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Temper tantrum is an emotional condition related to the behavior of preschool children. Tantrums will be problematic if it’s excessive and even injurious behavior. Several factors caused tantrums such as physiological, psychological, parental and environmental factors.The aim of this study was to analyze the dominant factors between parental factors (parenting, communication, occupation and gender), child factors (gender, education level) and family environmental factors (number of children under five, families living at home) with temper tantrums for pre-school children. . Analytical survey research and cross sectional design. The sample size was 120 parents and pre-school children using cluster random sampling technique. Bivariate analysis used the chi square test, while multivariate analysis used multiple logistic regression. The results showed that the parenting style was the main predictor related to the temper tantrums of preschool children (pv = 0,001) with an OR= 14.879 controlled by variables of occupation and families live at home.In conclusion authoritarian parenting style causes temper tantrums 14.8 times higher than democratic parenting in pre-school children.

Objectives: Parent management training is an effective treatment for disruptive behavior disorders but it is often underutilized in clinical settings. Access to care is limited due to logistical barriers as well as limited service availability. This study examines in an open trial the acceptability, feasibility, and clinical effects of a digital parent management training intervention that includes videoconference coaching, called “Tantrum Tool.” Methods: Fifteen children, ages 3–9 years, participated in an open trial of an 8-week intervention. The primary symptom measure was the Disruptive Behavior Rating Scale (DBRS), and the secondary outcome measure was the Affective Reactivity Index (ARI) completed by the primary caregiver before and after treatment. Results: Treatment retention was high (80%), and parents reported a high level of satisfaction with the program. There was a significant reduction in the mean DBRS score from 13.5 ± 5.5 at baseline to 7.3 ± 3.4 at endpoint, p

One form of emotional expression in the form of explosive anger in children is known as tantrum behaviour, which can be categorized as bad behaviour based on the perspective of some parents. This is very much related to the problem of child despair, which is caused by the way parents are not quite right in responding to tantrums, so the child reacts inappropriately. Parental responses make children increasingly undisciplined, even this provides opportunities for children to find certain ways to get their desires in a negative way. The child's inability to communicate is one aspect of tantrum studies. This communication is more translated as an expression of emotion and better known as tantrum. This article review will discuss temper tantrum behaviour in children along with a review of various theoretical points of view.

“Nadine,” a 10‐year‐old female, was referred by her outpatient psychiatrist to the Bradley Hospital Partial Hospital Program for OCD and Related Disorders (OCD PHP) for intensive treatment of her unusual, dangerous, and obsession‐like interests, combined with frequent, severe, and developmentally inappropriate tantrum outbursts. These symptoms continued to elicit chronically high levels of family distress and impairment, despite years of interdisciplinary treatments. Nadine expressed a fascination with sharp objects, including knives. Her verbal and nonverbal behaviors reflected her experience of feeling compelled to interact with sharp objects, placing her parents in a constant state of “high‐alert” risk monitoring and management. Her fixations and unsafe behaviors had previously resulted in multiple hospitalizations to remove objects that she “could not resist” swallowing or pressing into her ears. Nadine's ongoing high risk of harm to herself, parents, and peers required constant monitoring at home and at her therapeutic school. Additionally, these and co‐occurring symptoms led Nadine's parents to engage in extremely high levels of accommodation, in which they modified their own behaviors and family lifestyle in attempts to reduce Nadine's distress and circumvent her unsafe behaviors and tantrum outbursts. For example, they removed sharp objects from Nadine's immediate environment, both in and out of their home, and at times avoided entering otherwise safe and positive environments because of potential exposure to sharps, such as going out to stores, restaurants, or peer playdates.

The Autism Treatment Center in Malang City applies structured teaching-learning methods, namely the TEACCH approach (Treatment and Education of Autistic and Related Communication Handicapped Children) with four essential components: physical structure, schedule, work system, and visual structure. The four components are interrelated with each other so that the goal of helping the development of autistic children can be achieved. The physical structure is the first step to encourage the interest of autistic children. An excellent physical arrangement of space can minimize the tantrum effect of autistic children. Thus, this paper aims to research the space for autistic children with the TEACCH approach. This study used behavioral mapping in the form of person-centered mapping, place centered mapping, and physical trace that aims to determine the pattern of activity, furniture layout, and trace activities of autistic children during therapy activities. The results show the motion space mapping of autistic children.

Irritability is a substrate of more than one dozen clinical syndromes. Thus, identifying when it is atypical and interfering with functioning is crucial to the prevention of mental disorder in the earliest phase of the clinical sequence. Advances in developmentally based measurement of irritability have enabled differentiation of normative irritable mood and tantrums from indicators of concern, beginning in infancy. However, developmentally sensitive assessments of irritability-related impairment are lacking. We introduce the Early Childhood Irritability-Related Impairment Interview (E-CRI), which assesses impairment associated with irritable mood and tantrums across contexts. Reliability and validity are established across two independent samples varied by developmental period: the Emotional Growth preschool sample (EmoGrow; N = 151, M = 4.82 years) and the When to Worry infant/toddler sample (W2W; N = 330, M = 14 months). We generated a well-fitting two-factor E-CRI model, with tantrum- and irritable mood-related impairment factors. The E-CRI exhibited good interrater, test–retest, and longitudinal reliability. Construct and clinical validity were also demonstrated. In both samples, E-CRI factors showed association to internalizing and externalizing problems, and to caregiver-reported concern in W2W. Tantrum-related impairment demonstrated stronger and more consistent explanatory value across outcomes, while mood-related impairment added explanatory utility for internalizing problems. The E-CRI also showed incremental utility beyond variance explained by the Family Life Impairment Scale (FLIS) survey indicator of developmental impairment. The E-CRI holds promise as an indicator of impairment to inform identification of typical versus atypical patterns reflecting early emerging irritability-related syndromes in the initial phase of the clinical sequence.

2019 "The Relationship of Parenting to Temper Tantrum Behavior Children 3-5 Years Old in PAUD Mawar FKIP Unpatti" Department of Education Faculty of Teacher Training and Education Faculty of Pattimura University Ambon. Tantrums (or temper tantrums) are emotional outbursts, usually associated with children or people in emotional distress, which are usually characterized by stubbornness, crying, screaming, screaming, screaming, insubordination, ranting angry, angry, resistance to efforts to calm and, in some cases, violence. Physical control can be lost, the person may not be able to remain silent, and even if the person's "goals" are fulfilled he may remain uneasy. This research was carried out at PAUD Mawar FKIP Unpatti. The purpose of the study was to determine the relationship of parenting to the incidence of temper tantrums in children aged 3-5 years in PAUD Mawar Unpatti. Research using a quantitative approach emphasizes its analysis on numerical data that is processed by statistical methods. The results of the analysis using the Chi Square statistical test with the SPSS program version 16.0 obtained ρ = 0.001

Tantrum in children is one of the most critical parenting problems and cannot be ignored. If neglected, it can have an impact on the children's unpreparedness in adapting to their environment. Parents must properly do handling tantrums in children. It will happen when parents have good parenting skills. Parents' parenting skills need to be increasing. It is necessary to provide training, a Contextual Teaching and Learning (CTL) based parenting program with mobile training program assistant. This research is conducted using quasi-experimental analysis. The population in this study is all parents in Malang City who have children with tantrum problems. The sampling technique used is the purposive sampling technique with the criteria of parents who have children aged three years with tantrum problems that show verbal and physical behaviour. The research instrument consisted of a set of parenting skill and tantrum questionnaires for children with the help of the Mobile Training Program and without the Mobile Training Program.

Temper Tantrum is an uncontrolled emotional outflow in children, which often occurs in preschool children. The lack of understanding of teachers and parents in dealing with children with temper tantrum can result in unfavorable to the child's psychological development. Provision of appropriate information and skills on handling temper tantrums through cooperative game therapy to students, teachers and parents, is considered as an effort to prevent or minimize the appearance of temper tantrums. The purpose of this activity is the high participation of students in cooperative games and increasing the knowledge of teachers and parents of students about handling children with temper tantrums through cooperative games. The method used is screening knowledge about temper tantrums, then the implementation of cooperative game training is 2 meetings. The result of this service activity is that all students participate in cooperative games. Besides the participants' knowledge (teachers and parents), at the time of the pretest knowledge was 40% less, 35% Fair and 25% Good and at the posttest knowledge was 5% Less, 35% Fair and 65% Good. Thus it can be concluded there is an increase in the knowledge of participants to a large extent good. Thus through community service, the participants are expected to be able to carry out prevention of Temper tantrum properly.

Background While autistic temper tantrums during preschool age are a common challenging behavior, it is unknown whether they are qualitatively and quantitatively different from those arising in other neurodevelopmental conditions. Method Tantrum frequency, duration, triggering factors, behavioral components, parental responses and parental perception of their impact on functioning were collected in 48 autistic spectrum (AS) preschoolers and in 47 preschoolers with other neurodevelopmental conditions, aged from 2 to 5 years. Results The AS group had more frequent tantrums with no identifiable triggers, a higher proportion of tantrums triggered by communication problems and in the context of demands, and their parents were more likely to give in to their demands in response to tantrums. No other group differences in terms of frequency, duration, perceived impact, triggers, modulators and behaviors were found. Conclusion This study did not find an increased frequency of tantrums at a preschool age in youth with and without an AS diagnosis. Further research should now consider if autistic tantrums differ from that of typically developing peers.

Due to the pandemic, children are undergoing many changes in their daily lives.We analyzed how parents perceive the effects of the contingency on their children through an online survey shared by digital media for 7 days.We obtained 4000 responses. The most frequent difficulty of the children was online homeschooling (30.4%), followed by sleeping disorders (20.3%). The use of screens increased 30-80% in over 65% of children. Tantrum was detected in 34% and mood swings in 30% of children. The majority of parents (77.8%) considered that distance education does not guarantee children's education and that the level of learning acquired through online classes is not the same as that of face-to-face education (83.5%). In contrast, 70.6% of parents considered that it is not yet time to reopen schools, 78.8% believed that there is sufficient evidence to keep them closed, and 45% indicated that it is better not to return to campus this year. Regarding activities to improve mental health during the contingency, 51.3% have created home games, and 23.6% perform physical activity. However, 74.4% do not have the peace of mind to restart daily life. Among the positive aspects of the contingency, adaptability (35%) and family union (33.5%) were reported.Health professionals in contact with children must be prepared for the problems that this contingency is generating and sensitize parents to observe their children and seek professional help on any alarm data on the emotional or behavioral state of the child.Debido a la pandemia, la población infantil ha experimentado cambios en varios aspectos de su vida cotidiana.Se analizó la percepción de los padres con respecto a los efectos de la contingencia en sus hijos a través de una encuesta en línea compartida por medios digitales durante 7 días.Se obtuvieron 4000 respuestas. La dificultad más frecuente a la que se enfrentan los niños en la pandemia son las clases en línea en casa (30.4%), seguida de problemas para dormir (20.3%). Se identificó un incremento en el uso de pantallas del 30-80% en más del 65% de los niños. Se detectaron berrinches en el 34% y cambios de humor en el 30% de los niños. La mayoría de los padres (77.8%) consideraron que la educación a distancia no garantiza la educación de los niños, y que el nivel de aprendizaje de las clases en línea no es igual que el de las clases presenciales (83.5%). Por otro lado, el 70.6% de los padres opinaron que no es momento para abrir los colegios, el 78.8% indicaron que existe evidencia para mantenerlos cerrados y el 45% consideraron que es mejor no regresar este año al plantel. En cuanto a actividades para mejorar la salud mental en la contingencia, el 51.3% han creado juegos en casa y el 23.6% realizan actividad física. Sin embargo, el 74.4% no tienen tranquilidad para reiniciar su vida cotidiana. Dentro de las cosas positivas de la contingencia, se reportó adaptabilidad (35%) y unión familiar (33.5%).Los profesionales de la salud en contacto con niños deben estar preparados para los problemas generados por esta contingencia y sensibilizar a los padres para observar a sus hijos y solicitar ayuda si detectan datos de alarma del estado emocional o conductual del niño.

The aim of this study was to distract the tantrum of the patient with autistic spectrum disorders (ASD). Children with tantrums disturbed others and even the children themselves, as well as the activities they were doing. From this condition, we attempted to divert the tantrums of the children with ASD by using percussion instruments. The use of musical instruments is an effective method to redirect the behavior intended to be changed since musical instruments are interesting and pleasing objects for children suffering from ASD. Owing to the matter, music and its instruments have a chance to be utilized in diverting the behavior of ASD children. This experiment by single subject design ABA took a single subject of ASD which was 7 years old. The musical instruments applied are five percussions which are tambourine, glockenspiel, tifa, maracas, and bell. The result showed that the subject throwing tantrums are hardly managed in the first baseline. It was supported by the mean baseline, which is 7.3 min, whereas the average result in treatment showed 2.3 min. It revealed that the time span of the subject’s response in treatment was less than in the baseline. However, in the treatment phase, the subject’s behavior was distracted. It occurred because the subject seemed interested and enthusiastic as playing the percussions. The treatment also increased the cognitive aspect of the subject, focusing on ongoing activities. The subject could play bell based on the therapist’s instruction and holding on to it until 15 min. The percussion instrument was able to improve the subject’s focus on playing bell and distract the tantrum.

The Covid-19 pandemic that occurred has resulted in changes in several aspects of human life, including education and therapy. The closure of therapy and school is enough to make parents who have special needs children worry about their child's development. As a result, many special need children developments are slowing down or even stooped. Even a lot of them are addicted to gadget because they cannot be asked to do other activities and they also feeling bored at home. So eventually, many parents give gadget to their children so that they can be controlled. Their children also expressing tantrum if they are not given gadget to play. Parents are hoping that during the pandemic, in which they have to stay home long enough, they can also help their children and see the significant development of their children. A natural way that can aid the brain become actively re-integrated is by activation of the nerves. Nerve activation is a consolidation of an assortment of simple movements and light massage integrated into the head and inside the mouth. This movement and massage can be executed passively or actively. Some of this nerve activation movement is simple and can be consummated at home. Massage at home can only be done to patients that had been nerve activated before in the clinic before the pandemic occur. The categories of patients in this case are aged 3 to 5 years, experiencing speech delays and concentration disorders, have never tried any therapy. Parents can see significant progress in their children as long as they perform routine massage every day with duration of 30 minutes. Significant developments are seen in several areas: self-controls, concentration, language, academic understanding and socialization.

Background: The children with Intellectual Disabilities (ID) are known to exhibit different types of problem behaviors and significant limitations in their day to day age appropriate activities and adaptive behaviors. All parents of children with ID are not alike. They hold different personality traits, which are responsible for their behavioral expression. Therefore personality traits of the parents of children with ID have significant impact on the development of problem behavior of their children, Aims and objective: Hence the present study was conducted with the sole purpose of (1) to examine the types of problem behavior shown by the children with ID having different categories of ID and (2) to identify the types of the personality traits holds by the parents of children with different categories of ID (3) to examine the relationship between the personality traits of the parents and expression of problem behaviors of the children with ID. Hypothesis: • There is no significant difference in Problem Behaviors exhibited by children with different levels of ID. • There is no significant difference in Personality traits of parents having children with different levels of ID. Methodology: Sample: Sample consists of 45 parents (either father or mother) who have children with mild, moderate or severe level of ID and must exhibit the problem behaviors. Equal numbers of parents were chosen in all three groups through purposive sampling techniques. Research design: This is the cross sectional study where the impact of different types of problem behaviors exhibited by the children having different categories of ID was examined over the different personality traits of the parents. Variables: The independent variables are the different types of problem behaviors exhibited by the children with ID having different categories of ID and the dependent variable is the personality traits of the parents having children with ID. Research tools: Socio-demographic data were collected on the revised version of the NIMH Socio Economic Status (SES) Scale (NIMH, 1999). Problem behaviors were assessed by using Behavioral Assessment Scales for Indian Children with Mental Retardation (BASIC-MR) Part- B developed by Peshawaria, & Venkatesan, 1992. It measures ten types of problem behavior commonly found in children with ID. Personality traits of the parents were assessed by using Sixteen Personality Factors (16PF) questionnaire, developed by Cattell, 1967 &Kapoor, 1978. Statistical Analysis of data: Obtained data were analyzed by using Chi-square test and F-test. Software SPSS version 17.0 was used for statistical treatment of data. Result: Result indicates that violent and destructive behavior (F = 13.17), self-injurious behavior (F =10.41), and repetitive behavior (6.69) was found significant on 0.01 levels, whereas temper tantrum behavior (F= 4.67) and rebellious behavior (F = 3.62) was also found significant at 0.05 levels. These five types of problem behavior is present in ascending order in all three groups of children with ID (Mild, moderate and severe levels of ID). These problem behaviors are closely related to the parent’s personality traits of I (Sensitivity) (chi-square = 9.82, significant at 0.05 level) and Q1 (Openness to change) (chi-square = 11.58, significant at 0.05 level). Children of such parents were involving more in problem behavior. Those problem behaviors which was not found significant were misbehavior with others (F = 1.88), odd behavior (F=0.46), hyperactive behavior (F=0.48), antisocial behavior (F= 2.33), and fears (F= 2.25).

The global burden of disease depicts that by the year 2020, childhood neuropsychiatric disorders will increase by more than 50% internationally to become one of the five most common causes of morbidity and disability among children. Identifying them early and treating them would reduce the burden of this disorder and may help in the better treatment of the co-morbid conditions in these patients. The research approach was used is quasi-experimental research design one group pre-test and post-test. The target population for the study was primary school teachers. The total samples under the study were 60 primary school teachers. The data was collected by structured knowledge questionnaire which was designed to assess the knowledge of primary school teachers regarding attention deficit hyperactive disorder and temper tantrum. The results were described by using descriptive and inferential statistics. Findings related to the assessment of pre-test knowledge regarding attention deficit hyperactive disorder and temper tantrum shows that 5 (8.3%) teachers had inadequate and 7 (11.6%) teachers had adequate and 48 (80%) had the moderate knowledge regarding attention deficit hyperactive disorder and temper tantrum. Findings related to the assessment of post-test knowledge regarding attention deficit hyperactive disorder and temper tantrum shows that 45 (75%) teachers had adequate knowledge, 10 (16.6%) teachers had the moderate knowledge and 5 (8.3%) teachers had inadequate knowledge regarding attention deficit hyperactive disorder and temper tantrum. Findings related to the effectiveness of structured teaching program regarding attention deficit hyperactive disorder and temper tantrum among primary school teachers depicts that, enhancement between the pre-test and post-test was 7.1 and obtained paired ‘t’ test value was 21.5, it was highly significant at level less than 0.05. This shows the effectiveness of structured teaching program. Chi-square test revealed that there was a statistically significant association between knowledge of primary school teachers with their demographic variables.

Rebecca Schrag Hershberg, founder of Little House Calls Psychological Services, taught in the Department of Pediatrics at the Albert Einstein College of Medicine in New York City. She specializes i...

Growth and development, especially in children, sometimes impaired either before birth or after birth. Developmental disorders in children one of which is a developmental disorder behavior. Autism is one of irregularities in development since infancy. The purpose of this study was to determine the description of parents' parenting autistic children in SLB Agca Center Surakarta and analyze the relationship between foster parents with autistic children in special schools tantrums Agca Center Surakarta. The result is expected to increase the knowledge and contribute to the parties involved in this research about the types of parenting parents the right to their children, especially to children dishabilitas, such as autistic children. This study design using correlational, which examines the relationship between variables. Method is a cross sectional approach. The population in this study are all autistic children in SLB Agca Center Surakarta numbered 34 children. The sample in this study were students with autism SLB Agca Center Surakarta totaling 34 children. The sampling technique used is total sampling. Analysis of the data in this study using univariate and bivariate analysis aimed to test the hypothesis or testing a relationship between parenting parents with an autistic child temper tantrums in SLB Agca Center Surakarta. The results showed that parents' parenting of children autism in SLB Agca Center Surakarta included in the category of good, and the trend parenting democratic show that autistic children at SLB Agca Center Surakarta has temper tantrums low and temper tantrums of children autism in SLB Agca Center Surakarta included in the category are low, this indicates that the planting of education in SLB Agca Center Surakarta quite successful. There is a correlation between parenting system and temper tantrum of children with Autism Syndrom Disorder in Agca Center Surakarta.

Purpose A good understanding of children's emotions, activities, and needs should be promoted. This study assessed temper tantrum behaviour, including frequency, severity, duration, common behaviours, reasons, locations, contexts, and parent's strategies, among Jordanian children aged 24–48 months. Design and methods A cross-sectional design was used to conduct this study. A non-probability convenience sample was adopted to recruit 213 parents of children aged between 24 months to 48 months. All parents completed the Parents' Experience of Temper Tantrums in Children's questionnaire. Results Findings showed that about half of the children experienced weekly tantrums, however, half of the parents reported that mild tantrums were exhibited by their youngsters, with an average duration of minutes. The most frequently reported tantrum behaviour was ‘screaming or shouting’. “Seeking attention” was the most frequent reason and most tantrums occurred when visiting someone else's home. Unfamiliar situations were the most commonly associated with tantrum episodes. The main strategies used by parents to lessen their child's tantrums were first, stating a consequence (e.g., timeout), and secondly, ignoring the behaviour. Conclusions The results draw attention to significant aspects of tantrums, such as the duration, where children managed to maintain a tantrum episode for more than seven minutes on average. Tantrum behaviours, reasons, locations, context, and parents' strategies to control tantrums were significant in developing proper interv entions. Practice implications The findings of this study are of practical use in equipping parents and caregivers with the appropriate strategies to enable them to halt tantrums among children.

This study aims to determine the development of tantrum children and parental guidance in tackling Tantrum Children in Kuripan Utara Village, Kuripan Lobar District. This research is a descriptive qualitative study with a case study approach. The subject of this study is the parents of children who have the behaviour of tantrums and their neighbours. Data collection techniques used are observation, interviews, documentation. The data analysis techniques are used, namely through data reduction, data presentation, and conclusion drawing. Check the validity of the data by increasing perseverance and using source triangulation. The fndings of this study, namely the development of tantrum children in Kuripan Utara Village, have several developments including (a) physical development, (b) emotional development, (c) cognitive development, (d) social development. While the fndings of parental guidance in dealing with tantrum children are (a) moving to another place, (b) distracting the child, (c) talking softly to the child. In this parent’s guidance, the connection with the theory can produce children who will be spared from deviant behaviour when they are big.

One of schizophrenia symptoms is tantrum; to hurt people and environment, it is done to express resentment or anger which is not constructive. Anger is an aggravation which emerges as a response to anxiety or unfulfilled need and perceived as a threat. This research aims to analyze the relation between REBT (Rational Emotive Behaviour Therapy) and the ability to control anger to schizophrenics in UPT Bina Laras Kras Kediri. Research design uses observational analytic with crossectional approach. The population is all schizophrenics in UPT Bina Laras Kras Kediri, the sampling technique used is purposive sampling by getting 13 respondents, the data collection used are REBT questionnaire and observation sheet of the ability to control anger. Data analysis uses Chi-Square with p value 0,001 < ɑ 0,05 means there is a relation between REBT application and the ability to control anger to schizophrenia patients in UPT Bina Laras Kras Kediri.

Temper tantrums are part of the normal course of development occurring most commonly in toddlers. There is a chance that these tantrums can become pathological, more so in case of dysfunctional family dynamics. And as it happens in the context of family, it can become a “family problem” as well. Early identification of abnormal tantrum behaviour and interventions directed to help parents handle these tantrums can prevent their long-term adverse consequences. The focus of this article is on why temper tantrums occur, what elements constitute a tantrum, stages through which they progress and simple methods of handling tantrums. It is done with the help of an example and some illustrations that can be useful in psychoeducation to families about tantrum behaviour.

Tantrum temperature is a burst of emotions that are explosive and uncontrolled and often appear in children aged 15 months to 6 years. Tantrums are characterized by crying, shouting and violent or aggressive body movements such as throwing things, rolling on the floor, banging your head and stamping your feet on the floor. The way parents take care of children plays a role in tantrums. Another study at Northwestern Feinberg in 2012, based on a survey of nearly 1500 parents, this study found that 84% of children aged 2-5 years vent their frustrations by raging in the past month and 8.6% of them have daily tantrums which is precisely if it happens every day is not normal. Whereas in Indonesia, toddlers who usually experience this within one year, 23-83% of children aged 2-4 years have experienced temper tantrums. The purpose of this study was to determine the relationship of parenting parents with the incidence of temper tantrums in preschool children (ages 3 to 6 years) in PAUD Puspa Bangsa Bogor City. This study uses a descriptive analysis research design. The population of this research is all parents who have pre school children (aged 3 to 6 years) located in PAUD Puspa Bangsa Bogor, with the sample are 60 respondents and the researcher using total sampling techniques. Then, the data collection are using interview techniques at the preliminary study stage and questionnaires at the research site. The data analysis using Chi Square. In conlcusion, the results of the study showed that parenting in the PAUD PuspaBangsa Bogor is positive parenting it is reached as 32 or 53% of parents while negative parenting as much as 28 or 47% of parents. And for the occurrence of temper tantrums, 27 or 45% of children experience temper tantrums and 33 or 55% of children do nottemper tantrums. The results showed there was no relationship between parenting style with the incidence of temper tantrums in preschool children (aged 3 to 6 years) in Puspa Bangsa PAUD Bogor, α (0.05) and p value of 0.446.

Individuals with autism spectrum disorder (ASD) are at a greater risk for challenging behavior than individuals with other developmental disabilities. An essential step in the treatment of these behaviors is the identification of the function of the behavior. In the current study, data were collected from a large database, in which supervising clinicians from a community-based behavioral health agency recorded the topography and function(s) of behaviors treated as a part of an individual’s behavior intervention plan. In a sample of 3216 individuals (mean age = 10.67, SD = 4.61) with ASD, the frequency of the most common challenging behaviors and the identified function of the behavior were examined. Stereotypy was the most commonly reported topography, followed by noncompliance and aggression. Overall, escape was the most commonly reported function of behavior. To further evaluate how clinicians operationally define these behaviors, a part-of-speech text analysis was conducted and found a high degree of overlap in the operational definitions of challenging behavior (i.e., aggression, disruption and tantrum; noncompliance and tantrum; obsessive behavior and stereotypy; self-injurious behavior and aggression). These data are discussed in further detail.

IntroductionIn the midst of a global pandemic with a rising death toll, the children´s mental health can be easily overlooked in the country’s response. But this overlook would have devastating consequences for years to come.ObjectivesThe objective of this research is to compare children’s physical and mental development before, during and after the situation of social isolation caused by the pandemic of COVID-19.MethodsThe parents/guardians of 100 children aged between 0 and 5 years and 11 months old were asked to answer questions based on the ASQ-3 (Ages and Stages Questionnaire III), containing questions related to Communication, Gross Motor, Fine Motor, Problem Solving, and Personal-Social and ASQ- SE (Ages and Stages Questionnaires Social-Emotional) addressing issues of self-regulation, compliance, social-communication, adaptive functioning, autonomy, and affect. In addition, behavioral issues related to children’s mental health will be included, such as: aggressiveness, insomnia, lack of appetite, apathy, sadness, tiredness, lack of interest, hyperactivity, manias, tantrum, morning among others. Child development data will be collected before and during quarantine / isolation and later, in a second stage, after the end of social isolation.ResultsThe data will be analyzed in order to characterize child behavior before, during and after the period of social isolation, correlating the different areas of child development, especially mental health.ConclusionsAs argued, socially isolated children are at increased risk of health problems in adulthood. Furthermore, studies on social isolation have demonstrated that a lack of social relationships negatively impacts the development of the brain’s structure.DisclosureNo significant relationships.

Autistic children have some social problems including weakness in bilateral interaction, communication problems and lack of imagination. The objectives of this study were to examine the effectiveness of social stories technique in reducing the duration of a student autistic tantrum and elimination of the problem tantrum. This study is a case study that builds quantitative behavior classical conditioning theory expounded by Ivan Pavlov and combined with the ADDIE Model. Observations carried out over a period of 20 days to see the effectiveness of social stories technique for changing the negative behavior of autistic students studying in a secondary school. The method of A-B where A represents the baseline phase and B-phase intervention represents. Social stories read to sample every day before the teaching begins within 10 minutes. The results of this study found that social stories technique successfully reduced the tantrum behavior study. However, tantrum behavior is still failing to be completely eliminated, but there is a significant reduction of the behavior. Through this study, it was found the use of social stories can reduce negative behaviors in autistic teenager. It is hoped that this study can serve as a guide and ideas for teachers to diversify the techniques to modify negative behavior among pupils in special education. We hope this study can be uplifting and inspiring teachers that negative behavior autistic students can be changed with the right technique.

Communication problems and tantrums are common in children with autism. It has long been postulated that lack of speech is a cause of these tantrums. The goal of our study is to determine if impaired speech is associated with tantrums in preschool children with autism. The relationship between language and tantrum frequency in 240 children with autism, 15 to 71 months of age was investigated. Children were administered standardized IQ and language tests, and mothers rated tantrum frequency and speech intelligibility on a 4-point scale on the Pediatric Behavior Scale. Verbal and nonverbal IQ, expressive and receptive language quotients and age equivalents, and speech intelligibility explained less than 3% of the variance in tantrum frequency. Children whose mental age was sufficient for verbal communication but who lacked speech did not have more tantrums than children with adequate speech. In fact, children with an expressive language age at or above 24 months had more tantrums than children whose speech skills were below 24 months. Our findings and those of others do not support the belief that preschool children with autism have tantrums because they cannot speak or because their speech is difficult to understand.

This chapter discusses the relationship between belief and statistical inference. It begins with a brief history of modern statistics, explains some important elementary statistical ideas, and discusses elements of clinical trials. A discussion is given of how the empirical approach used by statisticians and scientists to establish what one believes may be at odds with how most people actually think and behave. This is illustrated by several examples, including how one might go about determining whether dogs are smarter than cats, belief and religious wars, a story from the early fifteenth century about how one might decide how many teeth are in a horse’s mouth, and how a prominent laboratory researcher once threw a temper tantrum in my office. A discussion and several examples are given of cherry-picking, which is the common practice of selecting and reporting a rare event, and how this misrepresents reality. The relationship of this practice to gambling is explained, including examples of how to compute the expected gain of a bet. Illustrations are given of the relationships between these ideas and medical statistics, news reports, and public policy.

THE ROLE OF COUNSELOR IN DEALING WITH TEMPER TANTRUM BEHAVIOR. Children aged 4-7 years is a time to get acquainted and learn to deal with disappointment when their desire cannot be fulfilled. Disappointment, anger, sadness, and so on is a natural feeling. However, often, parents unwittingly 'clog up' the emotions felt by the children. For example, when a child cries out in disappointment, parents in various ways try to entertain, distract, scold, and so on in order to stop the child's crying. This actually makes the children's emotions do not come out freely. If this continues, the result will be what is called the emotional pile. This pile of emotions can later explode out of control and appear as temper tantrum. Bursting anger with dangerous actions and causing injury is one form of tantrum so that children get what they want. The realization of the children’s tantrum that can pose a risk of injury can be either dropping to the floor, hitting the head, or throwing things. These are considered as the first stage of temper tantrum when the children are able to express their frustration. If temper tantrums have already appeared in the form of harmful behaviors and have the potential to cause damage, then intervention must be done immediately. The bigger the child, the more powerful the energy is and the more difficult it will be for parents to control or prevent uncontrolled behavior.Keywords: The role of counselor, Temper Tantrum.

Autism spectrum disorder is a developmental delay in children which is characterized by disorders in social aspects, communication, behavior, and language. Treatment that will be given to children with autism is therapy, like speech therapy, behavior, occupation, and sensory integration. Based on preliminary studies and earlier research, I found things that can affect both those that support and inhibit the implementation of therapy. Therefore This study aims to decide what psychological factors affect the process therapy at the Center for Disability and Inclusion Education in South Kalimantan Province. This study uses a type of field research with a qualitative descriptive approach. The subjects in this study amounted to 6 therapists who have worked for 5 years at PLDPI. The results showed that therapeutic services at PLDPI, there are factors that influence the process and success of therapy. Internal factors that support the therapeutic process in PLDPI is the wishes of the child, age of the child, level of autism disorders, IQ child, child's mood, affection therapist, therapist's patience and therapist's sincerity, ritual therapist (praying, prayer dhuha, reading istighfar and basmalah), the intention of the therapist, understanding of children, enthusiasm and attendance consistency therapist, professional attitude. While external factors that support is self-awareness of people old in adopting a diet, parental support, the role of parents at home, therapist support, number adequate therapist, therapist collaboration with parents, adequate facilities and infrastructure and a therapeutic schedule that meets the target and therapy program that suits the child's needs. The internal factors that inhibit the child's condition such as hyperactivity, hypoactive, tantrum, sick, minimal eye contact, speech difficulties and disobedience and therapists who cannot be controlling emotions. While the external factor is the parents' wants.

Autism is a developmental delay in children which is characterized by disorders in social aspects, communication. behavior and language. Treatment that will be given to children with autism which is therapy, like speech therapy, behavior, occupation and sensory integration. Based on preliminary studies and earlier research, found things that can affect both those that support and inhibit the implement of therapy. Therefore This study aims to decide what psychological factors affect the process therapy at the Center for Disability and Inclusion Education in South Kalimantan Province. This study uses a type of field research with a qualitative descriptive approach. The subjects in this study amounted to 6 therapists who have worked for 5 years at PLDPI. The results showed that therapeutic services at PLDPI, there are factors that influence the process and success of therapy. Internal factors that support the therapeutic process in PLDPI is the wishes of the child, age of child, level of autism disorders, IQ child, child's mood, affection therapist, therapist's patience and therapist's sincerity, ritual therapist (praying, prayer dhuha, reading istigfar and basmalah), intention of the therapist, understanding of children, enthusiasm and attendance consistency therapist, professional attitude. While external factors that support is self-awareness of people old in adopting a diet, parental support, the role of parents at home, therapist support, number adequate therapist, therapist collaboration with parents, adequate facilities and infrastructure and a therapeutic schedule that meets the target and therapy program that suits the child's needs. The internal factors that inhibit the child's condition such as hyperactivity, hypoactive, tantrum, sick, minimal eye contact, speech difficulties and disobedience and therapists who cannot controlling emotions. While the external factor is parents' want.

Kids’ future and development will really depend on the experience they obtained, included education and various parenting patterns consisting of democratic parenting, permissive parenting, and authoritarian parenting. The purpose of this research is to find out the description of parenting pattern which causes temper tantrum at Pembina Kindegarten Pekanbaru City. The method of this research was descriptive study to find out the description of parenting pattern which causes temper tantrum in pre school age with total samples were 109 respondents. The research results show that democratic parenting is 41 (37,6%), permissive parenting is 63 (57,8%), while authoritarian parenting is 5 (4,6%) and the result of temper tantrum obtains heavy temper tantrum in the amount of 2 children (1,8%), medium temper tantrum in the amount of 33 people (30,3%), and light temper tantrum in the amount of 74 people (67,9%). These results show that the majority of parenting pattern at Pembina Kindegarten Pekanbaru City is permissive and the majority occurance is light temper tantrum.

This study explores the relationship of irritability to tantrums and loss of temper in a community and clinical sample.The community sample, recruited via commercial mailing lists, consisted of 462 6-year-olds whose parents completed the Child Behavior Checklist (CBCL), and Preschool Age Psychiatric Assessment (PAPA). Tantrums were assessed in the oppositional defiant disorder (ODD) section of the PAPA. Irritability was assessed in the depression section to identify persistently irritable and/or angry mood. The clinic sample, drawn from a child psychiatry clinic, included 229 consecutively referred 6-year-olds from 2005 through 2014 whose parents completed the CBCL and Child and Adolescent Symptom Inventory (CASI). Temper loss and irritability items came from the ODD and depression sections of the CASI, and tantrum description was taken from an irritability inventory. Children's Global Assessment Scale (CGAS) and the CBCL Dysregulation Profile were examined in both samples. Logistic and multiple regression were used to compare rates of diagnosis, CBCL subscales, CGAS, and tantrum quality between children with tantrums only and tantrums with irritability.Almost half (45.9%) of clinic children had severe tantrums; only 23.8% of those were said to be irritable. In the community, 11% of children had tantrums, but 78.4% of those were called irritable. However, irritability in the clinic, although less common, was associated with aggressive tantrums and substantial impairment. In contrast, irritability was associated with only a relatively small increase in impairment in the community sample.Irritability may have different implications in community versus clinic samples, and tantrums assessed in the community may be qualitatively different from those seen in clinics.

Children with autism tend to have difficulty to sit still during therapy. This causes hindranceinthe therapy process. Applied Behavioral Analysis (ABA) is one of the best proven ways to treat children with autism. ABA method usually uses a special table called ABA table. However, the ABA table still has some problems in its use. When autistic children throw a tantrum, they often push the therapy table. This makes the therapists have to hold the table with their feet and hurts the therapists feet makes therapy ineffective. This study aims to investigate the effect of oval curvature,base mat addition and alternative designs of a foldable table top addition on the ABA table. The results of this evaluation are expected to improve the effectiveness of ABA table as a therapeutic tool. Research method used observations were carried out using three types of tables. Namely Table A, which is commonly used in ABA therapy, with oval curvatureon its edge and without a permanent base mat, and Table B, which is a table without oval curvature on its edge but with a permanent base mat and table C is equipped with a foldable table top and permanent base mat. Observationswere carried out on therapy sessions of 15 children with autism (12 boys, 3 girls) The results of the second stage testing show that table Cis the best recommendation for use in ABA therapy because it can help increase attention, overcome aggressive behavior and help trainself-developmentin children with autism.

This is an amazing case report about an eight years old child that displayed child tantrum more synonym of the younger age group. This case also entails how the author managed to uncover the true reasons for his tantrum that left his guardian truly amazed at the ability of physicians to solve a seemingly difficult behavioural problem.

Background: Child development includes physical, psychological and social aspects. The imbalance stimulation provided by parents could develop temper tantrum of child as a form of emotional explosion. The influence factors of tantrum among children are early weaning, improper toilet training, and the way of parenting in tantrum. This study aims to examine factors influence on temper tantrum among pre-school children. Method: This is descriptive analytical study with case control design. The number of case sample which selected from mothers who have tantrum pre-school child was 42 mothers and 42 control sample were also selected from mothers who have no tantrum child. Data were analyzed by univariate, bivariate (Chi-Square) and multivariate using logistic regression to examine the most influenced factors.Results: The study shows that early weaning, toilet training and parenting method were significantly influence on temper tantrum of pre-school children. The most influential variable was the parenting method with OR 9,09 and p-value 0,021. It means negative parenting method 9 times higher influence on tantrum temper behavior among children compared to positive parenting method. It is suggested that parenting method should emphasize more in educative and discipline including responsibility aspects.

Although baby Noah is healthy and thriving at his one-month well-child visit, his pediatrician, Dr. Jones, is concerned about his mother, Carrie. Dr. Jones is also the pediatrician of Carrie's 3-year-old son, Kyle, and knew Carrie to be a sensitive, caring mother. Carrie seems distant during the appointment, barely interacting with Noah or Kyle, and responding slowly and quietly to Dr. Jones' questions. She admits to feeling tired, having difficulty concentrating, and not eating much since Noah was born. When Noah begins to get fussy during the appointment, Carrie rocks him absentmindedly. While Carrie rocks Noah, Kyle starts to tantrum. Carrie looks hopeless, seemingly without the energy or confidence to manage her two boys. Dr. Jones wonders whether Carrie is simply exhausted and getting used to taking care of a new baby along with an energetic preschooler, or if she should assess for other possibilities.

Although frustration has long been implicated in promoting aggression, the potential for poor frustration tolerance to function as a risk factor for physical child abuse risk has received minimal attention. Instead, much of the extant literature has examined the role of anger in physical abuse risk, relying on self-reports of the experience or expression of anger, despite the fact that this methodology is often acknowledged as vulnerable to bias. Therefore, the present investigation examined whether a more implicit, analog assessment of frustration tolerance specifically relevant to parenting would reveal an association with various markers of elevated physical child abuse risk in a series of samples that varied with regard to age, parenting status, and abuse risk. An analog task was designed to evoke parenting-relevant frustration: the task involved completing an unsolvable task while listening to a crying baby or a toddler's temper tantrum; time scores were generated to gauge participants' persistence in the task when encountering such frustration. Across these studies, low frustration tolerance was associated with increased physical child abuse potential, greater use of parent-child aggression in discipline encounters, dysfunctional disciplinary style, support for physical discipline use and physical discipline escalation, and increased heart rate. Future research directions that could better inform intervention and prevention programs are discussed, including working to clarify the processes underlying frustration intolerance and potential interactive influences that may exacerbate physical child abuse.

This study aimed at deriving a profile of behavioral problem on this given population. A total sample of 200 was collected from children diagnosed with ID and Autism and those referred for behaviour modification. Assessment was done by using Behavioural Assessment Scales for Indian Children with Mental Retardation (BASIC MR Part B). Result indicated hyperactivity as the most common problem regardless of differences in socio – demographic profile. Children from Joint family were found to have lower percentage of behavioral problem. The children with severe (Intellectual Disability) ID’s commonly reported problems in the domain of temper tantrum and Self Injurious Behaviour (SIB). Among moderate ID’s problem behavior was reported in eight domains except for antisocial behavior and fear. This group reported higher percentage of cases in five domains than children with mild ID’s i.e., violent and destructive behavior misbehaves with others, rebellious behavior, repetitive behavior and odd behavior. Least problem behavior was identified among low average intelligence group. Children with Autism predominantly shows problem in the domains of - hyperactivity, temper tantrum, repetitive behavior and fear, on the other hand children with ID’s reported higher percentage of cases in violent and destructive behavior and misbehave with others.

This chapter analyzes the sequence of events that characterize the apparently sudden "falling apart" of the child's usual functioning called a tantrum. It provides a brief examination of some cliehed attitudes and handling advice about tantrums, and deals with schema of the ego mechanisms involved in the kind of tantrums. The chapter looks at the six stages in most temper tantrums including general management advice for each stage. The stages include: rumbling and grumbling, help-help, either-or, no-no, leave me alone, and hangover. The awesome sight of the tantrum's pounding, flailing, shouting energy demands a sane understanding word from the adult experienced with children. In brief, understanding tantrums as a sequence of ego conditions helps to keep the adult's management within the framework of therapeutic intervention on behalf of the child. Sensitive understanding and constructive management of the tantrum helps the child build a better ego.

parenting style, temper tantrum, toddler. Age of1-3 years old is the age which is easily to get temper tantrum. The children are not able yet to express their wants and needs clearly. The effect of temper tantrum could be dangerous for example the child could be rolling on the floor and could hurt himself. The purpose of the study was to investigate the relationship between parents’ parenting styles and temper tantrum cases on toddlers in Pelem Baturetno Banguntapan Bantul in 2015. The study employed survey analytic research with cross sectional approach. The samples were 41 respondents taken through total sampling technique. The data were analyzed by using Pearson product moment. Parents’ parenting style tends to be poor such as let the child crying, rarely make complement, compare children, shout, and never ask children’s opinion. Meanwhile, the temper tantrum frequently happen are whining, crying, and screaming. The significance value of Pearson Product Moment is 0.027 (p < 0.05). It means that there is a relationship between parents’ parenting style with temper tantrum on toddlers with correlation value of 0.344 which shows low relation. There is a relationship between parenting style with temper tantrum case on toddler in Pelem Baturetno Banguntapan Bantul in 2015. Parents are expected to give parenting with love, to create normal rules, to be consistent, to give responsibility, to be role models, and to give complement so that those can reduce the temper tantrum. Keywords : parenting style; temper tantrum; toddler. Link OJS 3 artikel HUBUNGAN POLA ASUH ORANG TUA DENGAN KEJADIAN TEMPER TANTRUM PADA USIA TODDLER DI DUKUH PELEM KELURAHAN BATURETNO BANGUNTAPAN BANTUL

Research is limited in examining the presence of comorbid symptoms in children and adolescents with autism spectrum disorder (ASD) and co-occurring intellectual disability (ID). The current study aimed to expand knowledge in this area by evaluating the presence of comorbid symptoms in children and adolescents with ASD, compared to those with ASD and ID. Comorbid symptoms examined using the Autism Spectrum Disorders-Comorbidity for Children (ASD-C-C) included tantrum behavior, repetitive behavior, worry/depression, avoidant behavior, under-eating, conduct problems, and over-eating. Two hundred and nineteen children and adolescents ranging from 3 to 16 years of age participated in the study. Significant differences were not found between the groups on any of the comorbid symptoms measured. The implications of these findings on treatment are discussed.

Individuals with ASD often demonstrate elevated rates of challenging behaviors, such as tantrums, aggression, and property destruction. The current study examined the relationship between cognitive abilities and conduct problem behaviors in 263 children aged 18 to 39 months. Cognitive development was measured utilizing the cognitive developmental quotient (DQ) on the Battelle Developmental Inventory, Second Edition (BDI-2). Participants were separated into two groups: (1) low cognitive DQ group (cognitive DQ less than or equal to 70), and (2) typical cognitive DQ group (cognitive DQ greater than 70). Conduct problems were assessed using the Tantrum/Conduct Behavior subscale of the Baby and Infant Screen for Children with aUtIsm Traits, Part 2 (BISCUIT-Part 2). Higher rates of overall conduct problem behaviors were observed in young children with ASD and typical cognitive development relative to children with low cognitive development. Comparisons of specific conduct behaviors indicated cognitive ability may be associated with particular presentations of conduct problems. Implications are discussed.

There is a deficiency of research looking at how rates of comorbid psychopathology are effected by autism spectrum disorder (ASD) and intellectual functioning level. The present study aimed to extend the literature in this area by evaluating how ASD and IQ scores are related to ratings on a measure of comorbid symptoms. Twenty-three children with ASD and 87 children without ASD participated in this study. Rates of tantrum behavior, avoidant behavior, worry/depressed, repetitive behavior, under-eating, over-eating, and conduct behavior were examined utilizing the Autism Spectrum Disorders-Comorbidity for Children (ASD-CC). Correlational and multiple regression analyses were then conducted. ASD diagnosis significantly predicted rates of tantrum behavior, avoidant behavior, and repetitive behavior. Children with ASD tended to have higher rates of all three of these comorbid symptoms than children without ASD. Although not statistically significant, there was a negative correlation between IQ and rates of comorbid symptoms, such that children with higher IQ scores tended to have lower rates of comorbid symptoms. The implications of these findings on assessment and intervention are discussed.

The purpose of this study was to describe clinician-observed, naturally occurring temper tantrums in preschoolers ages 2 to 5.5 diagnosed with severe behavior problems. Participants were 24 mother–child dyads enrolled in an intensive outpatient treatment program. Clinicians timed and observed 330 temper tantrums, rated their intensity, and recorded occurrence of 16 behaviors, tantrum precipitants, and interventions; parents completed the Achenbach Child Behavior Checklist pre- and posttreatment. Data were analyzed using descriptive statistics, Pearson chi square, paired t tests, and generalized linear modeling. Mean tantrum duration was 3.4 minutes (range = 0.2 to 26.5 minutes); most tantrums were low in intensity. Noncompliance precipitated 52% of tantrums. Aggressive behaviors were more likely to occur early in tantrums, with distress behaviors occurring later. Parent surveys indicated perceptions of behavioral improvement but no change in tantrum behavior. Study findings corroborate those of previous studies using retrospective parent reports. [ Journal of Psychosocial Nursing and Mental Health Services, 52 (5), 32–40.]