Sentences with phrase «scores on the child behavior»

Measures included IQ, reading, math and language proficiency, scores on the Child Behavior Checklist, length of time in residence, and number of placements.

Children with current sleep problems were more likely still to be nursed to sleep by an adult and had slightly higher mean scores on Child Behavior Check List subscales for Aggressive Behavior (54 vs 52) and Somatic Problems (55 vs 53).

Not exact matches

In other words, 1) the level of the parents» skill seems to have a greater effect on the child's development than anything else, 2) higher quality child care leads to high vocabulary scores and 3) the more time a child spends in childcare, the more likely she is to misbehave or resort to behaviors like biting or hitting.

Children without a regular bedtime tended to score worse on a measure of behavior problems such as acting unhappy, getting into fights and being inconsiderate.

Findings from the National Early Head Start Research and Evaluation project, a rigorous Congressionally - mandated study, indicate that the program had modest but positive impacts on EHS children at age three in cognitive, language, and social - emotional development, compared to a control group.xxiii In addition, their parents scored higher than control group parents on such aspects of the home environment as parenting behavior and knowledge of infant - toddler development.

At this point in time the aim was to measure the scores of the children on the so - called Strengths and Difficulties Questionnaire (SDQ), which is a tool for screening children and adolescents's behavior, emotions and peer relationships.

Teresa Doyle and Ursula Bellugi of the Salk Institute, along with Julie Korenberg and John Graham of UCLA and Cedars - Sinai Medical Center, Los Angeles, found that children with Williams syndrome scored significantly higher on tests measuring behavior in social situations, including their ability to remember names and faces, eagerness to please others, empathy with others» emotions and tendency to approach strangers.

The study, which followed 147 preschoolers in 21 settings, showed that children taught using the Tools method scored significantly higher than did their counterparts on tests of «executive function skills,» such as the ability to keep their behavior in check, control their impulses, and focus — skills that certainly don't hurt when it comes to learning to read.

Like the Cook research on behavior, the Rockoff and Lockwood study finds that the negative achievement effect on children who moved into middle school «persists at least through 8th grade, the highest grade for which we could obtain test scores.»

During middle school, for example, students from elementary schools that had implemented the Developmental Studies Center's Child Development Project — a program that emphasizes community building — were found to outperform middle school students from comparison elementary schools on academic outcomes (higher grade - point averages and achievement test scores), teacher ratings of behavior (better academic engagement, respectful behavior, and social skills), and self - reported misbehavior (less misconduct in school and fewer delinquent acts)(Battistich, 2001).

Results indicated that ABC participants had significantly lower scores on total child abuse potential, parenting stress, and child internalizing and externalizing behavior than control subjects.

Descriptive statistics were used to calculate: the demographic data of the mothers and children, information about the children's visits with their fathers, and scores on the JCTS2F (scores and rates of the presence of IPV), the Japanese version of the HADS (scores and rates of definite cases), and the Japanese version of the CB - CL (scores and rates of problem behaviors in the clinical range).

The children's average scores and the rates of scores in the clinical range on the Japanese version of the CBCL were: withdrawn behavior = 2.8 (SD = 3.0) and 6 (11.8 %); somatic complaints = 2.5 (SD = 3.3) and 12 (23.5 %); anxious / depressed = 5.7 (SD = 5.7) and 9 (17.6 %); social problems = 2.8 (SD = 2.6) and 5 (9.8 %); thought problems = 1.3 (SD = 1.7) and 15 (29.4 %); attention problems = 4.5 (SD

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

As a check on our own measure of bullying, we performed the same analysis using the short - form Behavior Problems Index, which includes a validated antisocial score for each child.31 (We revised the Antisocial scale by subtracting the values of the answers to the bullying question, which would otherwise contribute to the Antisocial scale.)

Mean (and SE) distribution of critical situational behavior and coping style scores based on the point and the child.

Group differences in the Child Behavior Checklist scores showed that parents in the intervention group reported higher scores than those in the UC group on the aggressive behavior subscale (7.74 vs 6.80; adjusted β, 0.83 [95 % CI, 0.37 - 1.30]-RRB-, although neither group reached a subscale score of clinical significance (the cutoff for this age is 22 years)(Table 3).14 There were no group differences in reported sleep problems or problems with depression or Behavior Checklist scores showed that parents in the intervention group reported higher scores than those in the UC group on the aggressive behavior subscale (7.74 vs 6.80; adjusted β, 0.83 [95 % CI, 0.37 - 1.30]-RRB-, although neither group reached a subscale score of clinical significance (the cutoff for this age is 22 years)(Table 3).14 There were no group differences in reported sleep problems or problems with depression or behavior subscale (7.74 vs 6.80; adjusted β, 0.83 [95 % CI, 0.37 - 1.30]-RRB-, although neither group reached a subscale score of clinical significance (the cutoff for this age is 22 years)(Table 3).14 There were no group differences in reported sleep problems or problems with depression or anxiety.

In the literature, NFP is associated with having a positive impact on child achievement test scores and positive behaviors, as well as a reduction in child abuse reports, emergency room visits, and arrests by age 15 (Karoly et al., 2006).

Main Outcome Measures Child diagnoses based on the Kiddie Schedule for Affective Disorders and Schizophrenia; child symptoms based on the Child Behavior Checklist; child functioning based on the Child Global Assessment Scale in mothers whose depression with treatment remitted with a score of 7 or lower or whose depression did not remit with a score higher than 7 on the Hamilton Rating Scale for DepresChild diagnoses based on the Kiddie Schedule for Affective Disorders and Schizophrenia; child symptoms based on the Child Behavior Checklist; child functioning based on the Child Global Assessment Scale in mothers whose depression with treatment remitted with a score of 7 or lower or whose depression did not remit with a score higher than 7 on the Hamilton Rating Scale for Depreschild symptoms based on the Child Behavior Checklist; child functioning based on the Child Global Assessment Scale in mothers whose depression with treatment remitted with a score of 7 or lower or whose depression did not remit with a score higher than 7 on the Hamilton Rating Scale for DepresChild Behavior Checklist; child functioning based on the Child Global Assessment Scale in mothers whose depression with treatment remitted with a score of 7 or lower or whose depression did not remit with a score higher than 7 on the Hamilton Rating Scale for Depreschild functioning based on the Child Global Assessment Scale in mothers whose depression with treatment remitted with a score of 7 or lower or whose depression did not remit with a score higher than 7 on the Hamilton Rating Scale for DepresChild Global Assessment Scale in mothers whose depression with treatment remitted with a score of 7 or lower or whose depression did not remit with a score higher than 7 on the Hamilton Rating Scale for Depression.

At 24 months, externalising scores in the intervention and control groups were similar (mean 11.9 (SD 7.2) v 12.9 (7.4)-RRB-; however, on the parent behavior checklist subscale scores, intervention group parents were less likely to report harsh / abusive parenting (mean 38.9 (SD 7.7) v 40.5 (8.8); adjusted mean difference − 1.83, 95 % confidence interval − 3.12 to − 0.55) and unreasonable expectations of child development (40.9 (9.9) v 42.7 (9.6); − 2.18, − 3.74 to − 0.62).

At the beginning of the study, all of the children scored similarly on a scale that measures the severity of behavior problems between 0 and 36 and the frequency of those problems between 36 and 252.

It is therefore important that pediatricians and other service providers follow up on positive BITSEA scores, by engaging parents in a dialogue about children's difficulties (and strengths) and determining how much the reported behaviors interfere with children's developmental progress and families» day - to - day life (i.e., the extent to which these behaviors are associated with impairment).

Consistent with earlier findings, the mean scores for mothers» responses on the Child Behavior Checklist (externalizing and each syndrome) were comparable to those for nonreferred children reported by Achenbach and Rescorla, 25 which indicated that levels of behavioral problems for HS children were similar to those for generally healthy children.

However, other studies have found that father contact has a detrimental effect on children's math scores, delinquency, and behavior problems.

In this study, Hungarian researchers found that participants who reported negative parent - child interactions tended to show more self - punishing behaviors and scored lower on self - worth measures.

Results showed that children in the intervention condition showed improvement on BASC scores for improvement in behavior, social problem - solving skills, and communication abilities.

Intervention group pairs had higher scores in empathic responsiveness and goal - corrected partnership and lower scores on angry behavior by the child than anxious control pairs.

Source: U.S. Department of Health and Human Services Father involvement has a unique impact on children's outcomes, including cognitive development, achievement, math and reading scores, as well as behavior.

score on the Delinquency scale of the Child Behavior Checklist (CBCL) of 70 or greater (indicating behavior problems more serious than 98 percent of peers of the same age aBehavior Checklist (CBCL) of 70 or greater (indicating behavior problems more serious than 98 percent of peers of the same age abehavior problems more serious than 98 percent of peers of the same age and sex).

Externalizing behaviors: children who scored high on these behaviors tended to demonstrate such behaviors as (over) activity, aggression / defiance, peer aggression, and emotional negativity.

Items are scored on a 3 - point scale from 0 (not true) to 2 (certainly true) indicating how well they correspond to the child's behavior during the past 6 months.

Children were eligible for inclusion if their parents had scored them above the 98th percentile on the Aggression or Delinquency Scales of the Child Behavior Checklist (CBCL).

Treatment group children's externalizing behaviors decreased, their total score on the CBCL improved, and fewer disruptive behaviors were reported on the ECBI.

An analysis was conducted on the pre - and post-Symptom Checklist scores, measuring the child's improvement on six symptom categories (behavior, emotion, cognition, relationships, physical, and moral / spiritual).

The study used a variety of sources to measure outcomes, including mother, teacher, and child reports (e.g., on child behavior), school records (e.g., achievement test scores, GPA), and state administrative records (e.g., receipt of welfare and other government assistance).

Students who scored in the clinical range on the Emotional Symptoms Scale were given The Diagnostic Interview for Children and Adolescents IV, to assess suicidal ideation and behavior, and depressive and anxiety disorders.

Children of highly conflicted parents score lower on the Piers - Harris test and were rated by their parents as having more psychosomatic and behavior problems than children in low conflict fChildren of highly conflicted parents score lower on the Piers - Harris test and were rated by their parents as having more psychosomatic and behavior problems than children in low conflict fchildren in low conflict families.

For parent report measures (such as the Child Behavior Checklist [CBCL]-RRB-, the parent may have more information about the child due to the treatment, and may be more honest on the measure, so the score may gChild Behavior Checklist [CBCL]-RRB-, the parent may have more information about the child due to the treatment, and may be more honest on the measure, so the score may gchild due to the treatment, and may be more honest on the measure, so the score may go up.

If (complete) data on child behavior was available from one of the parents (child problem behavior) or from one of the two home visits (child prosocial behavior), this was taken as the best estimate of the missing scores per wave.

Archival data from psychological evaluations conducted on 174 children ages 5 — 18 through a hospital - affiliated outpatient psychology clinic were analyzed, focusing on mothers» and fathers» scores on the syndrome and index scales of the Child Behavior Checklist (CBCL).

Using a total sample (N = 2,572) and subsample (n = 441) of children ages 3 — 18 years old, the purpose of this study was to assess whether cumulative types of family violence lead to higher mean externalizing behavior scores and to examine the effects of single types of indirect and direct family violence on children's mean externalizing behavior scores.

The current study evaluated the factor structure, psychometric properties, and validity of scores on a comprehensive measure of CU traits, the Inventory of Callous - Unemotional Traits (ICU), in relation to measures of antisocial / prosocial behavior and emotional processing, administered to preschool children.

For study inclusion, the mother had to rate their child above the clinically significant range (T - score ≥ 60) on a measure of child EBP (Eyberg Child Behavior Inventory; Eyberg & Pincus, 1999), be willing to come to treatment every day (Monday — Friday) during a 2 - week period, and both mother and child had to be able to speak and understand Engchild above the clinically significant range (T - score ≥ 60) on a measure of child EBP (Eyberg Child Behavior Inventory; Eyberg & Pincus, 1999), be willing to come to treatment every day (Monday — Friday) during a 2 - week period, and both mother and child had to be able to speak and understand Engchild EBP (Eyberg Child Behavior Inventory; Eyberg & Pincus, 1999), be willing to come to treatment every day (Monday — Friday) during a 2 - week period, and both mother and child had to be able to speak and understand EngChild Behavior Inventory; Eyberg & Pincus, 1999), be willing to come to treatment every day (Monday — Friday) during a 2 - week period, and both mother and child had to be able to speak and understand Engchild had to be able to speak and understand English.

In a recent study on early adaptation to school in young children, McIntyre and colleagues (2006) found that children who had a higher degree of adaptability and intelligence at 36 months were less likely to exhibit behavior problems and more likely to have more positive student — teacher relationship at 60 months than children with lower intelligence and adaptive behavior scores.

Although we used aggregate scores based on father - reports and mother - reports of child behavior problems and we observed child prosocial behavior in the home, future studies should include observations of child externalizing problems and interviews of child internalizing problems (e.g., the Berkeley Puppet Interview; Ringoot et al. 2013) to avoid potential response biases based on parents» own psychological difficulties.

A study involving 238 Dutch deaf children reported that higher intelligence was associated with better scores on social problems, thought problems, and attention problems of the child behavior checklist (van Eldik, Treffers, Veerman, & Verhulst, 2004).

Moreover, in contrast to a previous report on the present sample (Asscher et al. 2008) which focused on short - term effects (by comparing pre - and posttest scores), in the present study we extend prior research by examining program effects on long term growth in maternal sense of competence, maternal parenting behavior, and child problem behavior over a period of 12 months.

A mean score on the following rating scales: avoidance (i.e., child's tendency to avoid interacting with mother), enthusiasm (i.e., child's positive excitement and high level of energy - reverse coded), noncompliance (i.e., child's tendency to refuse to follow mother's directions), affection (i.e., positive affect - reverse coded) and negativity (i.e., child's anger, dislike, and hostility), was used as a measure of child uncooperative behavior.

Studies which compare the stress scores between parents of children with ASD contrasted with parents of children with other disability, offer as explanation for the higher levels of stress in parents of children with ASD, differences in the behavior problems, aggression, obsessive - compulsive rituals, sleep problems, or the externalizing aspects which have major influence on the family.

Research on psychosocial adjustment of children with IBD suggests that they may be at risk for more difficulty than healthy children, but average scores on measures such as the Child Behavior Checklist (CBCL; Achenbach, 1991) do not reach clinical significance.