Patterns Of Behavior Problems Research Articles

Patterns of Behavior Problems among the Learning Disabled: Boys Aged 12–18, Girls Aged 6–11, and Girls Aged 12–18

Teacher-completed Behavior Problem Checklists on learning disabled older boys and younger and older girls were factor-analyzed. Results replicated, in part, prior research with nonhandicapped and handicapped populations, but also revealed interesting differences. Age and sex comparisons were made between the three learning disabled groups. Implications for greater understanding of and better programming for learning disabled children's behavioral and emotional problems are discussed.

Binge eating and associated habit patterns within college student and identified bulimic populations

The purpose of this study was to assess commonalities in binge eating and other problem behavior patterns in male and female college students, and in a group of women diagnosed as bulimic. Both males and females in the college student group reported a substantial frequency of eating an excessive amount of food in a relatively short period of time. A family history of substance abuse was significantly related to reported binge behavior for college females, but not for college males. Marked similarities were found among the college and clinical group women in the emotional antecedents and consequents of the eating binge, and in the foods consumed. The males reported a significantly greater proportion of positive affect after a binge episode. A general pattern of impulse-control problems was reported by a significant number of the clinically identified bulimic group.

Developmental and degenerative patterns associated with cognitive, behavioural and motor difficulties in the Sanfilippo syndrome: an epidemiological study.

The results of a survey given to parents with Sanfilippo syndrome (MPS III) children (n = 30) are described with an emphasis in several areas. Developmental and degenerative patterns are outlined in detail and contrasted with developmental milestones of normal children. An essentially uniform pattern of behaviour problems was discovered and is discussed along with the efficacy of pharmacological and non-pharmacological approach to remediation. Finally, practical suggestions are offered for physicians and parents which are encountered by the daily management problems of children with this disorder.

Behavior Problem Patterns among the Learning Disabled: Boys Aged 6–11

Problem-behavior rating scale data on elementary-aged learning disabled and normal boys were factor analyzed according to the Quay and Peterson (Note 1) procedures. Somewhat different factors were identified for normal and learning disabled groups. The discussion focuses on the implications of the findings for a current issue in child psychopathology — hyperactivity as distinct from other conduct problems — and for classifying youngsters' behavior and emotional problems.

Factors of problem behavior in visually impaired children.

The Behavior Problem Checklist was completed by teachers of 104 students in a residential school for the visually impaired. Four separate factor analyses were performed. Additional analyses were conducted to determine the effect on the factor structure of sex, race, and age. Three factors that correspond to dimensions found in earlier research and previously labeled conduct disorder, personality problem, and inadequacy-immaturity were found. Overall, the visually impaired children tended to have problem behavior patterns similar to other populations, and these patterns were largely independent of the visual handicap.

The Use of the Behavior Problem Checklist with Greek Deaf Children in Cross-Cultural Research

Abstract The Behavior Problem Checklist was completed by teachers of 127 students who attended a state supported school for the deaf in Athens, Greece. Analyses were performed which generated three, four, five, and ten factors. The biographic variables of sex and age were also included in some of the analyses to determine their effect, if any, on the factor structure. Results of the analyses were compared to analogous results for U.S. deaf children and Greek hearing children. Three factors which correspond to dimensions found in earlier research and previously labeled conduct problem, personality problem, and inadequacy-immaturity were found. Overall the Greek deaf children tended to have problem behavior patterns similar to the U.S. deaf and Greek hearing as well as other populations. It was apparent that these patterns for the Greek deaf children were largely independent of the deafness handicap and differences in cultural background.

A typology of child behavior profile patterns: distribution and correlates for disturbed children aged 6--16.

This article reports the construction of a typology of behavior problem patterns, as scored on the Child Behavior Profile. Hierarchical cluster analysis was used to identify reliable profile patterns that characterize clinically referred boys and girls aged 6-11 and 12-16. Procedures for classifying the profiles of individual children were developed and good agreement was obtained between classifications based on rating by mothers and a clinician. The distribution of profile patterns was determined for each age and sex group. Children classified by different patterns were found to differ significantly in age, race, school performance, and amount and quality of participation in activities and social relationships. Issues in the application of cluster analysis to behavioral data were analyzed and various options for the classification of individual cases were compared.

Types of Behavior Problems that May be Encountered in the Classroom

This paper provides an overview of the different patterns of behavior problems that teachers are likely to encounter in the classroom. Different systems for categorizing learning and behavioral problems are considered from the standpoint of whether they involve behaviors that can be observed in the classroom or psychological constructs that must be inferred by mental health specialists. The four behavioral dimensions from the Quay system — personality problems, conduct problems, inadequate-immature behaviors, and socialized delinquency — appear relevant, since they deal with stable behavioral patterns that can be rated reliably in the classroom. Severe emotional problems are also discussed, along with learning disabilities and social misperception, to complete the coverage of behavioral problems. The paper concludes with a few suggestions for informal observation of classroom behavior and specific recommendations for further reading on this topic.

Behavioral disorders in children with parental alcoholism.

The influence of parental alcoholism on the personalities of the children was studied by use of the Devereux Rating Scales to delineate problem behavior patterns. The subjects for the investigation were identified as a result of their parents being in treatment for alcoholism, and a control group matched for age, sex, race, family size, and socioeconomic status was utilized. The findings suggest that the presence of parental alcoholism acts as a serious deterrent to healthy personality development in the children, and the degree of disturbance in these individuals might be greater than previously suspected. Several implications of these observations are discussed, including the importance of considering alcohol abuse as a total family problem.