Sentences with phrase «risk challenging behavior»

Professionals will come away with the knowledge and proven best practices they need to assess high - risk challenging behavior, intervene appropriately, and improve quality of life for the people they serve.

The Handbook of High - Risk Challenging Behaviors in People with Intellectual and Developmental Disabilities

Not exact matches

Meanwhile, if we lose the ability to respect that people can only go as far as their consciences will allow, we risk becoming mired in a muck of illusion, imagining hate where none exists, equating compelled behavior with authentic love, and losing sight of the fact that traveling together sometimes means that we walk the extra mile on one challenging road, and they walk it on the next.

Available free of charge on MomsTEAM's new SmartTeams concussion website, the #TeamUp4ConcussionSafetyTM program, developed by MomsTEAM Institute as part of its SmartTeams Play SafeTM initiative with a Mind Matters Educational Challenge Grant from the National Collegiate Athletic Association and Department of Defense, is designed to do just that: to increase reporting by athletes of concussion symptoms by engaging coaches, athletes, parents, and health care providers in a season - long, indeed career - long program which emphasizes that immediate reporting of concussion symptoms - not just by athletes themselves but by their teammate «buddies» - not only reduces the risk the athlete will suffer a more serious brain injury - or, in rare cases, even death - but is actually helps the team's chances of winning, not just in that game, but, by giving athletes the best chance to return as quickly as possible from concussion, the rest of the season, and by teaching that honest reporting is a valued team behavior and a hallmark of a good teammate.

If a preemie had medical complications after delivery, or if his mother abused alcohol or drugs during pregnancy, that can also increase his risk of learning or behavior challenges.

These challenges might cause them to engage in at - risk behaviors, such as substance abuse, depression, unsafe sexual practices and more.

«Most people attribute the peer effect on adolescent risk taking to peer pressure or the desire to impress friends, but our findings challenge that assumption,» said Steinberg, professor of psychology at Temple and a leading international expert on teen behavior and risk taking.

These include a new «at - risk» code in Oregon that allows young children to receive Medicaid - covered mental health services before they have a full - blown mental health disorder; Medicaid coverage in Oregon and Michigan for evidence - based parenting programs that can help parents learn parenting practices that promote a positive parent - child relationship and address challenging child behavior; and extensive training and support for pediatricians in Minnesota who want to conduct maternal depression screening during well - child visits and respond appropriately when the screen indicates that the mother needs further evaluation and support.

African American and Latino children in America are much more likely to face challenges that put them «at risk» for antisocial behavior.

African - American and Latino children in America are much more likely to face challenges that put them «at risk» for antisocial behavior.

The program is offered to students who have experienced traumatic life events, exhibit disruptive behaviors in the school setting, are at risk of dropping out or failing to graduate, and are coping with significant challenges that interfere with their ability to learn, function and thrive in school, at home, and in the community.

It prevents challenging classroom behavior, supports learning and helps at risk children learn the social and behavioral skills necessary for school success.

The report describes the role that trauma from adverse experiences can play in the learning and behavior challenges that are associated with increased risk for juvenile delinquency among children in the child welfare system.

Equally challenging for educators is the continued lack of student motivation, undesirable student behaviors and the overall underachievement of at - risk student populations across racial and ethnic lines.

It is important to appreciate that the risk of low academic performance and challenging behaviors does not reside solely within the child or family — instructional, classroom and school variables can and do contribute to academic problems.

Students who develop these skills are less likely to participate in high - risk behavior and are more able to persevere through academic challenges (Solomon, Battistich, Watson, Schaps, & Lewis, 2000).

We do that by providing and supporting programs that target at - risk shelter populations, such as neo-natal kittens and puppies, pets with treatable medical issues, and animals with behavior challenges.

The goal of social - emotional assessment within an RTI framework is early identification of young children with challenging behaviors who are at risk for problems in their formal school years.

Dr. Whitlock discusses the causes, prevalence, and risk factors of self - injurious behavior and explains its active though maladaptive coping dimension as well as the challenge of finding effective treatment.

A family - based preventive intervention for children at high risk for antisocial behavior alters stress response in anticipation of a peer social challenge.

Effects of a Psychosocial Family - Based Preventive Intervention on Cortisol Response to a Social Challenge in Preschoolers at High Risk for Antisocial Behavior.

Conclusions A family - based preventive intervention for children at high risk for antisocial behavior alters stress response in anticipation of a peer social challenge.

If there is a downside to high levels of nurturance in child rearing, it is the risk that nurturant parents might be more lax than other parents in challenging their children to measure up to developmentally appropriate standards for behavior.

Several interventions have been demonstrated to be effective in reducing the prevalence of behaviors that place adolescents at risk for acquisition of human immunodeficiency virus (HIV).1 — 6 These programs have in common a small - group and face - to - face method of delivery, an emphasis on skills development referent to decision making, communication, negotiation and condom use, use of a wide variety of instructional formats and approaches to intervention delivery, and grounding in social learning theory.2 — 6 Despite the encouraging results that accompany these studies with reference to adolescent risk reduction, new challenges have emerged.

Objective To examine the effects of experimental manipulations of social experience on cortisol response to a social challenge in preschoolers at risk for antisocial behavior.

To examine the effects of experimental manipulations of social experience on cortisol response to a social challenge in preschoolers at risk for antisocial behavior.

First, the few studies that have followed participants beyond the immediate intervention period (6 months or less) have noted a decay of intervention effect on behavior over time, 5,6 prompting members of the National Institutes of Health Consensus Panel: Intervention to Prevent HIV Risk Behavior to identify sustainability of program effectiveness as 1 of the most important questions that professionals who are concerned with risk prevention face.7 A challenge for behavioral change interventions in general, this issue is particularly vexing for interventions that target decreased involvement in sex and substance use with advancing age during adolescence.8, 9 Second, multiple behaviors (sex without a condom, sex with multiple partners, substance use before sex, etc) directly and indirectly place individuals at risk for acquisitionbehavior over time, 5,6 prompting members of the National Institutes of Health Consensus Panel: Intervention to Prevent HIV Risk Behavior to identify sustainability of program effectiveness as 1 of the most important questions that professionals who are concerned with risk prevention face.7 A challenge for behavioral change interventions in general, this issue is particularly vexing for interventions that target decreased involvement in sex and substance use with advancing age during adolescence.8, 9 Second, multiple behaviors (sex without a condom, sex with multiple partners, substance use before sex, etc) directly and indirectly place individuals at risk for acquisition of Risk Behavior to identify sustainability of program effectiveness as 1 of the most important questions that professionals who are concerned with risk prevention face.7 A challenge for behavioral change interventions in general, this issue is particularly vexing for interventions that target decreased involvement in sex and substance use with advancing age during adolescence.8, 9 Second, multiple behaviors (sex without a condom, sex with multiple partners, substance use before sex, etc) directly and indirectly place individuals at risk for acquisitionBehavior to identify sustainability of program effectiveness as 1 of the most important questions that professionals who are concerned with risk prevention face.7 A challenge for behavioral change interventions in general, this issue is particularly vexing for interventions that target decreased involvement in sex and substance use with advancing age during adolescence.8, 9 Second, multiple behaviors (sex without a condom, sex with multiple partners, substance use before sex, etc) directly and indirectly place individuals at risk for acquisition of risk prevention face.7 A challenge for behavioral change interventions in general, this issue is particularly vexing for interventions that target decreased involvement in sex and substance use with advancing age during adolescence.8, 9 Second, multiple behaviors (sex without a condom, sex with multiple partners, substance use before sex, etc) directly and indirectly place individuals at risk for acquisition of risk for acquisition of HIV.

Consultants work collaboratively with caregivers and programs on enhancements at various levels: from promoting mental wellness for all children to preventing social / emotional issues in at - risk children to early intervention for children exhibiting challenging or troubling behavior.

Challenging behavior in the early years of development is defined as «any repeated pattern of behavior or perception of behavior that interferes with or is at risk of interfering with optimal learning or engagement in prosocial interactions with peers and adults» (Smith & Fox, 2003, p. 5).

A synthesis of knowledge relevant to pathways of service delivery for young children with or at risk of challenging behavior.

Children who have psychological problems early on tend to have higher rates of substance misuse, aggression, risk - taking behavior, and academic challenges than their peers.

The Secondary Prevention level of support identifies children at risk for engaging in challenging behavior with early interventions established that provide additional time for these children to work on relationships with others, practice important skills, and receive reinforcement for using new skills in everyday settings.

SafeCare ® [Home Visiting for Child Well - Being] is an in - home parent training program that targets risk factors for child neglect and physical abuse in which parents are taught skills in three module areas: (1) how to interact in a positive manner with their children, to plan activities, and respond appropriately to challenging child behaviors, (2) to recognize hazards in the home in order to improve the home environment, and (3) to recognize and respond to symptoms of illness and injury, in addition to keeping good health records.

Help your staff to understand how their own attitudes and beliefs about children's behavior influence the way they respond to a child's challenging behavior, understand the link between risk and protective factors that influence a child's behavior and how staff can learn ways to prevent the behavior from occurring.

We'd written about it in Challenging Behavior in Young Children, but somehow it seemed less sexy to me than other risk factors like temperament or media violence.

I have to admit I wasn't, even though I'd known for a long time that it's an important risk factor for challenging behavior.

Consequently, coparenting difficulties may interfere with parenting behavior that is typical for fathers and is assumed to particularly affect children's anxiety, such as challenging the child to take risks (Bögels and Phares 2008; Bögels and Perotti 2011; Bögels et al. 2011).

Challenging behavior is defined as «any repeated pattern of behavior, or perception of behavior, that interferes with or is at risk of interfering with optimal learning or engagement in prosocial interactions with peers and adults» (Powell, Dunlap, & Fox 2006, 26).

Although challenging behavior can occur in any classroom, research indicates that some children in urban communities experience conditions that contribute to risk factors for social and emotional delays (Fox, Dunlap, & Powell 2002).

The Temperament and Atypical Behavior Scale (TABS) is a screening and assessment tool that aids professionals in detecting critical temperament and self - regulation issues that can indicate a child's risk for future behavioral challenges or developmental delay.

Cumulative adverse childhood events have a role in poor physical health, problematic health risk behaviors, learning challenges, behavior problems and disease.

Primary participants were families with young children who have already been identified as having challenging behavior or who are at substantial risk for having challenging behavior.

Lessons Learned From 30 - Plus Years of No Physical Intervention Suess (2008) In For Our Own Safety: Examining the Safety of High - Risk Interventions for Children and Young People View Abstract Describes how the Arc of Delaware County, a nonprofit community - based rehabilitation agency, serves individuals with challenging behaviors from the community and from institutions without the use of physical restraints.

As noted in related studies, these results present important challenges for prevention efforts, given that these health - risk behaviors appear to be entrenched within adolescents» close friendships.

The vast majority of articles in the extant literature primarily highlight the mental health deficits associated with such exposures, although a growing body of research documents that school engagement challenges, problematic peer relations, substance use, and increased sexual risk behaviors are associated with such incidences.

Challenging behavior in the early years of development, defined as «any repeated pattern of behavior or perception of behavior that interferes with or is at risk of interfering with optimal learning or engagement in pro-social interactions with peers and adults» (Systems of service delivery: A synthesis of evidence relevant to young children at risk of or who have challenging behavior, University of South Florida, Tampa, 2003), can have pervasive deleterious effects on the child's social emotional functioning, learning, and longitudinal outcomes over time (Behav Disord, 32:29 — 45, 2006; Preventing mental, emotional, and behavioral disorders among young people: Progress and posChallenging behavior in the early years of development, defined as «any repeated pattern of behavior or perception of behavior that interferes with or is at risk of interfering with optimal learning or engagement in pro-social interactions with peers and adults» (Systems of service delivery: A synthesis of evidence relevant to young children at risk of or who have challenging behavior, University of South Florida, Tampa, 2003), can have pervasive deleterious effects on the child's social emotional functioning, learning, and longitudinal outcomes over time (Behav Disord, 32:29 — 45, 2006; Preventing mental, emotional, and behavioral disorders among young people: Progress and poschallenging behavior, University of South Florida, Tampa, 2003), can have pervasive deleterious effects on the child's social emotional functioning, learning, and longitudinal outcomes over time (Behav Disord, 32:29 — 45, 2006; Preventing mental, emotional, and behavioral disorders among young people: Progress and possibilities.