Sentences with phrase «attention on behavior problems»

We hypothesized that mothers of young children would prefer prevention / intervention services in primary care more than in other settings, and they would want greater attention on behavior problems during primary care visits than they currently receive.

Not exact matches

When a child starts exhibiting behavior problems, parents will try anything they can think of to get a handle on the situation: consequences for negative behavior; rewards for positive behavior; behavior charts; talking about the behavior; talking about how to change the behavior; ignoring the behavior in the hope it will stop if you don't give it attention; talking about positive ways your child can get your attention.

Children with learning challenges, attention problems, academic weaknesses, constant agitation, irritability or defiance have behaviors that place greater demands on you as the coaching and teaching parent.

-LSB-...] about the possible link between food dyes and attention and behavior problems in children («FDA to Hold Hearings on Possible Link Between Food Dyes and Kids» Behavior &laqubehavior problems in children («FDA to Hold Hearings on Possible Link Between Food Dyes and Kids» Behavior &laquBehavior «-RRB-.

You may remember that we talked here last month about the possible link between food dyes and attention and behavior problems in children («FDA to Hold Hearings on Possible Link Between Food Dyes and Kids» Behavior &laqubehavior problems in children («FDA to Hold Hearings on Possible Link Between Food Dyes and Kids» Behavior &laquBehavior «-RRB-.

The Centers for Disease Control and Prevention and the National Institute on Drug Abuse stress the potential for long - term cognitive impairment, problems with attention and coordination and other risk - taking behaviors due to heavy marijuana use.

The Korean Jindo enjoys human interaction and it requires plenty of attention on a daily basis as well as both mental and physical stimulation to prevent the development of problem behaviors.

Healthy Mental Exercise Using Food to Remind and Reward Vocabulary Teaching, «Come» Teaching, «Sit» Clicker Training Teaching, «Down» Teaching, «Down - Stay» Teaching, «Stay» Teaching, Off» Teaching, «Easy» Teaching, «Let's Go» Teaching, «Wait» at Curbs Teaching, «Wait» in the Car Obedience Classes Huggable, Healthy Dogs Bath Time Nail Trim Nail First Aid Grooming Preventing Broken Teeth Dental Hygiene Nutrition Treats into Treatment Spaying and Neutering Food and Water Older Dog Preventing Behavior Problems Preventing Aggression to Family Preventing Aggressive Play Preventing Destructive Play Preventing Excessive Barking Preventing Excessive Whining Preventing Food Bowl Aggression Preventing Household Destruction Preventing Jumping on People Preventing Separation Anxiety Preventing Attention Seeking Preventing Excessive Licking Preventing Urine Marking

Punishment via Dominance «Dominance» has become the go - to diagnosis for all kinds of problem behaviors, such as pulling on the leash, jumping up, running through the door first, inappropriate elimination, destruction, barking, attention seeking, resource guarding, failure to respond to a command, and aggression toward animals, other dogs, family members, guests, and strangers.

By demanding attention and affection, companion pets force their guardians to focus on the animal's needs, displacing behaviors where people dwell on their own circumstances and problems.

• Comprehend the basics of academic programs assigned to students and create lesson plans accordingly • Assist students in learning concepts by providing them with augmentation on concepts already taught in class • Ascertain that students» weak areas (subjects) are paid special attention to • Motivate and encourage students to provide them with confidence so that they can thrive in an actual classroom environment • Set ground rules for online behavior so that class interruption is minimized • Assist students in developing their study skills in accordance to the needs of each subject • Monitor student progress and ensue that a periodic evaluation is conducted • Handle online technical problems such as video issues or connectivity problems

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

Recent theoretical work suggests that bullying might arise out of early cognitive deficits — including language problems, imperfect causal understanding, and poor inhibitory control — that lead to decreased competence with peers, which over time develops into bullying.14, 15 A small number of studies provide circumstantial evidence that such a hypothesis might have merit7: 1 study found a link between poor early cognitive stimulation and (broadly defined) inappropriate school behavior, 16 and another found cognitive stimulation at age 3 years to be protective against symptoms of attention - deficit disorder at age 7 years.17 A study of Greek children found that academic self - efficacy and deficits in social cognition were related to bullying behavior.18 A large US national survey found that those who perceive themselves as having average or below - average academic achievement (as opposed to very good achievement) are 50 % to 80 % more likely to be bullies.8 Yet these studies are based on cross-sectional surveys, with the variables all measured at a single point in time.

Our findings add insight into the pathways linking early childhood adversity to poor adult wellbeing.29 Complementing past work that focused on physical health, 9 our findings provide information about links between ACEs and early childhood outcomes at the intersection of learning, behavior, and health.29 We found that ACEs experienced in early childhood were associated with poor foundational skills, such as language and literacy, that predispose individuals to low educational attainment and adult literacy, both of which are related to poor health.23, 30 — 33 Attention problems, social problems, and aggression were also associated with ACEs and also have the potential to interfere with children's educational experience given known associations between self - regulatory behavior and academic achievement.34, 35 Consistent with the original ACE study and subsequent research, we found that exposure to more ACEs was associated with more adverse outcomes, suggesting a dose — response association.3 — 8 In fact, experiencing ≥ 3 ACEs was associated with below - average performance or problems in every outcome examined.

Abuse and the media / Abuse or neglect / Abused children / Acceptance (1) / Acceptance (2) / Activities (1) / Activities (2) / Activities (3) / Activities (4) / Activities (5) / Activity / Activity groups / Activity planning / Activity programming / AD / HD approaches / Adhesive Learners / Admissions planning / Adolescence (1) / Adolescence (2) / Adolescent abusers / Adolescent male sexual abusers / Adolescent sexual abusers / Adolescent substance abuse / Adolescents and substance abuse / Adolescents in residential care / Adult attention / Adult attitudes / Adult tasks and treatment provision / Adultism / Adults as enemies / Adults on the team (50 years ago) / Advocacy / Advocacy — children and parents / Affiliation of rejected youth / Affirmation / After residential care / Aggression (1) / Aggression (2) / Aggression (3) / Aggression (4) / Aggression and counter-aggression / Aggression replacement training / Aggression in youth / Aggressive behavior in schools / Aggressive / researchers / AIDS orphans in Uganda / Al Trieschman / Alleviation of stress / Alternative discipline / Alternatives to residential care / Altruism / Ambiguity / An apprenticeship of distress / An arena for learning / An interventive moment / Anger in a disturbed child / Antisocial behavior / Anxiety (1) / Anxiety (2) / Anxious anxiety / Anxious children / Appointments: The panel interview / Approach / Approach to family work / Art / Art of leadership / Arts for offenders / Art therapy (1) / Art therapy (2) / Art therapy (3) / A.S. Neill / Assaultive incidents / Assessing strengths / Assessment (1) / Assessment (2) / Assessment (3) / Assessment and planning / Assessment and treatment / Assessments / Assessment of problems / Assessment with care / Assign appropriate responsibility / Assisting transition / «At - risk» / / Attachment (1) / Attachment (2) / Attachment (3) / Attachment (4) / Attachment and attachment behavior / Attachment and autonomy / Attachment and loss / Attachment and placed children / Attachment issue / Attachment representations / Attachment: Research and practice / Attachment with staff / Attention giving and receiving / Attention seeking / Attitude control / Authority (1) / Authority (2) / Authority, control and respect / Awareness (1) / Awarattention / Adult attitudes / Adult tasks and treatment provision / Adultism / Adults as enemies / Adults on the team (50 years ago) / Advocacy / Advocacy — children and parents / Affiliation of rejected youth / Affirmation / After residential care / Aggression (1) / Aggression (2) / Aggression (3) / Aggression (4) / Aggression and counter-aggression / Aggression replacement training / Aggression in youth / Aggressive behavior in schools / Aggressive / researchers / AIDS orphans in Uganda / Al Trieschman / Alleviation of stress / Alternative discipline / Alternatives to residential care / Altruism / Ambiguity / An apprenticeship of distress / An arena for learning / An interventive moment / Anger in a disturbed child / Antisocial behavior / Anxiety (1) / Anxiety (2) / Anxious anxiety / Anxious children / Appointments: The panel interview / Approach / Approach to family work / Art / Art of leadership / Arts for offenders / Art therapy (1) / Art therapy (2) / Art therapy (3) / A.S. Neill / Assaultive incidents / Assessing strengths / Assessment (1) / Assessment (2) / Assessment (3) / Assessment and planning / Assessment and treatment / Assessments / Assessment of problems / Assessment with care / Assign appropriate responsibility / Assisting transition / «At - risk» / / Attachment (1) / Attachment (2) / Attachment (3) / Attachment (4) / Attachment and attachment behavior / Attachment and autonomy / Attachment and loss / Attachment and placed children / Attachment issue / Attachment representations / Attachment: Research and practice / Attachment with staff / Attention giving and receiving / Attention seeking / Attitude control / Authority (1) / Authority (2) / Authority, control and respect / Awareness (1) / AwarAttention giving and receiving / Attention seeking / Attitude control / Authority (1) / Authority (2) / Authority, control and respect / Awareness (1) / AwarAttention seeking / Attitude control / Authority (1) / Authority (2) / Authority, control and respect / Awareness (1) / Awareness (2)

Items on the YSR make up eight statistically derived scales of co-occurring problems: Anxious / Depressed, Withdrawn / Depressed, Somatic Complaints, Rule - Breaking Behavior, Aggressive Behavior, Social Problems, Thought Problems, and Attention Pproblems: Anxious / Depressed, Withdrawn / Depressed, Somatic Complaints, Rule - Breaking Behavior, Aggressive Behavior, Social Problems, Thought Problems, and Attention PProblems, Thought Problems, and Attention PProblems, and Attention ProblemsProblems.

Comprehensive theoretical models of adolescent problem behavior propose risk and promotive factors at multiple levels of the social environment, including the family, peer, school, and neighborhood contexts.1 — 3 In addition, growing attention is focused on promoting positive youth development, encouraging health - promoting behavior, and investing in resources for youth.4 — 7 Thus, a holistic and comprehensive approach to optimizing adolescent development requires an understanding of factors related to both reducing problem behavior and increasing positive, competent youth behavior.

Roughly 1 h of each session focused on (1) understanding the role of parental reactivity («the low road», Siegel and Hartzell 2004) and its relatedness to stress and fatigue, own upbringing patterns, personal or relational difficulties (e.g., lack of perceived partner support), child mental health problems (e.g., behavior problems), and historically grown parent — child interaction patterns, (2) taking care of yourself as a parent, (3) non-judgmental attention for the child, (4) acceptance of the child and its difficulties, and (5) rupture and repair in the context of parenting.

Luckily, University of Massachusetts researchers have identified four strategies that parents generally rely on that actually fuel behavior problems among teens with attention deficit disorder (ADHD — formerly called ADD).

Nevertheless, greater attention orientation toward happy faces, for children with high CU traits and high ODD - related problems, is in line with data suggesting that adolescent youth with disruptive behaviors exhibit increased reward sensitivity (Byrd et al., 2014) and that CU traits are associated with a tendency to be over-focused on reward (Frick et al., 2003; Frick and White, 2008).

Based on previous findings on attention to emotional stimuli in children with disruptive behaviors (e.g., Kimonis et al., 2012; Hodsoll et al., 2014), we hypothesized that higher levels of CU traits would be associated with reduced attention toward fearful and angry faces, while higher levels of ODD - related problems would be associated with greater attention toward both negative and positive (happy) emotional faces.

I think I finally broke that circle with him, taking the attention «from the food» to the kids) but I think that could be the reason his brother JP who eats everything that gets to his hands since a baby is trying to get my attention but I don't know what else to say or do to prevent those things to happen because he starts sitting with his feet on the table, eats with his hands, I've tried asking him to behave or leave upstairs, tried to make mealtime fun, I've tried ignoring the bad behavior and focusing on the conversation, what has worked because he finishes and ask for permission to leave, the mayor problem that I see is that he is not getting the message that i am trying to send that he is as important as his brother not only during mealtime, and his little sister follows him a lot so now she is standing up and fooling around during lunch just like his brother, sometimes they end up playing running around the table!!!! And I can't ignore, and LM is looking at me like saying «are you going to do something mom??»

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).

Bögels et al. (2008) studied Mindful Parenting for families of adolescents with behavior disorders (ADHD / ODD / autism spectrum disorders)(N = 14), with 8 sessions mindfulness for adolescents and 8 sessions mindful parenting, and found strong improvements on externalizing problems (ES = 1.2), and sustained attention (ES = 1.1).

This article first describes the CaStANET register and subsequently presents some of the findings that have emerged from this resource, with a focus on depression and anxiety, chronic fatigue, attention - deficit / hyperactivity disorder, conduct problems and prosocial behavior.

Because Attention Problems that are persistent over situations may indicate more serious behavior problems than context dependent Attention Problems, we believe that gene finding strategies should focus on this common phProblems that are persistent over situations may indicate more serious behavior problems than context dependent Attention Problems, we believe that gene finding strategies should focus on this common phproblems than context dependent Attention Problems, we believe that gene finding strategies should focus on this common phProblems, we believe that gene finding strategies should focus on this common phenotype.

Furthermore, to date research on the effects of parental psychological problems on emotion socialization focused mainly on parents» internalizing symptoms, such as depressed mood and (to a lesser extent) anxiety, while little attention has been given to the potential negative consequences of parents» externalizing symptoms like outbursts of anger and impulsive behavior.

On the Child Behavior Checklist (CBCL), he scored in the clinical range on externalizing (oppositionality, aggression, rule violation, and conduct problems), internalizing (anxiety, depression), and social and attention problemOn the Child Behavior Checklist (CBCL), he scored in the clinical range on externalizing (oppositionality, aggression, rule violation, and conduct problems), internalizing (anxiety, depression), and social and attention problemon externalizing (oppositionality, aggression, rule violation, and conduct problems), internalizing (anxiety, depression), and social and attention problems.

Bögels et al. (2008) found strong improvements on externalizing problems and sustained attention after mindfulness training for adolescents with behavior disorders (ADHD, Oppositional Defiant Disorders [ODD], and Autism Spectrum Disorders [ASD]-RRB- paralleled by MP for their parents.

The externalizing problems score is the sum of scores on attention problems and aggressive behavior.