Children's Behavior Research Articles

Comparison of Global and Daily Ratings of Associations between Anxiety and Depressive Behaviors and Impairment in Preschool-Aged Children.

Anxiety and depressive difficulties can emerge during early childhood and cause impairment in functioning. Anxiety and depressive behaviors and impairment are typically assessed with global questionnaires that require recall of children's behavior over an extended period which could reduce the accuracy of parent report of children's behavior and functioning. The current study compared parents' report of children's anxiety and depressive behaviors and impairment when evaluated with global measures versus a daily diary measure. Participants (N = 901 parents of 3-5-year-old children) completed global and daily measures of children's behavior and impairment during enrollment to the study. Global measures were completed at baseline and the 14 daily diary measures were completed consecutively for two weeks. Across most measures, daily associations between parent-reported anxiety and depressive behaviors and impairment were stronger compared to associations with global measures. These results suggest that daily measures may better capture links between young children's typical behavior and functioning compared to global measures. In addition, daily assessment might be more effective for measuring mild to moderate yet still impairing behaviors that may be missed on global reports that require longer periods of recall.

PERMAINAN TRADISIONAL STIMULUS PENINGKATAN SOFT SKILL ANAK-ANAK KAMPUNG KEBAGUSAN

PERMAINAN TRADISIONAL STIMULUS PENINGKATAN SOFT SKILL ANAK-ANAK KAMPUNG KEBAGUSAN

Communication in the family and children’s deviant behavior in single parent families

Single parent families are form of incomplete family, where one parent is fully responsible for the education and character building of the child. This role vacancy often triggers deviant behavior in children. This study aims to explain communication and children’s deviant behavior in single parent families. This research uses literature study research method with social deviation theory by Edwin H. Sutherland. There are several research results obtained from this study. First, the communication established in single parent families has not been effective. Second, the factors that cause children’s deviant behavior in single parent families are caused by two things, namely disappointment with the situation in the family and the environment of peers who tend to behave deviantly. Third, the role of communication in preventing children’s deviant behavior in single parent families is a major foundation in preventing children’s deviant behavior. This study concludes that authoritative communication is the most appropriate application in single parent families to overcome communication problems in the family. Apart from that, good communication can have a significant impact on parents’ relationships to be able to control and supervise children to prevent deviant behavior.

Executive dysfunction as a possible mediator for the association between excessive screen time and problematic behaviors in preschoolers.

Excessive screen time in children is a growing concern for parents and healthcare providers worldwide because it frequently leads to behavioral problems. Although executive dysfunction is proposed to be one of the contributing factors to maladaptive behaviors, little is known about the link between screen time and behaviors. This study aimed to identify whether executive dysfunction contributes to the negative behaviors of children exposed to excessive screen time. A cross-sectional study was conducted on preschool-aged children from public and private schools in Chiang Mai, Thailand. The parents/guardians of each child completed the questionnaires regarding clinical characteristics and screen time use, the Behavior Rating Inventory for Executive Function-Preschool (BRIEF-P), and the Strengths and Difficulties Questionnaire (SDQ). Children with more than one hour of media exposure per day were considered to have excessive screen time. Multivariable Gaussian regression was analyzed to compare the BRIEF-P and SDQ scores between the excessive and appropriate screen time groups. Causal mediation analysis was performed to examine the effects of total screen time on increasing behavioral problems with executive functioning as a mediator. A total of 1,126 preschoolers were included in the analyses. After controlling for age, sex, socioeconomic status, and maternal education, the excessive screen time group had significantly higher BRIEF-P global executive composite score than the appropriate screen time group (mean difference of global executive composite score = 1.49, 95% CI [0.12, 2.86], and p = 0.033). Concurrently, there were significant differences in externalizing behavior subscales and SDQ total difficulties scores between the excessive and appropriate screen time groups (mean difference of total difficulties score = 0.90, 95% CI [0.29, 1.50], and p = 0.004). A significant average causal mediation effect (ACME) of screen time on behavioral problems mediated through executive functioning was β = 0.28, 95% CI [0.13-0.44], which was more than half of the total effect (54.9%, 95% CI [37.4-100%]). The current study suggests that the increase in behavioral issues in preschoolers might be partly explained by the direct effect of excessive screen time and the mediating effect of impaired executive functioning. Our results may raise concerns about the necessity to limit screen time and monitor for executive function deficits and behavioral problems in young children with high screen time.

An In Vivo Study to Evaluate and Compare Anxiety and Behavior Management of Pediatric Patients Using Distraction Techniques

ABSTRACT Aim: To compare the efficacy of virtual reality (VR) glasses and on-screen distraction techniques in managing anxiety and behavior in children receiving dental treatments. Materials and Methods: Forty patients aged 4–8 years requiring restoration were divided into two groups: group I with 20 members using audio-visual distraction aid in the form of VR glasses and group II with 20 participants utilizing on-screen distraction techniques. Each child underwent two appointments one week apart; their anxiety and behavior levels were assessed at each visit using the Facial Image Scale and Frankel’s Behavior rating scale. Result: The Wilcoxon signed-rank and Chi-squared test were utilized to assess the correlation between two categorical variables, with VR demonstrating a notable divergence from on-screen distraction. Conclusions: Both on-screen distraction and VR applications decreased anxiety levels and improved behavior. However, VR was substantially more effective in managing these areas.

Efektivitas Metode Sosialisasi melalui Ganjaran dan Hukuman pada Perilaku Anak Asuh Remaja di Lembaga Kesejahteraan Sosial Anak Kota Padang

This study aims to examine the effectiveness of socialization methods through rewards and punishments in influencing the behavior of adolescent foster children in Padang children's Social Welfare Institutions. Through a qualitative approach with interview and document analysis methods, this study explores the types of rewards and punishments applied, their impact on the behavior of foster children, as well as the factors that influence the success of these methods. The findings suggest that appropriate rewarding can reinforce positive behavior, while inappropriate application of punishment has the potential to have negative effects. However, the effectiveness of this method is also influenced by factors such as the background of foster children, the quality of human resources in institutions, and family and community involvement. This study concludes that a holistic approach is needed that includes aspects of religious education, moral development, development of social skills, as well as periodic evaluation of the coaching program. Recommendations for further research include involving more diverse data collection methods such as direct observation and documentation studies, as well as more in-depth analysis of the impact of the effectiveness of the socialization methods used. This research contributes to the understanding of the effective application of socialization methods in shaping the positive behavior of adolescent foster children in child social welfare institutions.

Metode Bimbingan Konseling Islami dalam Mencegah Perilaku Agresif pada Anak Berkebutuhan Khusus di Athaya Medan

This research is entitled "Islamic Counseling Guidance Methods in Preventing Aggressive Behavior in Children with Special Needs at Athaya Medan". The aim of this researh is to find out how Islamic counseling guidance methods are carried out in the process of preventing aggressive behavior in children with special needs, the inhibiting factors in the process of implementing Islamic counseling guidance, the impact of the results of Islamic counseling guidance, and the solutions to the aggressive behavior problems experienced by children with special needs at Athaya Medan. This researh is a field study with qualitative research. The research informants in this study are the Founder of ABK Athaya and also the counselor for children with special needs. Data collection for this research uses interview, observation, and documentation methods. Primary data sources are obtained from related research informants and secondary data sources are obtained from documentation, books, or literature related to this research. Data analysis techniques in this study include data reduction, data presentation, and conclusions. The results of this study show that the Islamic counseling guidance carried out by counselors for children with special needs includes therapy, learning to read Arabic letters, brain training skills, and playing with motor/educational toys. Children with special needs are also encouraged to do muhasabah (evaluate, reflect on the essence of themselves, and their attitudes and behaviors at present, which are in line with their condition, encouraged to think about what is best for them, so that they can achieve happiness in this world and the hereafter). Inhibiting factors that occur in communication in conveying language are very difficult and also difficult to understand, so guidance must be repeated. The success of guidance is seen in the improvement of emotional development or better behavior exhibited by children with special needs both in the school environment and outside the school environment by conducting Islamic counseling guidance in preventing aggressive behavior towards solutions to the problems faced by children with special needs.

Child eating behavior predicts body mass index after 1 year: results from the Swiss Preschooler's Health Study (SPLASHY).

Child obesity is a growing global issue. Preventing early development of overweight and obesity requires identifying reliable risk factors for high body mass index (BMI) in children. Child eating behavior might be an important and malleable risk factor that can be reliably assessed with the parent-report Child Eating Behavior Questionnaire (CEBQ). Using a hierarchical dataset (children nested within child care centers) from a representative cohort of Swiss preschool children, we tested whether eating behavior, assessed with a 7-factor solution of the CEBQ, and BMI at baseline predicted the outcome BMI after 1 year, controlling for socioeconomic status (n = 555; 47% female; mean age = 3.9 years, range: 2.2-6.6; mean BMI = 16 kg/m2, range: 11.2-23; mean age- and sex-corrected z-transformed BMI, zBMI = 0.4, range -4 to +4.7). The statistical model explained 65.2% of zBMI at follow-up. Baseline zBMI was a strong positive predictor, uniquely explaining 48.8% of outcome variance. A linear combination of all CEBQ scales, taken together, explained 10.7% of outcome variance. Due to their intercorrelations, uniquely explained variance by any individual scale was of negligible clinical relevance. Only food responsiveness was a significant predictor, when accounting for all other predictors and covariates in the model, and uniquely explained only 0.4% of outcome variance. Altogether, our results confirm, extend, and refine previous research on eating behavior and zBMI in preschool children, by adjusting for covariates, accounting for intercorrelations between predictors, partitioning explained outcome variance, and providing standardized beta estimates. Our findings show the importance of carefully examining the contribution of predictors in multiple regression models for clinically relevant outcomes.

Maternal executive function and stress and children's behavior problem treatment outcomes.

This prospective, observational study was designed to investigate the relationship of mothers' executive function capacities and parenting stress to early dropout, appointment attendance, and outcomes of in-clinic delivery of parent management training to address children's behavior problems. We hypothesized that mothers' executive functions (EFs) would be prospectively and positively associated with adherence to children's behavioral treatment appointments and reduction in children's behavior problems and that mothers' stress levels would be inversely related to these outcomes. Mothers (n = 288) completed the Behavior Rating Inventory of Executive Function for Adults (EF) and Parenting Stress Index at the beginning of treatment. Children were 2-12 years old. Regression models evaluated the extent to which deficits in maternal EF and clinical levels of parenting stress contributed to the three outcomes. The 11% of mothers with clinically significant deficits in executive functioning were significantly (3 times) more likely to drop out early compared to mothers in the normal range. Almost one third of mothers reported clinically significant parenting stress. Their children were half as likely to achieve a positive behavior outcome, although stress was not significantly associated with attendance. Remaining in treatment is fundamental to being able to learn and practice the parenting skills necessary to manage young children's age-inappropriate behavior in positive ways. Clinical consideration of mothers' EF challenges may help prevent early treatment attrition and clinical management of parenting stress may further help improve children's treatment outcomes. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The role of maternal health beliefs in prevention of preschoolers' obesity.

Childhood obesity is one of the most serious global public health challenges of the 21st century, affecting every country in the world. Mothers' beliefs and perceptions about their children's obesity and overweight are key to obesity prevention. Given the importance of this issue, the present study aimed to determine perceptions and beliefs of mothers' nutritional behaviors related to overweight preschool children. This cross-sectional study was conducted on 350 mothers of preschool children with health records who were referred to child health assessment centers. The data collection tool was a researcher-made questionnaire based on the health belief model. SPSS19 was used for data analysis. P < 0.05 was considered significant. The participants (350) included 52% 25-36 years old, and 57.3% live in rural areas. There was a significant difference in the mean perceived susceptibility between mothers with obese children and normal-weight children (P < 0.05). There was a significant positive relationship between severity and perceived benefits and a significant negative relationship with mothers' knowledge. There was also a significant negative relationship between self-efficacy and perceived barriers (P > 0.05). The results of this study showed that maternal health beliefs were effective in the formation of obesity prevention behaviors in children. In this regard, educational interventions can play an important role in the proper practice of such behaviors.

Early Childhood Caries and Its Association With Behavior in Preschool Children.

Background and aim Early childhood caries (ECC) is a profoundly impactful multifactorial condition that not only influences a child's overall well-being but also diminishes their quality of life. Given the limited availability of literature on the relationship between children's behavior and ECC, the present study utilized a standardized assessment tool to assess the association between ECC and behavioral changes in preschool children. Methodology Our study cohort consisted of 120 healthy preschool children, aged 18-60 months, evenly divided into two groups: caries-free (group I) and caries active (group II). Clinical features of ECC were meticulously inspected in each child, and the parents or caregivers completed the Child Behavior Checklist (CBCL), which comprises 100 questions related to a child's daily behavior. The total scores, the narrow-band subscales, and raw scores were obtained. Accordingly, for each raw score, t-scores were obtained using the graphic display. These scores were then subjected to various statistical analyses including the Kolmogorov-Smirnov test, Mann-Whitney U test, and Spearman's rank correlation method. Results Results of the present study revealed that there were no significant differences in behavior based on demographic factors such as gender and age. However notable differences were observed in several aspects of behavior between the two groups. Conclusion Caries-active children exhibited significantly higher levels of behavioral problems compared to their caries-free counterparts.

Associations Between Social–Emotional Teaching Practices and Reductions in Preschoolers' Challenging Behavior

It is widely assumed that (1) children with challenging behavior may lack the social–emotional skills to be successful in classroom settings and (2) instruction in social–emotional skills can help prevent the occurrence of young children's challenging behavior. However, no data are available to indicate whether specific social–emotional skills might be most effective in reducing existing challenging behavior. In this study, we used an archival database to examine possible relationships between types of social–emotional instruction and changes over a 4-month period in levels of social skills and challenging behavior. The database, from a randomized trial of an intervention for preschoolers' challenging behavior, included measures of types of social–emotional instruction and children's social skills and challenging behaviors. Correlational analyses revealed statistically significant relationships between two types of social–emotional teaching practices and reductions in preschoolers' challenging behavior for children in the intervention group, teaching children behavior expectations and teaching problem-solving. No other statistically significant associations were identified. The results are discussed in relation to possible implications for social–emotional instruction for preschool children already exhibiting challenging behavior and the value of further research focused on preventing challenging behavior in young children.

The Impact of Cognitive Behavioral Therapy on Sleep Problems in Autistic Children with Co-occurring Anxiety.

This study seeks to examine the relationship between anxiety-symptom severity and sleep behaviors in autistic children receiving cognitive behavioral therapy (CBT). We conducted a secondary-data analysis from a sample of 93 autistic youth, 4 to 14 years, participating in 24 weeks of CBT. Clinicians completed the Pediatric Anxiety Rating Scale (PARS) and parents completed the Children's Sleep Habits Questionnaire, Abbreviated/Short Form (CSHQ-SF) at baseline, mid-treatment, post-treatment and 3months post-treatment. Mediation analysis evaluated the role of anxiety symptoms in mediating the effect of time in treatment on sleep. There was a negative association between time in treatment and scores on the CSHQ-SF (b = -3.23, SE = 0.493, t = -6.553, p < 0.001). Increased time in treatment was associated with decreased anxiety (b = -4.66, SE = 0.405, t = -11.507, p < 0.001), and anxiety symptoms decreased with CSHQ-SF scores (b = 0.322, SE = 0.112, t = 2.869, p = 0.005). The indirect effect of time in treatment on CSHQ-SF scores through PARS reduction was negative, but not statistically significant. Increased time in CBT was associated with decreased anxiety severity and improved sleep behaviors. Reductions in anxiety symptoms may mediate improvements in sleep problems, but larger sample sizes are necessary to explore this further.

To Restrain or Refrain: Determination of Parental Attitude towards the Child’s Experience with Protective Stabilization

ABSTRACT Background: To overcome disruptive behavior of children, pediatric dentists rely on various behavior management techniques. When dental therapy is pertinent and nonaversive techniques like tell-show-do, voice control, and positive reinforcement are ineffective; the role of advanced behavior guidance techniques like physical restraints and protective stabilization is of paramount importance. Aim: The study was carried out to elicit parents’ opinion and record their response to their children’s experience who underwent dental treatment with an extra assistant for protective stabilization. Materials and Methods: Response was elicited to a questionnaire from 50 parents of children lacking cooperative ability and were exposed to an extra assistant for protective stabilization during various dental procedures. Results: The dental assistant was most preferred as the extra assistant to provide active stabilization. An overwhelming 98% of the parents agreed to protective stabilization with an extra assistant as advantageous and a good 88% of the parents recommended its use for further appointments of their children. Conclusion: Majority of the parents approved protective stabilization with an extra assistant in future appointments of their children.

Children’s behavior at metaverses: Interactions, digital identities, and parent’s perceptions

Children are considered one of the main user profiles of metaverses, since they get into those digital universes by playing sandbox video games as Fortnite, Minecraft, or Roblox. However, a lack of research focused on the how, why and outcomes of this vulnerable target in metaverses has been noted. This study aims to investigate the behavior of children in the metaverses through their use of video games and the perceptions of their parents, considering them an indirect target. A total of 31 semi-structured interviews were conducted with children aged between six and 12 years old and their parents. Also, a non-participatory observation of five children while they were playing video games in their domestic environments were carried out. Results show that children play sandbox video games to have both online and offline presence, interacting with familiar people and strangers to feel connected to the community. Also, they recognize brands in those universes and the importance of designing avatars. For its part, parents identify some negative outcomes of video games, but their perception is mainly positive, above all in terms of collaboration and participation. A dichotomy between observation findings and parents’ response has been noted, reflecting a need of digital literacy in terms of communication.

유아의 정서조절과 또래유능성 간의 관계에서 문제행동의 병렬다중매개효과

The purpose of this study is to analyze the parallel multiple mediating effect of problem behavior in the relationship between Young children‘s emotional regulation and peer competence in children. The subjects of this study were infants aged 3 to 5 staying at a kindergarten and daycare center located in G city, and 217 copies of the questionnaire were analyzed. For the collected data, SPSS 26.0 and PROCESS macro 4.3 programs were used, and the following research results were derived. First, Young childre’s emotional regulation had a positive effect on peer competence. Second, Young Children’s emotional regulation had a negative effect on problem behavior. Third, among the sub-contents of Young children's problem behavior, only hostility-aggression and hyperactivity- attention had a negative effect on peer competence. However, among Young children's problem behavior, anxiety-fear did not affect peer competence. Fourth, in the relationship between Young children's emotional regulation and peer competence, only the sub-contents of Young children's problem behavior, hostility-aggression and hyperactivity-attention, were found to have a partial mediating effect. However, in the relationship between Young children's emotional regulation and peer competence, anxiety-fear did not show a mediating effect among the sub-contents of Young children's problem behavior. These results suggest that in order to increase a child's peer competence, it is necessary to carefully observe situations in which hostile-aggression, hyperactivity-attention, and anxiety-fear, which are sub-contents of the Young childrens’ Problem behavior, recognize that it is a Problem behavior, and then provide desirable guidance.

어머니의 사회경제적 배경에 따른 양육 특성이 유아의 문제행동에 미치는 영향

Objectives The purpose of this study is to investigate the discrimination of mothers' parenting characteristics according to socioeconomic background and analyze the effects of parenting characteristics on the young children's problem behaviors.&#x0D; Methods It was analyzed the socioeconomic background, parenting characteristics, and problem behavior of 2,150 mothers with 5-year-old children, using the 7th panel data of the Panel Study on Korean Children. Using the program SPSS 21.0, the mean differences in parenting characteristics according to the mother's socioeconomic background were analyzed using t-test and one-way ANOVA. In addition, after analyzing the correlation between the mother's parenting characteristics and the young children's problem behavior, hierarchical multiple regression analysis was conducted to analyze the influence of the mother's parenting characteristics on the young children's problem behavior.&#x0D; Results Mothers' parenting characteristics differed depending on the mother's age, education level, and household income level, and the correlation between parenting characteristics and young children's problem behavior was low. As a result of analyzing the factors affecting children's internalizing problem behavior, the higher the income in the socioeconomic background, the less internalizing problem behavior, and among parenting characteristics, the higher the parenting stress and the less parent-child interaction, the more internalizing problem behavior increased. As a result of the analysis of externalizing problem behavior, it was found that for male young children, the greater the parenting stress, and the less paternalistic parenting behavior and parent-child interaction, the more the infant's externalizing problem behavior increased.&#x0D; Conclusions System establishment and policy support are required to minimize the interdependence and connection between socioeconomic background, parenting characteristics, and problem behavior. Additionally, because mothers' parenting stress has the greatest impact on their children's problem behavior, mothers should seek ways to reduce stress themselves. Additionally, a consensus on co-parenting must be formed at the community and government levels, breaking away from the framework that childrearing is the mother's responsibility.&#x0D;

Understanding the Role of Differential Reinforcement in Applied Behavior Analysis, to Reduce Thumb-sucking in Children- A Literature Review

The paper attempts to explain how differential reinforcement in applied behavior analysis works in shaping positive behaviors in the daily lives of children. Especially, some behaviors whose function is identified as ‘sensory’, like thumb-sucking are automatically maintained because reinforcement comes merely by engaging in the behavior. Such behaviors which feel good to children, that is appeal to their sensory needs, are hard to get rid of, and they come to be known as ‘bad habits’ in the common language of the world. The objective of the paper is to describe differential reinforcement as it applies to behavior analysis, and establish how the ABA procedure have been successfully implemented to reduce automatically maintained behaviors like thumb-sucking. The method of the paper is a literature review of contemporary researches that describe differential reinforcement in applied behavior analysis and focuses on the strengths and weakness of its core principles. The paper also analyzes a major literature which has implemented DRA as an intervention for reducing thumb-sucking in a 5-year-old girl. From the results, it is evident that DRA can be used as an effective intervention for reducing thumb-sucking behaviors in children.

Advertising Effects on Young Minds: Probing into Environmental Awareness, Purchasing Patterns, and Attitudinal Shifts in Children

The research aimed to investigate the impact of advertising on children's attitudes, behaviors, and lifestyles. Data was collected using structured questionnaires from a sample size of 250 participants. Analysis revealed a positive relationship between exposure to television ads and various factors such as environmental awareness, purchasing habits, and attitudes among children. Notably, attitude showed the strongest correlation with a Pearson coefficient of 0.092 and a significance level of 0.000, followed closely by buying behavior with a coefficient of 0.091. In contrast, knowledge about the environment exhibited a negligible correlation coefficient of -0.005 but remained statistically significant. The effectiveness of advertising interventions hinges on several factors including viewing habits, socio-economic status, family influences, and children's perceptions. It's crucial for advertisers to align their campaigns with social responsibilities to contribute positively to national economic growth. Advertising holds the potential to serve as a catalyst for socioeconomic progress, but its impact must be carefully managed and directed towards constructive ends. By understanding the complex interplay between advertising and child development, stakeholders can harness its power to foster positive attitudes, behaviors, and societal outcomes.

Characterization of electronic device use among children and adolescents aged 6 to 14

Introduction: Children and adolescents use computers, cell phones, and tablets, among other electronic devices, daily in non-academic activities. It is essential to characterize the impact these devices have on the socialization, interaction, and learning processes in this population segment. We should also investigate possible harmful effects that may be related to their use. The objective was to characterize how these devices are used and their impact on school performance, behavior, and physical activity in children and adolescents from 6 to 14 years of age. Materials and methods: This is a cross-sectional analytic study of 510 schoolchildren ages 6 to 9 and 10 to 14 from Bogotá and Cundinamarca, Colombia. They were surveyed with a 38-question survey characterizing the use of the devices and the symptoms of anxiety and depression, conflict resolution, sleep, and school performance. Results: The average age for initiation on the use of devices was four years. Cell phones were the most used in both groups (56.3% and 78.04%). Parents monitor the use of the device in 80% of cases. 40% of the time, device usage was greater than 90 minutes per day. About 16% reported sleep disturbance, frustration (48%), emotional lability (20%), and suicidal ideations (11%) also were reported. 19% did not play with their peers, and 7% did not report having close friends. Conclusions: This study shows the high exposure to electronic devices from an early age and their relation to behavioral factors. Future studies should explore the relationship between these factors and electronic devices in depth