil. Method: Study 1 involved the translation/back-translation and adaptation of the scale into Brazilian Portuguese [here named "Escala de Confusão, Alvoroço e Ordem no Sistema familiar" (CAOS)], assessed by 5 judges. In Study 2, we conducted an exploratory factor analyses (EFA) to determine the scale's factor structure (N = 180 adults). In Study 3, we carried out confirmatory factor analyses (CFA) to confirm the internal validity of the scale, along with complete structural equation modeling to explore convergent validity in another sample (N = 239 adolescents). Results: The CAOS scale displayed content validity, and the EFA and CFA showed a unifactorial structure (with some scale adjustments) with an acceptable fit. The family chaos latent factor was associated with externalizing symptoms and perceived stress in adolescents. Conclusion: Overall, the Brazilian version of the scale presented evidence of construct, internal, and concurrent validity that indicate its usefulness in Brazil. [ABSTRACT FROM AUTHOR]

Core reading instruction and interventions have differential effects based on student characteristics such as cognitive ability and pre-intervention skill level. Evidence for differential effect based on affective characteristics is scant and ambiguous; however, students with problem behavior are more often non-responsive to core reading instruction and intensive reading interventions. In this study, we estimated the range of students' behavior ratings in which a core reading instruction intervention was effective using a data set including 3,024 students in K-3. Data came from seven independent studies evaluating the Individualized Student Instruction (ISI) Tier 1 reading intervention and were pooled using integrative data analysis. We estimated Johnson–Neyman intervals of student behavior ratings that showed a treatment effect both at the within and between classroom level. ISI was effective in improving reading scores (b = 0.51, p =.020, d = 0.08). However, students with very low or very high behavior ratings did not benefit from the approaches (range of behavior rating factor scores: −0.95–2.87). At the classroom level, students in classrooms with a higher average of problem behaviors did not benefit from ISI (average classroom behavior rating factor score: 0.05–4.25). Results suggest differentiating instruction alone is not enough for students with behavior problems to grow in reading ability. [ABSTRACT FROM AUTHOR]

Risk factors for problem behavior occur throughout a child's development, and children face new risks at each developmental period. Children's environments become more complex as they grow older, making early intervention more difficult. Some manifestations of risky behavior are repeated in children and may erupt in a more serious form at a later time. Reducing the occurrence of these risks has the possibility of preventing the occurrence of several problems. It's true that preventing problems takes time and some resources, but the alternative can be even more expensive. We know from practice that reacting to challenging student behavior with clear consequences, for example a visit to the principal's office or a reduced behavior grade, may seem like a simple solution, but it is not effective. In the article, we present the qualitative view of primary education teachers (n = 65) on the prevention of risky and problematic behavior of pupils in Slovak schools. Data collection was ensured through a questionnaire with open items, which allowed teachers to create their own meaningful answers. We evaluated these based on open coding and categorized them according to the relatedness of the answers. We believe that the varied spectrum of these answers and proposals will encourage schools to participate in the elimination of risky and problematic behavior among pupils. [ABSTRACT FROM AUTHOR]

Copyright of Buca Faculty of Education Journal / Buca Egitim Fakültesi Dergisi is the property of Buca Faculty of Education Journal 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.)

Self-injurious, stereotyped, and aggressive/destructive behaviors exhibited by individuals with intellectual disabilities and autism spectrum disorders are called challenging behaviors (CBs). Severe CBs often require long-term treatment involving psychosocial approaches based on behavioral interventions and/or medication. A boy with severe CB enrolled in a special needs school, with diagnoses of autism and intellectual disability, was the client of the study. This case report describes the long-term outcomes of eight years of continuous school consultation. The student's severe CB improved with environmental adjustments in the classroom, unified teacher involvement, instruction of leisure and communication skills, and medication. Long-term research on changes in CBs through school consultation is limited, and this case report provides important insights into the development of effective educational programs and curricula for severe CBs in school-aged children. [ABSTRACT FROM AUTHOR]

This study utilized a longitudinal design to examine the relationships between the specific components of executive function (EF) and the internalizing and externalizing behavior across different genders and contexts in Chinese cultural background. Inhibition, cognitive flexibility, and working memory of EF based on 101 preschool children's (48 boys and 53 girls) (MT1 = 4.25, SD = 0.76) performances were measured when completing tasks in NIH Toolbox. Twelve months later, boys' and girls' internalizing and externalizing behavior in home- and school-settings was assessed through mother's feedback on the Strengths and Difficulties Questionnaire and teachers' reports of the Child Behavior Rating Scale. The results show that boys' inhibition, cognitive flexibility, and working memory negatively predict their externalizing behavior in the home context, while their cognitive flexibility negatively predicts externalizing behavior in the school context. Additionally, boys' inhibition positively predicts their internalizing behavior only in the school context. For girls, their cognitive flexibility positively predicts externalizing behavior only in the school context. No significant relationship is found among the girls between EF and problem behavior in the home context. These findings suggest that gender differences and a shift in contexts could alternate the relationship between EF and children's problem behavior. This study sheds light on targeted preventions and interventions based on contexts and gender. [ABSTRACT FROM AUTHOR]

Copyright of Mexican Journal of Behavioral Analysis / Revista Mexicana de Análisis de la Conducta is the property of Sociedad Mexicana de Analisis de la Conducta 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.)

Copyright of Humanities & Educational Sciences Journal is the property of Humanities & Educational Sciences Journal 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.)

Functional analysis (FA) methodology has been deemed the best practice in the field of applied behavior analysis. The data collected in an FA allows behavior analysts to develop the most effective and ethical behavior interventions. With the diagnosis for individuals with autism on the rise along with the forecast of adults who will need support, it may be time to take stock of the available literature. The purpose of this review was to evaluate the behavior analytic research over the last 25 years (1997–2022) on FA and treatment for adults who engage in severe problem behavior. Utilizing specific inclusion and exclusion criteria resulted in the identification of 28 articles. These articles were examined across participant characteristics, target behavior, FA type, FA settings, interventions, generalization, and maintenance. Implications on adult FA and treatment are discussed along with recommendations for practitioners who desire to support this population. [ABSTRACT FROM AUTHOR]

Functional communication training (FCT) in the treatment of escape‐maintained problem behavior for children with disabilities often includes extinction for problem behavior, which is difficult for educators to implement in classroom settings. This study evaluated the effects of FCT with concurrent schedules, as an alternative to extinction, for two children with disabilities and multiply maintained problem behavior including escape functions. FCT with concurrent schedules reduced problem behavior for one participant and increased mands for both participants. The mixed effects across participants and behaviors may inform boundary conditions for FCT with concurrent schedules. [ABSTRACT FROM AUTHOR]

Background: It is important to address individual and interpersonal factors involved in behavioral problems to prevent their serious consequences. This study investigated the mediating role of executive functions in the correlation between intelligence and student-teacher relationship with behavioral problems. Methods: This was a cross-sectional study with a descriptive-correlational approach. The statistical population included the students of the first grade to third grade in Bojnord, Iran. Using the cluster sampling method, two elementary schools (first period) were selected for data collection from February 2023 to April 2023. The study participants were 351 students aged 6 to 10 years old. The parents completed the Child Behaviour Checklist (CBCL/6-18), and Behavioral rating inventory of executive functions (BRIEF). The teachers completed the Student-Teacher Relationship Scale (STRS) for each student, and the students were tested individually by the Colored Progressive Matrices Test (CPMT). The data were analyzed using PLS version 4 and SPSS version 22 by correlation test and structural equation model. Results: The findings showed that executive functions have a significant impact on behavioral problems (β=0.43, P<0.001) and the intelligence and conflicts in the student-teacher relationship strongly affect executive functions (β=-0.44, P<0.001, and β=0.41, P<0.001, respectively). Also, our results showed that intelligence and conflicts in the student-teacher relationship indirectly through executive functions affect behavioral problems (β=-0.19, P<0.001, and β=0.17, P<0.001, respectively). Conclusion: Positive teacher-student relationships are vital for improving self-regulation skills, academic performance, and emotional and social well-being of elementary school students. [ABSTRACT FROM AUTHOR]

The study aimed to provide further evidence for the validity of the 33-item Adolescent Functioning Scale (AFS) as a parent- and adolescent-report scale of adolescent adjustment. In separate samples of parents (N = 542; 88% female) and adolescents (N = 303; 60% female), confirmatory factor analyses supported the original 4-factor structure of the AFS. Analyses produced a 28-item parent measure, and a 27-item adolescent measure. Parent and adolescent versions included positive development, oppositional behaviour, antisocial behaviour and emotional problems subscales. Evidence for convergent and construct validity was provided through correlations with existing measures of adolescent functioning and parenting. The AFS demonstrated configural and metric invariance, but not scalar variance. The study provided support for the validity and reliability of the revised AFS for parents and adolescents. The strong psychometric properties, and brief and multi-dimensional nature of the AFS means that it will have utility in research and applied contexts. [ABSTRACT FROM AUTHOR]

Purpose: The study investigated the relationships between key variables, including the level of parenting knowledge, acculturative stress, depression, and the strengths and difficulties associated with their children's emotions and behavior, among North Korean refugee mothers who faced the challenging task of adapting to Korean society while raising their children. Methods: A descriptive study design was used. Data were collected from 130 North Korean refugee mothers between September and November 2023. Results: The participants had very limited parenting knowledge, and 82.3% of them scored 21 or higher on the depression scale used in community epidemiological studies. Higher levels of parenting knowledge and lower levels of depression were associated with lower levels of acculturative stress. Moreover, higher levels of depression were associated with more emotional and behavioral difficulties in children. Maternal depression, age, and employment status were identified as factors that influenced emotional and behavioral problems in preschool-aged children. Conclusion: These findings underscore the importance of providing parent education and mental health support programs for North Korean refugee families in order to improve parents' parenting skills and emotional well-being. [ABSTRACT FROM AUTHOR]

Following successful treatment in which problem behavior is reduced, it may reemerge as a function of changes in contextual stimuli or the worsening of reinforcement conditions for an alternative response. Although understudied, preliminary research suggests that simultaneous changes in contextual stimuli and reinforcement conditions may represent particularly exigent treatment challenges that create the condition for additive or superadditive relapse. The purpose of the present review was to systematically examine the relapse literature involving simultaneous changes in contextual stimuli and reinforcement conditions in relapse tests and experimental preparations arranged to evaluate their effect on response recovery. We identified 16 empirical articles spanning 27 experiments. Although all experiments included at least one condition that experienced a change in contextual stimuli and worsening of alternative reinforcement conditions, only two experiments included the comparison conditions needed to precisely evaluate additive and superadditive relapse. Our findings establish the preclinical generality of relapse effects associated with simultaneous changes to reinforcement conditions and contextual stimuli across a range of subjects, schedule arrangements, response topographies, reinforcers, and types of contextual changes. We make several recommendations for future research based on our findings from this nascent and clinically relevant subdomain of the relapse literature. [ABSTRACT FROM AUTHOR]

There are limited resources outlining age‐referenced rates of problem behavior displayed by neurotypical children. Such information is important for practitioners as a basis for social comparison when they are targeting behavior reduction goals for neurodivergent clients. We distributed a survey to parents of children aged 1–10 years without a developmental diagnosis in which parents reported frequency of five problem behaviors across a 24‐h period, as well as commonly targeted replacement behaviors. Problem behavior was reported across all age groups to varying degrees based on topography and age. Replacement behaviors, such as waiting and tolerating denials generally improved as children increased in age but still largely remained below 80% of opportunities. The present study may serve as a reference for researchers and clinicians to set goals that are developmentally appropriate. [ABSTRACT FROM AUTHOR]

The paired stimulus preference assessment (PSPA) is commonly used in both research and practice. However, two iterations have been described: a single‐presentation arrangement in which each tested stimulus is paired with one another once and a double‐presentation arrangement in which each tested stimulus is paired twice with counterbalanced placement. Each arrangement may have different advantages; however, no direct comparison exists. Thus, the purpose of the current study was to conduct both PSPA iterations to determine whether there are differences in the results obtained and which iteration was most efficient regarding time to administer. Seven participants were included, and results demonstrated high degrees of correspondence across preference assessment formats. The average time to administer the single‐presentation PSPA (M =6.6 min) was almost half the time to administer a double‐presentation PSPA (M =12.9 min), and no significant differences were observed for problem behavior, side biases, or latency to stimulus selection. [ABSTRACT FROM AUTHOR]

Children with autism exhibit more pronounced symptoms of both problem behaviors and motor coordination difficulties. Yoga, recognized as an effective intervention modality, can be valuable after assessing its efficacy in addressing problem behaviors and motor coordination challenges, ultimately contributing to symptom alleviation in autism. The randomized controlled trial (RCT) was used to divide 17 children with autism into an intervention group (n = 9) and a control group (n = 8). The intervention group participated in an 8-week yoga intervention training (three sessions/week, 45–50 min/session), and the control group did not participate in yoga training but only in daily program activities. Pre-test, mid-test, post-test, and after delayed test, teachers assessed the effect of yoga intervention on problem behaviors of children with autism through the Aberrant Behavior Checklist (ABC) and the effect of yoga intervention on motor coordination through the Movement Assessment Battery for Children—Second Edition (MABC2). Results show that the yoga intervention is effective in reducing problem behaviors and improving motor coordination in children with autism. Yoga intervention significantly reduces irritability and social withdrawal in children with autism. Yoga intervention had the most significant improvement in ball skills and static and dynamic balance. [ABSTRACT FROM AUTHOR]

Objective To investigate the association between auditory processing and problem behaviors in preschool children, as well as the mediating role of executive function. Methods A total of 2 342 preschool children were selected from 7 kindergartens in Nanjing, China from June to August 2021. They were evaluated using Preschool Auditory Processing Assessment Scale, Conners Parent Symptom Questionnaire, and Behavior Rating Inventory of Executive Functioning-Preschool version. Children with different demographic features were compared in the scores and the abnormality rates of auditory processing, problem behaviors, and executive function. The influencing factors of the total scores of auditory processing, problem behaviors, and executive function were evaluated using multiple linear regression analysis. Whether executive function was a mediating factor between auditory processing and executive function was examined. Results Sex and grade were the main influencing factors for the total score of auditory processing (P<0.05), and sex, grade, parental education level, and family economic status were the main influencing factors for the total scores of problem behaviors and executive function (P<0.05). The auditory processing score (rs= 0.458, P<0.05) and problem behavior score (rs=0.185, P<0.05) were significantly positively correlated with the executive function score, and the auditory processing score was significantly positively correlated with the problem behavior score (rs=0.423, P<0.05). Executive function played a partial mediating role between auditory processing and problem behaviors, and the mediating effect accounted for 33.44% of the total effect. Conclusions Auditory processing can directly affect the problem behaviors of preschool children and indirectly affect problem behaviors through executive function. [ABSTRACT FROM AUTHOR]

The current study adds to a growing body of behavioral research aimed at learning about changes in behavior over time. In this proof-of-concept study, functional analyses were conducted every 6–8 weeks with eight children diagnosed with ASD receiving early intervention services at a community-based clinic. The goal of this study was to develop a method for assessing participants' general sensitivity to common reinforcement contingencies and relative response allocation to problem and appropriate behavior across time. To accomplish this, we reinforced the first instance of either problem behavior or appropriate behavior during functional analyses. Reinforcing appropriate behavior allowed us to fulfill the goals of this study while avoiding deleterious effects on ongoing clinical treatment and ethical concerns about repeatedly exposing participants to assessment contexts that favor problem behavior. The clinical utility of the described approach and avenues for future research are discussed. [ABSTRACT FROM AUTHOR]

Elementary teachers (N = 160) from two districts responded to survey questions about inservice professional development and administrator feedback and support for implementing research-based, effective classroom and behavior management (C/BM) strategies. Results indicated slightly more than half (55%) of teachers reported their participation in formal, inservice professional development activities improved their ability to implement research-based C/BM strategies. A higher percentage (77%) of teachers reported they receive adequate feedback from their current school supervisor (e.g., principal, curriculum/instructional coach) on their use of C/BM. Teachers' reported specific ways for school and district administrators to better prepare and support them for challenges related to C/BM. Implications are provided for improving inservice professional development and administrator feedback to promote teachers' use of effective classroom and behavior management practices. [ABSTRACT FROM AUTHOR]

The aim of the study was to compare the effectiveness of two different Augmentative Alternative Communication (AAC) tools, the Picture Exchange Communication System (PECS) and a Speech-Generating Device (SGD), as communication aids for children with autism. The participants were three children with severe autism who were minimally verbal or had no functional language. The results indicate that both AAC intervention strategies led to an increase in communicative behavior, with a slightly shorter acquisition time observed for the SGD training. Furthermore, two out of three participants showed a preference for the SGD. Moreover, we observed a reduction in problem behaviors and an improvement in vocal production in one of the participants. These findings suggest that both PECS and SGD are equally suitable for developing initial request skills and can also encourage speech production in students with specific prerequisites. Overall, the study highlights the potential benefits of both PECS and SGD in facilitating communication for children with autism. [ABSTRACT FROM AUTHOR]

Studies on parenting stress (PS) in parents of children with hearing loss (HL) have found relationships between child behavior, language skills and parenting stress. The role of early social communication skills has not been researched before. The aim of this cross-sectional study was to investigate the relationship between child behavior, social communication and PS. The study was performed in a subgroup of a total population sample from the AChild (Austrian Children with Hearing Impairment–Longitudinal Databank) study. Preschool children (n = 81) with all degrees of HL and average cognitive functioning and their families were included, and the Parenting Stress Index (PSI) was used. Through factor component analysis, compound scores for externalizing/internalizing problem behavior and hyperactivity were analyzed. Although mean PS was not elevated, the proportion of those with elevated scores was higher compared with the norm population. There was a strong correlation between child behavior problems and PS (strongest correlation: externalizing problem behavior r = 0.643; p < 0.001). All three problem behaviors accounted for 49.7% of the variance in PS. An indirect effect of social communication on PS was almost completely mediated by problem behavior (especially hyperactivity). The importance of social communication development with respect to problem behavior and PS is highlighted. [ABSTRACT FROM AUTHOR]

Autistic individuals and their families are at risk for poor outcomes in employment and mental health and may be vulnerable to long-term effects of broader societal conditions. The aim of the current longitudinal study was to understand the impact of the Great Recession of 2007–2009 on autistic individuals and their mothers (N = 392). Hierarchical linear modeling (HLM) results indicated that problem behavior of autistic adults increased in the years following the recession. The rate at which autistic individuals moved away and lived separately from their mothers also slowed during the recession. Mothers experienced significantly higher levels of depressive symptoms postrecession, compared to prerecession. In many other respects, the autistic individuals and their mothers did not experience negative outcomes, suggesting resilience and a strong safety net. These included the physical health and vocational/employment status of the autistic adults and their mothers. Results point to specific areas of vulnerability of autistic individuals and their mothers during the economic downturn, as well as a broad pattern of resilience in these families. [ABSTRACT FROM AUTHOR]

Aim: The use of online learning, which has spread rapidly worldwide in recent years, has increased considerably with the COVID-19 pandemic. The study aimed to evaluate the online learning experience of children attending primary school 1st grade and the relationship between online learning, related factors, and emotional/behavioral problems. Materials and Methods: This study was carried out with 378 mothers who have a child attending primary school 1st grade. Demographic data were assessed with the Sociodemographic Data Form, which included information about the online learning process and school, and the parent-rated Strengths and Difficulties Questionnaire (SDQ) to assess emotional/behavioral problems. Results: 50.5% of the mothers reported that their children experienced emotional/ behavioral problems, while 45.3% reported that online learning exacerbated their children's emotional/behavioral problems. SDQ emotional problems score was significantly higher in girls, while SDQ conduct problems and Hyperactivity/inattention sub-scores, and SDQ total scores were significantly higher in boys. The SDQ peer problems subscore and SDQ total scores of illiterates were significantly higher than those of literates. There was a significant negative correlation between the extracurricular screen time and all SDQ scores except the prosocial behavior subscore. The SDQ conduct problems and peer problems subscores and SDQ total scores of children with regular activities/hobbies were significantly lower than the others, while the SDQ prosocial behavior score was significantly higher. Conclusion: Our study findings showed that online learning negatively affected almost half of the children in terms of emotional/behavioral problems for different reasons, gender can lead to differences in emotional/behavioral problems in early childhood, illiterate children and children with increased extracurricular screen time may be more at risk in terms of emotional/behavioral problems and regular activities/hobbies may contribute positively to the process. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Pediatric Disease / Türkiye Çocuk Hastalıkları Dergisi is the property of Turkish Journal of Pediatric Disease 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.)

Copyright of Japanese Journal of Developmental Psychology / Hattatsu Shinrigaku Kenkyū is the property of Japan Society of Developmental Psychology 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.)

Previous studies have supported the use of trial-based functional analysis performed by teachers in classroom settings. This study aimed to determine the efficacy of training technicians to conduct trial-based functional analyses via telehealth. Telehealth-based training was effective for producing high-integrity implementation by technicians. Using Trial-Based Functional Analyses in classrooms resulted in an efficient means of conducting functional analysis in areas with limited resources. [ABSTRACT FROM AUTHOR]

Transitions from one daily activity to the next can occasion problem behavior (e.g., aggression). Inspired by clinical descriptions of children with autism, we compared the effects of fixed‐sequence and variable‐sequence transitions on problem behavior using a multiple baseline across participant design. In the fixed‐sequence condition, participants were exposed to the same sequence of activities. In the variable‐sequence condition, the sequence of activities was varied semi‐randomly. Results showed that transition‐related problem behavior was more likely to occur in the variable‐sequence condition. Advance notice of the upcoming transition, in the form of auditory and visual cues, was effective at reducing transition‐related problem behavior in the variable‐sequence condition for two participants. Results are discussed in light of the effect of uncertainty of outcomes, and suggestions for future cross‐disciplinary research are provided. [ABSTRACT FROM AUTHOR]

Maintaining participant safety during the assessment of problem behavior is of upmost importance. The performance-based, interview-informed synthesized contingency analysis (IISCA) is a functional analysis that incorporates an open-ended interview with caregivers. We introduced additional questions to the interview to identify participants who are prone to escalation. We found that the percentage of dangerous problem behavior and the probability of a burst were correlated with reports of quick escalation. The results suggest that questions regarding escalation speed may be helpful for predicting any safety concerns. Researchers should consider procedural modifications when safety concerns are anticipated to ensure individuals feel physically secure. [ABSTRACT FROM AUTHOR]

Our main purpose in this study was to investigate the levels of and the relationship between familiarity, confidence, training, and use of problem behavior interventions by special education teachers working with learners with autism spectrum disorder (ASD) in school settings. A total of 80 special education teachers in South Carolina and Virginia completed an online survey. Results indicate a positive correlation between teachers' familiarity, confidence, training, and use of problem behavior interventions. Across all intervention categories, providing choices, prompting, modeling, and direct instruction received the highest rankings for familiarity, confidence, and use. In addition, our results reveal that familiarity and confidence in implementing these interventions differs across groups of special education teachers based on years of experience. The most frequently reported factors that limit the use of problem behavior interventions in school settings were competing responsibilities, the need to involve multiple people, the amount of time required, and the difficulty using interventions during typical routines. Implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]

Objective: To examine the associations between exposure to gestational diabetes mellitus (GDM) and maternal glycemic markers during pregnancy and offspring behaviors at 3 and 5 years. We hypothesized that exposure to maternal hyperglycemia would be associated with more behavioral problems in offspring. Methods: We included 548 mother–child pairs from the prospective pre-birth Gen3G cohort (Canada). Glycemic markers were measured during a 75 g oral glucose tolerance test (OGTT) in the second trimester of pregnancy. Based on OGTT, we classified 59 women (10.8%) as having GDM according to international diagnostic criteria. Mothers reported offspring behavior using the Strengths and Difficulties Questionnaire (SDQ) at 3 and 5 years, and the Child Behavior Checklist (CBCL) at 5 years. We used linear mixed models and multivariate regression to assess the associations between GDM or glycemic markers and children's behavior, adjusted for child sex and age, and maternal demographic factors, body mass index and family history of diabetes. Results: Exposure to GDM was associated with higher SDQ externalizing scores at 3 and 5 years [B = 1.12, 95% CI (0.14, 2.10)] in fully adjusted linear mixed models. These results were supported by the CBCL at 5 years. Higher levels of maternal glucose at 1 h and 2 h during OGTT were associated with greater SDQ externalizing scores. Fasting glucose levels were not associated with child behavior scores. We did not observe associations between glycemic markers and internalizing behaviors. Conclusions: Exposure to higher levels of maternal glycemia during pregnancy was associated with more externalizing behaviors in children at 3 and 5 years. Significance: What is already known on this subject? Prenatal exposure to gestational diabetes mellitus (GDM) has been linked to a higher risk of long-term consequences in offspring including metabolic problems and cognitive difficulties. However, prior studies examining associations between GDM and behavior in children reported mixed results. What this study adds? We reported associations between exposure to maternal GDM and post-OGTT hyperglycemia during pregnancy and greater levels of externalizing behaviors in children at 3 and 5 years of age. Our results underscore the importance of early detection of behavioral problems in children. [ABSTRACT FROM AUTHOR]

Background: This study aimed to examine the mediating effects of parenting style on the relationship between parental stress and behavioral problems of girls with precocious puberty. Methods: This cross-sectional study analyzed a convenience sample of 200 mothers of girls with precocious puberty at a university hospital located in a metropolitan area. The Parental Stress measurement, Parents as Social Context Questionnaire, and Korean version Child Behavior Checklist (K-CBCL) 6–18 were measured via self-report questionnaires. Descriptive, t-test, Pearson correlation, and bootstrapping analyses were used to analyze the data. Results: Negative parenting styles had a full mediating effect on the relationship between parental stress and internalizing and externalizing behavioral problems. Conclusions: Care plans for parents of girls with precocious puberty should be designed and applied in health care settings to reduce internalizing and externalizing behavioral problems by decreasing negative parenting styles. [ABSTRACT FROM AUTHOR]

Interventions for multiply maintained problem behavior often involve developing separate treatment conditions to address each function. Although isolating treatment conditions lead to positive outcomes, developing individual treatments for each identified function may be time‐consuming. Alternatively, synthesizing treatment procedures may allow for more efficient treatment effects. We extended previous research by evaluating functional communication training (FCT) and chained schedules of reinforcement to treat multiply maintained problem behavior in children diagnosed with autism spectrum disorder. First, we conducted a functional analysis that concluded problem behavior was multiply maintained. Next, we taught functional communication responses (FCRs) and implemented a chained schedule of reinforcement. During the initial link, FCRs for a break resulted in the presentation of a choice menu with the other putative reinforcers in the terminal link. The relevant reinforcer was delivered contingent on the emission of subsequent FCRs. Finally, we systematically schedule thinned to caregiver‐informed terminal schedules for each participant. The results of our study demonstrated that FCT, in combination with a sequential compound schedule of reinforcement, effectively decreased multiply maintained problem behavior and increased appropriate alternative responses (FCRs and compliance) even at terminal schedules of reinforcement. [ABSTRACT FROM AUTHOR]

Student responsiveness's role in promoting intervention outcomes for students who exhibit problem behavior is understudied. Due to the relational nature of many interventions delivered by teachers that target social, emotional, or behavioral outcomes of students in classrooms, it is essential to assess how responsive students are to teachers' attempts to engage them in the intervention, particularly for students with problem behaviors that may impede teachers' attempts to engage these students in intervention effectively. In the current study, we combine samples from four randomized controlled trials to examine the relationship between student outcomes and teacher attempts to deliver BEST in CLASS, a Tier 2 intervention, via student responsiveness. Delivery of BEST in CLASS and student responsiveness were assessed through direct observations and teachers' reported measures. Results suggest that teacher adherence and competence in delivering BEST in CLASS practices was associated with reductions in problem behavior from pretest to post-test via student responsiveness. Limitations of the current study and implications for future research are discussed. [ABSTRACT FROM AUTHOR]

Differential reinforcement of alternative behavior (DRA) without extinction is an effective intervention for reducing problem behavior maintained by socially mediated reinforcement, particularly when implementing dense schedules of reinforcement for appropriate behavior. Thinning schedules of reinforcement for an alternative response may result in resurgence of problem behavior. Resurgence may be of particular concern in the treatment of problem behavior without extinction because problem behavior that resurges is also likely to encounter reinforcement and thus can be expected to maintain. In the present investigation, we compared the effectiveness of single and concurrent DRA schedules in decreasing the probability of resurgence when problem behavior continues to produce reinforcement throughout all phases of the evaluation. Concurrent DRA schedules reduced or eliminated the likelihood of resurgence compared with a single DRA schedule during a treatment challenge. [ABSTRACT FROM AUTHOR]

This retrospective study analyzed the quality of 1069 referral letters written by school principals to our learning disability clinic. Utilizing a self-devised checklist having four domains (with 26 items), the audit revealed that in only nine (34.6%) items, the necessary information was available in >90% of referral letters. [ABSTRACT FROM AUTHOR]

Parental emotion regulation plays a vital role in the parent–child relationship. This study examines the mediating role of mindful parenting in the relationship between parental emotion regulation difficulties and problem behaviors of children with autism spectrum disorder (ASD). The study was conducted with 273 parents of children with ASD in Istanbul. The study findings revealed a significant yet negative correlation between mindful parenting and emotion regulation difficulty and problem behaviors. The study model highlighted that emotion regulation difficulties significantly predicted mindful parenting and the child's problem behavior, whereas mindful parenting significantly predicted the child's problem behavior. Additionally, the study findings indicated that mindful parenting was a partial mediator. [ABSTRACT FROM AUTHOR]