Patterns Of Behavior Problems Research Articles

Problem officers? Analyzing problem behavior patterns from a large cohort

Problem officers? Analyzing problem behavior patterns from a large cohort

Predicting family poverty and other disadvantaged conditions for child rearing from childhood aggression and social withdrawal: A 30-year longitudinal study

This 30-year longitudinal study examined pathways from problematic childhood behavior patterns to future disadvantaged conditions for family environment and child rearing in adulthood. Participants were mothers (n = 328) and fathers (n = 222) with lower income backgrounds participating in the ongoing Concordia Longitudinal Risk Project. Structural Equation Modeling was used to examine pathways from childhood aggression and social withdrawal to future high school drop-out, early parenthood, parental absence, and family poverty after the participants became parents. Childhood aggression directly predicted early parenthood and parental absence in both mothers’ and fathers’ models, and high school drop-out for the fathers (for the mothers, this path was indirect via achievement in primary school). Childhood aggression predicted family poverty indirectly, with some gender differences in significant pathways.

Neurocognitive performance and behavior before and after treatment for sleep-disordered breathing in children

Neurocognitive and behavioral problems are increasingly reported in children with sleep-disordered breathing (SDB). The impact of treatment for SDB on neurocognition and behavior is, therefore, an issue of increasing importance. To date, there has been little consideration given to the quality of studies when reviewing associated neurocognitive and behavioral problems in children with SDB, and furthermore, there has been little systematic review of treatment outcomes. The aim of this review was to provide an up-to-date and critical review of the current literature. Findings indicate a specific pattern of neurocognitive problems in children with SDB; however, the pattern of behavioral problems is less clear. Very few studies were found to provide a rigorous investigation of posttreatment neurocognitive and behavior outcomes. Despite this, relatively consistent improvements in global intelligence, attention, and visual spatial ability are shown; however, persistent deficits in other domains are also evident. For behavior, problems of hyperactivity, aggression or conduct problems, and somatic complaints improve following treatment. In contrast, symptoms of anxiety and social problems less consistently improve. These findings should aid in the development of more targeted investigations and well-designed studies exploring both the causative mechanisms and the treatment response for neurocognitive and behavior problems in children with SDB.

Problem officers? Analyzing problem behavior patterns from a large cohort

This study explored varying patterns of police problem behaviors as officers gain experience. The policing literature offered little guidance for exploring problem behaviors over the course of officers' careers; therefore, the criminal career paradigm was employed as a means for framing and analyzing this phenomenon. Using a retrospective, longitudinal data set gathered from a large police department in the northeastern United States, patterns of citizen complaints for a large cohort of officers were examined using a semiparametric, group-based approach. Results indicated that multiple trajectories underlie the aggregate relationship between experience and misconduct, and varying demographic characteristics impact the likelihood that officers will belong to each trajectory. Descriptions of each trajectory and their profiles are presented, and theoretical and practical implications for policing are discussed.

Problem and pro-social behavior among Nigerian children with intellectual disability: the implication for developing policy for school based mental health programs

BackgroundSchool based mental health programs are absent in most educational institutions for intellectually disabled children and adolescents in Nigeria and co-morbid behavioral problems often complicate intellectual disability in children and adolescents receiving special education instructions. Little is known about prevalence and pattern of behavioral problems existing co-morbidly among sub-Saharan African children with intellectual disability. This study assessed the prevalence and pattern of behavioral problems among Nigerian children with intellectual disability and also the associated factors.MethodTeachers' rated Strengths and Difficulties Questionnaire (SDQ) was used to screen for behavioral problems among children with intellectual disability in a special education facility in south eastern Nigeria. Socio-demographic questionnaire was used to obtain socio-demographic information of the children.ResultsA total of forty four (44) children with intellectual disability were involved in the study. Twenty one (47.7%) of the children were classified as having behavioral problems in the borderline and abnormal categories on total difficulties clinical scale of SDQ using the cut-off point recommended by Goodman. Mild mental retardation as compared to moderate, severe and profound retardation was associated with highest total difficulties mean score. Males were more likely to exhibit conduct and hyperactivity behavioral problems compared to the females. The inter-clinical scales correlations of teachers' rated SDQ in the studied population also showed good internal consistency (Cronbach Alpha = 0.63).ConclusionSignificant behavioral problems occur co-morbidly among Nigerian children with intellectual disability receiving special education instructions and this could impact negatively on educational learning and other areas of functioning. There is an urgent need for establishing school-based mental health program and appropriate screening measure in this environment. These would afford early identification of intellectually disabled children with behavioral problems and appropriate referral for clinical evaluation and interventions. The need to focus policy making attention on hidden burden of intellectual disability in sub-Saharan African children is essential.

Cutoffs, norms, and patterns of problem behaviors in children with an ASD on the Baby and Infant Screen for Children with aUtIsm Traits (BISCUIT-Part 3)

Challenging behaviors are common and persistent in persons with autism spectrum disorders (ASDs). Best practices dictate that symptoms of ASD and these co-occurring problems be identified and then treated at the earliest possible age. Having said this, there has been a dearth of available assessment methods to make sure identifications in infants and toddlers, particularly with respect to challenging behaviors. The Baby and Infant Screen for Children with aUtIsm Traits (Part 3) was designed specifically for this purpose. In study one, 312 children between 17 and 37 months and diagnosed with autism or PDD-NOS were individually assessed. Cutoff scores for total and subtest scores were established. In study 2, frequency and patterns of various challenging behaviors were evaluated. The meaning of these data is discussed for toddlers and infants with ASD.

Impact of Behavioral Inhibition and Parenting Style on Internalizing and Externalizing Problems from Early Childhood through Adolescence

Behavioral inhibition (BI) is characterized by a pattern of extreme social reticence, risk for internalizing behavior problems, and possible protection against externalizing behavior problems. Parenting style may also contribute to these associations between BI and behavior problems (BP). A sample of 113 children was assessed for BI in the laboratory at 14 and 24 months of age, self-report of maternal parenting style at 7 years of age, and maternal report of child internalizing and externalizing BP at 4, 7, and 15 years. Internalizing problems at age 4 were greatest among behaviorally inhibited children who also were exposed to permissive parenting. Furthermore, greater authoritative parenting was associated with less of an increase in internalizing behavior problems over time and greater authoritarian parenting was associated with a steeper decline in externalizing problems. Results highlight the importance of considering child and environmental factors in longitudinal patterns of BP across childhood and adolescence.

Association Between Problem Gambling and Conduct Disorder in a National Survey of Adolescents and Young Adults in the United States

The purpose of this analysis is to examine the relationship between current problem gambling and current conduct disorder. Data were analyzed for a U.S. national survey of respondents aged 14-21 years. A strong co-morbidity between current problem gambling and current conduct disorder was found. However, this co-morbidity was much stronger among younger respondents, declined in strength with increasing age, and was absent among the oldest respondents. Further analyses showed that early-onset problem gamblers had a higher risk for conduct disorder than late-onset problem gamblers. Gambling problems that emerge early are likely to be part of a general pattern of problem behavior, whereas gambling problems that emerge later may have an etiology unique to gambling.

Empirical Investigation of the Psychosocial Functioning of Children Raised by Grandparents

Empirical studies describing the functioning of children raised by their grandparents are noticeably limited, yet custodial grandparenting has become a prominent alternate family structure. Grandparents may function better as surrogate parents than abusive parents, nonrelatives, or foster caregivers. Although many children raised by their grandparents enjoy favorable functioning, others experience significant school-adjustment difficulties. In this study, a psychometrically sound behavior rating scale is used to examine teachers’ perspectives regarding specific social-emotional behaviors of children raised by grandparents compared to a matched group. Teachers rated children raised by grandparents as exhibiting significantly higher levels of a specific pattern of behavioral problems than a comparison group. School professionals can help the children by identifying the strengths and needs of these families and by providing effective prevention services to advance positive school and life outcomes.

Program-Wide Positive Behavior Supports: Essential Features and Implications for Head Start

One of the ongoing challenges all educators face, often on a daily basis, is problem behavior. Compounding this challenge is the need to significantly alter these behavioral patterns among at-risk students early in their development to prevent correlated poor life outcomes such as academic failure and school dropout, mental health issues, or incarceration. Among early childhood educators, the need for prevention and early intervention is well established. Work to date in altering problem behavior patterns is promising; however, the challenge of implementing effective practices with high fidelity across large educational systems remains problematic. Recent work within the K–12 education system focusing on building comprehensive systems of behavioral support targeting prevention, early intervention, and individualized proactive strategies known as School-Wide Positive Behavior Supports (SWPBS) has demonstrated that educators can improve social behavior outcomes among children and youth within school setting...

Violência conjugal, um problema social e de saúde pública: estudo em uma delegacia do interior do Estado do Rio de Janeiro

This article presents data of an investigation for drawing the profile of men and women involved in domestic violence taken from reports made at a police station in a small city in the state of Rio de Janeiro between 1997 and 2001. Data were crossed with the speeches of the couples at the police station. The article highlights the importance of this issue for public health, confirmed both in the feminist literature and in health studies. The results show that cultural determinants have an important influence on the construction of the roles of males and females, legitimating the power of the man over the woman and turning men violent when they cannot control the situation. More than half of the reports of women (53%) was due to corporal injuries, the rest were threats and attempted murder (39%), and psychological abuse (8%) through insults and defamation. The article presents information about the profile, professional status, color and race of aggressors and victims. It is concluded that, despite the feminist movement and other achievements, domestic violence continues reproducing and investments are necessary for understanding, reporting and overcoming the problem and changing behavior patterns.

Schoolwide Social-Behavioral Climate, Student Problem Behavior, and Related Administrative Decisions

Office discipline referral (ODR) data provide useful information about problem behavior and consequence patterns, social-behavioral climates, and effects of social-behavioral interventions in schools. The authors report patterns of ODRs and subsequent administrative decisions from 1,510 schools nationwide that used the School-Wide Information System in 2005—2006. Sample demographics differed from key demographics for schools nationwide on school enrollment, socioeconomic status, and race and ethnicity. Descriptive analyses showed over 88% of elementary grade students with zero or one ODR for the academic year, 72% for middle schools, and 67% for high schools. ODRs were most likely to be generated from classrooms and more likely to be related to peer-directed problem behavior in elementary schools, student-adult interactions in middle schools, and tardiness and skipping in high schools. Major consequences were suspensions and detentions for middle and high school students and varied for elementary students. The discussion focuses on the utility of ODR databases and implications of the reported patterns.

Short-Term Longitudinal Study on Change Patterns of Problem Behaviors in Early School Aged Children

Short-Term Longitudinal Study on Change Patterns of Problem Behaviors in Early School Aged Children

Bridging Positive Youth Development and Mental Health Services for Youth with Serious Behavior Problems

Youth development approaches have grown in popularity, yet the appropriateness of these strategies for adolescents with serious behavior problems has rarely been addressed. Life-course research examining the onset and developmental course of problem behaviors suggests that youth with different patterns of behavior problems may not equally benefit from youth development interventions. This paper reviews contemporary perspectives on the positive youth development approach in light of multidisciplinary life-course research regarding the development of disruptive behavior problems. The wraparound case-management model is described as a potential framework for applying this research to support youth with serious behavior problems.

Patterns of Problem Behavior in Relation to Thriving and Precocious Behavior in Late Adolescence

Several studies have indicated that an early onset of delinquent and problem behaviors is associated with a greater risk of subsequent behavioral and mental health problems. This study builds on that literature by examining histories of behavior problems in relation to indicators of thriving and precocious behavior during late adolescence. Using longitudinal data from 289 high-risk adolescents, participants were classified according to their problem behavior histories at ages 15 and 19. Findings indicated that although some adolescents experienced decline over time in their overt behavior problems, those youth showed fewer indicators of thriving when compared to adolescents with no history of behavior problems. Youth with an earlier onset of behavior problems also evinced an increased risk for precocious behavior. Gender differences and implications for prevention through youth development programming are discussed.

Academic Performance of Students with Emotional and Behavioral Disorders Served in a Self-Contained Setting

This study describes the academic, social, and behavioral performance of elementary and secondary students with emotional and behavioral disorders (EBD) receiving services in a self-contained school for students with serious behavior problems, with an emphasis on how school adjustment and problem behavior patterns predict academic performance. Results revealed that elementary and secondary group scores were well below the 25th percentile on reading, math, and written expression measures. Further, a seven variable model representing academic, social, and behavioral domains was able to differentiate between age groups explaining 54% of the variance and correctly classifying 78.26% (n = 18) of the elementary students and 84.21% (n = 16) of the secondary students. Findings also suggested that behavioral variables (e.g., school adjustment, externalizing, and internalizing) were predictive of broad reading and broad written expression scores, with school adjustment (a protective factor) accounting for the most variance in the three-variable model. Limitations and recommendations for future research are addressed.

Former Soviet Union Immigrant and Native-Born Adolescents in Israel

Studies on immigration and adolescence show that youth experience a variety of emotional and cognitive adjustments as well as conflicts related to acculturation and the realities of life in their new country. Such conditions place many of them at increased risk for psychosocial problems including personal stress, interpersonal conflicts, mental illness, school failure, delinquency, substance use, and other risk-taking behavior. This prospective study compares the patterns of substance use and problem behaviors among 365 at-risk adolescents born in Israel and those who immigrated to that country from the Former Soviet Union. Findings show that Former Soviet Union youth tend to have higher levels of last 30-day alcohol and ecstasy use and binge drinking. Multiple regression shows binge drinking behavior related to trading property to obtain drugs; deterioration of school achievement; selling drugs; and time spent when being absent from school and hanging around during the day. Country of origin was not found related to this behavior. Further research is needed to study substance use and related problem behavior among immigrant youth controlling for the impact of acculturation and other factors.

Effective Tools Available To Treat Sexual Offenders

Effective Tools Available To Treat Sexual Offenders

Cardiovascular and affective responses to social stress in adolescents with internalizing and externalizing problems

Behavioral responses to stress and challenge are based in emotional and physiological arousal reactions. Adolescents with maladaptive or problematic behavior patterns, such as internalizing or externalizing problems, are likely to show atypical emotional and physiological reactions to stress. Relations between problems and reactions to stress were examined in a sample of 55 young adolescents with normal to clinical levels of internalizing and externalizing problems. Youth had their self-reported emotional states, heart rate, and blood pressure levels measured before and after engaging in two socially challenging, evaluative manipulations. Internalizing problems were associated with less positive affect but greater anxiety and cardiovascular arousal, whereas externalizing problems predicted greater hostility and positive affect but less cardiovascular arousal. The necessity of recognizing and incorporating comorbid characteristics and multiple response systems into studies of the links between problems and reactivity is emphasized in the discussion.

Is Prenatal Smoking Associated With a Developmental Pattern of Conduct Problems in Young Boys?

Is Prenatal Smoking Associated With a Developmental Pattern of Conduct Problems in Young Boys?