Assessment Of Children's Behavior Research Articles

Behavior and reaction of children to dental care, when submitted to play workshops before and after treatment

ABSTRACT Objective Strategies to prepare the child with play activities in order to establish an initial friendly relationship between patient and dentist are widely used as a means to soften the inconsistent behaviors and negative emotions during dental treatment. Thus, the objectives of this study were to evaluate the emotions of children before and after performing play activities and at the end of dental treatment, as well as assessing child behavior. Methods A total of 74 children, both boys and girls, aged 4 to 10 years old, participated in this study and attended the Pediatric Dentistry Clinic for two consecutive semesters. The children responded as they felt through the Emotions Deck during the three stages. In addition, data on behavior and procedures were also collected. Results A total of 468 emotions were evaluated, of which 69 (14.75%) were negative and 399 (85.25%) were positive; the joy was the one of greater frequency in the three evaluated moments. A total of 128 (82.05%) positive emotions were observed before, 133 (85.25%) after the play activities and 136 (87.18%) of the positive emotions were after the dental treatment. As for negative emotions, 28 (17.94%) were before, 23 (14.74%) after play activities and 20 (12.82%) after treatment. Regarding behavior, only 9 (5.77%) were not registered as cooperative, while 147 collaborated (94.23%). Conclusion Therefore, it was possible to conclude that the majority of the patients presented positive emotions at the different moments evaluated and the negative emotions were observed mainly before the ludic activities, having a reduction after the dental care. Most patients demonstrated cooperative behavior.

Are Security Tensions Associated with Parental Assessment of Current and Past Child Behavior?

This research focuses on the associations between living under security tension and parental discrepancies in assessing current and past child behavioral and emotional problems. The study included 68 Israeli married couples (N = 136) living in areas considered a conflict zone. Parents assessed their child’s emotional and behavioral problems both at present (after the operation had ended) and retrospectively (before the operation) using Achenbach’s CBCL questionnaire. Level of the parent’s exposure and fear resulting from security threats were assessed. The study findings indicate positive correlations between the mother and the father’s assessment of current and past child problems. However, mothers assessed the child’s behavior as more severe than fathers. Level of exposure was positively associated with the father’ tendency to assess the child’s problems as severe. Overall, both parents perceived the child as suffering from more problems after the military operation than before. The study findings suggest that there is a good correspondence between parental assessment for both present and past problems and that security tension is reflected in the father’s awareness of the child’s problems and in the child's elevated problems.

Behavioral difficulties, sleep problems, and nighttime pain in children with cerebral palsy

BackgroundChildren with cerebral palsy (CP) may be at risk of behavioral difficulties. Aims1) Determine the prevalence of behavioral difficulties in preschool- and school-aged children with CP and 2) Assess the association between behavioral difficulties and a) sleep problems, b) nighttime pain and c) child characteristics (age, CP phenotype, comorbidities). Methods and proceduresCaregivers of 113 children with CP aged 4–12 years [mean (SD) age = 7.4 (2.5) years; 61.9% male] completed the Strengths and Difficulties Questionnaire, Sleep Disturbance Scale for Children and a sleep quality questionnaire to assess child behavior, sleep and nighttime pain, respectively. Outcomes and results25.6% of children (17.6% preschool-aged; 29.1% school-aged) had behavioral difficulties. Sleep problems (odds ratio [OR] 9.1, 95% confidence interval [CI] 3.4–24.4) and nighttime pain (OR 4.1, 95% CI 1.5–11.5) were associated with behavioral difficulties. Sleep problems remained significantly associated with behavioral difficulties (adjusted OR 7.5, 95% CI 2.6–21.4) when adjusted for nighttime pain, age and non-ambulatory status. Conclusions and implicationsBehavioral difficulties were reported in one in four children with CP and were associated with sleep problems and nighttime pain. Identifying and treating behavioral difficulties, sleep problems or nighttime pain is important in the care of children with CP.

Clinical risk factors among youth at high risk for suicide in South Africa and Guyana.

Suicide is the second leading cause of death among youth worldwide, but low- and middle-income countries (LMICs) account for 78% of all suicides. The LMICs South Africa and Guyana rank high in the global suicide rates. To better understand and prevent suicide among the youth, the present study targets youths at high risk for suicide, in an LMIC, to contextually and representatively identify clinical risk factors for suicide. One hundred-ninety youths, aged 11-21, separated from biological parents at the time of assessment, in South Africa and Guyana, were administered the Child Behavior Checklist and Behavior Assessment System for Children to assess clinical symptoms. The youths were asked about current suicide ideation and previous attempt(s). Self-report responses to clinical items yielded scale scores for depression, social stress, atypicality, somatization, anxiety, and ADHD. Using an integrative data analytic technique, clinical scale scores were standardized and used to predict suicidal behaviors in a binary logistic regression analysis. Approximately 22% of Black South African youths and 60% of Guyanese youths endorsed suicide ideation and attempt or suicide attempt only. In fully adjusted analyses, the odds of atypicality and somatization were 1.96 and 1.67 times greater among the youths who endorsed suicidal ideation when compared with those who did not (p < .04). Youth social stress was significantly associated with the suicide attempt, controlling for model covariates (odds ratio [OR], 1.88, p = .05). Gender moderated the effect of somatization on youth suicide. Our results contextualize how social stress, atypicality, and somatization relate to LMIC youth suicide. Further study on high-risk samples will contribute to generalizable suicide-prevention models.

Preschoolers' school readiness profiles and the teacher-child relationship: A latent transition approach

This study used latent profile analysis to identify subgroups of children who displayed similar underlying school readiness skills at the beginning of the school year, as well as to examine whether these children transitioned across readiness profiles over the course of the school year. The sample included 899 preschool children (mean age = 53.91 months). Measures consisted of fall and spring assessments of children's math, science, executive functioning, behavior, and approaches to learning. Latent profile analyses yielded a three-profile solution at both time points. Within each profile, children performed similarly across math, science, and executive functioning assessments. Ratings of behavior and approaches to learning differentiated from the other assessments in two of the profiles. Latent transition analyses indicated that profiles were moderately stable over the course of the year. Logistic regression analyses revealed that child background characteristics and the teacher-child relationship were associated with profile transition.

The relative contribution of peer acceptance and individual and class-level teacher–child interactions to kindergartners’ behavioral development

The present longitudinal study examined the relative contribution of peer acceptance and individual and class-level teacher–child interactions to the development of externalizing and internalizing behaviors in kindergarten. A sample of 237 children (49% boys, Mage = 5.19 years) from 36 classrooms was followed during three waves in kindergarten. Individual and class-level teacher–child interactions were observed, while peer ratings were used to assess peer acceptance, and teacher ratings to assess child behavior. Multilevel modelling showed that children’s aggressive and anxious-fearful behavior was stable over time. Children who had more negative individual interactions with their teachers at the start of kindergarten displayed higher levels of externalizing behavior. Children whose teacher displayed more sensitive interactions at the class-level had lower levels of internalizing problems. Our study underscores the importance of including both individual and class-level teacher–child interactions and including several dimensions of the emotional component of teacher–child interactions in future research.

Establishing Norms on the Eyberg Child Behavior Inventory to Identify Disruptive Behaviors in Taiwanese Children

Like other cultures, measures to accurately and sensitively assess and treat disruptive behaviors in Taiwanese children are necessary. This research provides normative and psychometric data (i.e., item-total correlations, split-half coefficients, internal consistency, and internal validity) on the Eyberg Child Behavior Inventory (ECBI), including clinical cut-off scores, with a Taiwanese community sample. The results suggest that the ECBI may be helpful in screening for disruptive behaviors in Taiwanese children, which may allow for appropriate prevention and intervention efforts. Although results are comparable to other research, cultural differences do exist, thereby highlighting the importance of cultural considerations in assessing child behavior, irrespective of country of treatment.

Caregiver engagement in the behavioral health screening and assessment for child welfare-involved children: child welfare and behavioral health workers’ perspectives

ABSTRACTCaregivers are frequent sources of information of their children’s behavioral health and other service needs. It is particularly challenging to engage child welfare-involved caregivers who risk losing custody of their children. This case study explores how caregivers who were about to lose custody of their children engage in their children’s behavioral health screening and assessment from the perspective of child welfare and behavioral health workers. Using qualitative data collected via focus groups from child welfare and behavioral health workers, themes were identified related to the process of engaging caregivers in child behavioral health screening and assessment, determinants (both internal and external) for the caregiver engagement process, and how this process affected screening and assessment outcomes. Findings have implications for screening and assessing behavioral health needs of children involved with the child welfare system and recommended strategies to better engage caregivers in the process.

Causation between child behavior problems and physical abuse in the area affected by the Great East Japan earthquake and tsunami

Introduction Research has shown a reciprocal relationship between child behavior problems and maltreatment and has not come to conclusion about their causation. On the other hand, a study that targeted children living in the area affected by the Great East Japan Earthquake and Tsunami, exposure of which can be considered as random, found those with trauma experiences related to the earthquake were more likely to have clinically significant behavior problems. This study aims to examine causal association between child behavior problems and physical abuse by using trauma experiences related to the Great East Japan Earthquake and Tsunami as an instrument variable. Methods The target population of this study is children who were enrolled in a class of 3- to 5-year-olds in preschools in Iwate, Miyagi, and Fukushima prefectures at the time of the Great East Japan Earthquake and Tsunami on March 11, 2011. Questionnaire surveys and interviews were conducted for these children and their caregivers between September 2012 and June 2013. Frequency of use of corporal punishment and physical abuse was measured through questionnaires for caregivers, using three items of Alabama Parenting Questionnaire (APQ). Caregivers were also asked to assess child behavior problems with Child Behavior Checklist (CBCL). Trauma experiences caused by the earthquake and tsunami, such as losing of friends and witnessing someone being swept away by the tsunami, were asked in the interviews for children. A total of 184 sample was used for analysis after excluding those who did not report outcome, exposure, and instrument variables. Ordinary least squares (OLS) regression and two-stage least squares (2SLS) regression analysis using instrument variables was employed. Results Among the children, 15.2% (N = 28) reported their experience either of losing friends or witnessing someone being swept away by the tsunami. Mean score of corporal punishment and physical abuse assessed with APQ (3–15) was 5.5 (SD: 1.8), and mean T score of CBCL (0–100) was 55.6 (SD: 9.4). Among the children, 17.9% had clinically significant behavior problems and 13.0% were considered to be borderline clinical. The OLS regression analysis, which does not address endogeneity, suggested that children with more behavior problems were more likely to be physically abused. However, when instrument variable method was used to address endogeneity, the positive association between child behavior problems and physical abuse was not found. Conclusions Our findings did not support that child behavior problems can cause use of corporal punishment and physical abuse. It is important to further explore ways to buffer the impact of physical abuse on children.

Let's Eat: Development and Reliability of an Eating Behavior Assessment for Children With Autism Spectrum Disorders

Let's Eat: Development and Reliability of an Eating Behavior Assessment for Children With Autism Spectrum Disorders

فعالیة برنامج إرشادی لأمهات التلمیذات ذوات الصعــوبــات الانفعــالیــة فی تنمیــة مهــارات ما وراء الانفعال وإدارة الذات لدى بناتهن بمحافظة الطائف The Effectiveness of counseling program for mothers of students with emotional disabilities to develop their meta-emotion skills and self-management in the girls of Taif

استهدف البحث الکشف عن فعالية برنامج إرشادي لأمهات التلميذات ذوات الصعوبات الانفعالية في تنمية مهارات ماوراء الانفعال وإدارة الذات لدى بناتهن بمحافظة الطائف، طبق البحث على عينة قوامها (10) تلميذات من ذوات الصعوبات الانفعالية، تم تقسيم العينة إلى مجموعتين تجريبية وضابطة بالتساوي، وتم تطبيق الأدوات التالية: (مقياس ستانفورد بينيه للذکاء، مقياس الصعوبات الانفعالية - اختبار المسح النيرولوجى السريع- مقياس تقدير سلوک التلميذ لفرز حالات التلاميذ ذوى صعوبات التعلم - مقياس تقدير سلوک التلميذ لفرز حالات التلاميذ ذوى صعوبات التعلم - قائمة ملاحـظة سلـوک الطفـل - مقياس مهارات ماوراء الانفعال- مقياس مهارات إدارة الذات - استمارة ملاحظة - مقياس فعالية الإجراءات التجريبية للبرنامج – البرنامج الإرشادي)، تم تعرض أمهات المجموعة التجريبية للبرنامج الإرشادي على مدى (9) أسابيع تقريبا ، تکون البرنامج التدريبي من (34) جلسة بواقع (4) جلسات أسبوعيا لمدة (50) وتراوحت فترة الراحة التي تستغرقها الجلسة الواحدة ما بين (5-10) دقائق،ولمعالجة النتائج والتحقق من صحة الفروض تم استخدام اختبار مان ويتنى، اختبار ويلکوکسون ، وتوصلت نتائج البحث إلى وجود فروق ذات دلالة إحصائية بين متوسطي رتب درجات المجموعتين التجريبية والضابطة في مهارات ماوراء الانفعال وإدارة الذات في القياس البعدي لصالح المجموعة التجريبية، لا توجد فروق ذات دلالة إحصائية بين متوسطي رتب درجات المجموعة التجريبية في مهارات ماوراء الانفعال وإدارة الذات في القياسين البعدي والتتبعي. The current research aimed to investigate the effectiveness of counseling program for mothers of students with emotional disabilities to develop their meta-emotion skills and self-management in the girls of Taif. The sample consisted of (10) students with emotional difficulties, and was divided into two experimental and the control group, The following tools were used: (Stanford Biniet Scale of Intelligence, Emotional Disabilities Scale- The Quick Neurological Screening test (QNST), - Student Behavior Assessment Scale for Learning Disabilities - Child Behavior Assessment List - Emotional Skills Scale - Self-Management Skills Scale - Note Form - Effectiveness Measure of Program Experimental Procedures – The Counseling Program) ,The experimental group was exposed to the Counseling program approximately (9) weeks. The training program consisted of (34) sessions with (4) sessions per week for (50). every session(5-10) minutes. , Mann-Whitney and Wilcoxon were used to analyze the data. Findings indicated, There are statistically significant differences between the mean of the rank of experimental group and the control group in the following in the skills of Meta-Emotion and self-management in post- measurement towards the experimental group. There are no statistically significant differences between the mean of the rank of the experimental group in the skills of Meta-Emotion and self-management in post- measurement and delayed post- measurement.

Reducing Risk for Emotional and Behavioral Disorders in Late Elementary School: A Comparison of Two Targeted Interventions

Students with elevated levels of risk require targeted Tier 2 behavioral interventions that are efficient and effective to prevent the need for more intensive, special education supports. Although Tier 2 is a critical component of multi-tiered systems of support, a paucity of research exists regarding how best to provide evidence-based Tier 2 interventions, particularly for students with comorbid deficit areas. The current trial involved 33 third- through fifth-grade participants who were assigned to one of three study groups: (a) control, (b) check-in/check-out, or (c) Coping Power. The Behavior Assessment of Children in Schools–2 (BASC-2) was used to measure changes in externalizing behavior, along with its three component subscales. The Strengths and Difficulties Questionnaire (SDQ) was used to examine change in broad emotional and behavioral risk profiles. Teachers rated participants on the SDQ and BASC-2 at preintervention, postintervention, and follow-up. Results indicate that both check-in/check-out and Coping Power yielded decreases in externalizing behavior, with Coping Power also resulting in significant decreases in overall emotional and behavioral risk. A discussion of these results along with implications for future research and study limitations are presented.

In the Eye of the Beholder? Parent-Observer Discrepancies in Parenting and Child Disruptive Behavior Assessments

This study examined parent-observer discrepancies in assessments of negative child behavior and negative parenting behavior to shed more light on correlates with these discrepancies. Specifically, we hypothesized that informant discrepancy between observers and parents on child behavior would be larger when parents reported high levels of negative parenting (and vice versa) because high levels of these behaviors might be indicators of negative perceiver bias or patterns of family dysfunctioning. Using restricted correlated trait–models, we analyzed cross-sectional observation (coded with the Dyadic Parent-Child Interaction Coding System) and survey data (Eyberg Child Behavior Inventory and Parenting Practices Interview) of 386 Dutch parent-child dyads with children aged 4–8 years (Mage = 6.21, SD = 1.33; 55.30% boys). Small associations between parent-reported and observed child and parenting behavior were found, indicating high discrepancy. In line with our hypothesis, this discrepancy was higher when parents self-reported more negative parenting or more negative child behavior. Parent-observer discrepancy on negative child behavior was also predicted by child gender. For boys parents reported higher levels of negative child behavior than were observed, but for girls parents reported lower levels of negative child behavior than were observed. These findings suggest that informant discrepancies between observers and parents might provide important information on underlying, problematic family functioning and may help to identify those families most in need of help.

Adaptation of the “Incredible Years Child Training Program” and Investigation of the Effectiveness of the Program

The purpose of this research is to examine the effect of the “Incredible Years (IY) Child Training Program” on behavioral problems, social competence, and social problem-solving skills. The research was performed using a pretest-posttest experimental design with a control group to determine the effects of the IY program on the level of behavioral problems among children. The study group comprised children aged 48–66 months, attending early childhood education institutions affiliated with the Ministry of National Education (MoNE) in Ankara, recruited through a staged sampling method. To collect data, the study used a personal information form, the Social Competence and Behavior Evaluation (SCBE) scale, the Child Behavior Assessment (CBA) scale and the Wally Social Problem Solving (WSPS) test. The pretest and posttest scores for the experimental and control groups on the SCBE and CBA scales, and the WSPS scale, as well as the permanence measures, were analyzed using the Friedman test and the Wilcoxon signed rank test. Moreover, for the post hoc test statistics, Bonferroni correction was applied to the comparison test to determine the significance of differences between the groups. Following the experimental study covering 18 sessions, significant differences were determined in the scores for behavioral problems and social problem-solving between children who had and had not participated in the program. When the permanence measurements were examined, significant differences were determined in the social problem- solving scores between the experimental groups and control groups.

Валидизация опросника поведенческих характеристик младших школьников

Behavioral problems of children with manifestations of attention deficit hyperactivity disorder (ADHD), are recorded by researchers in many countries as a common course of learning difficulties. The high incidence of ADHD raises the question of reliable ways to diagnose it. This article discusses a teacher’s questionnaire, aimed at assessing child behavior under school conditions. The questionnaire is an adapted Russian variant of the English questionnaire, designed within IPIPS project (International Performance Indicators in Primary School). Data-based assessment of first-grade Russian students from several regions of the country describes collecting evidences of reliability and validity of the questionnaire under consideration. Multi-stage validation study showed that the questionnaire could serve the adequate technique for recording possible problems in behavior associated with ADHD in primary school students.

Children exposed to intimate partner violence: impact assessment and guidelines for intervention

In recent years there have been significant changes in the system of protection of children and adolescents in Spain. One of the most important changes that has affected intimate partner violence (IPV) is the category of victims, which includes children who have been exposed to situations of gender-based violence among their parents. This study aims to analyze the impact that exposure to gender violence can have in children’s psychological development, specifically in the emotional and social areas. We recruited 132 children whose mean age was 9.54 years (SD = 2.18), 47.7% were girls. Of this sample, 66 participants reported being exposed to situations of gender violence and the rest had not been exposed. Psychological adjustment was assessed through the self-reported version of the Child and Adolescent Behavior Assessment System (BASC-S2). The results indicated that children who have been exposed to gender violence have higher scores on psychosocial disorders compared to children from non-violent families. In global terms, the results showed that children exposed to violence show greater adaptive and emotional difficulties. A reflection on the identified needs and their implications for evaluation and intervention is presented.

Parent and Teacher Concordance of Child Outcomes for Youth with Autism Spectrum Disorder.

Cross-informant ratings of are considered gold standard for child behavioral assessment. To date, little work has examined informant ratings of adaptive functioning for youth with autism spectrum disorder (ASD). In a large, diverse sample of youth with ASD, this study evaluated parent-teacher concordance of ratings of adaptive functioning and ASD-specific symptomatology across time. The impact of child clinical characteristics on concordance was also examined. Participants included 246 children, their caregivers and teachers. Parent-teacher concordance was variable but generally consistent across time. Concordance was significantly impacted by autism severity and child cognitive abilities. Findings inform the broader concordance literature and support the need to consider child clinical factors when assessing child functioning in samples of children with ASD.

Rates of meaningful change in the mental health of children in long-term out-of-home care: A seven- to nine-year prospective study

Children residing in long-term out-of-home care have high rates of clinical-level mental health difficulties. However, the stability of these children’s difficulties throughout their time in care is uncertain. This paper reports estimates of the seven- to nine-year stability of carer-reported scores on the Child Behavior Checklist (CBCL) and Assessment Checklists for Children (ACC) and Adolescents (ACA) for 85 children in long-term foster or kinship care. Prospective score changes on the CBCL total problems and ACC-ACA shared-item scales were assigned to one of four change groups: ‘sustained mental health’; ‘meaningful improvement’; ‘no meaningful change’; and ‘meaningful deterioration’. On each of the two measures, more than 60% of children manifested either sustained mental health or meaningful improvement in their mental health, while less than a quarter showed meaningful deterioration. Mean mental health scores for the aggregate sample did not change over the 7–9year period. Findings discount the presence of a uniform, population-wide effect—suggesting instead, that children’s mental health follows several distinct trajectories. Rather than asking whether long-term care is generally therapeutic or harmful for the development of previously maltreated children, future investigations should focus on the questions “…what are the systemic and interpersonal characteristics of care that promote and sustain children’s psychological development throughout childhood, and what characteristics are developmentally harmful?” and “…for which children is care therapeutic, and for which children is it not?”

Clinical Validation of the Caregiver-Child Socioemotional and Relationship Rating Scale (SIRS) for Child Behavior in a Preschool-Age Sample

Clinical Validation of the Caregiver-Child Socioemotional and Relationship Rating Scale (SIRS) for Child Behavior in a Preschool-Age Sample The description of child behavior in mother-child-interaction is important in early detection and treatment of psychiatric disorders in preschool children. The Caregiver-Child Socioemotional and Relationship Rating Scale (SIRS) may serve this diagnostic purpose. We aim to examine interrater-reliability of SIRS and concurrent, convergent, and discriminant validity to maternal behavior by Play-PAB, and a measure of mother-child-relationsship by Parent-Infant-Global-Assessment-Scale (PIRGAS). Five raters assessed 47 ten-minute video sequences of parent-child-interaction recorded at the Family Day Hospital for Preschool Children with SIRS, Play-PAB, and PIRGAS. We report psychometric properties of SIRS, and present the association with Play-PAB and PIRGAS. SIRS shows a satisfying interrater-reliability for all items. Positive child behavior e. g. the SIRS' "child responsiveness" shows negative correlation to Play-PAB-scales' parental "hostility" and "intrusiveness", but independence of parental "involvement", "positive emotionality", and "discipline". Child and parental behavior show expected associations with the global relationship measure PIRGAS. The assessment of child behavior in parent-child-interaction with SIRS can be quickly learned and reliably applied without extensive training. SIRS shows meaningful relations to parental behavior and a clinical global measure of the caregiver-child-relationship. We recommend SIRS for clinical diagnostics to describe child behavior in mother-child-interaction.

Behavior assessment of children after placing colored restorative material: A randomized controlled trial

Background: Children tend to have a unfound fear and anxiety. Placing coloured restoration can motivate and reduce the anxiety in the child. Aim: To assess the behaviour of the child after placement of coloured restorative material. Materials and Methods: 48 Children of 3-7 years who visited department of pedodontics and preventive dentistry with a occlusal lesion in primary molar teeth were included in the study. The child's behaviour was assessed before and after the treatment. The outcome was based on the cooperation on the child on further appointments. Results: The children who were given coloured restoration had better improvement in the behaviour when compared to that of the regular restoration which was statistical significant. Conclusion: The coloured restoration are effective motivational tool for the children and reduces anxiety which ultimately benefits better cooperation and improvement in oral hygiene maintanence.