Sentences with phrase «reports of child behavior problems»

Although we used aggregate scores based on father - reports and mother - reports of child behavior problems and we observed child prosocial behavior in the home, future studies should include observations of child externalizing problems and interviews of child internalizing problems (e.g., the Berkeley Puppet Interview; Ringoot et al. 2013) to avoid potential response biases based on parents» own psychological difficulties.

Parent and teacher reports of child behavior problems were obtained at ages 5, 6, and 9 years by using the Strengths and Difficulties Questionnaire (SDQ).34 The SDQ is a 30 - item scale designed to assess a number of child behavior domains, including externalizing behaviors (conduct problems and hyperactivity / inattention) and internalizing behaviors (emotionality and peer difficulties) during the 6 months before assessment.

Anna S. Lau and others, 8220; Abusive Parents8217; Reports of Child Behavior Problems: Relationship to Observed Parent - Child Interactions, 8221; Child Abuse Neglect, 30, no. 6 (2006): 639, 8211; 55.

Results showed that, for both low - income and middle - income families, parental reports of child behavior problems, parent attitudes, and parent problem - solving skills improved significantly from before parent training to after with the CSP program.

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).

Not exact matches

Mothers of 66 children who had celiac disease but didn't know it yet reported more child anxiety and depression, withdrawn behavior, aggressive behavior, and sleep problems when compared to the more than 3,651 mothers of children who did not have celiac disease at all.

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.

The study also found that children and adolescents who experience higher levels of overt victimization report higher levels of overt aggression and lower levels of prosocial support, and exhibit more externalizing behavior such as delinquency, impulsivity, and conduct problems.

Parents of children with ADHD were also much more likely to report that their children have difficulty falling asleep, to report concern about their child's sleep habits, and fear that sleep problems may be leading to behavior issues.

The higher odds of prevalence of asthma and obesity among ethnic minority children contributed to these differences, although ethnic minority children were less likely to have reported other physical conditions and behavior / learning problems.

Teachers reported a trend toward fewer problem behaviors, an improvement in academic functioning, and a decrease in symptoms of anxiety among anxious children after six weeks of mindfulness training.

Although the risks of behavior problems among children in child care programs are low, McCartney and her colleagues did find a correlation between the number of hours spent in child care each week and the likelihood of adults to report disobedience, aggressiveness, or assertive behavior such as bragging and demanding attention.

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.

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 naps.Carefully identified warning signs of emotional and developmental problems in children.Created and implemented a developmentally appropriate curriculum.Upheld aUpheld all CPR and -LSB--RSB- regulated certifications.Offered stimulating curriculum that accommodated all learning styles.Led reading classes for preschool - aged children.Sparked creativity and imagination by helping children discover new things each day.

Parents reported significant reductions in child behavior problems for both internalizing and externalizing behaviors, as well as in total number of reported behavior problems.

Differential predictive value of parents» and teachers» reports of children's problem behaviors: A longitudinal study

Objective To report the feasibility and preliminary efficacy of a Web - based parenting skills program to reduce behavior problems following traumatic brain injury (TBI) in young children.

Results showed relationships between measures of parenting and adolescent problem behavior outcomes are not uniform across reporters or across behaviors, and that, in some cases, the discrepancies between child and parent report may be important.

These findings demonstrating enhanced child and parent benefits associated with collaborative care extend those reported in quality improvement interventions for child behavior problems, 13,14 ADHD, 6 — 8 adolescent depression, 10,11 and other problems.5 In the follow - up period, EUC showed significantly greater remission since posttreatment in behavior problems than DOCC, which may reflect DOCC patients having achieved greater remission by the end of treatment.

Behavior problems and competencies reported by parents of normal and disturbed children aged four through sixteen.

The higher odds of prevalence of asthma and obesity among ethnic minority children contributed to these differences, although ethnic minority children were less likely to have reported other physical conditions and behavior / learning problems.

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.

Gould reports that adult children of divorced parents report less satisfaction with sole custody arrangements than any other arrangement, and an assortment of behavior problems are associated with loss of contact with one parent.

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

Differences between raters were also expected to lead to higher levels of depressive symptoms in young people with chronic illnesses in studies that used parent ratings as a measure of depressive symptoms (e.g., the Affective Problems scale of the Child Behavior Checklist (CBCL); Achenbach, Dumenci, & Rescorla, 2003) than in studies that used self - reports of the cChild Behavior Checklist (CBCL); Achenbach, Dumenci, & Rescorla, 2003) than in studies that used self - reports of the childchild.

Positive parenting practices (e.g., parental support, monitoring, avoiding harsh punishment) are associated with positive child outcomes, such as better adjustment, higher self - esteem, higher grades, fewer behavior problems, and lower reports of deviance among school - age children.6 Even if programs target parents of young children, parents may be able to use the skills they develop for years into the future or to help parent older children.

[21] One promising, peer - led intervention for conduct disorder reported significant reduction of child behavior problems and improvement in parenting competencies.

The Child Behavior Checklist (CBCL) for children aged 2 to 3 years measured parents» perceptions of their children's behavioral problems.24 Means of 3 CBCL subscales (aggressive behavior, anxious or depressed, sleep problems) were rBehavior Checklist (CBCL) for children aged 2 to 3 years measured parents» perceptions of their children's behavioral problems.24 Means of 3 CBCL subscales (aggressive behavior, anxious or depressed, sleep problems) were rbehavior, anxious or depressed, sleep problems) were reported.

Evaluation results demonstrated both enhanced quality of care and promotion of more - favorable parenting practices related to perceptions of children's behavior at 30 to 33 months, discipline at 30 to 33 months, and health care seeking at 2 to 4 months and 30 to 33 months.4 — 7 In addition, HS reduced income disparities in the use of preventive services and enhanced parents» satisfaction with care at 30 to 33 months.8 Using observational data and a longitudinal sample, Caughy et al9 reported that participation in HS was associated with positive child development outcomes, including greater attachment and fewer child behavior problems when children were 34 to 37 months of age.

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 atProblem 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 atproblem 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.

Mothers in the intervention group had increased reporting of aggressive behavior and problems sleeping compared with control mothers, and comparable perceptions of anxious or depressed behaviors in their children.

Consistent with earlier findings, the mean scores for mothers» responses on the Child Behavior Checklist (externalizing and each syndrome) were comparable to those for nonreferred children reported by Achenbach and Rescorla, 25 which indicated that levels of behavioral problems for HS children were similar to those for generally healthy children.

Steinberg and his colleagues found that teenagers who gave unfavorable reports of their parents» child - rearing methods and who reported more problem behavior (Lamborn et al., 1991) reported even more problem behavior 1 year later (Steinberg et al., 1994).

For a good example of such a study, which came to quite different findings about the impact of divorce than did earlier studies, see CCF Briefing Report, «The Impact of Divorce on Children's Behavior Problems,» (Li, 2008).

Results showed that parents in the 16 - week group training conditions reported more stable perceptions of children's problem behaviors and those in the couples groups reported more stable levels of relationship satisfaction.

• Significantly higher English language skills; • Fewer parent reports of problem behaviors; and • More positive parent - child interactions than children who did not attend Educare.

The Child Behavior Checklist (CBCL) was used to predict parent - reported behavioural / emotional problems in 125 10 — 15 year - old congenital heart disease children from: (1) biographical status (2) medical history (3) heart surgery (4) short - term post-operative course and (5) number of heart operations and (6) extra cardiac concomitant anomalies.

Results indicated that a significant reduction in parenting stress occurred for mothers as a result of the intervention and parents reported increased empathy for child problem behaviors.

Both treatments also resulted in significant improvements in child behavior problems as measured by parent reports of three child behaviors of concern to them.

Results indicate that both intervention groups reported significantly decreased child problem behaviors, dysfunctional parenting, parental depression, and parental stress at the end of the intervention as compared to the control group.

Results indicate participants in the 1 -2-3 Magic group reported significantly less problem behaviors for their children, and significantly less dysfunctional parenting, at the end of the intervention when compared to the control group.

The strength of the relationship with fathers» antisocial behavior was weak, but this could be a measurement problem, because we had to rely on mothers» reports when fathers were not living with their children and could not be located or convinced to participate.

The measure used to assess behavior included disciplinary records (for only a subsample of six schools, of which three were control and three were intervention schools); the Problem Behavior Frequency Scales; the Children's Report of Exposure to Violence; Peer Provocation Scale; Life Satisfaction Scale; the RIPP Knowledge Test; the Problem Situation Inventory; the Beliefs Supporting Aggression Scale; the Attitude Toward Conflict Scale; and the Peer Support for Nonviolencbehavior included disciplinary records (for only a subsample of six schools, of which three were control and three were intervention schools); the Problem Behavior Frequency Scales; the Children's Report of Exposure to Violence; Peer Provocation Scale; Life Satisfaction Scale; the RIPP Knowledge Test; the Problem Situation Inventory; the Beliefs Supporting Aggression Scale; the Attitude Toward Conflict Scale; and the Peer Support for NonviolencBehavior Frequency Scales; the Children's Report of Exposure to Violence; Peer Provocation Scale; Life Satisfaction Scale; the RIPP Knowledge Test; the Problem Situation Inventory; the Beliefs Supporting Aggression Scale; the Attitude Toward Conflict Scale; and the Peer Support for Nonviolence Scale.

Teacher reports of conflict, but not closeness, have been found to be modestly related to efficacy beliefs of teachers (Spilt 2010; Yeo et al. 2008), and to self - reported depression of preschool teachers when conflict was higher than expected based on teacher perceptions of child problem behavior (Hamre et al. 2008).

Immediate post-treatment factors predicting negative outcomes (delinquent acts) were maternal reports of behavior problems and observed mother — child coercion, indicating that in families where levels of parent - child coercion are still high post-treatment, further intervention may be warranted to prevent future problems.

Intervention effects occurred predominantly among families reporting high levels of problem behavior at child age 2.

Single - parent mothers in the Level 4 Triple P intervention did not report significant changes in parenting or child problem behavior which is primarily due to inexplicable high positive effects in single parent mothers of the control group.

At age 3, the primary caregivers» partners, most of whom were fathers (89.5 %) reported on problem behavior of the child.

Significant reductions in anxiety symptoms and behavior problems were found for those children who reported clinically elevated levels of anxiety at pretest.