Sentences with phrase «behavior at baseline»

Older adolescents reported more Sexual Risk Behavior at baseline.

Parent participation was significantly and negatively associated with Sexual Risk Behavior at baseline (−.23).

Not exact matches

On reanalysing data from the group's past studies, such as on pain sensitivity to hot water, the researchers found that mice tested by men showed lower baseline pain sensitivity than mice tested by women.The work indirectly demonstrates potential effects on nearly any kind of medical research, says Joseph Garner, who studies mouse behavior and well - being at Stanford University in California.

At the beginning of the season, each Unity High player was given a 25 - minute, computer - based test to establish his baseline brain behavior.

Calisi's team looked at the baseline «transcriptome,» capturing all the genes expressed in the hypothalamus, pituitary and gonads in male and female pigeons when they were not engaged in reproductive behavior.

self - reports of negative parenting behaviors on the Parenting Scale were lower than baseline at all follow - up assessments in both parent - training conditions (PTG and NR - PTG).

Differences between conditions at follow - up displayed precisely the same pattern of results noted here, with the following exceptions: (1) change in ECBI Intensity Scale score from baseline to the 6 - month follow - up was statistically significant between WL and PTG, but the ECBI Problem Scale score was not, and (2) change in the DPICS - CII child disruptive behavior at posttreament was significant in the NR - PTG condition.

No differences were found between baseline and posttreatment in the WL condition, but both child disruptive behavior and negative parenting were lower at the 12 - month follow - up.

Tests of longitudinal change within conditions revealed that Quiz Ref IDself - reports of negative parenting behaviors on the Parenting Scale were lower than baseline at all follow - up assessments in both parent - training conditions (PTG and NR - PTG).

Increasing skew was observed in both the negative parenting (skew = 1.2 at baseline, 2.2 at the 12 - month follow - up) and child disruptive behavior components (skew = 0.8 at baseline, 2.7 at the 12 - month follow - up).

As seen in Table 2 and portrayed in Figure 2, the 3 CII components (ie, negative parenting, child disruptive behaviors, and negative parent - child interaction) were lower at posttreatment and the 12 - month follow - up compared with baseline in the PTG and NR - PTG conditions.

Controlling for age at diagnosis and combined parental education, children in the intensive behavior analytic group demonstrated significant improvements in all areas assessed at follow - up, including an average IQ of 89 (41 - point improvement over baseline) and a 24 - point difference from the combined mean of the other intervention groups.

Children receiving treatment compared with those who did not had a greater number of DSM - IV diagnoses at baseline (P =.01), most strikingly, disruptive behavior disorders (58 % vs 15 %, P =.002).

For example, variations in the still - face effect have been associated with mothers» baseline sensitivity and interactive style, and the infants» later attachment classification at age 1, internalizing (e.g. depression, anxiety) and externalizing (e.g. aggression, impulsivity) behaviors at 18 months, and behavior problems at age 3.

Intervention Group Mean Score Comparisons for Risk Behaviors and Intention Toward Risks at Baseline and at 6 Months and 12 Months After Interventions

At baseline, behavioral signs of stress reactivity in children's peer entry behavior were significantly associated with parent ratings of child internalizing behavior (r = 0.37, P <.001), child dysregulation (r = 0.30, P =.004), and 2 different indices of disruptive behavior during parent - child play interactions (r = 0.45, P <.001; r = 0.35, P =.008).40 The peer entry procedure appears to be stressful in general and to elicit more signs of stress in children with mental health problems.

Parents completed the Eyberg Child Behavior Inventory (ECBI), Social Competence Scale, and the Parenting Stress Index - Short Form (PSI - SF) at four time points: baseline, pre-intervention, post-intervention, and at 2 - month follow - up.

At baseline and follow - up, children were administered narrative story - stems to complete, which measured perceptions of parent - child relationships, parenting behavior, socio - emotional development, and behavioral adaptation.

Children's symptoms were assessed at baseline and follow - up with the Pre-school Symptom Self - report (PRESS), the Child Behavior Checklist for Ages 2 - 3 (CBCL / 2 -3), the Child Behavior Checklist for Ages 4 - 18 (CBCL / 4 -18), and the Child Sexual Behavior Inventory (CSBI).

Observers also completed the Maternal Behavior Q - Set (MBQ) for mother - child interactions at baseline and follow - up and interviewed mothers using the Adult - Adolescent Parenting Inventory (AAPI), the Social Support Behaviors Scale (SSBS), and the Parenting Stress Inventory (PSI).

Note: The children in this study did not have sexual behavior problems at a clinical level at baseline so this study could not be used in the rating process.

Changes in Aberrant Behavior Checklist (ABC), Behavioral Problems Inventory (BPI), and Clinical Global Impression (CGI) at end of treatment compared with baseline; incidence of adverse events throughout study.

For the children rated high on CU traits at baseline, this novel treatment significantly improved their levels of affective empathy, and decreased conduct problem behavior, in comparison to standard PMT.

Children completed the following measures at baseline, posttreatment, and 3 - month follow - up: the Anxiety Disorders Interview Schedule for Children and Parents (ADIS - CP), Spence Children's Anxiety Scale (SCAS), Children's Automatic Thoughts Scale (CATS), and parents completed the parent version of the SCAS and the Child Behavior Checklist (CBCL).

However, with mothers from intervention preschools reporting more child behavior problems at baseline, the reduction in child behavior problems disappeared by the fourth year.

Parents and children completed the Social Skills Rating System (SSRS) and parents completed the Parent Daily Report (PDR), Child Behavior Checklist for Ages 6 - 18 (CBCL / 6 -18), Parenting Stress Index - Short Form (PSI - SF), and a parent questionnaire at baseline, post-treatment, and at a 6 - week follow - up.

Although, at postintervention, CPP children exhibited fewer behavior problems while control children exhibited more behavior problems by the 1 - year follow - up, reductions in behavior problems to rates below those found at baseline were observed in both groups of children.

Although sexual behavior is the best way to assess the efficacy of HIV / AIDS preventive interventions, attitudes toward sex and condoms may serve as adequate proxies for adolescents who have yet to engage in sexual behavior (as was the case for more than 90 % of this sample at baseline).

Results across both mother report and observations showed that: a) externalizing behavior problems were stable during the baseline period; b) treatment was effective in reducing externalizing behavior problems (ds = 1.67 — 2.50), improving parenting skills (ds = 1.93 — 6.04), and decreasing parenting stress (d = 0.91); and c) treatment gains were maintained at follow - up (ds = 0.53 — 3.50).

At baseline, parents provided information on adolescents» temperament and youth reported on their own and their friends» delinquent behavior.

This study employs prospective longitudinal data (N = 189) to investigate the effects of foster care on the development of child behavior and psychological functioning taking into account baseline adaptation prior to placement and socioeconomic status at the time of placement.

Further, mothers who at baseline consistently reported higher levels of parental monitoring relative to their child had children who reported greater levels of delinquent behaviors 2 years later, relative to mother — child dyads that did not evidence consistent discrepancies.