Challenging Behaviors In Children Research Articles

Learning From Parents: Implementation of a Parent-Mediated Positive Behavior Support Program Targeting Challenging Behavior in Children With Autism

Challenging behaviors (CBs) are frequently observed in children with autism spectrum disorder (ASD) and are known to have negative effects on parents’ stress and well-being, as well as on overall family quality of life. Research has shown that professional support such as the Prevent-Teach-Reinforce (PTR) program has the potential to alleviate those effects. Although several studies have empirically demonstrated this positive behavior support program in managing children’s CB, its implementation by community-based educators among parents of children with ASD has yet to be examined. This study assessed the facilitators and obstacles to this program’s implementation as perceived by 19 parents using interviews and questionnaires. Participants emphasized the significance of setting clear expectations, defining roles, and providing continuous feedback during the implementation process to promote their initiative and enhance their active participation. They recognized the difficulties of implementing the program within a family setting but emphasized the valuable presence of educators in the home, which improved their understanding of family dynamics. Parents valued effective and respectful support from educators, although some encountered disagreements during coaching sessions, highlighting the need for improved educator training with practical coaching and a greater recognition of the family’s perspective.

Associations between challenging parenting behavior and creative tendencies of children: the chain mediating roles of positive emotion and creative self-efficacy.

Parenting behavior has been reported to be closely associated with children's creativity, yet the association between challenging parenting behavior and children's creative tendencies, as well as the potential mechanisms connecting the two, remains ambiguous. Based on the Social Cognitive Theory and the Self-efficacy Theory, this study aims to examine the correlation between Chinese parents' challenging parenting behaviors and their children's creative tendencies, as well as the chain mediating role of children's positive emotions and creative self-efficacy. In total, 2,647 families were surveyed with questionnaires completed by parents on the Challenging Parenting Behaviors Scale and by children on the Positive/Negative Emotions Scale, the Creative Self-efficacy Scale, and the Williams Creative Tendency Test Scale, and analyzed using structural equation modeling (SEM) in SPSS 22.0 and Mplus 8.3. The findings indicate that challenging parenting behavior has a positive correlation with children's positive emotions, creative self-efficacy, and creative tendencies. Through positive emotions, creative self-efficacy, and a chain mediated pathway between these two variables, challenging parenting behaviors increase children's creative tendencies. The favorable impacts of challenging parenting behaviors on children's creative tendencies, with the mediating effects of children's positive emotions and creative self-efficacy, may help Chinese parents better grasp the mechanisms underlying this association.

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 Evaluation of Parenting Styles of Children with Attention Deficit/ Hyperactivity Disorder

Background: Parenting has an important role in improving the performance of children with ADHD and in their families, this study will create awareness about parenting styles among parents addressing differences in parenting styles and improving the quality of child mental health.
 Objective: This study was intended to evaluate the different parenting styles of parents having children with ADHD and healthy children. It also aimed to find out any relationship between the socio-demographic variables of children and parents with the parenting style of the diseased child. 
 Methodology: This was a case-control study. The study was conducted in the Department of Psychiatry, Sylhet MAG Osmani Medical College, Sylhet during the period from September 2020 to August 2022. ADHD was diagnosed using DSM-5 and confirmed by a consultant psychiatrist. A total of 60 parents of children (ADHD=30, Healthy=30) were interviewed who fulfilled the enrollment criteria. Semi-structured questionnaire for socio-demographic variables and a Bangla Parenting Style and Dimension Questionnaire (PSDQ) were used for assessing parenting style. The data analysis was conducted utilizing the one-way analysis of variance (ANOVA) method, followed by post-hoc comparisons using the Bonferroni correction.
 Results: The predominant parenting style found to be applied to children with ADHD was authoritative (56.67%), followed by 26.67% authoritarian parenting and 16.33% permissive parenting style. Among the parents of healthy children, 53.33% were authoritative, 23.33% were authoritarian and permissive. There was a statistically significant association of parenting styles with education level and occupation. ADHD children's parents who studied up to the primary level had a significantly higher authoritarian score and (authoritarian p = 0.005) and the normal children's parents who studied up to the secondary level had a significantly higher authoritarian score (authoritarian p = 0.007. A significant association was found in the authoritarian domain in parents who were housewives (p = 0.032). Individuals within 6-9 years age range exhibit significantly higher scores in the authoritative domain (p=.001).  Both boys and girls groups exhibit a considerably higher score in the authoritative domain (p=.003, p=.001). 
 Conclusion: The fact that parenting styles influence ADHD may appear to be a burden, but it can also be an opportunity to change one's life. Solutions like parent training programs can provide skills and strategies as well as help build resilience in parents to manage the challenging behavior of children with ADHD.

Factoren geassocieerd aan agressiviteit en verwante gedragsproblemen bij kinderen en adolescenten met ASS: een grondige review

Factors associated with externalizing challenging behaviour in children and adolescents with ASD: a systematic review Autism spectrum disorder (ASD) is a neurodevelopmental syndrome with a high prevalence of comorbid challenging behaviours. Externalizing challenging behaviours are known to have a negative prognostic impact on children with ASD and their caregivers. Studies have shown several risk factors for externalizing challenging behaviours in the typically developing population. Less is known about the risk factors for children with ASD. The databases PubMed, Embase and Web of Science Core Collection were systematically searched. A systematic analysis of the selected articles was performed. A total of 95 studies were found. Despite the multitude of withheld articles, only a few factors showed to be clearly associated with externalizing challenging behaviour in children with ASD. The studies in this review mainly investigate cross-sectional and some prognostic associations, and often find conflicting results. Consequently, the authors cannot make strong statements about possible direct causal relationships of the studied factors with externalising behavioural problems. Nevertheless, they emphasize some possible implications for clinical practice. First, more attention should be paid to the adaptive skills of children with ASD. In addition, they underline the importance of systematic screening regarding the severity of the rigidity, encouraging flexibility and learning to cope with change. Furthermore, it is crucial to diagnose and treat ADHD and sleep disorders. Finally, the results mark the importance of early detection and intervention of contextual factors.

Managing Challenging Child Behaviour in Pediatric Dentistry Using Pharmacologic Approaches: A Vanishing Art

Amongst the skills and competency expected of the pediatric dental specialist is an enhanced ability to circumvent and obtund interfering and refractory behaviour of moderately to severely apprehensive and resistive children. Wide variation exists among this specialist with respect to individual talents to accomplish treatment on this population making use of both nonpharmacological as well as pharmacological approaches. While advanced training programs vary greatly in the extent to which their residents are exposed to various modalities, likely explanation to account for such lies in the diversity to which their faculty bring competent and diversified experience. Some bring extensive background to the use of a variety of agents and dosing; others conceivably offer limited exposure to residents by not having had extensive use during their own training programs. Expertise and a propensity to include a broad repertoire of agents and modalities by Program Directors is highly variable. External sources include administrative perspectives, safety records, formulary limitations, and biases of state and regulatory agencies as to what agents and regimens impose restrictions on this teaching experience. This editorial expresses observations of this author over the past 40 plus years concludes that the use of pediatric sedation has diminished to the extent that its safe and successful use is at risk of becoming a vanishing art. The end result is that an increasing number of children by virtue of a lack of skilled clinicians in its safe use will be subjected to excessive if not unnecessary use of unconscious techniques and/or physical restraint.

Associations Between Parenting Behaviors and Behavioral Problems in Young Children With Developmental Delays.

Children with developmental delays (DD) are at heightened risk for developing behavior problems, which contribute to parenting stress and caregiving burden. There is an established relation between parenting behaviors and child developmental outcomes with less known about parent-child interactions in young children with DD. The present study examined the associations between parenting behaviors and child behavior in a sample of 180 families with preschool-aged children with DD. Results indicated that caregivers' harsh and coercive behaviors were associated with observed challenging behavior in children. Child age, as well as the number of commands issued by caregivers were associated with noncompliance in children. The significance and limitations of these findings are discussed, as well as recommendations for interventions and future research.

Noncompliance Assessments, Interventions, and Ethical Considerations for Young Children: A Systematic Review

Noncompliance is a frequently reported challenging behavior for young children. However, many interventions that address noncompliance fail to consider crucial self-advocacy skills that may be jeopardized when compliance is taught in isolation. We examined the noncompliance literature in the context of ethical considerations for young children: (1) decision-making skills related to compliance, (2) teaching discrimination within contexts where compliance may or may not be appropriate, and (3) addressing support needs that may impact compliance. We found that many noncompliance assessments were not developmentally appropriate, related support needs were largely unaddressed, and ethical factors were infrequently considered when designing noncompliance interventions. Researchers and practitioners should consider assessments that identify ecological factors and support needs related to noncompliance. Young children should be taught discrimination of contexts where noncompliance is appropriate and where compliance is appropriate to promote volitional skills that are necessary for future independence.

Individualized Parent-Mediated Behavioral Treatment for Challenging Behavior: A Program Description.

Past research suggests behavioral treatments are effective for challenging behavior in children and young adults with neurodevelopmental disorders, such as autism spectrum disorder (ASD). However, access to these services can be limited and require substantial resources. To address this issue, the current study provides a programmatic description of an individualized parent-mediated service model targeting moderate challenging behavior. In the program, therapists coached parents to implement functional analyses and individualized function-based treatment packages. Forty-one families of children and young adults with neurodevelopmental disorders participated. Most clients (75.6%) met all admission treatment goals and parents reported significant decreases in frequency and severity of challenging behaviors at discharge. Parents also reported less stress at discharge. Outcomes of the study suggest this parent-mediated treatment model is a viable option to treating moderate challenging behavior in children and young adults with intellectual and developmental disorders.

Environmental Factors Related to Quality of Life of Parents of Children with Autism Spectrum Disorder : A Scoping Review

Introduction: Concerns about the quality of life (QoL) of parents of children with autism spectrum disorder have been raised by previous study. Policy decision-makers and healthcare professionals can be better informed about the environmental factors associated with parental QoL, which will enhance outcomes for both parents and children. The objective of this review is to perform a comprehensive review that assessed the environmental relevant factors associated with quality of life (QoL) of parents of ASD children (under 18 years old). Methodology: To identify the environmental factors associated with parental QoL, a scoping review was conducted using the Arksey and O'Malley original and enhanced framework. Three electronic data bases (PubMed, Scopus & WOS) and reference list checks were used in the search. Results: Social support, family support, residential condition and access to services were all factors linked to parental quality of life in this group. Conclusion: The review clarified environmental factors as one of variables that have association with parental QoL. The results of this analysis also highlighted potential areas of support that have implications on future policy and practices. Keywords : environmental factors, autism spectrum disorder, quality of life, parents, children References CDC. Prevalence of autism spectrum disorders--Autism and Developmental Disabilities Monitoring Network, 14 sites, United States, 2008. MMWR Surveill Summ. 2012;61(3):1-19. CDC. Prevalence of autism spectrum disorder among children aged 8 years - autism and developmental disabilities monitoring network, 11 sites, United States, 2010. MMWR Surveill Summ. 2014;63(2):1-21. Elsabbagh M, Divan G, Koh Y-J, Kim YS, Kauchali S, Marcín C, et al. Global Prevalence of Autism and Other Pervasive Developmental Disorders. Autism Research. 2012;5(3):160-79. McTiernan A, Leader G, Healy O, Mannion A. Analysis of risk factors and early predictors of challenging behavior for children with autism spectrum disorder. Research in Autism Spectrum Disorders. 2011;5(3):1215-22. Simonoff E, Pickles A, Charman T, Chandler S, Loucas T, Baird G. Psychiatric disorders in children with autism spectrum disorders: prevalence, comorbidity, and associated factors in a population-derived sample. J Am Acad Child Adolesc Psychiatry. 2008;47(8):921-9. Bolton PF. Medical conditions in autism spectrum disorders. Journal of Neurodevelopmental Disorders. 2009;1(2):102-13. Khanna R, Madhavan SS, Smith MJ, Patrick JH, Tworek C, Becker-Cottrill B. Assessment of Health-Related Quality of Life Among Primary Caregivers of Children with Autism Spectrum Disorders. Journal of Autism and Developmental Disorders. 2011;41(9):1214-27.

Expanding a laboratory model for evaluating relapse of caregiver nonadherence.

Caregiver adherence to treatment plans is likely maintained by negative reinforcement and can contact extinction when child responding relapses. When caregiver adherence contacts extinction, caregiver nonadherence, such as reinforcing their child's challenging behavior, relapses, threatening treatment efficacy. Previous laboratory models demonstrating the relapse of caregiver nonadherence only evaluated treatment for behavior maintained by social-positive reinforcement, not that maintained by social-negative reinforcement. These models only measured caregiver nonadherence as discrete events, which cannot capture the magnitude of each error. The present study was an evaluation of the relapse of caregiver nonadherence during simulated treatments for escape-maintained challenging behavior. First, caregivers placed demands in a home-like setting and a research confederate responded to these demands in a manner mimicking clinical clients. Next, caregivers were taught to implement treatment in a clinical setting and the confederate's behavior gradually improved. Last, caregivers returned to the home-like setting and confederate challenging behavior relapsed. Nonadherence relapsed for all caregivers, demonstrating the need for additional research on methods for mitigating caregiver relapse during treatment of children's challenging behavior and the usefulness of the proposed measurement system for future research.

A Digital Mental Health App Incorporating Wearable Biosensing for Teachers of Children on the Autism Spectrum to Support Emotion Regulation: Protocol for a Pilot Randomized Controlled Trial.

As much as 80% of children on the autism spectrum exhibit challenging behaviors (ie, behaviors dangerous to the self or others, behaviors that interfere with learning and development, and behaviors that interfere with socialization) that can have a devastating impact on personal and family well-being, contribute to teacher burnout, and even require hospitalization. Evidence-based practices to reduce these behaviors emphasize identifying triggers (events or antecedents that lead to challenging behaviors); however, parents and teachers often report that challenging behaviors surface with little warning. Exciting recent advances in biometric sensing and mobile computing technology allow the measurement of momentary emotion dysregulation using physiological indexes. We present the framework and protocol for a pilot trial that will test a mobile digital mental health app, the KeepCalm app. School-based approaches to managing challenging behaviors in children on the autism spectrum are limited by 3 key factors: children on the autism spectrum often have difficulties in communicating their emotions; it is challenging to implement evidence-based, personalized strategies for individual children in group settings; and it is difficult for teachers to track which strategies are successful for each child. KeepCalm aims to address those barriers by communicating children's stress to their teachers using physiological signaling (emotion dysregulation detection), supporting the implementation of emotion regulation strategies via smartphone pop-up notifications of top strategies for each child according to their behavior (emotion regulation strategy implementation), and easing the task of tracking outcomes by providing the child's educational team with a tool to track the most effective emotion regulation strategies for that child based on physiological stress reduction data (emotion regulation strategy evaluation). We will test KeepCalm with 20 educational teams of students on the autism spectrum with challenging behaviors (no exclusion based on IQ or speaking ability) in a pilot randomized waitlist-controlled field trial over a 3-month period. We will examine the usability, acceptability, feasibility, and appropriateness of KeepCalm as primary outcomes. Secondary preliminary efficacy outcomes include clinical decision support success, false positives or false negatives of stress alerts, and the reduction of challenging behaviors and emotion dysregulation. We will also examine technical outcomes, including the number of artifacts and the proportion of time children are engaged in high physical movement based on accelerometry data; test the feasibility of our recruitment strategies; and test the response rate and sensitivity to change of our measures, in preparation for a future fully powered large-scale randomized controlled trial. The pilot trial will begin by September 2023. Results will provide key data about important aspects of implementing KeepCalm in preschools and elementary schools and will provide preliminary data about its efficacy to reduce challenging behaviors and support emotion regulation in children on the autism spectrum. ClinicalTrials.gov NCT05277194; https://www.clinicaltrials.gov/ct2/show/NCT05277194. PRR1-10.2196/45852.

Families’ Experiences With Online Instruction and Behavior Support During COVID-19

In the Spring of 2020, COVID-19 forced school buildings to close across the United States. As a result, many early learning programs and elementary schools moved their services online. Families of young children with challenging behaviors receiving complex educational and behavioral services in traditional brick-and-mortar classrooms were suddenly required to work closely with educators to support their children’s academic, social-emotional, and behavioral progress. This study used a qualitative approach to examine families’ experiences with children’s challenging behavior, online instruction, and behavior support during COVID-19 school building closures. Findings underscore important themes related to families’ perceptions of child challenging behavior at home, challenges with children’s meaningful participation in online instruction, families’ perceived responsibilities and priorities, and future recommendations. Implications for educators are discussed.

0791 The Association of Sleep with Developmental and Behavioral Factors in Premature Infants

Abstract Introduction Children with neurodevelopmental conditions often experience sleep problems. Whereas sleep is a predictor of behavioral outcomes in children, there is limited evidence regarding sleep as an indicator of neurodevelopmental concerns. This study examined the prevalence of sleep issues and neurodevelopmental conditions in children with a history of prematurity, as well as the role of sleep as a potential indicator for future developmental and behavioral concerns. Methods Electronic health records of 57 young children (M = 31.9 gestational weeks, range = 23 to 40 weeks; 35.1% girls) presenting to a neonatal follow-up clinic were reviewed. Caregivers completed the Brief Infant Sleep Questionnaire (BISQ-R) between 6-16 corrected months (Mage = 11.6 mos) and then completed the Modified Checklist for Autism in Toddlers (M-CHAT) between 16-26 corrected months (Mage = 20.9 mos). Caregivers also completed the Survey of Wellbeing of Young Children (SWYC; n = 56; Mage = 20.9 mos) and the Brief Infant-Toddler Social and Emotional Assessment (BITSEA; n = 32; Mage = 17.4 mos). Results Approximately one-quarter (26.3%) of subjects had a caregiver-perceived child sleep problem at ages 6-16 corrected months. A total of 40.4% of children had clinically significant autism concerns on the M-CHAT and 67.9% had clinically significant concerns on the SWYC. Subsequent caregiver ratings showed that 25.0% of children exhibited challenging behaviors and 34.4% lower social-emotional competency on the BITSEA. Children who demonstrated clinically significant autism risk on the M-CHAT were more likely to have a prior caregiver-identified child sleep problem. Those who later failed the M-CHAT also had increased night waking frequency (2.43 vs 1.82 wakings) earlier in development. Logistic regression indicated that caregiver-identified sleep problems significantly predicted subsequent challenging behaviors on the BITSEA but not later neurodevelopmental concerns on the SWYC or social-emotional competencies on the BITSEA. Conclusion These pilot data suggest that a caregiver-identified child sleep problem at age 6-16 months corrected is linked to more frequent challenging child behaviors in toddlerhood (16-26 corrected months). Caregiver-identified child sleep problems and more night wakings also predicted later neurodevelopmental concerns. Sleep problems in premature infants may thus be an early indication of later behavioral and neurodevelopmental issues. Support (if any)  

Comparison of Functional Communication Training, Sensory Integration Therapy, and Behaviour Intervention for Challenging Behaviours in Children with Autism: A Pilot Study

Comparison of Functional Communication Training, Sensory Integration Therapy, and Behaviour Intervention for Challenging Behaviours in Children with Autism: A Pilot Study

Using Telehealth to Program Generalization of Caregiver Behavior.

Stokes and Baer,Journal of Applied Behavior Analysis, 10(2), 349-367 (1977) provided guidelines to assist practitioners with programming for the generalization of behavior change. Despite the suggestions provided in their seminal paper, generalization remains an often overlooked area within behavior analytic research and practice. In addition, few studies have described explicit strategies to program for the generalization of caregiver behaviors that are consistent with interventions to reduce child challenging behavior. In the current discussion, we describe how telehealth provides a potential avenue for practitioners to focus on generalization. Telehealth helps practitioners access behavior-change agents, materials, and contexts that they may not directly contact in educational and clinical environments. Using telehealth to target these areas early on, and throughout treatment for child challenging behavior, may facilitate more rapid treatment success and maintenance. We provide a case example to demonstrate the use of telehealth to program the generalization of a mother's treatment plan implementation to reduce the severe challenging behavior of an adolescent. We report clinically and socially significant outcomes related to caregiver fidelity and challenging behavior reduction.

Challenging behavior in children and adolescents with Dravet syndrome: Exploring the lived experiences of parents

BackgroundDravet syndrome (DS) is a monogenic syndrome associated with SCN1A mutations in the majority of patients and characterized by devastating epilepsy, that may be life-threatening. Aside from refractory seizures, core symptoms of DS include behavioral difficulties, developmental delay, cognitive impairment, and motor dysfunction. Previous DS research has mainly focused on epileptic seizures and pharmacological management and less on behavioral difficulties. This study aims to explore the lived experience of parents supporting a child with DS, with a focus on behavioral aspects. MethodsWe performed a qualitative study using focus groups and following the consolidated criteria for reporting qualitative research (COREQ) guidelines. We organized three focus groups with parents of children and adults with DS and used a pre-defined topic list of open questions, similar for each focus group to ensure comparability. The focus groups were video recorded, transcribed, and anonymized. Data were analyzed using an iterative coding process where codes were sorted into themes. Differences in coding among the researchers were discussed until a consensus was reached. ResultsIn total, twenty parents (mothers only) participated in the study. The age of children with DS ranged between 3 to 22 years with a mean age of 11.8 years. A range of behavioral difficulties emerged from the thematic analysis. Overall, the most commonly mentioned behavioral difficulties were aggression, dangerous behavior, impulsivity, hyperactivity, routinized and compulsive habits. Our results showed different behavior per age group, with more externalizing behaviors such as aggression and impulsivity in children aged 3–13 years; and more internalizing behavior such as routinized and compulsive habits in adolescents and young adults (14–22 years). This results in a different kind of support these families need and should be acknowledged when in consult with a healthcare professional. Parents reported that challenging behavior was a source of stress and impacted negatively on their family’s quality of life. Parents reported feeling alone in their search for solutions, and many explored options outside the traditional medical context. ConclusionOur results suggest that the challenging behavior associated with DS leads to a huge burden of care. Healthcare professionals working with DS patients may need to develop shared decision-making strategies that take into account challenging behavior.

Protocol for the Feasibility Randomised Controlled Trial of Being a Parent- Enjoying Family Life (BAP-EFL): A peer-led group intervention for parents and caregivers with significant emotional and interpersonal difficulties

Group-format parenting interventions are well-established at reducing challenging child behavior and risk for psychopathology. However, there is significantly less evidence about the performance of these interventions for parents with significant emotional and interpersonal difficulties, including personality disorder. This protocol presents the rationale and design of a two-arm parallel group feasibility Randomised Controlled Trial and nested process evaluation of Being a Parent (BaP)- Enjoying Family Life, a novel peer-led intervention. The trial compares BaP-Enjoying Family Life to the well-established Empowering Parents Empowering Communities-Being a Parent (EPEC-Being a Parent) in a sample of parents who experience significant emotional and interpersonal difficulties and who are concerned about their child's, aged 2–11 years, behavior. 72 parents will be recruited and randomised to receive either BaP-Enjoying Family Life or EPEC-Being a Parent group-format interventions. The primary aim of this study is to examine the feasibility and acceptability of BaP-Enjoying Family Life and the proposed trial methods. Secondary clinical outcomes include child behavioral difficulties, parenting, parental reflective function, parent wellbeing, satisfaction and self-efficacy. An observational assessment of parent and index child will also assess changes in the home environment. Outcome measures will be collected pre-intervention, post-intervention and at 6-month follow up. A parallel process evaluation will use qualitative data from interviews to assess parents' experience of the intervention delivery and trial methods. Findings will be evaluated against pre-determined feasibility criteria. The results will be used to determine the planning of a definitive clinical trial. The wider methodological and clinical implications are also discussed.

Challenging behaviour in children with developmental disabilities: an overview of behavioural assessment and treatment methods

SUMMARYChallenging behaviours often co-occur at high rates among those with autism spectrum disorder and intellectual disability. Challenging behaviours, including self-injury, aggression and property destruction, can be associated with social impairment and increased caregiver demands and stress. These behaviours often arise from and are maintained by a combination of biological and environmental risk factors throughout the lifespan. Given the impact of challenging behaviours on development, function-based assessment and intervention approaches are crucial. The prevalence, risk factors, assessment tools and evidence-based treatment options utilised for individuals with developmental disorders are discussed.

자폐성장애 아동의 문제행동이 부모의 삶의 질에 미치는 영향: 스트레스 대처방식을 중심으로

The purpose of this study was to investigate the effect of challenging behaviors of children with autism on their parents’ quality of life and to examine the moderating effect of stress coping methods on the relationship between challenging behaviors and quality of life. Data of 178 parents of children with autism were collected through a survey. To verify the research problem, descriptive statistics, correlation analysis, and hierarchical regression analysis were performed. The results were as follows: First, the challenging behaviors of children with autism showed a negative correlation with their parents’ quality of life, and the parents' stress coping style showed a positive correlation with their quality of life; Second, as a result of analyzing the moderating effect of the stress coping method on the relationship between the challenging behavior of children with autism and their parents’ quality of life, the moderating effect of the stress coping method on the relationship between self-harm and stereotyped behavior and quality of life was insignificant. However, it was found that the moderating effect of the stress coping method was significant in the relationship between destructive behavior and quality of life. Based on the results of this study, basic data for improving the quality of life of parents of children with autism were provided.