Sentences with phrase «reported disruptive child behavior»

Not exact matches

But, «the type of treatment effects reported in this study, even though the investigators referred to increases in levels of «hyperactivity,» were not the disruptive excessive hyperactivity behaviors of ADHD but more likely the type of overactivity exhibited occasionally by the general population of preschool and school age children.»

Primary outcomes included 2 parent - report questionnaires: (1) the 30 - item Parenting Scale, 27 which assesses negative discipline styles; and (2) the 36 - item Early Childhood Behavior Inventory (ECBI), 28 which assesses the presence and intensity of child disruptive behaviors.

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.

Although we asked the children to report their number of school suspensions and disruptive behaviors in school, we used archived school data and teacher reports to measure these outcomes because they are less subject to reporting bias than are self - report data.

During the day you might receive reports from the school regarding your child's missing homework or disruptive behavior.

Results indicated that parents in the IT group reported significant improvements in their child's disruptive and prosocial behaviors.

Summary: (To include comparison groups, outcomes, measures, notable limitations) Note: This article reports outcomes from randomized controlled trial showing a sustained effect of at least 1 year for only the Behavioral Management Programs for Adolescents in Child Welfare and Disruptive Behaviors Treatment (Child & Adolescent) topic areas.

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.

Results show that parents experienced a significant reduction in the reported frequency of potentially hassling happenings (e.g., cleaning up messes of toys or food) and a significant reduction in the reported frequency of child disruptive behavior.

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

Treatment group children's externalizing behaviors decreased, their total score on the CBCL improved, and fewer disruptive behaviors were reported on the ECBI.

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.

Intervention teachers also reported that a greater percentage (55 percent) of children in their classes improved at least one standard deviation on at least one measure of child disruptive behavior, compared with control children (30 percent).

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).

Teachers who received the Incredible Years intervention reported significantly greater reduction in disruptive behavior by children, compared with the control teachers (who reported an increase in disruptive behavior).

When both program models were collapsed and compared to controls, program children showed significant gains on measures of school adjustment and social competence, the most aggressive program children showed reductions in disruptive behavior, and program parents reported reduced levels of stress.

Treatment efficacy was assessed using a parent - report questionnaire of child disruptive behavior.