Sentences with phrase «child adaptive behavior»

Measures utilized include measures developed by the authors entitled the PIE and Who Does What, the Parenting Stress Index, the Ideas About Parenting Questionnaire, the Quality of Marriage Index, the Couple Communication Questionnaire, and the Child Adaptive Behavior Inventory.

Children's behavior problems were assessed with the Child Adaptive Behavior Inventory.

«Our discovery of the impact of contingent maternal responsivity on child adaptive behavior development underscores the fact that the manifestation of FXS is not just the product of biology, but is ultimately attributable to the dynamic interaction of biology, behavior and environment over lengthy periods of time,» said Steven Warren, Distinguished Professor of Speech - Language - Hearing: Science & Disorders.

Not exact matches

Cunningham AS: Breastfeeding: Adaptive Behavior for Child Health and Longevity (Chapter 9):, in P. Stuart - Macadam, Dettwyler, Katherine A., Breastfeeding: Biocultural Perspectives.

If the child came from an environment where they did not have access to enough food, they might hide or hoard food as an adaptive behavior.

By giving children age - appropriate duties, parents and caregivers can increase the odds that kids will be able to engage in adaptive behaviors whether or not they have a learning disability.

empower families to respond to their child's behavior in a manner that acknowledges past trauma but promotes the learning of new, more adaptive reactions to stress.

Previously, the researchers reported that fifty - six percent of the children in the study showed declines in adaptive behavior at or before the age of ten, with an average age of seven years for the beginning of the decline, both in relation to their peers and in absolute terms.

These optimal outcomes include increased IQ, increased adaptive and social behaviors as well as promoting the normal development of the brain and behavior that optimizes a child's potential to participate meaningfully in the community into their adult years.

The National Scientific Council on the Developing Child housed at the Center on the Developing Child at Harvard University is a multidisciplinary, multi-university collaboration committed to closing the gap between what we know and what we do to promote successful learning, adaptive behavior, and sound physical and mental health for all young children.

The mission of the Council is to synthesize and communicate science to help inform policies that promote successful learning, adaptive behavior, and sound physical and mental health for all young children.

The contribution of children's self - regulation and classroom quality to children's adaptive behaviors in the kindergarten classroom.

The National Scientific Council on the Developing Child is a multidisciplinary, multi-university collaboration committed to closing the gap between what we know and what we do to promote successful learning, adaptive behavior, and sound physical and mental health for all young children.

A child may be found eligible for special education and related services as a child with an intellectual disability if there is an adverse effect on the child's educational performance due to documented characteristics of intellectual disabilities which are described as a significantly sub average general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period.

Intellectual (or Cognitive) Disability, formerly labeled «mental retardation,» is defined by IDEA as «significantly sub-average general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child's educational performance.»

A more recent definition in the context of evaluating child and adolescent treatment defines therapy as any intervention that is designed to alleviate distress, reduce maladaptive behavior, or enhance adaptive functioning and that uses means that include counseling and structured or planned interventions (Weisz, Weiss, Han, Granger, & Morton, 1995).»

• Assist the teacher in classroom activities while catering for emotional, psychological, social and cognitive needs of physically or mentally disabled students • Provide one to one tutoring and reinforce daily lessons in small groups • Identify weak areas of students and develop individualized lesson plans accordingly • Supervise the children during play and lunchtime • Inculcate strong moral and social values among the students to make them responsible citizens • Facilitate the teacher in conducting various classroom activities • Maintain all teaching aids in an organized manner • Devise need - based AV aids to facilitate teaching process • Assess multiple instructional strategies for effectiveness and change the teaching methodology as per requirement • Carefully record and gauge each student's progress and discuss the same regularly with teachers and parents • Encourage students to participate in extracurricular activities and boost their confidence in all possible ways • Communicate home assignments clearly, mark homework and test papers • Assist students in completing classroom assignments • Maintain daily attendance and early departure records • Discuss individual cases of individual needs and interests with teachers and parents of the student • Develop and implement targeted instructional strategies to cater for particular needs of each student • Observe students» behavior at playtime and chalk out a behavioral intervention plan to address any inappropriate, violent or disruptive behavior • Operate adaptive technological equipment single - handedly • Maintain complete confidentiality of student data • Aid physical, speech and rehabilitative therapists in their sessions and encourage the student to cooperate with them

Through play, therapists may help children learn more adaptive behaviors when there are emotional or social skills deficits (Pedro - Carroll & Reddy, 2005).

I utilize a strengths - based approach to assist your child in unlocking their potential and in developing the coping skills and adaptive behaviors needed to succeed.

The raw data from the ADI - R, clinical notes (excluding diagnostic opinion), ADOS, IQ, Vineland Adaptive Behavior Scales standard scores, and Austism Behavior Checklist were independently assessed by 3 experienced raters, each of whom made a separate, blind diagnosis according to DSM - IV criteria (criteria for Asperger's disorder were modified; if a child met criteria for both autism and Asperger's, the child was given a diagnosis of Asperger's).

On the adaptive behavior scale, the mean scores for children in foster care were more than one standard deviation below the norm.

Caregiver discipline may be considered a form of adult adaptive behavior, and good parenting may be considered an aspect of adult social competence, with the micro discipline situation (child misbehavior) serving as a problem that must be solved.

CONCLUSIONS: Studies of Lovaas - based approaches and early intensive behavioral intervention variants and the Early Start Denver Model resulted in some improvements in cognitive performance, language skills, and adaptive behavior skills in some young children with ASDs, although the literature is limited by methodologic concerns.

Executive function predicts adaptive behavior in children with histories of heavy prenatal alcohol exposure and attention - deficit / hyperactivity disorder

Children's adjustment was measured by using the Behavioral Assessment System for Children (BASC)(parent form).23 The BASC is a comprehensive measure of both adaptive and problem behaviors.

These findings suggest that, to the extent that a husband or wife acts in a belligerent manner when resolving a marital dispute, their opposite - sex child will be rated by teachers as showing internalizing behaviors 3 years later.Although anxiety and withdrawal may be adaptive responses to the threatening nature of belligerence, the fact that children's behavior is related to that of their opposite - sex parents is interesting.

In other words, some high - risk children may have benefited from the intervention by enhancing their social behaviors and others may have benefited by developing a more adaptive stress response in anticipation of a social stressor.

[19] demonstrated that attachment styles have a relationship with the rate of homesickness, depression and emotional stability and adaptive behavior of children.

The home visit included a videotaped developmental evaluation of the child, a parent interview about adaptive behavior, and completion of an ITSEA retest questionnaire.

Ethologists believe that children's behaviors can be best understood in terms of their adaptive value.

It is based on the fundamental assumption that adaptive family interactions can play a pivotal role in protecting children from negative influences and that maladaptive family interactions can contribute to the evolution of behavior problems.

Children of mothers receiving PAT and CPAT demonstrated higher rates of positive engagement, and children of CPAT mothers demonstrated higher levels of adaptive behaviors than children in Children of mothers receiving PAT and CPAT demonstrated higher rates of positive engagement, and children of CPAT mothers demonstrated higher levels of adaptive behaviors than children in children of CPAT mothers demonstrated higher levels of adaptive behaviors than children in children in the WLC.

Before reacting to a behavior, agency staff will ask why is the child doing this, what problem are they solving, how is this adaptive for the child?

The National Scientific Council on the Developing Child is a multidisciplinary, multi-university collaboration committed to closing the gap between what we know and what we do to promote successful learning, adaptive behavior, and sound physical and mental health for all young children.

Increase child's adaptive responses (e.g., coping skills) and decrease maladaptive responses (e.g., self - destructive behavior, sexual behavior problems, sexually abusive behaviors) to traumatic experiences or triggers related to traumatic experiences

Play therapists strategically utilize play activity to help children express difficult thoughts and feelings, learn more adaptive behaviors when emotional or social skills deficits are present, promote cognitive development and provide insight and resolution to inner conflicts or dysfunctional thinking.

At two time points (T1 and T2, ~ 15 months apart), we examined early academic skills (school readiness), and parent - reported behavioral adjustment (internalizing and externalizing behavior) and adaptive functioning of a sample of 75 children (45.9 % boys, mean age = 5.17 years) adopted from Russia into US families.

Measures utilized include the Knowledge of Infant Development Inventory, the Parenting Sense of Competence Scale, the Child Maltreatment Precursor Scale, the Home Observation and Measurement of Environment (HOME) Inventory, the Developmental Profile II, and the Adaptive Social Behavior Inventory.

Measures utilized include the Diagnostic Interview Schedule for Children - Parent (DISC - P) version 2, the Child Behavior Checklist for Ages 6 - 18 (CBCL), the Normative Adaptive Behavior Checklist, Home Situations Questionnaire (HSQ), Parenting Stress Index - Short Form (PSI), Parenting Sense of Competence Scale, Parenting Practices Scale, the Social Skills Rating Scale (SSRS), and the Woodcock Johnson Psychoeducational Test.

The authors do not report on child behaviour change but note that ``... in every instance there was a significant improvement in adaptive behavior or decreases in problem behavior» (p. 363).

This assessment battery (Rochester Adaptive Behavior Inventory (RABI), observation of parent - child interaction, Eyberg scale, CBCL) was the primary taxonomic assessment battery.

ASBI, Adaptive Social Behavior Inventory; ASQ, Ages & Stages Questionnaire; BAS II, British Ability Scales Second Edition; BITSEA, Brief Infant - Toddler Social and Emotional Assessment; CDQ, Children's Dietary Questionnaire; CFPQ, Comprehensive Feeding Practices Questionnaire; NHS, National Health Service; SATS, Statutory Assessment Tests; SDQ, Strengths and Difficulties Questionnaire.

Empowering parents to be effective by working collaboratively with them to develop adaptive coping skills (i.e., anger management, relaxation, assertiveness, etc.) to assist them in remaining calm while interacting with their children, to develop non-violent conflict resolution skills, to develop a variety of problem - solving skills related to child rearing, and non-coercive child behavior management skills.

When that child is placed in a foster or adoptive home with caring, responsive, sensitive parents, that same behavior is no longer adaptive.

When the combined data set was separated by intelligence measure, only the younger group (Mullen) displayed moderate correlation between parental depression and adaptive behavior, suggesting that the strength of a linear relationship between these two variables is much stronger in younger deaf children as compared to older deaf children.

In contrast, among fathers of children with SB, parenting stress may initially lead to the use of more adaptive parenting behaviors; however, over time, fathers with high stress levels may be less able to effectively adjust their parenting during the adolescent transition.

The preceding review suggests that adaptive behavior outcome in deaf children is likely to be associated primarily with intelligence or parental depression or a combination of these factors.

The lack of association between parental depression and adaptive behavior scores in the older group (Leiter - R) may be attributed to the time lag between the age of identification and the child's age at neuropsychological testing.

Thus, it is important to understand how parental depression interacts with the deaf child's cognitive development and the effect that this interaction has on the relationship between intelligence and the deaf child's adaptive behavior.

We sought to assess whether adaptive behavior in deaf children was associated with nonverbal intelligence and parental depression.