Similarly, a pattern of better
behavioral outcomes for children in FAST schools is evident in Phoenix but not San Antonio.
The most salient predictor of worst emotional and
behavioral outcomes for children of divorce is parental conflict (Zill, Morrison, & Coiro, 1993; Zimiles & Lee, 1991).
A lack of involvement of fathers is associated with negative emotional, social, academic and
behavioral outcomes for children.
More specifically, plenty of studies demonstrated that negative family functioning and unhealthy parenting are often linked to worse emotional and
behavioral outcomes for a child, including more opportunities for conduct problems, peer problems, eating disorders, substance abuse, internalized problems (i.e., anxiety and depression), and less positive outcomes such as diminished social competence and self - esteem later in life (Scaramella et al., 1999; Smetana et al., 2002; Barnes et al., 2006; Dishion et al., 2008; Abu - Rayya and Yang, 2012; Letourneau et al., 2013; Ferro and Boyle, 2014; Angley et al., 2015).
Not exact matches
Behavioral and Socioemotional
Outcomes Through Age 5 of the Legacy
for Children ™ Parenting Program Learn how the Legacy program affected children (Published: April 1
Children ™ Parenting Program Learn how the Legacy program affected
children (Published: April 1
children (Published: April 18, 2013)
«We have come a long way in improving
outcomes for babies born early, but more research is needed to understand long term developmental
outcomes,» says senior author Julie Lumeng, M.D., a developmental and
behavioral pediatrician at C.S. Mott
Children's Hospital.
«We've known
for a long time that DHA is associated with improvements in visual, cognitive and
behavioral development in early life, but these results suggest that DHA may also have a role in promoting a leaner, healthier growth
outcome for children.
«New study holds hope
for improving
outcomes for children exposed to methamphetamine: Supportive home environment may reduce
behavioral, emotional issues.»
«The time parents spend with
children is regarded as critical
for positive cognitive,
behavioral and academic
outcomes,» she said.
Using data from a sample of 2,615 active duty military families, living at designated military installations with a
child ages 3 - 17, a group of researchers led by Dr. Patricia Lester, of the University of California, Los Angeles (UCLA) Semel Institute
for Neuroscience and Human Behavior, examined the impact of FOCUS on
behavioral health
outcomes, including depression, anxiety, and
child pro-social behavior over two follow up assessments.
Family - level preventive intervention can lead to improved
behavioral health
outcomes for military families affected by wartime deployment, a new study published in the January 2016 issue of the Journal of the American Academy of
Child and Adolescent Psychiatry (JAACAP) reports.
Since the passage of No
Child Left Behind, school districts around the country have been encouraged to use programs that are scientifically proven to effectively improve academic and
behavioral outcomes for students.
Shep's groundbreaking longitudinal study of African American
children growing up in the Woodlawn area of Chicago was among the first community studies to identify risk factors
for negative health and
behavioral outcomes in an urban, minority population.
Our model is a whole school, whole
child framework to create trauma - sensitive schools that will improve academic,
behavioral, and social - emotional
outcomes for students.
This unsupervised time puts
children at risk
for negative
outcomes such as academic and
behavioral problems, drug use and other types of risky behavior, yet schools with a need to slash costs in an era of constrained budgets often choose to scrap their afterschool programming.
(1997) E652: Current Research in Post-School Transition Planning (2003) E586: Curriculum Access and Universal Design
for Learning (1999) E626: Developing Social Competence
for All Students (2002) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E608: Five Homework Strategies
for Teaching Students with Disabilities (2001) E654: Five Strategies to Limit the Burdens of Paperwork (2003) E571: Functional Behavior Assessment and Behavior Intervention Plans (1998) E628: Helping Students with Disabilities Participate in Standards - Based Mathematics Curriculum (2002) E625: Helping Students with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School
Outcomes for Students with Emotional and
Behavioral Disorders (2000) E564: Including Students with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577: Learning Strategies (1999) E587: Paraeducators: Factors That Influence Their Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and Meetings (1994) E593: Planning Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide
Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension
for Students with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings
for Reading Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention
for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional
Behavioral Assessments (FBAs) and
Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in
Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusion?
Mission: To expand the mentoring field's regional capacity to reach more school - aged
children with caring, committed adult mentors, using best practices, training and professional support to achieve lifelong positive educational and
behavioral outcomes for youth.
In March 2018, St. David's Center will open a multidisciplinary early intervention center aimed at strengthening parent -
child relationships, addressing the
behavioral and developmental needs that so often appear in
children ages birth to five who have faced trauma, improving
outcomes for East African
children diagnosed with autism, and supporting families toward wellbeing.
Summary: (To include comparison groups,
outcomes, measures, notable limitations) The study evaluated a 12 - session group treatment program
for preschool
children with interpersonal problematic sexual behaviors (PSB)[now called Problematic Sexual Behavior — Cognitive - Behavioral Therapy Program for Preschool Ch
children with interpersonal problematic sexual behaviors (PSB)[now called Problematic Sexual Behavior — Cognitive -
Behavioral Therapy Program
for Preschool
ChildrenChildren].
All analyses were stratified by gender and cohort («younger cohort» refers to those transitioning from junior high / middle school to high school and «older cohort» refers to those transitioning from high school to young adulthood) to assess the differential impact of mothers and fathers on
children of the same or opposite sex, and potential differences in the relationship between parental influence and
behavioral outcomes for the younger versus older cohort.
In 2010, more than 1 in 5
children were reported to be living in poverty.6, 10 Economic disadvantage is among the most potent risks for behavioral and emotional problems due to increased exposure to environmental, familial, and psychosocial risks.11 — 13 In families in which parents are in military service, parental deployment and return has been determined to be a risk factor for behavioral and emotional problems in children.14 Data from the 2003 National Survey of Children's Health demonstrated a strong linear relationship between increasing number of psychosocial risks and many poor health outcomes, including social - emotional health.15 The Adverse Childhood Experience Study surveyed 17000 adults about early traumatic and stressful expe
children were reported to be living in poverty.6, 10 Economic disadvantage is among the most potent risks
for behavioral and emotional problems due to increased exposure to environmental, familial, and psychosocial risks.11 — 13 In families in which parents are in military service, parental deployment and return has been determined to be a risk factor
for behavioral and emotional problems in
children.14 Data from the 2003 National Survey of Children's Health demonstrated a strong linear relationship between increasing number of psychosocial risks and many poor health outcomes, including social - emotional health.15 The Adverse Childhood Experience Study surveyed 17000 adults about early traumatic and stressful expe
children.14 Data from the 2003 National Survey of
Children's Health demonstrated a strong linear relationship between increasing number of psychosocial risks and many poor health outcomes, including social - emotional health.15 The Adverse Childhood Experience Study surveyed 17000 adults about early traumatic and stressful expe
Children's Health demonstrated a strong linear relationship between increasing number of psychosocial risks and many poor health
outcomes, including social - emotional health.15 The Adverse Childhood Experience Study surveyed 17000 adults about early traumatic and stressful experiences.
Critically ill
children hospitalized in intensive care units (ICUs) are especially vulnerable to a multitude of short - and long - term, negative emotional,
behavioral, and academic
outcomes, including a higher risk of posttraumatic stress disorder (PTSD) and a greater need
for psychiatric treatment, compared with matched hospitalized
children who do not require intensive care.3 In addition, the parents of these
children are at risk
for the development of PTSD, as well as other negative emotional
outcomes (eg, depression and anxiety disorders).4 — 6
These
children are especially vulnerable to a multitude of short - and long - term negative emotional,
behavioral, and academic
outcomes, including a higher risk of posttraumatic stress disorder (PTSD) and a greater need
for psychiatric treatment, compared with matched hospitalized
children who do not require intensive care.
Home - based
behavioral interventions
for young
children with autism / pervasive developmental disorder: a preliminary evaluation of
outcome in relation to
child age and intensity of service delivery
Relative to
children with no ACEs,
children who experienced ACEs had increased odds of having below - average academic skills including poor literacy skills, as well as attention problems, social problems, and aggression, placing them at significant risk
for poor school achievement, which is associated with poor health.23 Our study adds to the growing literature on adverse
outcomes associated with ACEs3 — 9,24 — 28 by pointing to ACEs during early childhood as a risk factor
for child academic and
behavioral problems that have implications
for education and health trajectories, as well as achievement gaps and health disparities.
Outcomes at 36 - month follow - up showed that
children in the Early Start series had higher rates of general practitioner contact (P <.05), higher rates of well -
child care (P <.05), lower rates of hospital attendance
for unintentional injury (P <.01), lower rates of parentally reported
child abuse (P <.01), greater use of preschool education (P <.05), more positive and less punitive parenting (P <.05), and lower rates of childhood
behavioral problems (P <.05).
Efficacy of cognitive -
behavioral treatment and fire safety education
for children who set fires: initial and follow - up
outcomes.
It is important to know whether infants and toddlers with
behavioral regulation problems wind up watching more media, as this is a vulnerable population that is already at risk
for adverse developmental
outcomes.20 Perhaps more importantly,
child behavior could be an important residual confounder in the relationship between media and
child development documented in the literature to date.
CONTEXT: Early intensive
behavioral and developmental interventions
for young
children with autism spectrum disorders (ASDs) may enhance developmental
outcomes.
First, significant benefits were observed
for a number of
child outcomes, including childhood hospital attendance
for unintentional injury (P <.05), parentally reported harsh discipline (P <.05), punitive parenting (P <.05), parental competence (P <.01), and parentally reported
child behavioral problems (P <.05).
Intensity of supervision and
outcome for preschool aged
children receiving early and intensive
behavioral interventions: a preliminary study
The family unit is the primary context
for providing the nurturance, resources, and opportunities essential
for healthy development.7 Key parenting skills associated with positive
child outcomes in early and middle childhood include warm, affectionate interactions that are responsive to
children's needs («warmth»), firm discipline in terms of the setting of developmentally appropriate limits and expectations
for children's behavior («control»), and an absence of irritable, angry affect («irritability»).7, 8 These
behavioral dimensions can be combined to classify a number of «styles» of parenting.
The average number of ACEs
for children with poor academic and
behavioral outcomes was higher
for all
outcomes examined (1.2 — 1.54) compared with those without (0.92 — 0.97).
The purpose of this study was to evaluate the effects of a preventive educational -
behavioral intervention program, the Creating Opportunities
for Parent Empowerment (COPE) program, initiated early in the intensive care unit hospitalization on the mental health / psychosocial
outcomes of critically ill young
children and their mothers.
Research shows that improving organizational climates in
child welfare agencies may enhance
outcomes for the
children, youth, and families they serve.3 To provide a more holistic view of wellness, this section offers information, materials, and tools
for supporting and promoting the
behavioral health and wellness of
children and families involved with
child welfare, in addition to resources on worker and organizational wellness.
Bringing Families Together: Models of Hope and Recovery Center
for Children and Family Futures & Substance Abuse and Mental Health Services Administration (2012) Presents a video on how communities are strengthening linkages and overcoming barriers among child welfare, behavioral / mental health services, substance use treatment, and the court systems to improve outcomes for children and f
Children and Family Futures & Substance Abuse and Mental Health Services Administration (2012) Presents a video on how communities are strengthening linkages and overcoming barriers among
child welfare,
behavioral / mental health services, substance use treatment, and the court systems to improve
outcomes for children and f
children and families.
While existing reviews report positive
outcomes for cognitive -
behavioral therapy, behaviour management, and parenting interventions, either alone or in combination with family - based approaches, the authors suggest that evidence
for interventions with a
child - only component was limited because of the small number of studies and that the estimate
for child - only interventions was imprecise.
A large, multi-year study of 3,492
children demonstrated that blending families was not associated with negative
behavioral outcomes for the kids — in fact, it buffered the negative impact of divorce events that occurred earlier.
Thus, this study adds to the small body of literature in
children that demonstrates both biological and
behavioral outcomes from early intervention with preschoolers at risk
for psychiatric disorders.20, 48 Together these studies underscore the plasticity of the HPA system in young
children and suggest the potential
for early intervention across biological and
behavioral domains.
Arizona IV - E Waiver Expedited Reunification Demonstration Final Evaluation Report: April 1, 2006 to December 31, 2008 Center
for Applied
Behavioral Health Policy, Arizona State University (2009) View Abstract and Document Describes the
outcomes of a project in Phoenix, Mesa, and Tempe, AZ, that provided in - home and aftercare services to families of
children placed in foster care to expedite reunification.
Such placements are more often used
for adolescents and
children with serious mental or physical health difficulties.51 Overall, the evidence suggests that group home placement is deleterious to children.52 Children in group care in the NSCAW study had poorer developmental outcomes than their counterparts in family environments, but they also had more intense needs at placement entry.53 In a study comparing young children reared in foster family homes to those in group homes, children in group care exhibited more compromised mental development and adaptive skills but similar levels of behavioral pro
children with serious mental or physical health difficulties.51 Overall, the evidence suggests that group home placement is deleterious to
children.52 Children in group care in the NSCAW study had poorer developmental outcomes than their counterparts in family environments, but they also had more intense needs at placement entry.53 In a study comparing young children reared in foster family homes to those in group homes, children in group care exhibited more compromised mental development and adaptive skills but similar levels of behavioral pro
children.52
Children in group care in the NSCAW study had poorer developmental outcomes than their counterparts in family environments, but they also had more intense needs at placement entry.53 In a study comparing young children reared in foster family homes to those in group homes, children in group care exhibited more compromised mental development and adaptive skills but similar levels of behavioral pro
Children in group care in the NSCAW study had poorer developmental
outcomes than their counterparts in family environments, but they also had more intense needs at placement entry.53 In a study comparing young
children reared in foster family homes to those in group homes, children in group care exhibited more compromised mental development and adaptive skills but similar levels of behavioral pro
children reared in foster family homes to those in group homes,
children in group care exhibited more compromised mental development and adaptive skills but similar levels of behavioral pro
children in group care exhibited more compromised mental development and adaptive skills but similar levels of
behavioral problems.54
Improving
Outcomes for Children in
Child Welfare: A Medicaid Managed Care Toolkit (PDF - 1,649 KB) Center for Healthcare Strategies (2012) Helps child welfare agencies and other child - serving stakeholders develop an approach to care and cross-system collaboration by focusing on access to physical and behavioral health care services, coordination of care, and the appropriate use and monitoring of psychotropic medicat
Child Welfare: A Medicaid Managed Care Toolkit (PDF - 1,649 KB) Center
for Healthcare Strategies (2012) Helps
child welfare agencies and other child - serving stakeholders develop an approach to care and cross-system collaboration by focusing on access to physical and behavioral health care services, coordination of care, and the appropriate use and monitoring of psychotropic medicat
child welfare agencies and other
child - serving stakeholders develop an approach to care and cross-system collaboration by focusing on access to physical and behavioral health care services, coordination of care, and the appropriate use and monitoring of psychotropic medicat
child - serving stakeholders develop an approach to care and cross-system collaboration by focusing on access to physical and
behavioral health care services, coordination of care, and the appropriate use and monitoring of psychotropic medications.
The evidence base
for mental health consultation in early childhood settings: Research synthesis addressing
children's
behavioral outcomes.
The evidence base
for mental health consultation in early childhood settings: Research synthesis addressing
child behavioral outcomes.
Fact:» [W] e find that family structure does operate through economic status because, once income is controlled, the family structure effects primarily disappear
for both
behavioral and cognitive
outcomes...
Children with higher quality home environments (with respect to emotional support and cognitive stimulation) have fewer
behavioral problems and higher cognitive test scores.
Cognitive
behavioral groups
for nonoffending mothers and their young sexually abused
children: A preliminary treatment
outcome study.
Summary: (To include comparison groups,
outcomes, measures, notable limitations) The purpose of this study was to determine the effectiveness of a
behavioral approach
for teaching
children personal safety in a classroom setting.
Summary: (To include comparison groups,
outcomes, measures, notable limitations) Note: This article reports
outcomes from randomized controlled trial showing a sustained effect of at least 1 year
for only the
Behavioral Management Programs
for Adolescents in
Child Welfare and Disruptive Behaviors Treatment (
Child & Adolescent) topic areas.
Evidence suggests that improving young
children's emotional and
behavioral adjustment is both an important
outcome in its own right and can be a pathway to improved academic achievement
for low - and high - risk
children alike.
Source: American Academy of Pediatrics The purpose of this study was to evaluate the effects of a preventative educational -
behavioral intervention program, the Creating Opportunities
for Parent Empowerment (COPE) program, initiated early in the intensive care unit hospitalization on the mental health / psychosocial
outcomes of critically ill young
children and their mothers.