Rates Of Behavior Problems Research Articles

Parent predictors of changes in child behavior problems

The present study examined whether ineffective discipline, single parent status, social support, parent involvement, and parent depression predicted changes in preschoolers' (N=129) behavior problems. This study also evaluated whether child sex and ethnicity moderated the relations between these variables and changes in problem behavior. Parents completed questionnaires at the beginning of the study, and parent, teacher, and observational ratings of children's behavior problems were collected twice during the school year. Parents' own social support predicted improvement for boys and parent depression was associated with worsening symptoms for girls. Single parenthood and parent involvement predicted changes in behavior problems for the sample as a whole. Several significant ethnic differences emerged, highlighting the importance of considering cultural context in studies of parenting and child externalizing behavior.

Mothers’ parenting and child sex differences in behavior problems among African American preschoolers.

Sex differences in rates of behavior problems, including internalizing and externalizing problems, begin to emerge during early childhood. These sex differences may occur because mothers parent their sons and daughters differently, or because the impact of parenting on behavior problems is different for boys and girls. In this study, we examined whether associations between observations of mothers' positive and negative parenting and children's externalizing and internalizing behaviors vary as a function of child sex. The sample consisted of 137 African American low-income families with one sibling approximately 2 years old and the closest-aged older sibling who was approximately 4 years old. Results from fixed-effects within-family models indicate clear sex differences regardless of child age. Mothers were observed to use less positive parenting with sons than with daughters. Higher levels of observed negative parenting were linked to more externalizing behaviors for boys, whereas lower levels of positive parenting were linked to more externalizing behaviors for girls. No child sex differences emerged regarding associations between observed positive and negative parenting and internalizing behaviors.

An investigation of the usefulness of the Conner’s Continuous Performance Test II in the assessment of inattention and hyperactivity in the school

The Conners’ Continuous Performance Test (CCPT) is one of the most commonly used laboratory tests in the assessment of inattention and hyperactivity in children. Research suggests that the CCPT II has limited use in the identification of children’s inattention and hyperactivity in the school. Nonetheless, its usefulness to assess school-based inattention and hyperactivity has been examined by using only a small number of its performance measures. The purpose of the present study was to use the whole range of the performance measures included in the CCPT II to assess its potential to detect problems of attention and hyperactivity in the school setting. The CCPT II was administered to a selective sample (n = 120) of 7-year-old primary school children with elevated rates of behaviour problems and reading difficulty. The Inattention and Hyperactivity subscales of the Conner’s Teacher Rating Scale – 28 (CTRS-28) were used to assess children’s problems of attention and hyperactivity in the school. Correlational analysis showed that the relationship between the CCPT II measures and children’s inattention and hyperactivity was relatively low (r range −.02 to .38). Hierarchical regression analysis demonstrated that only three out of the 13 measures included in the CCPT II made a small contribution to the prediction of children’s inattention and hyperactivity scores. Of these measures, only one had not been previously used to examine the suitability of the CCPT II to assess inattention and hyperactivity in the school. The findings suggest that the use of the whole range of the CPPT II measures improves only slightly the tests capacity to identify inattention and hyperactivity in the school.

Incidence rates of emotional and behavioural problems in Malaysian children as measured by parent ratings of the Strengths and Difficulties Questionnaire

BackgroundThe aim of this study was to ascertain the rates of emotional and behavioural problems (emotional problems, conduct problems, hyperactivity, peer problems, and low prosocial behaviour) of Malaysian children. MethodsIn all 1407 Malaysian parents completed ratings of their children using the Strengths and Difficulties Questionnaire. ResultsThe findings indicating that for these emotional and behavioural problems, about 5% are at the abnormal level and that another 10% are at the borderline abnormal level. This study also provided normative cut-off scores to ascertain borderline and abnormal bands for these problems. DiscussionThe clinical and cultural implications of the findings are discussed.

Reliability and validity of the functional analysis screening tool.

The Functional Analysis Screening Tool (FAST) is a 16-item questionnaire about antecedent and consequent events that might be correlated with the occurrence of problem behavior. Items are organized into 4 functional categories based on contingencies that maintain problem behavior. We assessed interrater reliability of the FAST with 196 problem behaviors through independent administration to pairs of raters (Study 1). Mean item-by-item agreement between pairs of raters was 71.5%. Agreement for individual items ranged from 53.3% to 84.5%. Agreement on FAST outcomes, based on comparison of informants' highest totals, was 64.8%. We assessed the validity of the FAST by comparing its outcomes with results of 69 functional analyses (Study 2). The FAST score predicted the condition of the functional analysis in which the highest rate of problem behavior occurred in 44 cases (63.8%). Potential uses of the FAST in the context of a clinical interview, as well as limitations, are discussed.

A COMPONENT ANALYSIS OF SCHEDULE THINNING DURING FUNCTIONAL COMMUNICATION TRAINING

One limitation of functional communication training (FCT) is that individuals may request reinforcement via the functional communication response (FCR) at exceedingly high rates. Multiple schedules with alternating periods of reinforcement and extinction of the FCR combined with gradually lengthening the extinction-component interval can effectively address this limitation. However, the extent to which each of these components contributes to the effectiveness of the overall approach remains uncertain. In the current investigation, we evaluated the first component by comparing rates of the FCR and problem behavior under mixed and multiple schedules and evaluated the second component by rapidly switching from dense mixed and multiple schedules to lean multiple schedules without gradually thinning the density of reinforcement. Results indicated that multiple schedules decreased the overall rate of reinforcement for the FCR and maintained the strength of the FCR and low rates of problem behavior without gradually thinning the reinforcement schedule.

ASSESSMENT AND TREATMENT OF SOCIAL AVOIDANCE

Problem behavior maintained by social-negative reinforcement often is evoked by a specific type of social interaction--the presentation of task demands. This study involved assessment and treatment of a more general form of social avoidance in which the establishing operation (EO) for problem behavior consisted of social interaction per se. Four subjects exhibited high rates of problem behavior during the play or demand conditions of a functional analysis (FA). A subsequent FA in which problem behavior produced escape from social interaction confirmed social avoidance for all subjects. A series of interventions aimed at attenuating aversive characteristics of social interaction then was implemented with 3 of the subjects. These interventions included vicarious reinforcement, conditioning of social interaction as a reinforcer, stimulus fading, and differential reinforcement (DRA) plus extinction (EXT). DRA plus EXT was the only condition in which decreases in problem behavior and increases in social interactions were observed reliably.

The Association Between Prenatal Alcohol Exposure and Behavior at 22 Years of Age

Prenatal alcohol exposure (PAE) affects central nervous system development, growth, and morphology at higher exposure levels. Little is known about the effects of PAE at lower exposure levels or in young adults. Research on children with higher levels of PAE has shown that PAE predicts behavior problems. The question remains whether these effects are permanent or ameliorated by maturation into adulthood. These data are from a longitudinal study of PAE. Mothers were recruited from a prenatal clinic and interviewed during their fourth prenatal month, seventh month, and delivery. In the postpartum, mothers and offspring were seen at 8 and 18 months, and 3, 6, 10, 14, 16, and 22 years. At 22 years, PAE significantly predicted behavior as measured with the adult self-report. These findings were significant controlling for covariates. Exposure at each trimester predicted increased behavior problems on the Total Score, Internalizing, Externalizing, Attention, and Critical Items scales. Use across pregnancy predicted a higher rate of behavior problems compared to no use and use in the first trimester only. The effects were dose-response and significant at each trimester of pregnancy. However, duration across pregnancy was a better predictor than drinking during the first trimester only. Binge drinking was not a better predictor of outcome compared to average daily volume (ADV), and within categories of ADV, binge drinking did not predict more problems than nonbinge drinking. Thus, there is no safe level or safe time during pregnancy for women to drink. These data demonstrate that the effects of PAE, even at low to moderate levels, extend into young adulthood and are most likely permanent.

PARENT INVOLVEMENT IN EDUCATION AS A MODERATOR OF FAMILY AND NEIGHBORHOOD SOCIOECONOMIC CONTEXT ON SCHOOL READINESS AMONG YOUNG CHILDREN

Limited socioeconomic family and neighborhood resources are known to influence multiple aspects of school readiness skills. Early parent involvement in education is hypothesized to attenuate risk for academic underachievement related to socioeconomic disadvantage. The current study used multilevel modeling to test whether parent involvement moderates the effects of family and neighborhood level socioeconomic resources on school readiness among a sample of 171 urban 4‐year‐olds. Parent involvement moderated the effect of family and neighborhood socioeconomic resources on the social‐emotional‐behavioral components of school readiness. Increased parent involvement in education was related to lower rates of behavior problems among children of single parents and among children from neighborhoods with higher levels of childcare burden. In contrast, parent involvement did not moderate the relation between socioeconomic risk and cognitive‐academic components of school readiness skills.

Detectable rate and correlative factors of behavior problems among Hui nationality left-behind children in rural district of Ningxia

Objective To investigate the detectable rate and correlative factors of behavior problems among Hui nationality left-behind children in Ningxia rural area. Methods 1394 children, between 6 and 15 years old, of which 282 were Hui nationality children and 112 were Hui left-behind children, were selected from six primary schools and two junior middle schools using cluster random sampling method in Yongning, Ningxia.All of them were assessed by the Achenbach 's Child Behavior Checklist(CBCL) and self-designed General Information Questionnaire.Logistic regression method was used to analyze the correlative factors of behavior problems. Results The detectable rate of behavior problems among Hui nationality children between 6 and 15 years old was 31.25%, which was higher than the Han nationality left-behind children’s(17.84%) and Hui nationality non-left-behind children’s (14.12%). Among the Hui left-behind children, those who between 6 and 11 years old, had been left alone between 5 and 7, and whose parents exchanging ideas with teachers less than one time a month had higher detectable rates(χ2=14.904, 6.327, 7.904, P<0.05). Among the Hui ethnic children , the detectable rates of those who between 6 and 11 yeas old were higher than that of the non-left-behind children’s(P<0.05). Logistic regression analysis showed that Hui ethnic left-behind children between 12 and 15 years old (OR=0.179) and those whose parents contacted with their teachers frequently(OR=0.362) had less possibilities to attach behavior problems. Conclusion The detectable rate of behavior problems among Hui nationality left-behind Children between 6 and15 years old in Ningxia is higher, and the correlative factors are complex. Key words: Hui nationality; Left-behind children; Behavior problem; Detectable rate; Correlative factors

Trajectories of Risk for Early Sexual Activity and Early Substance Use in the Fast Track Prevention Program

Children who exhibit early-starting conduct problems are more likely than their peers to initiate sexual activity and substance use at an early age, experience pregnancy, and contract a sexually-transmitted disease [STD], placing them at risk for HIV/AIDS. Hence, understanding the development of multi-problem profiles among youth with early-starting conduct problems may benefit the design of prevention programs. In this study, 1,199 kindergarten children (51 % African American; 47 % European American; 69 % boys) over-sampled for high rates of aggressive-disruptive behavior problems were followed through age 18. Latent class analyses (LCA) were used to define developmental profiles associated with the timing of initiation of sexual activity, tobacco and alcohol/drug use and indicators of risky adolescent sex (e.g. pregnancy and STD). Half of the high-risk children were randomized to a multi-component preventive intervention (Fast Track). The intervention did not significantly reduce membership in the classes characterized by risky sex practices. However, additional analyses examined predictors of poor outcomes, which may inform future prevention efforts.

Understanding Real-World Implementation Quality and “Active Ingredients” of PBIS

Programs delivered in the "real world" often look substantially different from what was originally intended by program developers. Depending on which components of a program are being trimmed or altered, such modifications may seriously undermine the effectiveness of a program. In the present study, these issues are explored within a widely used school-based, non-curricular intervention, Positive Behavioral Intervention and Supports. The present study takes advantage of a uniquely large dataset to gain a better understanding of the "real-world" implementation quality of PBIS and to take a first step toward identifying the components of PBIS that "matter most" for student outcomes. Data from 27,689 students and 166 public primary and secondary schools across seven states included school and student demographics, indices of PBIS implementation quality, and reports of problem behaviors for any student who received an office discipline referral during the 2007-2008 school year. Results of the present study identify three key components of PBIS that many schools are failing to implement properly, three program components that were most related to lower rates of problem behavior (i.e., three "active ingredients" of PBIS), and several school characteristics that help to account for differences across schools in the quality of PBIS implementation. Overall, findings highlight the importance of assessing implementation quality in "real-world" settings, and the need to continue improving understanding of how and why programs work. Findings are discussed in terms of their implications for policy.

Prevalence of Mental Health and Behavioral Problems Among Adolescents in Institutional Care in Jordan

This study aimed to establish the prevalence rates of mental health and behavioral problems of Arab youths residing in Jordanian care centers due to family disintegration, maltreatment, or abandonment and to examine how functioning varies by child characteristics and placement history. Child Behavior Checklist and case history data were collected for 70 youths across four Jordanian care centers. Approximately 53% of the adolescents were identified as experiencing mental health problems, and 43% and 46% had high internalizing and externalizing scores, respectively. Ordinary least-squares regression models examining mental health functioning showed that male gender, care entry because of maltreatment, time in care, and transfers were the most significant predictors of problems. Paralleling international research, this study found high levels of mental health needs among institutionalized youths. The impact of transfers on functioning is particularly worrisome, given the standard practice of transferring youths to another facility when they reach age 12. Improving the institutional care model by requiring fewer transfers and offering family-based community alternatives may ameliorate risks of developing mental and behavioral problems.

Mother-Child Agreement on Behavioral Ratings in Tourette Syndrome

In Tourette syndrome, motor and phonic tics are associated with a spectrum of psychiatric disorders. As proxy report instruments are commonly used to assess children with Tourette syndrome, we investigated the relationship between child and mother ratings of behavioral problems. We enrolled 28 children with Tourette syndrome (25 males; mean age, 13.9 years) and 61 gender- and age-matched healthy controls (55 males; mean age, 14.7 years). Clinicians completed measures of tic severity, and all children completed the Youth Self-Report version of the Child Behavior Checklist, while their mothers completed the Child Behavior Checklist. In the clinical group, Youth Self-Report scores were significantly lower than mothers' Child Behavior Checklist scores across the majority of subscales (especially affect and somatization). In contrast, for the control group, mother and child ratings only differed for the externalizing behavior subscales. Clinicians should be aware of these differences between self and mother ratings for specific behavioral problems in Tourette syndrome.

Immigrant Youth in Germany

This paper reviews research on young migrants in Germany. Particular attention is given to the question of how Germany’s history of migration, immigration policies, and public attitude toward migrants influence the transcultural adaptation of children and adolescents from different ethnic backgrounds. We combine past research with the results of new empirical studies in order to shed light on migrants’ psychological and sociocultural adaptation. Studies comparing young migrants and their German peers in terms of psychological well-being, life satisfaction, and mental health outcome suggest higher rates of emotional and behavioral problems among migrants of most age groups. With regard to adolescent populations between the ages of 14 and 17 years, however, the existence of differences between migrants and natives appears to be less clear. Research has also yielded inconsistent findings regarding the time trajectory of transcultural adaptation among adolescents. The coincidence of acculturation and age-related change is discussed as a possible source of these inconsistencies. Further, we provide an overview of risk and protective factors such as conflicting role expectations and ethnic discrimination, which may cause heightened vulnerability to adverse adaptation outcomes in some groups. Large-scale studies have repeatedly shown migrants of all age groups to be less successful within the German school system, indicating poor sociocultural adaptation. Possible explanations, such as the idiosyncrasies of the German school system, are presented. Our own studies contribute to the understanding of young migrants’ adaptation process by showing that it is their orientation to German culture, rather than the acculturation strategy of integration, that leads to the most positive psychological and sociocultural outcomes. The paper concludes by discussing implications for future cross-cultural research on young migrants and by suggesting recommendations for multicultural policies.

Adverse Childhood Experiences: Translating Knowledge into Identification of Children at Risk for Poor Outcomes

ObjectiveTo pilot test a tool to screen for adverse childhood experiences (ACE), and to explore the ability of this tool to distinguish early child outcomes among lower- and higher-risk children. MethodsThis cross-sectional study used data collected of 102 children between the ages of 4 and 5 years presenting for well-child visits at an urban federally qualified health center. Logistic regression analyses adjusted for child sex, ethnicity, and birth weight were used to test the association between each dichotomized child outcome and risk exposure based on a 6-item (maltreatment suspected, domestic violence, substance use, mental illness, criminal behavior, single parent) and 7-item (plus maternal education) Child ACE tool. ResultsEffect sizes were generally similar for the 6-item and 7-item Child ACE tools, with the exception of 2 subscales measuring development. The adjusted odds of behavior problems was higher for children with a higher compared to a lower 7-item Child ACE score (adjusted odds ratio [aOR] 3.12, 95% confidence interval [CI] 1.34–7.22), as was the odds of developmental delay (aOR 3.66, 95% CI 1.10–12.17), and injury visits (aOR 5.65, 95% CI 1.13–28.24), but lower for obesity (aOR 0.32, 95% CI 0.11–0.92). ConclusionsBrief tools can be used to screen for ACE and identify specific early child outcomes associated with ACE. We suggest that follow-up studies test the incorporation of the 7-item Child ACE tool into practice and track rates of child behavior problems, developmental delays, and injuries.

Trauma History and Psychopathology in War‐Affected Refugee Children Referred for Trauma‐Related Mental Health Services in the United States

There is an increasing need to deliver effective mental health services to refugee children and adolescents across the United States; however, the evidence base needed to guide the design and delivery of services is nascent. We investigated the trauma history profiles, psychopathology, and associated behavioral and functional indicators among war-affected refugee children presenting for psychological treatment. From the National Child Traumatic Stress Network's Core Data Set, 60 war-affected refugee children were identified (51.7% males, mean age = 13.1 years, SD = 4.13). Clinical assessments indicated high rates of probable posttraumatic stress disorder (30.4%), generalized anxiety (26.8%), somatization (26.8%), traumatic grief (21.4%), and general behavioral problems (21.4%). Exposure to war or political violence frequently co-occurred with forced displacement; traumatic loss; bereavement or separation; exposure to community violence; and exposure to domestic violence. Academic problems and behavioral difficulties were prevalent (53.6% and 44.6%, respectively); however, criminal activity, alcohol/drug use, and self-harm were rare (all < 5.45%). These findings highlight the complex trauma profiles, comorbid conditions, and functional problems that are important to consider in providing mental health interventions for refugee children and adolescents. Given the difficulties associated with access to mental health services for refugees, both preventive and community-based interventions within family, school, and peer systems hold particular promise.

The Beijing Twin Study (BeTwiSt): A Longitudinal Study of Child and Adolescent Development

Rates of emotional and behavioral problems among children and adolescents in China are increasing and represent a major public health concern. To investigate the etiology of such problems, including the effects and interplay of genes and environment, the Beijing Twin Study (BeTwiSt) was established. A representative sample of adolescent twins in Beijing (N = 1,387 pairs of adolescent twins, mostly between the ages of 10 and 18 years) was recruited and assessed longitudinally. Data collection included the following: emotional and behavioral problems (e.g., depressive symptoms, anxiety, delinquency, drinking, and smoking); family, peer, and school environments; stress; social and academic competence; cognitive traits (e.g., emotion suppression, rumination, and effortful control); and saliva samples for DNA genotyping and sequencing. The combination of quantitative and molecular genetic approaches and the timeliness of the project, with the sample residing in a region with a rapidly changing economic and cultural climate, are particular strengths of this study. Findings from this study are expected to help understanding of the etiological mechanisms underlying child and adolescent normal and abnormal development in regions undergoing substantial social, cultural, and economic changes.

Dyadic Flexibility in Early Parent–Child Interactions: Relations with Maternal Depressive Symptoms and Child Negativity and Behaviour Problems

Lower levels of parent-child affective flexibility indicate risk for children's problem outcomes. This short-term longitudinal study examined whether maternal depressive symptoms were related to lower levels of dyadic affective flexibility and positive affective content in mother-child problem-solving interactions at age 3.5 years (N=100) and whether these maternal and dyadic factors predicted child emotional negativity and behaviour problems at a 4-month follow-up. Dyadic flexibility and positive affect were measured using dynamic systems-based modelling of second-by-second affective patterns during a mother-child problem-solving task. Results showed that higher levels of maternal depressive symptoms were related to lower levels of dyadic affective flexibility, which predicted children's higher levels of negativity and behaviour problems as rated by teachers. Mothers' ratings of child negativity and behaviour problems were predicted by their own depressive symptoms and individual child factors, but not by dyadic flexibility. There were no effects of dyadic positive affect. Findings highlight the importance of studying patterns in real-time dyadic parent-child interactions as potential mechanisms of risk in developmental psychopathology.

The Effect of Varying Teacher Presentation Rates on Responding During Discrete Trial Training for Two Children With Autism

Recent research has emphasized the importance of manipulating antecedent variables to reduce interfering behaviors when teaching persons with autism. Few studies have focused on the effects of the rate of teacher-presented instructional demands as an independent variable. In this study, an alternating treatment design was used to evaluate the effects of varied rates of teacher-presented demands (1 s, 5 s, 10 s) on the occurrence of problem behavior, opportunities to respond, responses emitted, accuracy of responding, and magnitude and rate of reinforcement for two children with autism. Results indicated that fast presentation rate (1 s) resulted in lower rates of problem behavior, higher frequencies of instructional demands, higher frequencies of participant responding, and greater magnitudes and rates of reinforcement. Differential effects on accuracy of responding across conditions were not observed. Implications for manipulating the rate of teacher-presented instructional demands as an antecedent variable to reduce problem behavior are discussed.