Sentences with phrase «found disruptive child»

Research to identify factors associated with stress and distress in parents of children with ASD has generally found disruptive child behaviors and behaviors characteristic of ASD to be predictive of psychological distress in this group of parents (e.g., Abbeduto et al., 2004; Lecavalier, Leone, & Wiltz, 2006).

These results are reflective of retrospective studies that found disruptive child behaviors predictive of higher levels of psychological distress in parents of children with neurodevelopmental disorders (e.g., Abbeduto et al., 2004; King et al., 1999).

Not exact matches

Joyce Page, head of Kensal Rise Primary, initiated a programme to work with disruptive children and found that many had absent parents.

The study found that these children tend to have diagnoses of ADHD, oppositional - defiant disorder and other disruptive disorders.»

It can be incredibly frustrating, not to mention exhausting, dealing with a young child or toddler who finds it necessary to challenge your every request, act in a defiant manner, lose their temper, and be generally disruptive or annoying.

Studies of other neurodevelopmental disorders, such as ADHD, have found that black parents tend to underreport their children's ADHD symptoms and interpret ADHD symptoms as disruptive behavior.

«We need to find ways that children with ADHD can move without being disruptive to others.»

«Our findings may be considered somewhat controversial because they appear to support the use of two drugs over one for treating children with aggression and disruptive behavior when things do not seem to be going well.

Prior research found that children with ADHD are at higher risk for missing school more often, and disruptive school behaviors.

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 common problem found in children who have been physically abused is disruptive disorders.

Barkley et al found increased rates of comorbid substance abuse disorder, anxiety disorder, mood disorder, personality disorders, and disruptive behavior disorders among adults with ADHD that had persisted from childhood into adulthood.23 Adults whose childhood ADHD did not persist also had increased rates of psychiatric comorbidity, although lower than those with persistent ADHD (47.3 % vs 84.3 %).23 Other smaller studies also report elevated rates of psychiatric comorbidity (65 — 89 %) among adults with ADHD.15 — 22 However, these studies used nonrepresentative samples of children referred to specialty treatment programs for ADHD.

Triple P — Positive Parenting Program founder Professor Matt Sanders said the study's findings were important as children with developmental disabilities were much more likely than typically developing children to develop aggressive or disruptive behavior.

«Given recent trends indicating reduced use of behavioural health services and increasing use of psychotropic medications, especially for children with disruptive behaviour disorders, we believe these findings have important policy and practice implications.»

Scattone et al. (2012) found that social stories which are developed effectively and introduced in the natural environment targeting these three autistic children have proven to have a decrease in disruptive behavior when the intervention was implemented to all samples.

It may take time to find the appropriate family that can provide the extra measure of patience, acceptance, caring and understanding of the child's needs because of their mental or physical handicaps, disruptive behavior, medical problems or other factors.

However, because other child psychiatric control groups (eg, children with learning problems or other disruptive behavior disorders) have not been included, the specificity of these findings to ADHD is not clear.

Anxiety, depression, and learning disabilities were recently found to co-occur more frequently in children with the inattentive subtype of ADHD, and disruptive behavior disorders co-occurred more frequently in children presenting with hyperactive / impulsive symptoms.

Studies find that preschool children are three times as likely to be expelled from school for disruptive or unsafe behaviors as their K — 12 counterparts.

Results showed at 6 - month follow - up that compared to the waitlist control group, significant intervention effects were found for disruptive child behavior, ineffective parenting practices, parenting confidence, as well as clinically significant improvements on child behavior and parenting.

For instance, different teachers have been found to report substantially different levels of stress in relation to similarly disruptive children, which emphasizes its highly individualized and dyadic nature (Abidin and Robinson 2002; Greene et al. 1997; Greene et al. 2002).

This finding was independent of the effects of the severity of children's disruptive behavior and did not overlap with the other scales of maternal emotion socialization beliefs.

The elevated caries risk found among disruptive children, who also had non-Nordic father, is in accordance with a previous Swedish study where it was concluded that the parental migration background should be regarded as a caries risk factor (Julihn et al. 2010).

These findings suggest that preschool children with high levels of disruptive behavior may show abnormal brain activity during certain self - regulation sub-processes, informing potential advances in conceptualizing and treating early disruptive behavior.

Both groups yielded clinically significant improvements in disruptive behavior; however, findings suggest that the greater program engagement associated with TE - HNC boosted child treatment outcome.

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.

Previous studies that have investigated these relationships in clinic - referred children with disruptive behavior disorders (DBDs), have found parents» coaching of emotions to be inversely associated with severity of behavioral problems [34], and less characteristic of the parents of conduct - problem children versus non-clinic controls [35].

This study found the most significant problem identified by siblings was the disruption caused by the behaviour of the child with the condition.Examples of this disruptive behaviour included physical and verbal aggression, out - of - control hyperactivity, emotional and social immaturity, academic underachievement and learning problems, family conflicts, poor peer relationships, and difficult relationships with extended family.

During the prenatal and infant periods, families have been identified on the basis of socioeconomic risk (parental education, income, age8, 11) and / or other family (e.g. maternal depression) or child (e.g. prematurity and low birth weight12) risks; whereas with preschoolers a greater emphasis has been placed on the presence of child disruptive behaviour, delays in language / cognitive impairment and / or more pervasive developmental delays.6 With an increased emphasis on families from lower socioeconomic strata, who typically face multiple types of adversity (e.g. low parental educational attainment and work skills, poor housing, low social support, dangerous neighbourhoods), many parenting programs have incorporated components that provide support for parents» self - care (e.g. depression, birth - control planning), marital functioning and / or economic self - sufficiency (e.g. improving educational, occupational and housing resources).8, 13,14 This trend to broaden the scope of «parenting» programs mirrors recent findings on early predictors of low - income children's social and emotional skills.

A study by Cecilia Cheung, assistant professor of psychology at the University of California, Riverside, has found that «controlling» parents were more disruptive to children than parents who showed «hand - off» support.

An earlier study found that the preschool children of inductive mothers were more prosocial and less likely to engage in disruptive, anti-social behavior.

Parents did not report a significant improvement in overall child disruptive behavior compared with the control group, but the researchers found that a significantly greater percentage of parents in the intervention group (64 percent) reported that their child improved at least one standard deviation on at least one measure of child disruptive behavior, compared with the control group (33 percent).

These findings are discussed in terms of possible adjustment to the criteria for children's disruptive behavior disorders found in the Diagnostic and Statistical Manual for Mental Disorders.