Child Problem Behavior Research Articles

잠재프로파일분석을 통한 고위험군 남․여 청소년의 문제행동 유형분류 및 영향요인 탐색: 부모자녀관계를 중심으로

Objective: This study aims to classify the types of problem behavior among high-risk adolescents and explore how the parent-child relationship influences the types of adolescents’ problem behavior depending on the gender of students.
 Methods: The samples included 322 high-risk adolescents (169 male and 153 female students) attending middle and high school. The SDQ-Kr, Ego Resilience, and Parent-Adolescents Relationship were measured. 
 Results: First, the types of high-risk adolescents’ problem behavior were classified into three groups: “Hyperactivity/inattention-Emotional control problems”, “Peer conformity-Conduct problems”, and “Anxiety/depression-Delinquency coexistence”. Second, more high-risk male adolescents belonged to the “Peer conformity-Conduct Problems” and “Anxiety/depression-Delinquency coexistence” groups than female adolescents. More female adolescents belonged to the “Hyperactivity/inattention-Emotion regulation” group than male adolescents. Third, for both high-risk male and female students, the less their parents failed to provide consistent and appropriate discipline, the more likely they were to belong to the “Anxiety/depression-Delinquency coexistence” group.
 Conclusions: To provide effective intervention for high-risk adolescents, customized intervention programs differentiated according to gender and customized parent education programs differentiated according to their children's problem behavior types should be developed.

부모의 양육방식이 아동의 학교 부적응에 미치는 영향

This study is a case study in which a mother requested counseling for her child who was struggling with school maladjustment and intervened. The families who participated in this study were parents and children, and counseling was conducted 20 times from August to December 2022. In this study, the matrix method was used to analyze the notes recorded during counseling and the contents of 20 counseling sessions. As a result of the analysis, the factor affecting difficulties in school maladjustment was found to be parents' negative parenting style. The counselor intervened to improve family relationships by suggesting new child-rearing methods to the parents. Based on these counselor intervention methods, practical implications and suggestions for follow-up research were made to alleviate children's school maladaptive problem behavior and lead to changes in family relationships.

Language-assisted deep learning for autistic behaviors recognition

Correctly recognizing the behaviors of children with Autism Spectrum Disorder (ASD) is of vital importance for the diagnosis of Autism and timely early intervention. However, the observation and recording during the treatment from the parents of autistic children may not be accurate and objective. In such cases, automatic recognition systems based on computer vision and machine learning (in particular deep learning) technology can alleviate this issue to a large extent. Existing human action recognition models can now achieve impressive performance on challenging activity datasets, e.g., daily activity, and sports activity. However, problem behaviors in children with ASD are very different from these general activities, and recognizing these problem behaviors via computer vision is less studied. In this paper, we first evaluate a strong baseline for action recognition, i.e., Video Swin Transformer, on two autism behaviors datasets (SSBD and ESBD) and show that it can achieve high accuracy and outperform the previous methods by a large margin, demonstrating the feasibility of vision-based problem behaviors recognition. Moreover, we propose language-assisted training to further enhance the action recognition performance. Specifically, we develop a two-branch multimodal deep learning framework by incorporating the ”freely available” language description for each type of problem behavior. Experimental results demonstrate that incorporating additional language supervision can bring an obvious performance boost for the autism problem behaviors recognition task as compared to using the video information only (i.e., 3.49% improvement on ESBD and 1.46% on SSBD). Our code and model will be publicly available for reproducing the results.

Evaluating functional communication training without extinction in public school settings

AbstractFunctional communication training (FCT) in the treatment of escape‐maintained problem behavior for children with disabilities often includes extinction for problem behavior, which is difficult for educators to implement in classroom settings. This study evaluated the effects of FCT with concurrent schedules, as an alternative to extinction, for two children with disabilities and multiply maintained problem behavior including escape functions. FCT with concurrent schedules reduced problem behavior for one participant and increased mands for both participants. The mixed effects across participants and behaviors may inform boundary conditions for FCT with concurrent schedules.

부부갈등, 어머니 우울, 유아 사회적유능감, 유아 외현화 문제행동 간의 구조분석

Objectives This study examined the structural analysis between marital conflict, maternal depression, young children’s social competence, young children’s externalizing problem behavior: It also determined the mediating effect of young children’s social competence in the effect of marital conflict and maternal depression on young children’s externalizing problem behavior.
 Methods For this, this study used data from the 7th year of the Panel Study on Korean Children. This study ana-lyzed the structural equation model through the AMOS 26.0 program to verify the structural relationship between variables, and used the bootstrap method to examine the mediating effect.
 Results First, it has been confirmed that marital conflict has a direct negative effect on social competence. Second, marital conflict and depression had a direct positive effect on externalizing problem behavior. Third, social competence had a direct negative effect on externalizing problem behavior. Fourth, social competence had a me-diating effect in the effect of marital conflict on externalizing problem behavior.
 Conclusions Through the results of this study, we would like to present educational implications for preventing and reducing externalizing problem behavior in young children.

A follow-up study of the "Lighthouse" mentalization-based parenting program: Mentalization as a mediator of change.

This paper reports follow-up findings for an Mentalization based treatment (MBT) parenting intervention delivered to a community mental health sample. Parents completed the 12-week version of the Lighthouse Parenting Program (LPP) and were evaluated on parenting practices, parent-child relationships, parental mental health indicators, and child problem behaviour levels. We evaluated the extent to which improvements in mentalizing at follow-up mediated changes in parenting, parental adjustment, mental health, and child outcomes. Results included a reduction in parental coercive behaviours and child problems, improved parent-child relationship, and better parental psychological adjustment and mental health. Improvement in self-focused mentalizing were observed. Self-focused mentalizing mediated the changes in most outcomes from baseline to 3-month follow-up. These results provide strong preliminary evidence that the LPP improves parent and child outcomes.

Preliminary Investigation of the Influence of Treatment Regimen on Outcomes in Behavioral Parent Training

Caregiver engagement and implementation of behavioral strategies are essential to effective interventions targeting childhood behavior problems. The aim of this preliminary investigation was to better understand caregiver decision-making when selecting different treatment regimens in an open trial format. Treatment packages included: (1) an intensive treatment program (ITP), involving a compressed 20-hour intervention occurring 2 hours per day for 10 days; and (2) a standard dosage treatment as usual (TAU) behavioral treatment program, involving weekly 50-minute appointments. Sixty-seven families with a child between 4–11 years old (M age = 5.82) with clinically significant problem behaviors self-referred to a hospital-based outpatient behavior therapy program. Results suggest that while caregivers chose a standard treatment regimen at a ratio of 2:1, compressed treatment (ITP) was associated with increased caregiver engagement and more significant reductions in child target behavior using both direct and indirect measures. Findings provide preliminary support for the use of high dosage treatment regimens as a means of increasing caregiver engagement and in the reduction of problem behavior in young children.

Types and Predictors of Young Children’s Problem Behaviors Following the Birth of a Sibling

Objectives: To verify the predictors that affect problem behavior trajectories, this study examines how the problem behavior patterns of young children change over time before and the birth of their younger sibling, and the types of trajectories they are classifien into.Methods: The participants were 202 pregnant mothers who had a child over 18 months old. Questionnaires on the child’s problem behaviors were conducted one month before, one month after, and the three months after childbirth. A growth mixture model and logistic regression analyses were performed for classification and predictive analytics.Results: A total of three latent groups of children’s internalizing and externalizing problem behaviors were identified: group at low risk for problem behaviors, group at potential risk for problem behaviors and group at high risk for rising problem behaviors. Logistic regression analyses revealed that children’s temperamental emotionality and sociality, mother’s warm and encouraging behaviors, and depression were significantly associated with trajectory classes of problem behaviors.Conclusion: Our results suggest that to mediate problem behaviors in young children when a younger sibling is born, a variety of supports that consider their individual characteristics and provide affectionate parenting behavior are needed.

Internalizing and Externalizing problem behaviors in children and adolescents migrating through Mexico

Internalizing and Externalizing problem behaviors in children and adolescents migrating through Mexico

Bimbingan Konseling Pada Anak Usia Dini

Guidance and counseling for early childhood is an assistance effort carried out by teachers/supporters for early childhood so that children can grow and develop optimally and be able to overcome the problems they face. The research was carried out in a qualitative manner using a literature study approach. Research results: Through counseling, children are taught skills that enable them to become independent individuals, able to make decisions, and be responsible for their own actions. The main objective of providing guidance and counseling is to anticipate or take preventive action against the emergence of problematic behavior. Of course, prevention will be much easier than cure. This principle will also be applied in counseling guidance in the Early Childhood Education environment. In other words, preventing problem behavior in children is much easier than treating problem behavior in adults.

What works for whom? Moderators in parental reflective functioning intervention

ABSTRACT The DUET program (a group intervention) aims to enhance parental reflective functioning (PRF). We examined whether pretreatment levels of key outcomes as well as individual parental and family-environment characteristics predicted improvement after intervention with the DUET program. One hundred forty-two parents (native Israelis; mean age = 34.84 years) of preschool children (n = 107; mean child age = 4.3 years; 53% female) were assessed before, after, and 6 months following the intervention. Results indicated significant associations between lower levels of key outcomes at the pretreatment assessment and greater improvement after treatment in PRF, child self-regulation, and child self-distraction strategies. Furthermore, two subgroups of families were uncovered based on individual parental and family-environment characteristics: low-distress and high-distress parents. Following intervention, the high-distress group showed greater improvement in parental sensitivity and child problem behavior, whereas the low-distress group reported greater improvement in locus of control. Clinical and future directions are discussed.

A Parenting Program to Prevent Child Maltreatment in China: A Pretest–Posttest-Follow-Up Study

Purpose: This study aimed to evaluate the outcomes of adapted Parenting for Lifelong Health for Young Children to prevent child maltreatment in the Mainland China. Methods: A pre–post-follow-up study was designed and 54 Chinese parents received the eight-session online parenting intervention between February 4 and March 25, 2023. Results: Forty-one participants (75.9%) completed post-assessment and 36 (66.7%) completed 3-month follow-up assessment. Participants reported reduced child maltreatment, especially in emotional abuse and corporal punishment after the intervention, and the effect was maintained in 3-month follow-up. Improved positive parenting behaviors and decreased child externalizing behaviors were also observed for pre-, post-, and 3-month follow-up assessments. However, there were no significant changes in parental stress, parent–child relationship, parental depressive symptoms, and social support. Conclusions: The online Parenting for Lifelong Health for Young Children program for Chinese parents has shown promise in reducing child maltreatment, improving positive parenting, and decreasing children's problem behaviors, although randomized controlled trials are needed in future studies.

부모의 우울과 사회경제적 지위 유형에 따른 아동의 문제행동, 학교적응과 가정환경자극 간의 차이

The purpose of this study is to examine the differences between parental depression,children's problem behavior according to socioeconomic status, school adaptation, and homeenvironmental stimulation in the first year of elementary school. For this purpose, data from 795children were analyzed using from the 8th year (2015) of [PSKC], which includes teacher-infantinteraction variables. Research results: First, the depression and socioeconomic status of parentswith children were classified into four types. Second, the externalizing problem behavior offirst-grade elementary school children was found to be highest in low-depression/low-income/low-agegroup 1. Third, school adaptation was found to be highest in group 4: medium depressed/highincome/high education. Fourth, reactivity among home environment stimuli was high in Types2 and 4 whose parents were highly educated. The approach used in this study is meaningful inthat it can be used as basic data for forming effective parent-child relationships, family supportand intervention measures by finding causes and alternatives for problem behavior and schooladaptation.

Problem behaviours and caregiver burden among children with Autism Spectrum Disorder in Kuching, Sarawak.

Caregivers of children with Autism Spectrum Disorder (ASD) often experience emotional and psychological distress, as well as disruptions to family life and employment due to the challenges of caring for children with ASD. This study examines the relationship between problem behaviours and caregiver burden among children with ASD. A cross-sectional study using convenience sampling recruited 230 caregivers of children with ASD aged 4 to 18 years from selected autism centres in Kuching, Sarawak. The caregivers completed the Aberrant Behaviour Checklist-2 and the Zarit Burden Interview. Univariate analysis revealed a significant difference in caregiver burden for children with ASD receiving medications (p = 0.013), registered with the Social Welfare Department (p = 0.036), and having siblings with ASD (p = 0.046). About 40% of the children exhibited at least one domain of problem behaviour. More than half of the caregivers (53.9%) experienced burden, with the majority experiencing mild burden. Positive associations were seen between irritability (r = 0.458, p < 0.01), social withdrawal (r = 0.439, p < 0.01), stereotypic behaviour (r = 0.392, p < 0.01), hyperactivity/non-compliance (r = 0.467, p < 0.01), and caregiver burden. Child factors, including the duration of problem behaviour (r = 0.182, p = 0.007), medication use (eta = 0.187, p = 0.005), Social Welfare Department registration (eta = 0.138, p = 0.036), and the presence of siblings with ASD (eta = 0.130, p = 0.046) were associated with caregiver burden. Multiple linear regression showed that hyperactivity/noncompliance significantly predicted caregiver burden. Specific problem behaviours in children with ASD were associated with caregiver burden. These results highlight the need for interventions for the child with ASD and their caregivers.

Efficacy of technology‐based parenting programmes in reducing behaviour problems: An analysis of systematic reviews and meta‐analyses

AbstractRecently, especially after the 2020 COVID‐19 pandemic, the shift towards technology‐based non‐face‐to‐face family prevention programmes to deal with problem behaviours has increased. Different systematic reviews and meta‐analyses have explored the results of the virtual versions of the programmes. However, a global summary or systematized overview of the main conclusions and implications of the different reviews is needed to establish the scientific contributions of the new formats and to help the providers of the online programmes to know the components that work and to what extent. A lack of systematized information on the different delivery modes has also been detected. This study addresses these issues by systematically analysing existing reviews and meta‐analyses, examining the reported outcomes and, when available, results related to delivery conditions and adherence variables. The analysis results suggest a reduction in children's problem behaviours and a consensus on the necessity of reporting on the parental stress variable. In conclusion, it highlights the need for more information on delivery conditions, given the structural change in how these programmes or interventions are provided, together with data on adherence and family variables (family relationships and interactions such as family communication and family resilience).

Sibling effects on problem and prosocial behavior in childhood: Patterns of intrafamilial "contagion" by birth order.

We investigated longitudinal relations between siblings' problem and prosocial behavior, measured by the Strengths and Difficulties Questionnaire, among different sibship sizes in the UK's Millennium Cohort Study. We identified 3436 families with two children and 1188 families with three children. All children (cohort members and their older sibling [OS]) had valid data on behavior at two time points (in 2004 and 2006). Using structural equation model, we found that for internalizing and externalizing problems, OSs (MOS1 = 6.3 years, MOS2 = 9.1 years at T1) exerted a dominant effect on younger siblings (Mage = 3.12 years at T1; 49.7% boys) across sibship sizes. For prosocial behavior, there was OS dominance in two-child families and youngest sibling dominance in three-child families.

Patterns of children's readiness at school entry and their association with kindergarten academic and social-emotional outcomes: Do classroom interactions matter?

This study used a person-centered approach to identify school readiness profiles in a sample of kindergartners (n=1,826) from a large and diverse school district in the United States. Using latent profile analyses and multi-level modeling, we examined three aims: 1) whether patterns of readiness skills at kindergarten entry could be detected, 2) the extent to which detected patterns predicted gains in academic and social-emotional skills, and 3) whether the quality of teacher–child interactions moderated the associations between profile membership and end of kindergarten outcomes. Based on a comparison of fit indices, a 4-profile solution best represented the data. Eighteen percent of children were in the “High Risk” profile, 34 % were in the “Ready” profile, 20 % percent of children were in the “Social-Emotional Risk” profile, and 28 % of children were in the “High Readiness” profile. For all outcomes, we found that profile membership predicted spring scores, after controlling for fall scores of each skill, suggesting that the constellation of kindergarten readiness skills matters more than any one skill. We also found that the quality of teacher–child interactions moderated associations between profile membership and changes in achievement and problem behavior for children within some groups. Results suggest that children enter kindergarten with unique profiles of skills and that supports for children may need to be individualized based on profiles to maximize social, emotional, and academic development. Results also suggest that high-quality teacher–child interactions may serve as an important protective and promotive factor for children with certain clusters of readiness skills at kindergarten entry.

Longitudinal Associations from Maternal and Paternal Internalizing Symptoms to Preschooler's Problem Behavior and Social Competence in China: The Mediating Role of Executive Function.

By using a two-year longitudinal design, the current study recruited 199 preschoolers and their parents in Beijing to examine the effects of parental internalizing symptoms (T1) on children's internalizing and externalizing problem behavior and social competence (T3), and further explore whether executive function (EF, T2) may act as the mediator. The results showed that maternal internalizing symptoms and paternal internalizing symptoms at T1 separately had significant direct predictive effect on children's internalizing and externalizing problem behavior but not on social competence at T3 after controlling family socioeconomic status. Further analysis indicated that children's inhibitory self-control at T2 mediated the association between maternal and paternal internalizing symptoms at T1 and children's externalizing problem behavior at T3, and metacognition at T2 could mediate the influence of maternal internalizing symptoms at T1 on children's internalizing problem behavior, externalizing problem behavior and social competence at T3. These findings to some extent highlight the importance of including both parents and exploring mother-father differences in effective interventions aiming to promoting child development. Metacognition and self-control skill training would be helpful to reduce children's problem behavior or to improve their social competence.

Demands and stress before and during the COVID-19 pandemic of parents to children with autism spectrum disorder.

Parents to children with Autism Spectrum Disorder (ASD) face diverse daily demands that can lead to stress. The aim of this study was to examine to which extent stress in parents to children with ASD can be explained by daily demands before and during the COVID-19 pandemic (after lockdowns; first half of 2022), and whether there are differences between the two time periods in this regard. Data from parents to children with ASD living in Germany from two independent questionnaire studies (before the pandemic: N = 168, during the pandemic: N = 105) were matched for comparability. Simple and multiple linear regression analyses were used to answer the research question. Parental stress as well as all demands examined showed higher levels during the COVID-19 pandemic than before. Significant predictors of parental stress before and during the COVID-19 pandemic were (1) the daily demands to deal with the child's problem behavior, (2) the restriction of one's personal way of life, and (3) the challenge to cooperate with the partner. During the COVID-19 pandemic, the child's problem behavior was particularly relevant. It was also found that the demand to deal with stigmatizing reactions did not explain parental stress during the COVID-19 pandemic whereas before the pandemic it had been a significant predictor. Although parental stress and the demands of daily life increased during the pandemic, most of the stress can be explained by the same demands. It is suggested that the increased levels may be due to an increase in the child's ASD symptomatology, which is why it is advisable to install therapeutic and care structures that prepare children with ASD for future crises.

Caregiver skills training for caregivers of individuals with neurodevelopmental disorders: A systematic review and meta-analysis.

To systematically review the effectiveness of caregiver and parent skills training programs, including caregiver-mediated interventions, for caregivers of individuals with neurodevelopmental disorders. We conducted a systematic review with a random-effects meta-analysis. We searched 11 electronic databases through July 2021 and used a snowball methodology to locate relevant articles of randomized controlled trials. Effect size estimates were pooled using Hedges' g from data extracted from study reports and through author requests using random-effects meta-analyses for three child outcome categories (child development, adaptive behavior, and problem behavior) and three caregiver outcome categories (parenting skills and knowledge, psychological well-being, and interpersonal family relations). We located 44 910 records, from which 75 randomized controlled trials involving 4746 individuals with neurodevelopmental disorders and their caregivers were included. Random-effects meta-analyses showed improvements in child development (g = 0.30; 99% confidence interval [CI] = 0.07-0.53) and reduction in reported problem behaviors (g = 0.41; 99% CI = 0.24-0.59), but not a statistically significant improvement in adaptive behavior (g = 0.28; 99% CI = -0.42 to 0.98). Caregivers showed improvements in parenting skills and knowledge (g = 0.72; 99% CI = 0.53-0.90), psychological well-being (g = 0.52; 99% CI = 0.34-0.71), and interpersonal family relations (g = 0.76; 99% CI = 0.32-1.20). Caregiver skills training programs benefit both caregivers and children with neurodevelopmental disorders. Skills training programs improve child development and behavior, improve parenting skills, reduce caregiver mental health issues, and improve family functioning. Programs using culturally appropriate training material to improve the development, functioning, and participation of children within families and communities should be considered when caring for children with neurodevelopmental disorders. Caregiver skills training programs are effective interventions for both caregivers and children. Children with neurodevelopmental disorders benefit from improvements in development and reduction of problematic behaviors. Caregivers benefit from enhanced skills and psychological well-being. Improvements in interpersonal family relationships have also been documented.