Sentences with phrase «physical behaviors during»

Not exact matches

Classroom behavior mirrors this physical layout: no unauthorized talking is allowed, lesson plans are prepared a week in advance, competition for grades and extrinsic rewards is encouraged, wandering about the halls during class time is severely discouraged.

His research interests are in health policy, organizational change, health behavior during developmental transitions, influence of sports participation on health, social determinants of health, program evaluation, prevention of alcohol attributable harm, physical activity promotion, obesity prevention, and motor vehicle safety.

Teach your child to understand that physical violence is not acceptable behavior during a game or competition.

«Timing and duration matters for school lunch and recess: Understanding the relationship between what students eat at lunch and physical activity during recess could inform policies that promote healthy behaviors.»

Now, researchers at the University of Missouri have found that physical discipline experienced during infancy can negatively impact temperament and behavior among children in the fifth grade and into their teenage years.

In a study of currently incarcerated male adolescents, physical neglect during childhood arose as the strongest predictor of violent behavior, said William McGuigan, associate professor of human development and family studies at Penn State Shenango.

The association of maternal obesity during gestation and chronic conditions in children is beginning to be explored, 37,38 and previous studies alluded to an increased rate of health problems generally in caregivers of children with disabilities.39, 40 Associations between male sex and poverty and behavior / learning problems are congruent with other studies.41 - 43 The association of minority race / ethnicity with asthma and obesity and the inverse relationship of minority race / ethnicity with other physical conditions and behavior / learning problems are consistent with previous studies.12,43 - 45

We also observe this process during development in C. elegans, and use measures of P granule growth rate, size distribution, and mechanical properties to test possible physical models that could underlie this behavior.

Sex hormones affect behavior during the whole life and physical changes can have implications on lifestyle, social roles, and on mental health.

Examples of work or tasks include, but are not limited to, assisting individuals who are blind or have low vision with navigation and other tasks, alerting individuals who are deaf or hard of hearing to the presence of people or sounds, providing non-violent protection or rescue work, pulling a wheelchair, assisting an individual during a seizure, alerting individuals to the presence of allergens, retrieving items such as medicine or the telephone, providing physical support and assistance with balance and stability to individuals with mobility disabilities, and helping persons with psychiatric and neurological disabilities by preventing or interrupting impulsive or destructive behaviors.

Early Training Benefits Instruction and interaction during the first six to eight months of doggie development ensures that a puppy absorbs information from its social and physical environment like a sponge, says Jennie Jamtgaard, an animal behavior instructor at the Colorado State University College of Veterinary Medicine.

Your veterinarian will be looking for clinical signs of hypothyroidism during a thorough physical examination of the dog and will ask questions about your dog's health and behavior.

During a warm water swim session TTouch ™ can be used as a way of offering the dog help in cases of excessive barking, aggressive behavior, extreme fear and shyness, excitability and nervousness, problems with aging, surgery recovery, as well as a multitude of physical and emotional issues.

Using harsh physical punishment or loud berating during training sends a frightening message to puppies; one that may lead them to produce aggressive behaviors to protect themselves.

During the consultation, the owner will be asked to report their observations of the pet and its behavior in its home environment, and the veterinarian will conduct a physical examination and collect blood samples for diagnostic testing.

Although behavior problems can result from emotional trauma or physical mistreatment, in many cases the problem can arise from simple misunderstandings or learned associations that were inadvertently established during training.

During her clinical behavior medicine rotation she realized that veterinary medicine went beyond treating animals for physical illness.

It is not enough just to keep your pets safe during winter; you need to ensure they get adequate stimulation — mental and physical — to avoid boredom, weight gain and destructive behaviors.

• Confer with parents to determine their specific requirements for in - home care for their children • Note down significant information regarding children including meal times, nutritional issues and behavior management challenges • Engage children in conversation to determine their likes and dislikes, and their individual personalities • Create and implement core care plans according to the specific requirements of each child • Oversee children while they are playing or sleeping to ensure their physical and emotional wellbeing • Prepare delicious meals according to the specifications provided by parents, and ensure that children partake their food on time • Develop and implement healthy and age - appropriate activities for assigned children • Provide immediate and well - placed intervention during emergencies, concentrating on the safety of assigned children

• Highly experienced in overseeing student behavior within the classroom and during activities, focusing on their physical and emotional wellbeing

Barrington Community School, Woodridge, VA 11/2014 — Present Second Grade Teacher • Teach reading, language arts, social studies, mathematics, science, art and physical education to second grade students • Create and impart effective lesson plans for each subject • Develop instructional materials related to each subject and concept to be used during class instruction • Establish and maintain standards of student behavior and indulge in behavioral management duties when needed • Create and administer tests and check and grade test papers

• Demonstrated expertise in adapting classroom activities, assignments and materials to support and reinforce classroom objectives • Hands - on experience in assisting students by applying and removing physical therapy appliances and enabling them to access their electronic communicators • Qualified to monitor students during assigned periods within a variety of school environments such as lunchrooms, bus stops and playgrounds • Adept at providing support in implementation of student behavior plans to ensure effective and safe student learning

• 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

The COPE program, which was delivered with audiotapes and matching written information, as well as a parent - child activity workbook that facilitated implementing the audiotaped information, focused on increasing 1) parents» knowledge and understanding of the range of behaviors and emotions that young children typically display during and after hospitalization and 2) direct parent participation in their children's emotional and physical care.

Obesity is now nearly as prevalent among preschool children3 — 5 as among older children, and those who are overweight or obese at school entry typically remain so during the primary school years.6 Given that the development of obesity reflects both nutritional and physical activity behaviors and that during the preschool years these behaviors occur largely within the family unit, it is timely to scrutinize the roles of parents and parenting in the preschool years.

The association of maternal obesity during gestation and chronic conditions in children is beginning to be explored, 37,38 and previous studies alluded to an increased rate of health problems generally in caregivers of children with disabilities.39, 40 Associations between male sex and poverty and behavior / learning problems are congruent with other studies.41 - 43 The association of minority race / ethnicity with asthma and obesity and the inverse relationship of minority race / ethnicity with other physical conditions and behavior / learning problems are consistent with previous studies.12,43 - 45

A review of twenty studies on the adult lives of antisocial adolescent girls found higher mortality rates, a variety of psychiatric problems, dysfunctional and violent relationships, poor educational achievement, and less stable work histories than among non-delinquent girls.23 Chronic problem behavior during childhood has been linked with alcohol and drug abuse in adulthood, as well as with other mental health problems and disorders, such as emotional disturbance and depression.24 David Hawkins, Richard Catalano, and Janet Miller have shown a similar link between conduct disorder among girls and adult substance abuse.25 Terrie Moffitt and several colleagues found that girls diagnosed with conduct disorder were more likely as adults to suffer from a wide variety of problems than girls without such a diagnosis.26 Among the problems were poorer physical health and more symptoms of mental illness, reliance on social assistance, and victimization by, as well as violence toward, partners.

In a detailed investigation using data from six sites and three countries, Lisa Broidy and several colleagues examined the evolution of physical aggression and other problem behaviors during childhood to predict violent and nonviolent offending outcomes in adolescence.

For example, satisfied married couples coordinate, or mirror their body movements more during conflict discussions than dissatisfied couples.5 Another study found that when participants believed that they were interacting with someone from an out - group, they were more likely to synchronize their physical behaviors with them than an in - group member.4 If you are fighting with your partner and face the possibility of exclusion or rejection, you may unknowingly imitate him or her in order to feel closer to them.6

Student activity levels, lesson context, and teacher behavior during middle school physical education.

Results from the present study indicate that children who are at highest risk of not learning to regulate physical aggression in early childhood have mothers with a history of antisocial behavior during their school years, mothers who start childbearing early and who smoke during pregnancy, and parents who have low income and have serious problems living together.

Smoking during pregnancy has been shown to predict antisocial behavior during later childhood and adolescence.36 — 40 Our results show that it predicts high levels of physical aggression in infancy after having controlled for many of the confounding variables that could explain the association, eg, antisocial behavior, low education, postpartum depression, and early parenthood.

Best predictors before or at birth of the high physical aggression trajectory group, controlling for the levels of the other risk factors, were having young siblings (odds ratio [OR]: 4.00; confidence interval [CI]: 2.2 — 7.4), mothers with high levels of antisocial behavior before the end of high school (OR: 3.1; CI: 1.1 — 8.6), mothers who started having children early (OR: 3.1; CI: 1.4 — 6.8), families with low income (OR: 2.6; CI: 1.3 — 5.2), and mothers who smoked during pregnancy (OR: 2.2; CI: 1.1 — 4.1).

Results from the present study indicate that children who are at highest risk of not learning to regulate physical aggression in early childhood have mothers who have a history of antisocial behavior during their school years, who start childbearing early, and who smoke during pregnancy and have parents who have low income and serious problems living together.

A multimethod, multi-informant, short - term longitudinal study was conducted to investigate the utility of including school - based observational assessments of both form (i.e., physical and relational) and function (i.e., proactive and reactive) of aggressive behavior at school with a young sample during early childhood (132 children; M = 44.37 months; SD = 9.88).

Social support seeking, physical proximity, and positive and negative behaviors represent the main attachment behaviors that people can carry out during experiences of distress.

For example, one partner fearing that he / she is no longer desired by their spouse is enough to shift their behavior and the relationship dynamics in ways that decrease marital satisfaction (e.g., increased hostility, pulling away during intimacy, withdrawing, or creating physical and / or emotional distance in other ways).

SSSHC therapists have years of experience working in a variety of areas including: couples therapy; compulsive or obsessive sexual behavior; difficulties with erection; rapid or delayed ejaculation; loss or lack of desire and desire discrepancy in the couple relationship; vaginismus (muscle spasms of the vagina that impede penetration); sexual pain; gender identity concerns; issues of sexual identity and orientation; fetishism; sexual trauma; paraphilias; polyamory and non-monogamous relationships; sexuality and illness, aging, and / or physical ability; and sex during and post pregnancy, among others.

His primary research interests include the development and prevention of child antisocial behavior and related problem behaviors, such as substance use and abuse, academic failure, and high risking sexual behavior; Coercion Theory; the development of preventive interventions for incarcerated parents, their children, and the caregivers of their children; early childhood education and intervention; youth mentoring; preventive interventions for physical health problems; and the development and prevention of adjustment problems during adulthood, including substance abuse, intimate partner violence, and suicidality.

Family intervention aimed to promote effective parenting and prevent behavior problems during early childhood; it did not focus on physical health.

Prisoners were recorded as having exhibited violent behavior during their incarceration if there were disciplinary reports of physical aggression or assault against other inmates or prison officers while in prison.

Preintervention, children in both groups exhibited an average of 6.0 aggressive physical behaviors on the playground during recess each day.

Disordered eating (e.g., fasting, purging and binge eating)[6] and insufficient sleep (less than 7 h / night) are also common among adolescents and young adults [3]; these behaviors contribute alongside poor dietary quality and low physical activity levels to excessive weight gain and a high incidence of obesity during these life stages [4 — 7].

Raters scored parental behavior during the task on three 7 - point rating scales (ranging from «none» to «exclusive / constant»): Negative control (i.e., use of physical control, use of criticism), negative affect (i.e., frowning, harsh tone of voice) and conflict (i.e., disagreement, arguing or tussling).

Using this adapted coding scheme to code parent and child behavior during 10 - min play periods at the end of each session, they found that co-regulation strategies used in mothers of typically developing toddlers (Grolnick et al. 1996) and those with ASD tended to be similar, though the ASD group tended to use more physical and active (e.g., physical comfort) ones.

Dietary, disordered eating, and physical activity behaviors have been found to track between adolescence / early adulthood and later adulthood [11, 12], suggesting that understanding the key determinants of obesity and related behaviors during these critical life stages is needed to identify appropriate health promotion strategies.