Sentences with phrase «significant child behaviour problems»

A key research finding is that (a) children with ID are more likely to exhibit internalising and externalising behaviour problems in comparison with typically developing children, and (b) in the absence of significant child behaviour problems, parents of children with ID do not, on average, report heightened levels of distress [4 •, 16, 27, 28].

Not exact matches

Studies of the Nurse Family Partnership model followed children to 6 years and found significant program effects on language and cognitive functioning as well as fewer behaviour problems in a randomized controlled trial study.24 In addition, more recent evaluations of Healthy Families America have shown small, but favourable effects on young children's development.25, 26

Finally, a Finnish trial of universal home visiting by nurses35 and two U.S. programs implemented by master's degree - level mental health or developmental clinicians have found significant effects on a number of important child behavioural problems.36, 37 Additionally, a paraprofessional home visitation program found effects on externalizing and internalizing behaviours at child age 2; however due to the large number of effects measured in this study, replication of the findings is warranted.38

In repeated RCTs with samples ranging from clinically referred middle - class preschoolers to low - income Head Start preschoolers at risk for psychosocial adjustment, significant improvements have repeatedly been found one to two years following the intervention in promoting children's prosocial adjustment and reducing children's problem behaviours.

The Behaviour Clinic at the Centre for Community Child Health was established to support children with significant behavioural and emotional problems, which effect their everyday family, school and social life.

Mothers most commonly reported that their children were in the care of relatives (65 %) with 11 % reporting that their child was in the child protection system.15 Disruption to a child's living arrangements, including separation from parents and siblings, can result in psychological and emotional distress.16 17 A recent systematic review and meta - analysis of 40 studies that investigated child outcomes when either parent was incarcerated found a significant association with antisocial behaviour (pooled OR = 1.6, 95 % CI 1.4 to 1.9) and poor educational performance (pooled OR = 1.4, 95 % CI 1.1 to 1.8).18 Other research indicates that children of incarcerated mothers are at risk of increased criminal involvement, mental health issues, physical health problems, behavioural problems, 19 child protection contact20 and poorer educational outcomes.21

A confluence of research has identified executive functioning deficits as a common characteristic of individuals with FASD.9 15 — 27 Damage to neurological structures, including the prefrontal regions of the brain, is a significant hypothesised cause for these deficits.28 29 Executive functions are defined as a set of cognitive processes responsible for orchestrating purposeful, goal - directed behaviour.15 30 31 These processes are responsible for the ability to plan, organise, attend, problem solve and inhibit responses.31 It is also suggested that the ability to self - regulate emotional responses and behavioural actions is interrelated with the construct of executive functioning.17 28 32 Deficits in executive functioning and self - regulation can lead to learning and behavioural problems that impact a child's educational outcomes as they struggle to cope with the complex demands of school life.16 20

In preschool and during middle childhood, neglected children are more likely to be socially withdrawn and experience negative interactions with their peers.9, 12 Additionally, neglected children may have significant internalizing problems such as withdrawal, somatic complaints, anxiety and depression when compared to physically - abused and sexually - abused children.7 Similar to adults with a history of physical abuse, adults with a history of neglect are at increased risk for violent criminal behaviour.13

This free live webinar also looks at new parenting behaviour, and ways to improve communication and problem - solving skills with other significant adults in your child's life.

The study cited for this inclusion was Hampel et al's 2010 examination of several Social Pediatric Centres in Germany, which found Stepping Stones contributed to significant improvements in dysfunctional parenting, parental stress and child behaviour problems.

From Time 1 to Time 2 significant goal attainment, increases in parenting satisfaction, and decreases in child behaviour problems, parental adjustment problems and interparental conflict occurred in the PP PWS group, but did not in the control group.

There was no significant difference in benefit for children with developmental delay and children with behaviour problems primarily, suggesting that the PPEY programme is equally beneficial to both groups.

The IY basic parent programme has been used, with adaptations, with parents whose children had a diagnosis of ASD and / or developmental delay, along with significant behaviour problems, with promising results13, 20 including when evaluated using a randomised controlled trial (RCT) design.21

Despite the programme's positive impact on children's emotional literacy skills, results from the Strengths and Difficulties Questionnaire [33] revealed that the programme did not have a significant positive effect on the intervention group's emotional and behavioural problems including the subscales, emotional symptoms, hyperactivity, peer relationship problems and prosocial behaviour.

In turn, maternal health problems have been identified as a significant factor associated with child outcomes, including behaviour difficulties (Barnes et al., 2010; Kelly and Bartley, 2010).

Results: Comparison of the changes during the 3 - month waiting and treatment periods revealed significantly stronger treatment effects on all outcome measures, indicating a substantial decrease in child behaviour problems and a significant increase in parenting due to treatment.

Using an intent - to - treat design, COPEing with Toddler Behaviour yielded significant effects on child behavior problems, positive parent — child interaction, and parental over reactivity and depression, but not observed negative child behavior or parental laxness.

The authors do not report on child behaviour change but note that ``... in every instance there was a significant improvement in adaptive behavior or decreases in problem behavior» (p. 363).

There was no significant difference in the proportion of children with behaviour problems in one (26.1 %) and two parent families (24.2 %).

This study found the most significant problem identified by siblings was the disruption caused by the behaviour of the child with the condition.Examples of this disruptive behaviour included physical and verbal aggression, out - of - control hyperactivity, emotional and social immaturity, academic underachievement and learning problems, family conflicts, poor peer relationships, and difficult relationships with extended family.

Results: The results of the MANCOVA revealed that only children with paternal ASPD showed significant higher scores in attentional problems, self - rated aggression / delinquency and disruptive behaviour, while there were no differences for FHalc and the interaction effect.

In repeated RCTs with samples ranging from clinically referred middle - class preschoolers to low - income Head Start preschoolers at risk for psychosocial adjustment, significant improvements have repeatedly been found one to two years following the intervention in promoting children's prosocial adjustment and reducing children's problem behaviours.

Children who have disorganized attachment with their primary attachment figure have been shown to be vulnerable to stress, have problems with regulation and control of negative emotions, and display oppositional, hostile - aggressive behaviours, and coercive styles of interaction.2, 3 They may exhibit low self - esteem, internalizing and externalizing problems in the early school years, poor peer interactions, unusual or bizarre behaviour in the classroom, high teacher ratings of dissociative behaviour and internalizing symptoms in middle childhood, high levels of teacher - rated social and behavioural difficulties in class, low mathematics attainment, and impaired formal operational skills.3 They may show high levels of overall psychopathology at 17 years.3 Disorganized attachment with a primary attachment figure is over-represented in groups of children with clinical problems and those who are victims of maltreatment.1, 2,3 A majority of children with early disorganized attachment with their primary attachment figure during infancy go on to develop significant social and emotional maladjustment and psychopathology.3, 4 Thus, an attachment - based intervention should focus on preventing and / or reducing disorganized attChildren who have disorganized attachment with their primary attachment figure have been shown to be vulnerable to stress, have problems with regulation and control of negative emotions, and display oppositional, hostile - aggressive behaviours, and coercive styles of interaction.2, 3 They may exhibit low self - esteem, internalizing and externalizing problems in the early school years, poor peer interactions, unusual or bizarre behaviour in the classroom, high teacher ratings of dissociative behaviour and internalizing symptoms in middle childhood, high levels of teacher - rated social and behavioural difficulties in class, low mathematics attainment, and impaired formal operational skills.3 They may show high levels of overall psychopathology at 17 years.3 Disorganized attachment with a primary attachment figure is over-represented in groups of children with clinical problems and those who are victims of maltreatment.1, 2,3 A majority of children with early disorganized attachment with their primary attachment figure during infancy go on to develop significant social and emotional maladjustment and psychopathology.3, 4 Thus, an attachment - based intervention should focus on preventing and / or reducing disorganized attchildren with clinical problems and those who are victims of maltreatment.1, 2,3 A majority of children with early disorganized attachment with their primary attachment figure during infancy go on to develop significant social and emotional maladjustment and psychopathology.3, 4 Thus, an attachment - based intervention should focus on preventing and / or reducing disorganized attchildren with early disorganized attachment with their primary attachment figure during infancy go on to develop significant social and emotional maladjustment and psychopathology.3, 4 Thus, an attachment - based intervention should focus on preventing and / or reducing disorganized attachment.