Sentences with phrase «reported on the child behavior»

Parents reported on the Child Behavior Checklist (CBCL) and children 11 years and older reported on the Youth Self Report (YSR).

Not exact matches

The teacher reports on the bad behavior, Mom or Dad is then disapproving and cross (and probably embarrassed at having a less than perfect child!).

The National Toxicology Program issued a report in September 2008, noting «some concern» about the effects on the brain, prostate gland, and behavior in fetuses, infants, and children.

Twenty - nine percent of children 2 to 3 years of age have a television in their bedroom, and 30 % of parents have reported that watching a television program enabled their children to fall asleep.3 Although parents perceive a televised program to be a calming sleep aid, some programs actually increase bedtime resistance, delay the onset of sleep, cause anxiety about falling asleep, and shorten sleep duration.41 Specifically, in children younger than 3 years, television viewing is associated with irregular sleep schedules.42 Poor sleep habits have adverse effects on mood, behavior, and learning.

Each child will have his own daily report card with target behavior goals and will work towards being on the honor roll, receiving group awards and other daily privileges.

«Reduced reporting of ASD symptoms may contribute to missed or delayed diagnosis in black children, since healthcare providers often rely on parent report about typical behavior,» said Meghan Rose Donohue, a co-author of the study and Ph.D. candidate in clinical psychology at Georgia State.

Participants» parents completed an assessment of their children's behavior when the children were either 5 or 7 years old, reporting on behaviors related to anxiety, conduct problems, and hyperactivity.

In a 2008 survey on the gaming habits of about 2,500 young people, Gentile and his father, psychologist J. Ronald Gentile, found that children and adolescents who played more violent games were likelier to report «aggressive cognitions and behaviors.»

Mothers reported their child's soft drink consumption and completed the Child Behavior Checklist based on their child's behavior during the previous two mochild's soft drink consumption and completed the Child Behavior Checklist based on their child's behavior during the previous two moChild Behavior Checklist based on their child's behavior during the previous twoBehavior Checklist based on their child's behavior during the previous two mochild's behavior during the previous twobehavior during the previous two months.

In addition, the children on average showed a roughly 7 - point IQ increase, and teachers and parents reported significant improvements in academic performance and behavior.

In a review of existing literature, Marteau did find descriptions of nudging being used to improve health behaviors — one study reports a 70 % increase in the amount of fruit bought by school children at lunchtime after fruit was placed by the cash register — but these interventions have not been evaluated on a large scale or assessed for cost - effectiveness.

So is the ability of Mom and Dad to access their child's homework assignment, see her test results, retrieve a weekly report on what she did and didn't learn, even watch her behavior in class in real time (or when convenient.)

«Both the weekly paychecks and the reports give our families a deeper understanding of what's going on in terms of their child's behavior.»

During middle school, for example, students from elementary schools that had implemented the Developmental Studies Center's Child Development Project — a program that emphasizes community building — were found to outperform middle school students from comparison elementary schools on academic outcomes (higher grade - point averages and achievement test scores), teacher ratings of behavior (better academic engagement, respectful behavior, and social skills), and self - reported misbehavior (less misconduct in school and fewer delinquent acts)(Battistich, 2001).

In part 2, they will be asked to report on the academic behavior, mathematics performance, and classroom conduct of each study child in their classroom.

In a March 31 report based on a review, the state Department of Education said the academy, which is a public charter school, did not comply with those laws and used the room improperly to confine children for behaviors that did not warrant seclusion.

They found that (a) teachers reported having more conflictual relationships with children exhibiting repeated impulsive behavior and (b) greater levels of conflict perceived by the teacher were associated with decreases in school engagement on the part of the child, as well as reduced academic competence in 1st grade.

In addition, each week, teachers use Kickboard to provide progress reports to parents on their child's contribution to school culture through behaviors and rewards.

Tampa General Hospital, Florida, CA Pediatrics ICU RN, 2/2011 to Present • Observe patient behavior and symptoms and reporting directly to on - call physicians • Treat critical child patients with personal affection and comfort while supporting parents • Supervise life equipment and deal with IV administration fluids and other medications • Keep a check on supplies and reporting any type of malfunctioning immediately • Handle emergency cases and managing treatment referrals and records

1/2009 to 5/2010 Early Autism Project, Nantucket, MA Behavior Coach • Engaged children in conversation to determine extent and type of autism • Indulged in activities to ensure children's comfort and to win their confidence • Gauged need for intervention and developed core individualized plans for each child • Handled skills assessment activities and one - on - one instructions • Monitored students to gauge response to implemented programs • Completed progress reports on each child and provided feedback to parents

Read stories to the children and taught them painting, drawing and crafts.Employed a variety of materials for children to explore and manipulate in learning activities and imaginative play.Disciplined children and recommended other measures to correct behavior.Carefully monitored children's play activities.Offered detailed daily reports that outlined each child's activities.Incorporated music and art activities to encourage creativity and expression.Maintained daily records of activities, behaviors, meals and snack time.Carefully identified warning signs of emotional and developmental problems in children.Routinely picked children up from school and activities.Escorted children on outings and trips to local parks and zoos.

Created and implemented developmentally - appropriate curriculum that addressed all learning styles.Maintained daily records of children's individual activities, behaviors, meals and naps.Promoted good behaviors by using the positive reinforcement method.Established a safe play environment for the children.Distributed quarterly educational assessments, similar to report cards, to each parent.Supervised children on field trips to local parks, fire stations and zoos.Encouraged children to be understanding of others.Completed all required documentation for the National Head Start program.Developed professional relationships with parents, teachers, directors and therapists.Worked closely with the site director, family care workers, classroom teaching team and other specialists.Collaborated with colleagues on developing new classroom projects and monthly themes.

Monitor and collect data on individual students regarding targeted behavior Maintain up to date graphs and charts, organize and present data to school officials Complete timely and through evaluations, reports, progress notes and correspondence Coordinated special events Apply all laws, rules and regulations regarding child advocacy mandated by the state of Pennsylvania Generate solutions independently and in conjunction with the students case Manager and clinician.

Read stories to the children and taught them painting, drawing and crafts.Employed a variety of materials for children to explore and manipulate in learning activities and imaginative play.Disciplined children and recommended other measures to correct behavior.Created an infant area, toddler area and preschool area of play within the daycare.Carefully monitored children's play activities.Offered detailed daily reports that outlined each child's activities.Incorporated music and art activities to encourage creativity and expression.Maintained daily records of activities, behaviors, meals and naps.Routinely picked children up from school and activities.Escorted children on outings and trips to local parks and zoos.Led reading classes for preschool - aged children.

For example, Najman et al. (2000) suggest that: «Current maternal mental health impairment appears to have a substantial effect on the reporting of child behavior problems by the mother, thereby raising questions about the validity of reports of child behavior by persons who are currently emotionally distressed» (p. 253).

The Expert Committee Recommendations on the Assessment, Prevention, and Treatment of Child and Adolescent Overweight and Obesity (1) reported that there is consistent evidence that parents should, «allow the child to self - regulate his or her meals and avoid overly restrictive feeding behaviors.&rChild and Adolescent Overweight and Obesity (1) reported that there is consistent evidence that parents should, «allow the child to self - regulate his or her meals and avoid overly restrictive feeding behaviors.&rchild to self - regulate his or her meals and avoid overly restrictive feeding behaviors.»

Similarly ACE information relied on maternal reports and we used relatively high thresholds for the standardized scales assessing child abusive behavior, both of which could have underestimated ACEs.

Group differences in the Child Behavior Checklist scores showed that parents in the intervention group reported higher scores than those in the UC group on the aggressive behavior subscale (7.74 vs 6.80; adjusted β, 0.83 [95 % CI, 0.37 - 1.30]-RRB-, although neither group reached a subscale score of clinical significance (the cutoff for this age is 22 years)(Table 3).14 There were no group differences in reported sleep problems or problems with depression or Behavior Checklist scores showed that parents in the intervention group reported higher scores than those in the UC group on the aggressive behavior subscale (7.74 vs 6.80; adjusted β, 0.83 [95 % CI, 0.37 - 1.30]-RRB-, although neither group reached a subscale score of clinical significance (the cutoff for this age is 22 years)(Table 3).14 There were no group differences in reported sleep problems or problems with depression or behavior subscale (7.74 vs 6.80; adjusted β, 0.83 [95 % CI, 0.37 - 1.30]-RRB-, although neither group reached a subscale score of clinical significance (the cutoff for this age is 22 years)(Table 3).14 There were no group differences in reported sleep problems or problems with depression or anxiety.

In addition, similar to our findings, others (3, 4, 13, 18) have also found that maternal feeding behaviors, particularly when they are observed (3, 4) and not self - reported, differ based on the child's age.

Parental mental illness Relatively little has been written about the effect of serious and persistent parental mental illness on child abuse, although many studies show that substantial proportions of mentally ill mothers are living away from their children.14 Much of the discussion about the effect of maternal mental illness on child abuse focuses on the poverty and homeless - ness of mothers who are mentally ill, as well as on the behavior problems of their children — all issues that are correlated with involvement with child welfare services.15 Jennifer Culhane and her colleagues followed a five - year birth cohort among women who had ever been homeless and found an elevated rate of involvement with child welfare services and a nearly seven - times - higher rate of having children placed into foster care.16 More direct evidence on the relationship between maternal mental illness and child abuse in the general population, however, is strikingly scarce, especially given the 23 percent rate of self - reported major depression in the previous twelve months among mothers involved with child welfare services, as shown in NSCAW.17

The relationship between undernutrition and behavioral development in children: A report of the International Dietary Energy Consultative Group (IDECG) workshop on malnutrition and behavior

We have found and reported short - term positive effects of this intervention package on behavior, school bonding, and achievement of children receiving the intervention during grades 1 through 4.28,29 We have also found positive effects on children from low - income families at the end of grade 6.30

Mothers reported on their children's irritability at 6 months42 and behavior problems at 24 months.43

Exceptions to this generalization were that lower class parents were more likely to endorse spanking as a response to an unsafe behavior on the part of the child, and middle / upper class parents reported higher levels of reward for positive behavior (Horn et al, 2004).

In the literature, NFP is associated with having a positive impact on child achievement test scores and positive behaviors, as well as a reduction in child abuse reports, emergency room visits, and arrests by age 15 (Karoly et al., 2006).

The CRS - R (27 — 87 items, depending on the version; long and short versions are available) includes parent, teacher, and adolescent self - report behavioral ratings scales used to evaluate problem behavior experienced by children and adolescents.

At 24 months, externalising scores in the intervention and control groups were similar (mean 11.9 (SD 7.2) v 12.9 (7.4)-RRB-; however, on the parent behavior checklist subscale scores, intervention group parents were less likely to report harsh / abusive parenting (mean 38.9 (SD 7.7) v 40.5 (8.8); adjusted mean difference − 1.83, 95 % confidence interval − 3.12 to − 0.55) and unreasonable expectations of child development (40.9 (9.9) v 42.7 (9.6); − 2.18, − 3.74 to − 0.62).

Middle Class African American Mothers» Depressive Symptoms Mediate Perceived Discrimination and Reported Child Externalizing Behaviors McNeil, Harris - McKoy, Brantley, Fincham, & Beach (2014) Journal of Child and Family Studies, 23 (8) View Abstract Presents results of a study that explored the effects of perceived discrimination on youth outcomes and examined the potential mediating role of maternal depression.

Five programs showed favorable effects in some aspect of child maltreatment reduction: (1) Child FIRST showed a favorable effect on family involvement with child protective services53; (2) Early Start on 2 measures, including the percentage who went to the hospital for accident, injury, or accidental poisoning, and parents» report of severe or very severe physical assault25, 26; (3) EHS had a favorable effect on physical punishment at 36 months66; (4) HFA showed 14 favorable impacts on measures of parenting behaviors, such as corporal punishment, self - reported serious physical abuse, and aggression, 30,50,67 — 69 and 1 measure of the biological mother as a confirmed subject of sexual abuse report by the child's seventh birthday50; and (5) NFP had favorable effects on 7 measures, including health care encounters for injuries or ingestions and substantiated abuse or neglect 15 years after program enrollment.34, 35,42,70,71 One program, Healthy Steps, showed no effect on 1 measure in this domachild maltreatment reduction: (1) Child FIRST showed a favorable effect on family involvement with child protective services53; (2) Early Start on 2 measures, including the percentage who went to the hospital for accident, injury, or accidental poisoning, and parents» report of severe or very severe physical assault25, 26; (3) EHS had a favorable effect on physical punishment at 36 months66; (4) HFA showed 14 favorable impacts on measures of parenting behaviors, such as corporal punishment, self - reported serious physical abuse, and aggression, 30,50,67 — 69 and 1 measure of the biological mother as a confirmed subject of sexual abuse report by the child's seventh birthday50; and (5) NFP had favorable effects on 7 measures, including health care encounters for injuries or ingestions and substantiated abuse or neglect 15 years after program enrollment.34, 35,42,70,71 One program, Healthy Steps, showed no effect on 1 measure in this domaChild FIRST showed a favorable effect on family involvement with child protective services53; (2) Early Start on 2 measures, including the percentage who went to the hospital for accident, injury, or accidental poisoning, and parents» report of severe or very severe physical assault25, 26; (3) EHS had a favorable effect on physical punishment at 36 months66; (4) HFA showed 14 favorable impacts on measures of parenting behaviors, such as corporal punishment, self - reported serious physical abuse, and aggression, 30,50,67 — 69 and 1 measure of the biological mother as a confirmed subject of sexual abuse report by the child's seventh birthday50; and (5) NFP had favorable effects on 7 measures, including health care encounters for injuries or ingestions and substantiated abuse or neglect 15 years after program enrollment.34, 35,42,70,71 One program, Healthy Steps, showed no effect on 1 measure in this domachild protective services53; (2) Early Start on 2 measures, including the percentage who went to the hospital for accident, injury, or accidental poisoning, and parents» report of severe or very severe physical assault25, 26; (3) EHS had a favorable effect on physical punishment at 36 months66; (4) HFA showed 14 favorable impacts on measures of parenting behaviors, such as corporal punishment, self - reported serious physical abuse, and aggression, 30,50,67 — 69 and 1 measure of the biological mother as a confirmed subject of sexual abuse report by the child's seventh birthday50; and (5) NFP had favorable effects on 7 measures, including health care encounters for injuries or ingestions and substantiated abuse or neglect 15 years after program enrollment.34, 35,42,70,71 One program, Healthy Steps, showed no effect on 1 measure in this domachild's seventh birthday50; and (5) NFP had favorable effects on 7 measures, including health care encounters for injuries or ingestions and substantiated abuse or neglect 15 years after program enrollment.34, 35,42,70,71 One program, Healthy Steps, showed no effect on 1 measure in this domain.65

This occurred even though these children's mothers showed almost none of the postnatal benefits observed for those visited during pregnancy and infancy (such as reduced welfare dependence, substance abuse, criminal behavior, and child abuse and neglect).8 The mechanisms through which these beneficial effects occurred will be examined in future reports, with a focus on the alteration of maternal prenatal health and the children's corresponding neuropsychological functioning, 22,23 as well as prenatal stress, given that stress during pregnancy affects the social and neuromotor development of nonhuman primates.24, 25

Variables were constructed to coincide with those based on the child's self - report of behavior.

Further details of the procedure and intervention effects on behavior observed during this procedure are presented elsewhere.30, 40 Of note, others have shown that similar peer entry paradigms are stressful for preschoolers.7, 13 Consistent with previous reports, observations of child peer entry and play behavior40 in the current study sample confirmed the stressful nature of the task.

Adolescents» behaviour may vary from one context to another, or from one interaction partner to another, and informants» reports may be affected by their own perspectives.13 Because there is no gold standard for psychiatric disorders, and reports from different informants tend to correlate only moderately, using information from multiple informants seems the best strategy to chart mental health.14 Among other things, adherence to this first principle is expressed in the use of child (Youth Self - report; YSR), and parent (Child Behavior Checklist; CBCL) questionnaires on child / adolescent mental health, which are part of the Achenbach System of Empirically Based Assessment (ASEBA), 15,16 and the use of a teacher - report (Teacher Checklist of Psychopathology), which was developed for TRAILS on the basis of the Achenbach Teachers Report Form.17 It is also expressed in the use of peer nominations to assess adolescents» social status at scchild (Youth Self - report; YSR), and parent (Child Behavior Checklist; CBCL) questionnaires on child / adolescent mental health, which are part of the Achenbach System of Empirically Based Assessment (ASEBA), 15,16 and the use of a teacher - report (Teacher Checklist of Psychopathology), which was developed for TRAILS on the basis of the Achenbach Teachers Report Form.17 It is also expressed in the use of peer nominations to assess adolescents» social status at sreport; YSR), and parent (Child Behavior Checklist; CBCL) questionnaires on child / adolescent mental health, which are part of the Achenbach System of Empirically Based Assessment (ASEBA), 15,16 and the use of a teacher - report (Teacher Checklist of Psychopathology), which was developed for TRAILS on the basis of the Achenbach Teachers Report Form.17 It is also expressed in the use of peer nominations to assess adolescents» social status at scChild Behavior Checklist; CBCL) questionnaires on child / adolescent mental health, which are part of the Achenbach System of Empirically Based Assessment (ASEBA), 15,16 and the use of a teacher - report (Teacher Checklist of Psychopathology), which was developed for TRAILS on the basis of the Achenbach Teachers Report Form.17 It is also expressed in the use of peer nominations to assess adolescents» social status at scchild / adolescent mental health, which are part of the Achenbach System of Empirically Based Assessment (ASEBA), 15,16 and the use of a teacher - report (Teacher Checklist of Psychopathology), which was developed for TRAILS on the basis of the Achenbach Teachers Report Form.17 It is also expressed in the use of peer nominations to assess adolescents» social status at sreport (Teacher Checklist of Psychopathology), which was developed for TRAILS on the basis of the Achenbach Teachers Report Form.17 It is also expressed in the use of peer nominations to assess adolescents» social status at sReport Form.17 It is also expressed in the use of peer nominations to assess adolescents» social status at school.

We have previously reported the immediate effects of this psychosocial family - based intervention on independently observed aspects of the caregiving environment and child social competence during unfamiliar peer entry, including approach and regulatory behaviors.30 Thus, we have demonstrated the efficacy of the intervention in altering the targeted risk factors.

Prevention of Problem Behavior Through Annual Family Check - Ups in Early Childhood: Intervention Effects From Home to Early Elementary School Dishion, Brennan, Shaw, McEachern, Wilson, & Jo (2014) Journal of Abnormal Child Psychology, 42 (8) View Abstract Reviews a randomized intervention trial that examined the effects of yearly Family Check - Ups (FCUs) and tailored parent management training on parent report of problem behavior in children age 2 to 5 years and teacher report of oppositional behavior aBehavior Through Annual Family Check - Ups in Early Childhood: Intervention Effects From Home to Early Elementary School Dishion, Brennan, Shaw, McEachern, Wilson, & Jo (2014) Journal of Abnormal Child Psychology, 42 (8) View Abstract Reviews a randomized intervention trial that examined the effects of yearly Family Check - Ups (FCUs) and tailored parent management training on parent report of problem behavior in children age 2 to 5 years and teacher report of oppositional behavior abehavior in children age 2 to 5 years and teacher report of oppositional behavior abehavior at age 7.

NFP showed a favorable effect on the number of child behavioral / parental coping problems in the physician's record35 but an unfavorable / ambiguous effect on the child's resistance to eating.49 HFA did not show any effects on health outcomes such as whether the child was anxious or withdrawn, 50 and EHS did not show an effect on 2 outcomes: child's health status and percentage of parents reporting children with fair or poor health.51, 52 Outcomes on health behaviors or other health outcomes were not reported in the research on the remaining programs.

b) Indirect effect route: On the other hand, studies report that children can learn these emotional skills from their parents indirectly, observing and imitating their behavior in an unconscious way (Matthews, Zeidner, & Roberts, 2002; Zeidner et al., 2003).

First, we relied on parental reports for children's behavior and social skills.

The Effects of Parental Acculturation and Parenting Practices on the Substance Use of Mexican - Heritage Adolescents from Southwestern Mexican Neighborhoods Castro, Marsiglia, Nagoshi, & Parsai (2014) Journal of Ethnicity in Substance Abuse, 13 (3) Reports the results of a study of Mexican and Mexican - American adolescents, examining the effects of parental reports of their communications with their child, their involvement with this child, and their positive parenting because these factors affect their child's substance use behReports the results of a study of Mexican and Mexican - American adolescents, examining the effects of parental reports of their communications with their child, their involvement with this child, and their positive parenting because these factors affect their child's substance use behreports of their communications with their child, their involvement with this child, and their positive parenting because these factors affect their child's substance use behaviors.

It is therefore important that pediatricians and other service providers follow up on positive BITSEA scores, by engaging parents in a dialogue about children's difficulties (and strengths) and determining how much the reported behaviors interfere with children's developmental progress and families» day - to - day life (i.e., the extent to which these behaviors are associated with impairment).