Sentences with phrase «observing changes in children»

Staff and educators can notice signs of depression by observing changes in children's behaviour and mood.

Look for evidence there while you observe changes in your child's behaviors.

Not exact matches

More marked changes were observed in children aged 2 — 18 y. Data from national grocery sales indicated that per capita added - sugars intakes derived from carbonated soft drinks fell 26 % between 1997 and 2011 (from 23 to 17 g / d) with similar trends for noncarbonated beverages.

What to observe Remember, the only thing that you can count on day after day with children is that, as they grow, their preferences, interests, and abilities change in unpredictable ways.

Kindergarten isn't what it used to be... many of the changes you observe make kindergarten a more challenging and potentially pressuring stage, it's all in the name of teaching your child more effectively.»

During your visit to Moose Hill's trails children will look for signs of the season and discover the delight of a walk in the woods as you observe how the plants and animals respond to seasonal weather changes.

«The fact the effects observed were limited to only women with children younger than 13 years suggests that parity was not sufficient to produce changes in flashes and points instead to the increased nurturance needs of young children,» the authors wrote in the journal article.

What's more, the changes Cha and his colleagues saw were «much greater than the brain changes or abnormalities associated with psychiatric disorders that we usually observe in children or adults,» he said.

Cross-curricular - supporting science objectives - observing life cycles in own locality - I could see children sketching blossom, photo evidencing the change in seasons, pressing flowers - using pressed flowers for art work later... No separate lesson plan is needed, as the slides are very self explanatory - some notes have been included to support.

Researchers in Sweden observed visible brain changes in those children and teens who learned a foreign language.

Importantly, none of the current approaches to measuring RRS appropriately capture the second - to - second changes in children's physiology and stress that may be underlying their observed behaviors.

OBJECTIVE To examine effects of a teacher consultation and coaching program delivered by school and community mental health professionals on change in observed classroom interactions and child

Changes in school performance, extreme sadness, difficulty coping with separation, lashing out and disrespecting authority figures were observed in those children.

Observe your child to see if she's experiencing changes in appetite or sleeping habits, cries easily or is frequently anxious.

El Niño, which means «baby boy» or «Christ Child,» got its name from the Spanish - speaking fishermen in Chile and Peru when they observed that the weather change occurs during Christmas time.

assuming what you say about skeptics changing topic as you describe is accurate, and at this point I do we are talking about data that is less than 200 years old, out of which extraordinary claims are made as to how that data relates to distant past and future trends tough sell assuming that all adjustments to the data are scientifically sound, It is very difficult for me to believe that measurements that have gone through so many iterations can be trusted to.0 and.00 in most other sciences, I doubt they would tough sell (the photo of the thermometer is downright funny) in terms of goal post moving I observe predicted heat being re-branded as «missing» a prediction of no snow re-branded as more snow a warming world re-branded to a «warm, cold, we don't know what to expect» world topped off with suggestions that one who thinks the above has some sort of psychological disorder extraordinary claims demand extraordinary evidence especially when you are teaching children that their world is endangered

Observe children to find out changes in behavior or in other areas and report such observations to the classroom teacher

• Determine types of therapies required for each child and develop specific therapeutic treatment plans to meet his or her individual needs • Handle assessments by interviewing and observing children and creating psychological profiles • Create new programs, move targets forward and make procedural changes in existing care / educational programs • Lead special education trainings and plan and implement staff development and patient education autism programs • Confer and communicate with staff members to gauge the effectiveness of special education programs

• Interview patients and their families or caregivers to determine type and extent of behavioral issues • Design, develop and implement individually placed programs to help them in countering their behavioral problems • Assist children in acquiring their desired academic goals through counseling and support with self - help skills • Provide counseling to patients individually or in groups depending on initial analysis • Communicate with family members to provide them with insight into patients» behavior problems and possible resolutions • Observe patients to determine changes in behavior over time and to provide them with emotional support during distressing periods • Contact patients» physicians and other specialists with a view to discuss problems as part of coordinated care programs • Assist in creating instructional materials for families and caregivers • Record patient information in an accurate and confidential manner in the facility database

• Helped design and implement a curriculum based on the individual children's needs • Aided in toilet training the children, helping change diapers when necessary • Implemented children's activities on a daily basis and observed them to ensure that they are safe • Assessed students and communicated with parents on their child's progress • Maintained a database of each child's progress by ensuring confidentiality and integrity of data

• Managed and cared for children at employer's house • Bathed, clothed and nourished infants and children • Prepared formulas and changed diapers of infants • Watched over children's activities during meals and rest periods • Involved children in activities such as games, crafts, reading and outings to give fun and exercise • Prepared and served meals for children • Performed housekeeping duties • Observed kids and made reports for agency • Took toddlers to and from school and to appointments

• Assist the teacher in classroom activities while catering for emotional, psychological, social and cognitive needs of physically or mentally disabled students • Provide one to one tutoring and reinforce daily lessons in small groups • Identify weak areas of students and develop individualized lesson plans accordingly • Supervise the children during play and lunchtime • Inculcate strong moral and social values among the students to make them responsible citizens • Facilitate the teacher in conducting various classroom activities • Maintain all teaching aids in an organized manner • Devise need - based AV aids to facilitate teaching process • Assess multiple instructional strategies for effectiveness and change the teaching methodology as per requirement • Carefully record and gauge each student's progress and discuss the same regularly with teachers and parents • Encourage students to participate in extracurricular activities and boost their confidence in all possible ways • Communicate home assignments clearly, mark homework and test papers • Assist students in completing classroom assignments • Maintain daily attendance and early departure records • Discuss individual cases of individual needs and interests with teachers and parents of the student • Develop and implement targeted instructional strategies to cater for particular needs of each student • Observe students» behavior at playtime and chalk out a behavioral intervention plan to address any inappropriate, violent or disruptive behavior • Operate adaptive technological equipment single - handedly • Maintain complete confidentiality of student data • Aid physical, speech and rehabilitative therapists in their sessions and encourage the student to cooperate with them

Some social scientists may see limitations in these data, as these social programs are not specifically designed to affect outcomes for children therefore the exact mechanisms of any observed change are unclear [23].

Mental health clinicians in this study observed that these issues were further exacerbated by ineffective parenting method, parents» limited understanding of the child's socio - emotional needs, and their limited insights in their need to change themselves so as to become an effective parent.

Two brief group - based parenting programmes have been subject to randomised controlled trials (RCTs); the first a cluster trial in Australia with parents of 8 - month - olds41 and the second an individually randomised trial in Germany with preschoolers.42 In these trials, although there has been some indication of changes in parental attitudes, no changes in parenting or child outcomes have been observein Australia with parents of 8 - month - olds41 and the second an individually randomised trial in Germany with preschoolers.42 In these trials, although there has been some indication of changes in parental attitudes, no changes in parenting or child outcomes have been observein Germany with preschoolers.42 In these trials, although there has been some indication of changes in parental attitudes, no changes in parenting or child outcomes have been observeIn these trials, although there has been some indication of changes in parental attitudes, no changes in parenting or child outcomes have been observein parental attitudes, no changes in parenting or child outcomes have been observein parenting or child outcomes have been observed.

The main aim of the trial was to detect a difference between the control and intervention groups in the changes observed in the Eyberg child behaviour inventory intensity score.

Significant change in a positive direction was also observed for intervention group parents on all scales of the GHQ, with the exception of the anxiety subscale; on all scales of the PSI, with the exception of parent - child interaction subscale; and on the RSE scale.

At 12 months significant change (p < 0.05) in a positive direction was observed for intervention group children on the intensity scale of the ECBI, and the total, conduct, and hyperactivity scales of the SDQ.

Angela Robertson observed the change in the day - to - day behaviour of the children.

Angela observed the change in the day - to - day behaviour of the children.

This pattern of change in means over the decade between the 2005 study and ours appears consistent with the small, but significant, increases observed between 2007 and 2012 in the self - report subscale means for Total Difficulties, Emotional Symptoms, Peer Relationship Problems and Hyperactivity - Inattention (but a decrease in Conduct Problems) in nationally representative New Zealand samples of children aged 12 — 15 years, 28 and with a similar increase in Emotional Symptoms and decrease in Conduct Problems between 2009 and 2014 in English community samples of children aged 11 — 13 years.29 The mean PLE score in the MCS sample aligned closely with that reported previously for a relatively deprived inner - city London, UK, community sample aged 9 — 12 years19 using these same nine items, although the overall prevalence of a «Certainly True» to at least one of the nine items in the MCS (52.2 %) was lower than that obtained in the London sample (66.0 %).8

Specifically, in the current sample, we have shown previously that the intervention studied herein produces robust changes in independently observed parenting practices, child social competence, and child aggression during the preschool period30, 34 (see also L.M.B., K.K.G., K. - Y.H., et al, unpublished data, 1997 - 2003).

In my experience, once parents observe the therapist model child - centered play therapy with the target child and discuss the presenting problem in light of the play session, the problem is changeIn my experience, once parents observe the therapist model child - centered play therapy with the target child and discuss the presenting problem in light of the play session, the problem is changein light of the play session, the problem is changed.

Positive behavior changes associated with program participation were observed in education, employment, and low numbers of suspected and substantiated child maltreatment reports.

Other factors for poor response to treatment identified in the literature [12, 15, 28, 31] and those observed from personal experience of delivering the programme (Unpublished) include lack of partner support, resistance to change in the home, parents» unrealistic and developmentally inappropriate expectations for children, adverse child rearing practices, and negative cognitions and perceptions of child behaviour.

Results indicated that relative to the changes in the comparison sample, the parent training sample showed a significantly greater reduction in the observed rates of deviant child behavior.

Compared to the nonintervention sample across time, the Strong Communities samples showed significant changes in the expected direction for social support, collective efficacy, child safety in the home, observed parenting practices, parental stress, parental efficacy, self - reported parenting practices, rates of officially substantiated child maltreatment, and rates of ICD - 9 coded child injuries suggesting child maltreatment.

Does class size in first grade relate to changes in child academic and social performance or observed classroom processes?

The therapist observes, interacts, gathers information about parents and children in order to know what need to be adjusted and changed.

Very high levels of control and very low levels of control were associated with greater weight gain and increases in EAH among children with lower inhibitory control, whereas no change was observed among girls with higher inhibitory control.

In a separate study, when preschool children's access to a palatable snack food was restricted, children with low inhibitory control increased their intake of this food, whereas no change was observed for children with a higher inhibitory control (11).

Each parent is asked to describe» any changes observed in the child since the separation, the child's ability to cope emotionally, the parents» efforts to assist the child, and the parents» conclusions as to what helps or hinders the child emotionally.

PCIT was chosen as the PT program because PCIT: a) has well established efficacy in reducing young children's EBP (Eisenstadt et al. 1993; Eyberg et al. 2001; Hood and Eyberg 2003; Schuhmann et al. 1998); b) contains all of the treatment components recognized by Kaminski and colleagues» meta - analysis (Kaminski et al. 2008) as yielding the largest effect sizes (i.e., increasing positive parent — child interactions, promoting consistency and use of time out, and requiring parents to practice new skills with their child during PT sessions); c) aims to strengthen the parent — child relationship, which can be accomplished in a brief intervention (Bakermans - Kranenburg et al. 2003); d) is a competency - based model that emphasizes skill acquisition rather than a fixed set of sessions; and e) includes a unique delivery technique (i.e., wireless headset for the therapist to coach the parent in vivo during interactions with the child) similar to an exposure - based approach in which parents observe «in vivo» changes in their child behavior during sessions.