Sentences with phrase «typical behaviors include»

Typical behaviors include panting, pacing, barking, and restlessness.

Typical behavior includes:

Not exact matches

Positive parenting behaviors included fathers» reports of playing games, singing songs, and reading stories to their children ≥ 3 days in a typical week.

On topic question topics included the mayor's proposed $ 20 million allocation for arts programs and whether this is all new spending, whether it's typical for elementary schools to have arts teachers, the mayor's proposed $ 4.4 billion capital spending to address classroom overcrowding, how many new classroom seats that spending would produce and where they would be located, whether all trailers used by schools would be eliminated, the definition of «problematic behavior» used in dealing with the Absent Teacher Reserve, what the state funding to be used for middle school after school programs would have otherwise been used for and DoE support for schools that will participate in the program providing increased school autonomy.

Other areas of minor emphasis will include case studies in dumb behavior not to emulate, typical investments that have a hidden or not widely - discussed risk, and even articles on convertible stocks which let you collect income upfront and convert into common stock at a certain ratio that can be conducive to an investor that wants income now while leaving the door open to the possibility of large capital gains that can help improve your net worth.

Typical behaviors a dog may display include depression, fear, aggression, and dependence.

«Typical cat behavior issues can include litter box problems and clawing at personal belongings,» Shikashio says.

Typical cat behaviors include purring, hissing, kneading, and ear or tail motion.

In this fun and dynamic puppy class, you learn how to solve typical behavior problems including mouthing, chewing and potty training and how to prevent serious problems that could develop later.

Male dogs will continue to display typical male behavior including marking (hopefully outside); show interest in female dogs when they are in heat; could develop prostate enlargement / infections later in life.

Typical «I'm in pain» behavior includes hiding, refusing to eat, sluggish or slow movement, vocalizing, trying to bite when touched, shaking, and panting.

Typical signs include: unsteadiness or staggering, forgetting commands or failure to recognize familiar people, unexplained aggressiveness or puppy - like behavior, development of obsessive behaviors, loss of bladder control, change in appetite, loss of hearing or sight, seizures, labored breathing, or whimpering or head shaking, loss of bladder control, change in appetite, loss of hearing or sight, seizures, labored breathing, or whimpering or head shaking.

«a lawyer may not shut his eyes to conduct reflecting generally recognized symptoms of impairment» such as ongoing memory or other inexplicable behavior not typical of the affected lawyer, including even a single aberrant act.

Although Runcie wouldn't discuss specifics, typical services for such a student include sessions with licensed therapists, ongoing assessments of behavior, and accommodations such as extra time on tests, experts say.

Some typical responsibilities of this professional include: • Cleaning and maintaining animals» area • Preparing food for animals and serving in a safe manner • Removing animal excrement • Observing the behavior... Read More»

Typical coursework for these programs include counseling theories, learning and behavior disorders, human development, and counseling ethics.

It includes questions that reflect typical behaviors of addiction.

Trajectories of Offending Behavior Having reviewed trends in female offending patterns, subsequent interactions with the justice system, and the ultimate outcomes of such offending, I now turn my attention to what is known about how girls get into trouble in the first place, including typical trajectories of offending (in this section) as well as risk and protective factors (in the section that follows).

Typical presenting problems include concerns about attention / ADHD, learning, trauma / PTSD, depression, anxiety, memory, disruptive behavior, hyperactivity, social interactions / Autism, dementia, neurobehavioral disorders, traumatic brain injury, and cognitive impairments among others.

Typical presenting problems include concerns about attention / ADHD, hyperactivity, trauma / PTSD, depression, anxiety, disruptive behavior, social interactions / Autism, life stress, and cognitive impairments among others.

Examples of promotion programs include social marketing efforts that encourage parents to talk to and play with their infants and toddlers, social - emotional screening during well - child visits, or parent telephone «warmlines» that encourage calls from those with questions about typical child behaviors and development.

Second, we establish clear, simple activity rules for every activity during the day that include typical, socially appropriate behaviors that are expected of the children, as well as specific rules of the activity.

These behaviors include losing control while eating and eating significantly more than what is typical of others.

A typical day includes academic support in the morning and multiple therapy groups based on dialectical behavior therapy in the afternoon.

It is well - documented that aggressive behaviors (e.g., hit, kick, bite) during early childhood are universal, and that typical development includes an increase in self - regulation concomitant with reduction in displays of aggression (Alink et al. 2006; Keenan et al. 1998; Tremblay 2000).

The ASQ includes five scales: (1) ASQ - F1, «Confidence in relationships»; higher scores in this subscale indicate a secure attachment (e.g., «I find it relatively easy to get close to other people»); (2) ASQ - F2, «Need for approval» denotes both worried and fearful aspects of attachment, characterized by an individual's need for others» approval and acceptance (e.g., «It's important for me to avoid doing things that others won't like»); (3) ASQ - F3: the subjects» anxious behavior in searching for others, motivated by the necessity to fulfill dependency needs, is depicted by the subscale «Preoccupation with relationships»; it represents a central topic in the conceptualization of anxious / ambivalent attachment (e.g., «It's very important for me to have a close relationship»); (4) ASQ - F4, «Discomfort with closeness» reflects an avoidant attachment (e.g., «I prefer to keep to myself»), and (5) ASQ - F5 «Relationships as secondary» is typical of a dismissive style, in which subjects tend to emphasize achievements and independence, in order to protect themselves against hurt and vulnerability (e.g., «To ask for help is to admit that you're a failure»).