Sentences with phrase «between disruptive child»

Furthermore, the relationship between disruptive child behaviors and negative mood was moderated by daily parenting stress; on more stressful days, higher levels of disruptive behaviors predicted higher levels of daily negative mood.

Not exact matches

Witnessing conflict between the parents is very disruptive to children's adjustment.

Sometimes it's simply too disruptive for the child to regularly move back and forth between parents» homes to allow for a 50/50 split physical custody arrangement.

While the concepts are simple and logical, the outcomes are extraordinary: improved relationship between child and caregiver, reduction of disruptive behaviors, improved speech and communication skills, reduction of parental stress and enhanced self - esteem.

This is reassuring, in that it justifies the decision of many parents to keep their children in charter schools once they are there; the disruptive effects of moving between schools would make the return to a traditional public school counterproductive.

This included: attendance levels (studies show a positive relationship between participation in sports and school attendance); behaviour (research concludes that even a little organised physical activity, either inside or outside the classroom, has a positive effect on classroom behaviour, especially amongst the most disruptive pupils); cognitive function (several studies report a positive relationship between physical activity and cognition, concentration, attention span and perceptual skills); mental health (studies indicate positive impacts of physical activity on mood, well - being, anxiety and depression, as well as on children's self - esteem and confidence); and attainment (a number of well - controlled studies conclude that academic achievement is maintained or enhanced by increased physical activity).

Differences between conditions at follow - up displayed precisely the same pattern of results noted here, with the following exceptions: (1) change in ECBI Intensity Scale score from baseline to the 6 - month follow - up was statistically significant between WL and PTG, but the ECBI Problem Scale score was not, and (2) change in the DPICS - CII child disruptive behavior at posttreament was significant in the NR - PTG condition.

No differences were found between baseline and posttreatment in the WL condition, but both child disruptive behavior and negative parenting were lower at the 12 - month follow - up.

A total of 273 parents of children between 2 and 4 years old who acknowledged disruptive behaviors on a 20 - item checklist were included.

Distilling Heterogeneity among Children with Disruptive Behavior: Associations between Symptom Patterns and Social Functioning.

Preschool teachers in low - income neighborhoods report that between 15 and 20 percent of the young children in their classrooms exhibit clinically high levels of disruptive and challenging behaviors.

Target Population: Parents and caregivers of children with disruptive behavior between 18 months and 18 years of age; can be used with parents and caregivers of children without disruptive behavior between 18 months and 18 years of age as a preventive or early intervention

Results showed that there was a significant group difference on reported child disruptive behaviors between the TP group compared with the WL group.

Results indicate significant interactions between treatment conditions (NFPP vs. HNC) and child ODD diagnosis (presence vs. absence) indicated that based on some parent and teacher reports, HNC was more effective with disruptive behaviors than NFPP but only when children had a comorbid diagnosis.

Poor regulatory abilities often place the child at risk of developing pathologies such as disruptive behaviour problems or ADHD.9 In relation to behaviour problems, it is important to distinguish between reactive aggression (emotionally - driven conduct problems) and proactive aggression (unprovoked, unemotional aggression that is used for personal gain or to influence and coerce others).

Peer nominations of aggressive - disruptive behavior and one parent measure (the Diagnostic Interview Schedule for Children) yielded no significant differences between the two groups.

The relations between emotional understanding, intellectual functioning, and disruptive behavior problems in elementary - school - aged children

In the current study, statistical analyses evaluated the main and moderating effects of variables measured repeatedly at the within - person level (stress, social support, and unsupportive interactions) and variables measured at the between - person level (disruptive child behaviors, and support services) on daily positive and negative mood.

Moderating predictions were more tentative; it was predicted that instrumental social support and support services would buffer the relationship between daily parenting stress and daily negative mood, whereas unsupportive interactions and disruptive child behaviors would intensify the effect of daily parenting stress on daily negative mood.

Higher levels of disruptive child behaviors predicted more daily negative mood (β = 0.05, p <.01), but the association between disruptive behaviors and daily positive mood was not significant.

Parents should take care to remember their child is also dealing with their parent's separation, and making a child yo - yo back and forth between parents too many times a week, may take an emotional toll on the child, and may be disruptive to the child's routine school schedule.