Sentences with phrase «social behavior deficits»

In addition, she said, the data suggest new avenues of treatment for disorders that have social behavior deficits, from autism to schizophrenia or dementia.

«In this study, we wanted to determine where in the brain this social behavior deficit arises and where and how increases of the UBE3A gene repress it,» said Anderson, who is also an Associate Professor in the Program in Neuroscience at Harvard Medical School and Director of Autism BrainNET Boston Node.

Not exact matches

Autism spectrum disorders are characterized by deficits in social skills and communication, and restricted, repetitive behaviors or interests.

A therapist could help uncover potential mental health issues, skill deficits, or social problems that may be driving your teen's behavior.

In the absence of anything which can be called an «investigatory press» in Rockland County, elected officials must know that their behavior is being publicly scrutinized by the social media and that past behaviors which resulted in Rockland County becoming bloated with over 100 patronage appointments and millions of dollars in ballooning property taxes, bonded debt, and deficit spending MUST stop.

Page plans further studies examining the neurobiological relationship between social deficits and repetitive behavior, two of the primary symptoms of autism.

There is no Food and Drug Administration - approved medical treatment for the core symptoms of autism spectrum disorder, a lifelong neurodevelopmental condition whose hallmarks are deficits in social relatedness, repetitive thoughts and behaviors and, often, intellectual disability.

Page and his colleagues, who use animal models to understand how autism risk factors impact the developing brain and to identify potential treatments for the condition, have found that animals with mutations in the autism risk gene phosphatase and tensin homolog (Pten) mimic aspects of autism, including increased brain size, social deficits and increased repetitive behavior.

Black parents were less likely than white parents to report concerns about two ASD symptoms — social deficits and restricted and repetitive behaviors.

SHANK3 - deficient display repetitive grooming behavior as well as social interaction deficits and are considered to be an experimental model for autism.

ASDs, which are marked by deficits in social interaction and language development, as well as by repetitive behaviors and / or restricted interests, are known to have a strong genetic component.

Their parents reported more learning and behavioral problems, such as difficulty reading; behaviors consistent with attention deficit hyperactivity disorder; breaking rules; or displaying aggression, anxiety or social withdrawal.

«If we can normalize the hypersensitivity to touch, it's possible that this might help improve anxietylike behaviors and social interaction deficits.

To explore that question, Mazmanian and colleagues at Caltech used a mouse model of autism that is thought to approximately recreate three of the disorder's hallmark deficits: lack of social interaction, decreased communication (mice normally emit ultrasonic, birdsonglike chirps), and repetitive behaviors such as compulsive grooming or burying marbles.

«In this case, more synapses are not necessary a good thing because this contributes to abnormal activity in the amygdala and deficits in social behavior.»

There was no difference between mutant and normal mice when it came to investigating an empty cage, however, and the mutants even outperformed normal mice on a test of spatial learning and memory, suggesting that their deficit was specific for social behavior.

«One possibility is that depressed youth maybe exhibit social skill deficits or behaviors... or excessively talk about their problems,» she says.

Significant improvements in social - emotional competence and behavior were made by children who started the school year with skill deficits in these areas.

In one study, conducted with 7300 students and 321 teachers in 61 schools across 6 school districts, significant improvements in social - emotional competence and behavior were seen in children who started the school year with skill deficits in these areas.

Briefly, children with ASD show deficits in social interaction, verbal and nonverbal communication, unusual sensory experiences and repetitive behaviors.

Specifically, participants who received the animal - assisted social skills intervention exhibited fewer social skills deficits overall, fewer restricted and repetitive behaviors, and more typical social communication following the intervention.

Through play, therapists may help children learn more adaptive behaviors when there are emotional or social skills deficits (Pedro - Carroll & Reddy, 2005).

I provide individual, family, and couples therapeutic services for children, adolescents, and adults suffering from anxiety, depression, divorce, grief, sexual confusion, social skills deficits, behavior / school problems, and trauma.»

Recent theoretical work suggests that bullying might arise out of early cognitive deficits — including language problems, imperfect causal understanding, and poor inhibitory control — that lead to decreased competence with peers, which over time develops into bullying.14, 15 A small number of studies provide circumstantial evidence that such a hypothesis might have merit7: 1 study found a link between poor early cognitive stimulation and (broadly defined) inappropriate school behavior, 16 and another found cognitive stimulation at age 3 years to be protective against symptoms of attention - deficit disorder at age 7 years.17 A study of Greek children found that academic self - efficacy and deficits in social cognition were related to bullying behavior.18 A large US national survey found that those who perceive themselves as having average or below - average academic achievement (as opposed to very good achievement) are 50 % to 80 % more likely to be bullies.8 Yet these studies are based on cross-sectional surveys, with the variables all measured at a single point in time.

Also consistent with the Ace Pyramid Model, Repetti, Taylor, & Seeman's (2002) «Risky Families Model» postulates that the adoption of health - risk behaviors stems from emotional and social deficits, which result from traumatic familial social context.

The success of teachers and administrators in helping students develop social competence depends on their ability to (a) develop a school - wide culture of social competence, (b) infuse the curriculum with situation - specific social skills lessons that target key behaviors, and (c) match the level and intensity of instruction to students» social skills deficits (Gresham, 1998; Sugai and Lewis, in press).

I particularly specialize in the diagnosis and treatment of Attention - Deficit / Hyperactivity Disorder, disruptive behavior challenges, mood disorders, cyclothymia, depression, anxiety, OCD, shyness, social pragmatic communication challenges, learning disabilities, academic underachievement, relational difficulties, and life transition challenges.»

These problems include attention deficit disorder; externalizing problems such as aggression, anger, conduct disorder, cruelty to animals, destructiveness, oppositional behavior and noncompliance, and drug and alcohol use; internalizing problems such as anxiety, depression, excessive clinging, fears, shyness, low self - esteem, passivity and withdrawal, self - blame, sadness, and suicidal tendencies; symptoms of post-traumatic stress disorder such as flashbacks, nightmares, anxiety and hypervigilance, sleep disturbances, numbing of affect, and guilt; separation anxiety; social behavior and competence problems such as poor problem - solving skills, low empathy, deficits in social skills, acceptance, and perpetration of violence in relationships; school problems such as poor academic performance, poor conduct, and truancy; somatic problems such as headaches, bedwetting, insomnia, and ulcers; and obsessive - compulsive disorder and other assorted temperamental difficulties.

While adaptive civic - political perceptions and behaviors help individuals make optimal daily life decisions to securely attach to other relationships in society (Hays & Kogl, 2007; Lewis et al., 2000; Perrier et al., 2010; Waters et al., 2000; Weber & Frederico, 2007), maladaptive civic - political perceptions and behaviors cause deficits in civic - political attachment relationships and perceptions of self that can result in disengagement from social systems if not disengaging or violent behaviors (Fonagy, 1997; Sroufe & Waters, 1977).

Play therapists strategically utilize play activity to help children express difficult thoughts and feelings, learn more adaptive behaviors when emotional or social skills deficits are present, promote cognitive development and provide insight and resolution to inner conflicts or dysfunctional thinking.

This word gap, and similar deficits in social and emotional skills or school - ready behaviors, lead to the achievement gap whereby society's most vulnerable children begin kindergarten unprepared for school; fall further behind; and are then at high risk of dropping out.

Joint attention may be a core deficit in autism which underlies the abnormal development of later emerging social - communication behaviors.

I specialize in cognitive behavioral therapy (CBT) for a variety of issues including: generalized anxiety, social anxiety, obsessive - compulsive disorder (OCD), panic disorder, phobias, trauma and posttraumatic stress disorder (PTSD), depression, attention - deficit / hyperactivity Disorder (ADHD), oppositional defiant disorder (ODD), Behavior problems, and general adjustment issues.

Despite studies suggesting deficits in emotion perception and imagining others in pain, professor Simon Baron - Cohen claims psychopathy is associated with intact cognitive empathy, which would imply an intact ability to read and respond to behaviors, social cues and what others are feeling.

«The success of teachers and administrators in helping students develop social competence depends on their ability to (a) develop a school - wide culture of social competence, (b) infuse the curriculum with situation - specific social skills lessons that target key behaviors, and (c) match the level and intensity of instruction to students» social skills deficits (Gresham, 1998; Sugai & Lewis, in press).

Adolescents in the NCS - A were administered the fully structured Composite International Diagnostic Interview (CIDI) modified to simplify language and use examples relevant to adolescents.10 The DSM - IV and CIDI disorders assessed include mood disorders (major depressive disorder or dysthymia, bipolar I or II disorder), anxiety disorders (panic disorder with or without agoraphobia, agoraphobia without panic disorder, social phobia, specific phobia, generalized anxiety disorder, posttraumatic stress disorder, separation anxiety disorder), behavior disorders (attention - deficit / hyperactivity disorder, oppositional - defiant disorder, conduct disorder), eating disorders (anorexia nervosa, bulimia nervosa, binge - eating behavior), and substance disorders (alcohol and drug abuse, alcohol and drug dependence with abuse).

Autism spectrum disorder (ASD) is a severe developmental disorder, characterized by social deficits, impaired communication and restrictive and repetitive patterns of behavior (2).

A number of studies have also demonstrated associations between high EE and patient functioning, including deficits in social skills and other behaviors which are likely to challenge staff resources.

Social skills training is typically therapist - led instruction to children about appropriate social behavior, and is intended to more directly target the behavior deficits thought to be maintaining the peer problems of children with ADHD [66Social skills training is typically therapist - led instruction to children about appropriate social behavior, and is intended to more directly target the behavior deficits thought to be maintaining the peer problems of children with ADHD [66social behavior, and is intended to more directly target the behavior deficits thought to be maintaining the peer problems of children with ADHD [66, 67].

One factor limiting a positive peer response is that negative reputations develop quickly within peer groups and, once established, are hard to dispel.37 Such reputations are used to defend ongoing exclusion or victimization of rejected children, even if the behaviors that initially led to rejection are no longer present.20 In addition, negative reputations often become self - fulfilling prophecies as rejected children with both social skill deficits and behavioral problems get caught in «a downward [spiral]» 38 (p385).

In addition, to address the behavior deficits of children with ADHD, MOSAIC teachers are also trained to institute classroom behavioral management procedures and social skills training lessons, empirically supported to reduce ADHD symptoms and disruptive behavior [63, 74].

This research examined the proposition that self - regulation deficits differentially predict aggressive behavior and depressive symptoms, depending on children's social approach versus avoidance motivation.

ASDs are a heterogeneous group of lifelong neurodevelopmental disorders characterized by deficits in social relatedness, repetitive behaviors, restricted interests, and a rigid adherence to specific routines (American Psychiatric Association, 1994).

Social and mental intelligence quotients (IQs) were examined by the Arabic version of Vineland Adaptive Behavior Scale.12 The Arabic version was validated with good reliability and validity and used in many studies in Arab Countries.13 The parent / caregiver rating form used in this study was presented in the checklist format and was translated into Arabic.14 For assessing disruptive behavior disorders (attention deficit / hyperactive disorder [ADHD], oppositional defiant disorder (ODD), and conduct disorder [CD]-RRB-, all patients and their brothers or sisters were interviewed by a psychiatrist using the Arabic version of Mini International Neuropsychiatric Interview for Children (MINI-KID) 15,16 and disruptive behavior disorder (DBD) rating scale.17, 18 For children under 13 years, the psychiatrist interviewed the parent and the child tBehavior Scale.12 The Arabic version was validated with good reliability and validity and used in many studies in Arab Countries.13 The parent / caregiver rating form used in this study was presented in the checklist format and was translated into Arabic.14 For assessing disruptive behavior disorders (attention deficit / hyperactive disorder [ADHD], oppositional defiant disorder (ODD), and conduct disorder [CD]-RRB-, all patients and their brothers or sisters were interviewed by a psychiatrist using the Arabic version of Mini International Neuropsychiatric Interview for Children (MINI-KID) 15,16 and disruptive behavior disorder (DBD) rating scale.17, 18 For children under 13 years, the psychiatrist interviewed the parent and the child tbehavior disorders (attention deficit / hyperactive disorder [ADHD], oppositional defiant disorder (ODD), and conduct disorder [CD]-RRB-, all patients and their brothers or sisters were interviewed by a psychiatrist using the Arabic version of Mini International Neuropsychiatric Interview for Children (MINI-KID) 15,16 and disruptive behavior disorder (DBD) rating scale.17, 18 For children under 13 years, the psychiatrist interviewed the parent and the child tbehavior disorder (DBD) rating scale.17, 18 For children under 13 years, the psychiatrist interviewed the parent and the child together.

These findings are essential to understanding how problem behaviors and social skills deficits in children with ADHD lead to peer rejection.