Sentences with phrase «between disruptive child behaviors»

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

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.

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.

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.