Sentences with phrase «behavior at all age levels»

A reinforcement of good social behavior at all age levels would be most beneficial.»

Not exact matches

The problems that contribute to unrealistic images of aging must be addressed at both the personal and the systemic levels; healthy old age and its proper representation in society are a matter of public policy as well as of individual behavior.

One policy that may reduce alcohol - use behaviors and impaired driving among young people at a population level is graduated driver licensing (GDL), which increases the driving privileges of young novice drivers as they age and gain more driving experience.

This study does not support the idea of exercise as a strategy to raise brain progranulin levels in symptomatic patients with FTD due to GRN mutations, as we observed no effects on progranulin levels in Grn + / − mice at 4 — 8 months of age, the age range in which these mice begin to develop abnormal behavior and neuronal dysfunction (Filiano et al., 2013).

• Demonstrated ability to provide care and encourage learning and developmental activities and specialized programs • In depth knowledge of creating age - appropriate curriculum and lesson plans to meet the individual needs of students • Communication: Experience communicating with preschoolers by coming down to their intellectual level • Instruction: Ability to create instruction plans aimed at physical, cognitive and social development of children • Management: Knowledge of handling behavior problems and commanding respect in a classroom environment

• Hands - on experience in providing assistance with individualized instruction through well - placed instructional strategies • Skilled in effectively applying methods for enhancing students» working knowledge of core concepts • Excellent skills in recognizing, describing and reporting student behavior and academic progress • Unmatched ability to impart instruction at the student's level of comprehension • Proficient in using a variety of technological tools to communicate with students and provide them with information on complex topics • Adept at recognizing patterns of human development and benchmarks that are typically achieved at different ages • Demonstrated expertise in designing and using age - appropriate materials for instructional enforcement • Documented success in establishing positive relationships with students to promote student self - esteem • Proven ability to mediate student conflicts and handle behavior management duties • Qualified to use appropriate strategies and techniques to provide dedicated instructional support • Able to effectively conduct small group and individualized instruction as part of the class instruction program • Special talent for assisting teachers with planning and organizing instructional activities and developing classroom procedures • Track record of demonstrating awareness of and respect for diversity amongst students • Proven record of applying disciplinary directives in an impartial and consistent manner

Logistic regression analyses were conducted to investigate the mediation hypotheses, using an established 3 - step procedure.48 First, we investigated whether there was a significant bivariate association between a high level of maladaptive parenting (operationally defined as ≥ 3 maladaptive parenting behaviors) or abuse during childhood or early adolescence (by a mean age of 14 years) and risk for suicide attempts during late adolescence or early adulthood (reported at a mean age of 22 years) and whether the magnitude of this association was reduced when interpersonal difficulties during middle adolescence (reported at a mean age of 16 years) were controlled statistically.

Intervention effects occurred predominantly among families reporting high levels of problem behavior at child age 2.

Any child may show inattention, distractibility, impulsivity, or hyperactivity at times, but the child with ADHD shows these symptoms and behaviors more frequently and severely than other children of the same age or developmental level.

Children exhibiting elevated levels of disruptive behaviors [oppositional defiant disorder (ODD) and conduct disorder (CD)-RSB- and / or the problems from the broadband externalizing spectrum often follow a life - course trajectory of conduct problems (i.e., repetitive and persistent patterns of behavior that violate the rights of the others and major age - appropriate societal norms or rules, respectively) that place them at greater risk of later antisocial behavior during adolescence (Odgers et al., 2008; Hyde et al., 2013).

After controlling for age at adoption, age, the adoptive mother's education level, household income, and the girls» corresponding behavior problems from the second wave of data (2 years prior), we found that that the association between NCR - family stress and the adopted Chinese girls» internalizing problems and externalizing problems was mediated by authoritarian parenting and moderated by authoritative parenting.

A child with ADHD shows these symptoms and behaviors more often and more strongly than other children at the same age or the same developmental level.

High CU levels at age 3 were predictive of higher levels of CU traits (callousness, uncaring, unemotional, total), a higher number of ODD symptoms, CAS total aggression, relational aggression, CBCL emotionally withdrawn, aggressive behavior, internalizing, externalizing and total scores, lower scores in functional impairment and high risk of use of services.

Second, we examined whether the congruence or incongruence of maternal depressive symptoms between pregnancy and early postnatal period, represented by the change of levels of maternal depressive symptoms between pregnancy and postnatal period, influences frontal EEG activity and functional connectivity, as well as internalizing and externalizing behaviors at 24 months of age.

The results indicated infants with autonomous foster parents and infants placed at younger ages showed higher early and overall levels of secure behavior, less avoidant behavior, and more coherent attachment strategies compared to infants placed with nonautonomous foster parents.

At 54 months of age, S / S children in the foster care group had the lowest levels of externalizing behavior, while children with the S / S genotype in the care as usual group demonstrated the highest rates of externalizing behavior.

The main results can be summarized as follows: (1) Synchrony during early mother - child interactions has neurophysiological correlates [85] as evidenced though the study of vagal tone [78], cortisol levels [80], and skin conductance [79]; (2) Synchrony impacts infant's cognitive processing [64], school adjustment [86], learning of word - object relations [87], naming of object wholes more than object parts [88]; and IQ [67], [89]; (3) Synchrony is correlated with and / or predicts better adaptation overall (e.g., the capacity for empathy in adolescence [89]; symbolic play and internal state speech [77]; the relation between mind - related comments and attachment security [90], [91]; and mutual initiation and mutual compliance [74], [92]-RRB-; (3) Lack of synchrony is related to at risk individuals and / or temperamental difficulties such as home observation in identifying problem dyads [93], as well as mother - reported internalizing behaviors [94]; (4) Synchrony has been observable within several behavioral or sensorial modalities: smile strength and eye constriction [52]; tonal and temporal analysis of vocal interactions [95](although, the association between vocal interactions and synchrony differs between immigrant (lower synchrony) and non-immigrant groups [84]-RRB-; mutual gaze [96]; and coordinated movements [37]; (5) Each partner (including the infant) appears to play a role in restoring synchrony during interactions: children have coping behaviors for repairing interactive mismatches [97]; and infants are able to communicate intent and to respond to the intent expressed by the mother at the age of 2 months [98].

The study goal was to identify screening items with excellent measurement properties at sub-clinical to clinical levels of disruptive behavior problems within the developmental context of preschool - aged children.