Some programs teach students to apply SEL skills to prevent the occurrence
of specific problem behaviors, such as substance use, interpersonal violence, bullying, and school failure.
At first, the checklist is administered face - to - face with the main caregiver to assess
whether specific problem behaviors of the child have occurred during the past 6 months.
DBT Individual Therapy (1 — 2 sessions each week): Participants work
on specific problem behaviors and apply techniques learned in the skills group to their goals.
teach children to apply social and emotional skills to
prevent specific problem behaviors such as substance use, violence, bullying, and school failure, and to promote positive behaviors in class, school, and community activities; and
For example, if a parent was having difficulty managing a child at breakfast, the therapist would schedule a visit at that time to observe interactions and assist the parents in
defining specific problem behaviors and suggesting alternatives.
In sum, there is evidence from several general population studies that different temperament traits are associated to both internalizing and externalizing problems and there is also evidence for specific temperament traits
predicting specific problem behavior.
In further research, fine - grained temperament traits in referred children could also be investigated in relation to
other specific problem behavior, such as social and attachment problems and outcome of treatment.
DBT Parent Management Training (as needed): Parents have the opportunity to work
on specific problem behaviors and parenting goals by combining techniques learned in the skills group with parent management training.
The role of context in preschool learning: a multilevel examination of the contribution of context -
specific problem behaviors and classroom process quality to low - income children's approaches to learning.
The role of context in preschool learning: a multilevel examination of the contribution of context -
specific problem behaviors and classroom process quality to low - income children's approaches to
My goals are to decrease
the specific problem behavior your child is displaying, increase your understanding of behavior and to empower you to manage your child's behavior and monitor their progress.In addition the ability to generalize interventions across environments is essential.
; Week 1: Attending; Week 2: Rewarding; Week 3: Ignoring; Week 4: Giving Directions; Week 5: Using Time - Outs; Integrating Your Parenting Skills; Creating a Positive Climate for Behavior Change; Creating a More Positive Home; Improving Your Communication Skills; Developing More Patience; Building Positive Self - Esteem; Helping Your Child Solve Problems with Peers; Solving Some Common Behavior Problems: Additional Recommendations; Specific Problem Behaviors