Reducing Problem Behavior Research Articles

Implementation in the "real world" of an evidence-based social and emotional learning program for teachers: effects on children social, emotional, behavioral and problem solving skills.

The delivery of social and emotional learning (SEL) programs that are developmentally school-based and evidence-based has the potential to benefit many children, and as such, greater efforts are needed to disseminate these programs more widely within the community. The Incredible Years® Teacher Classroom Management (IY-TCM) has shown promising results when applied by teachers in preschool centers and primary schools, as seen in several randomized control trials conducted worldwide, including in Portugal. The current study presents a model of the implementation of the program within the framework of a nationwide initiative undertaken in Portugal: the Academias Gulbenkian do Conhecimento. Additionally, results of the program's impact on children were explored using ANOVA, which compared pre- to post- treatment outcomes. To assess which factors affected the efficacy of the intervention, moderation analyses were conducted using the MEMORE macro. Ninety teachers and 535 children (2 to 10 years old) were assessed. Results revealed that children showed significant increases in social and emotional skills (e.g., social adjustment, empathy) and significant reductions in problem behavior when assessed by their teachers, and in social-cognitive problem solving strategies as evaluated by a set of problem-solving tasks. Moderation analyses showed that, in general, interaction effects were not found, meaning that the intervention was effective for almost all conditions. Nevertheless, significant moderation effects were found for factors pertaining to the child and the mother with respect to pro-social and emotional skills (children who benefited most from the intervention exhibited more behavioral difficulties at the baseline according to the teachers' perceptions and had mothers without a university degree; children attending primary school took less benefit from the intervention than those attending pre-school). The findings contribute both to the reinforcement of the effectiveness of the IY-TCM program as a universal intervention in "real world" schools and to the development of some guidelines for the promotion of effective scaling up and sustainability of program effects.

Effect of Yoga Intervention on Problem Behavior and Motor Coordination in Children with Autism.

Children with autism exhibit more pronounced symptoms of both problem behaviors and motor coordination difficulties. Yoga, recognized as an effective intervention modality, can be valuable after assessing its efficacy in addressing problem behaviors and motor coordination challenges, ultimately contributing to symptom alleviation in autism. The randomized controlled trial (RCT) was used to divide 17 children with autism into an intervention group (n = 9) and a control group (n = 8). The intervention group participated in an 8-week yoga intervention training (three sessions/week, 45-50 min/session), and the control group did not participate in yoga training but only in daily program activities. Pre-test, mid-test, post-test, and after delayed test, teachers assessed the effect of yoga intervention on problem behaviors of children with autism through the Aberrant Behavior Checklist (ABC) and the effect of yoga intervention on motor coordination through the Movement Assessment Battery for Children-Second Edition (MABC2). Results show that the yoga intervention is effective in reducing problem behaviors and improving motor coordination in children with autism. Yoga intervention significantly reduces irritability and social withdrawal in children with autism. Yoga intervention had the most significant improvement in ball skills and static and dynamic balance.

APPROACHES OF MENTAL HEALTH NURSES ON CHILDREN WITH AUTISM SPECTRUM DISORDER (ASD) TO IMPROVE OUTCOMES IN EDUCATION AND BEYOND

This systematic literature review examines the approaches of mental health nurses on children with autism spectrum disorder (ASD) to improve outcomes in education and beyond. A comprehensive search of databases such as PubMed, CINAHL, and PsycINFO was conducted, using Boolean operators and truncators to refine the search strategy. The review included 15 studies that met the inclusion and exclusion criteria, and thematic analysis was conducted to identify the key themes in the literature. The review found that mental health nursing support for children with ASD can be effective in improving educational outcomes and reducing problem behaviors. The key themes that emerged from the literature include the importance of early intervention, the need for a multidisciplinary approach, and the role of the nurse in promoting social inclusion and family involvement. The review also identified some limitations in the current literature, such as a lack of consensus on the most effective interventions and the need for further research to determine the long-term effects of nursing support for children with ASD. Overall, this systematic literature review highlights the importance of mental health nursing support for children with ASD, and the potential for such support to improve outcomes in education and beyond. The review provides valuable insights for mental health nurses, educators, and policymakers and emphasizes the need for a collaborative, interdisciplinary approach to supporting children with ASD.

Programa Promove-Pais adaptado para responsáveis de crianças e adolescentes com TDAH

Abstract Parental educational practices act on the behavioral repertoire of children. This study aimed to verify the effects of the adapted Promote-Parents program on the behavioral repertoire of children and adolescents diagnosed with ADHD and their primary caregivers. Seven schoolchildren and their caregivers participated in the study, and they were evaluated before and after the intervention using the Roteiro de Entrevista de Habilidades Sociais Educativas Parentais (RE-HSE-P, Parental Educational Social Skills Interview Script), the Conners Scale, and the Social Skills Rating System (SSRS-BR). There was an increase in skillful behaviors, a reduction in behavior problems and ADHD symptomatology among the children/adolescents, a decrease in negative educational practices, and an increase in educational social skills among the caregivers. It was concluded that the program generated positive effects, in addition to being of low cost.

Influence of Social and Emotional Competencies on Bullying among Grade Six Pupils: Evidence from Consuelo Elementary School

This study used a correlation research design to determine the factors affecting bullying among Grade Six pupils in Consuelo Elementary School. The respondents were 61 grade six students. A validated questionnaire and the Social Emotional Competence Questionnaire (SECQ) were employed to measure students’ social-emotional competence. The results demonstrated that social-emotional learning (SEL) is an effective and significant component in comprehensive bullying prevention interventions, aligning with findings that SEL interventions can improve student skills, reduce problem behaviors, and increase academic achievement. Notably, the relational abilities of Grade 6 pupils emerged as the strongest predictor of bullying, indicating that high levels of SEL can effectively reduce bullying incidents in educational settings. To address this issue, it is recommended that educational institutions prioritize comprehensive SEL programs tailored to students’ needs from an early age. Furthermore, educators and school administrators should receive training in SEL strategies to effectively support students, and pupils should actively develop social and emotional competencies to better cope with everyday challenges. Future research should explore the long-term effects of SEL interventions on bullying prevention and identify best practices for implementation across diverse educational settings.

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.

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.

P8: Risk of Delirium According to Demintia and the Use of Psychotropics

Introduction:Psychotropics are often used among dementia in order to reduce behavior problems. In patients with dementia, hospital admission is a stressful event, for hospitalization cause as well as for environment change. Consequently, delirium risk is high and this is proportional to dementia stage. In addition, it ́s known psychotropics promote delirium.Objectives:To evaluate if the patients admitted to an acute geriatric unit develop more delirium depending on dementia diagnosis and dementia stage and depending on the use of psychotropics. To analize if dementia and psychotropics are two independent risk factors for the development of delirium.Material and Methods:We selected all the patients admitted in the Acute Geriatric Unit of HUN during May and June of two consecutive years (2021 and 2022). We collected demographic, administrative, functional and pathological variables, as well as the onset of delirium: delirium signs on admission (DSA) and delirium diagnosis on discharge (DDD) and psychotropics use. A descriptive study was carried out to analyze the relationship between dementia and its stage (GDS), psychotropics use and delirium.Results:658 patients were recluted with a medium age of 87.8, 55.6% were females, 44.5% had dementia. The mean hospital stay was 5.8 days and 11.7% died. Functionally, the mean Barthel was 56.5 and Lawton 1.49. Regarding comorbidities, the most frequent ones were arterial hypertension(81%), Osteoarthritis(55%) and heart failure(51%). The main delirium predisposing factors were: age more than 80(93.5%), polypharmacy(87.5%), and neurological disease(47%). Comparing: -Dementia and non-dementia-patients: DSA(55.7%vs23.7;p0,000), DDD (43.7%vs17.5%;p0.000) -GDS 4-5 and GDS 6-7: DSA(52.7%vs57.2;p0.435), DDD (50.4%vs37.9%;p0.031). -Psychotropics-users and non-psychotropics-users: DSA(42.3%vs27.4%), DDD(31.6%vs22,5%). Night psychotropics DSA(41.8%vs31%), DDD(31.7%vs24%); neuroleptics DSA(53.1%vs33.6), DDD(45.2%vs24.3%); anticholinesterase DSA(51%vs36.9%), DDD(45.1%vs27.7%). All of them p<0.05.Concusions:Dementia and psychotropics are predisposing factors for delirium. Its effect is additive. Neuroleptics have the clearest relationship with delirium. We observed, as dementia was more severe, the risk of delirium was greater but the use of neuroleptics decreased. This could be due to the presence of more hypoactive phases in final stages.

87 Suitability of the I-InTERACT-North Parenting Program for families with autistic children

Objective:I-InTERACT-North is a stepped-care telepsychological parenting intervention designed to promote positive parenting skills and improve child behaviour. Initially developed for children with traumatic brain injury, our pilot study has shown efficacy in increasing positive parenting skills and reducing problem behaviours for children with early brain injury (e.g., stroke, encephalopathy). Recently, the program has expanded to include children with neurodevelopmental disorders, including Autism Spectrum Disorder. Although positive parenting programs (e.g., Parent-Child Interaction Therapy) can be effective for autistic children, it is unknown whether the goals most important to these families can be addressed with IInTERACT-North program. An examination of suitability and preliminary efficacy was conducted.Participants and Methods:Parent participants of autistic children between 3 and 9 years (n= 20) were recruited from the neonatal, neurology, psychiatry, or cardiology clinics at The Hospital for Sick Children and the Province of Ontario Neurodevelopmental Disorders (POND) Network. Top problems, as reported by parents at baseline, were analyzed qualitatively through a cross-case analysis procedure in order to identify common themes and facilitate generalizations surrounding concerning behaviours. Parent-reported intensity of their children’s top problem behaviours on a scale from 1 (“not a problem”) to 8 (“huge problem”) were quantified. To explore preliminary program efficacy, t-tests were used to compare pre- and post-intervention problems and intensity on the Eyberg Child Behavior Inventory (ECBI) (n=16).Results:A total of 56 top problem data units were examined, with convergent thematic coding on 53 of 56 (94.6% inter-coder reliability). Four prevalent, high-agreement themes were retained: emotion dysregulation (19; 33.9%), non-compliance (12; 21.4%), sibling conflict (7; 12.5%), and inattention and hyperactivity (7; 12.5%). Average problem intensity for these themes ranged from 5.85 to 6.53 (where 8 is greatest impairment) with emotion dysregulation having the highest intensity (6.53) compared to the others. Scores on the ECBI were lower post-intervention (Intensity scale: M= 59.06, SD= 8.1; Problem scale: M= 60.69, SD= 11.5) compared to pre-intervention (Intensity scale: M= 61.19, SD= 10.4; Problem scale: M= 64.31, SD= 11.7), but small sample size precluded detecting statistical significance (p’s = .16 and .07, respectively).Conclusions:Thematic analysis of top problems identified by parents of autistic children suggested that concerns were transdiagnostic in nature, and represent common treatment targets of the I-InTERACTNorth program. Though challenging behaviours related to restricted interests or repetitive behaviours may exist in our sample, parental behavioural goals appeared to align with the types of concerns traditionally raised by participants of the program, supporting a transdiagnostic approach. Preliminary data point to positive treatment outcomes in these families.

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).

A Preliminary Investigation of a Model for Training Public School Practitioners in Positive Behavioral Technologies for Students With Autism Spectrum Disorder

Students with autism spectrum disorder (ASD) often display serious problem behavior that hinders educational and social progress. Educators in public schools are often untrained in the use of intensive evidence-based positive behavior technologies. This study describes the preliminary investigation of a coaching and consulting model for increasing staff’s ability within U.S. public schools to effectively reduce problem behavior in students with ASD. Public school practitioners who were enrolled in the Customized Behavior Application Training (CBAT) program during the 2020–2021 academic school year completed a survey regarding the social validity of the CBAT model and its impact on problem behavior in students with ASD. Initial findings indicate positive receptivity of CBAT as a useful training for helping school staff more confidently and independently address problem behavior in students with ASD in classroom settings.

3.31 Hypothetical Interventions to Reduce Behavior Problems in Children Born After an Unintended Pregnancy: The Generation R Study

3.31 Hypothetical Interventions to Reduce Behavior Problems in Children Born After an Unintended Pregnancy: The Generation R Study

VSD를 활용한 협력적 팀 중심의 AAC 중재가 자폐 범주성 장애 초등학생의 통합학급 수업참여도 및 의사소통 행동에 미치는 영향

Objectives This study aimed to investigate the effects of a collaborative AAC intervention using VSD on integrated class participation and communication behaviors of elementary students with autism spectrum disorder.
 Methods The study participant was one elementary school student with autism spectrum disorder with complex communication needs. The tool for intervention and support plans were established through demand analysis for intervention development and diagnosis for AAC application. The independent variable was the application of cooperative VSD-based AAC intervention, and cooperative team members provided intervention at each intervention places(home, special class, integrated class).
 Results Firstly, there was an increase in desirable classroom behaviors and a decrease in undesirable classroom behaviors in the inclusive classroom participation. Secondly, positive changes were observed through interviews with participating members, including the participant's enjoyment of communication, reduction in problem behaviors, increase in spontaneous participation, increase in behaviors and speech with communication intent, and increase in expressible vocabulary. Changes in the perceptions of the participant's peers and surrounding individuals in the inclusive classroom were also observed.
 Conclusions This study holds significance as the first domestic research utilizing VSD in AAC intervention, enabling students to actively participate in class, supporting interactions peers without disability, facilitating communication with various individuals in diverse environments, allowing students to independently request a tablet PC or create VSD boards, and effectively linking individualized education objectives with the AAC intervention.

Resistance to change, of behavior and of theory.

The persistence of operant behavior when disrupted tends to be positively related to how often reinforcers were delivered in the past. Behavioral momentum theory describes this finding as the outcome of Pavlovian processes. That is, the relation between discriminative stimuli and reinforcers that were delivered in their presence strengthens behavior, thereby making it more likely to persist. If only the story were that simple. A growing number of findings challenge the basic tenets of behavioral momentum theory. Some even call into question whether Pavlovian relations contribute to persistence in the first place. In this paper, I will review behavioral momentum theory and some of the data that have been problematic for the theory. I will argue that despite these very real challenges, the theory provides important utility not only to basic analyses of response persistence but also to clinical interventions directed at long-term reductions in problem behavior. It, for example, has set the stage for the development of alternative conceptual analyses of resistance to change, two of which will be highlighted for readers. Moreover, behavioral momentum theory may tell us something important about the reasons it continues to have an influence on the field, despite the challenging data that deter it.

Роль родительских стилей воспитания в поддержании и снижении уровня саморегуляции у подростков

<p style="text-align: justify;">The article presents the analysis of national and foreign studies of the role of parental behavior in the development of self-regulation in adolescents. The role of fathers and mothers in the development of self-regulation in adolescents, the interdependence of the behavior of children and parents are the main points of interest. In the article, the characteristics of the types of parental control and data on the reduction of problem behavior in adolescents in case of awareness and involvement on the part of parents are introduced. We also consider the consequences of negative parental practices for the formation of self-regulation and self-control in adolescents. The articles discusses the role of parenting styles in the development of self-regulation in children with the focus on the heterogeneity of data and the ambiguity of the negative impact of authoritarian upbringing It also emphasizes the relevance of the issue of the possibilities of supporting self-regulation of adolescents by parents, which was confirmed during the pandemic and thus encourages further research for reasons of current conditions of high social uncertainty.</p>

Adults with autism using self‐management to decrease problem behavior: A review of the literature

AbstractThe purpose of this literature review was to examine the state of research on the use of self‐management procedures in reducing problem behaviors in adults diagnosed with an intellectual disability. Studies were located by conducting a systematic search of literature across various journals. Seventeen studies were included in the review and were evaluated along the dimensions of adherence to quality research design and outcomes. Results showed that self‐management techniques were associated with decreased levels of challenging behaviors across adults with intellectual disability and autism spectrum disorder. However, the quality of research design was inconsistent, decreasing confidence in a causal relationship between self‐management and reduction in challenging behaviors. This review should encourage more research in using self‐management procedures with individuals having intellectual disability, especially with adults.

Supporting Preschoolers' Mental Health and Academic Learning through the PROMEHS Program: A Training Study.

There is compelling evidence that early school intervention programs enhance children's development of life skills, with a positive knock-on effect on their behaviors and academic outcomes. To date, most universal interventions have displayed gains in children's social-emotional competencies with a limited reduction in problem behaviors. This may depend on programs' curricula focused to a greater extent on preschoolers' social-emotional competencies rather than problem behaviors. Promoting Mental Health at Schools (PROMEHS) is a European, school-based, universal mental health program explicitly focused on both promoting students' mental health and preventing negative conduct by adopting a whole-school approach. In this study, we set out to evaluate the effectiveness of the program for Italian and Portuguese preschoolers. We recruited 784 children (age range = 4-5 years), assigning them to either an experimental group (six months' participation in the PROMEHS program under the guidance of their teachers, who had received ad hoc training) or a waiting list group (no intervention). We found that PROMEHS improved preschoolers' social-emotional learning (SEL) competencies, prosocial behavior, and academic outcomes. The more practical activities were carried out at school, the more children's SEL competencies increased, and the more their internalizing and externalizing behaviors decreased. Furthermore, marginalized and disadvantaged children were those who benefited most from the program, displaying both greater improvements in SEL and more marked decreases in internalizing problems compared to the rest of the sample.

Examining the Role of Student Responsiveness in Treatment Effects of a Tier 2 Program Targeting Reductions in Problem Behavior.

Student responsiveness's role in promoting intervention outcomes for students who exhibit problem behavior is understudied. Due to the relational nature of many interventions delivered by teachers that target social, emotional, or behavioral outcomes of students in classrooms, it is essential to assess how responsive students are to teachers' attempts to engage them in the intervention, particularly for students with problem behaviors that may impede teachers' attempts to engage these students in intervention effectively. In the current study, we combine samples from four randomized controlled trials to examine the relationship between student outcomes and teacher attempts to deliver BEST in CLASS, a Tier 2 intervention, via student responsiveness. Delivery of BEST in CLASS and student responsiveness were assessed through direct observations and teachers' reported measures. Results suggest that teacher adherence and competence in delivering BEST in CLASS practices was associated with reductions in problem behavior from pretest to post-test via student responsiveness. Limitations of the current study and implications for future research are discussed.

The Effects of Gardening on University Campus on Problem Behaviors of Children with Developmental Disabilities

Background and objective: This study was conducted to investigate the effect that a gardening program based on a garden created on a university campus has on problem behaviors of children with developmental disabilities.Methods: The participants were 13 children with developmental disabilities (10 male and 3 female) with an average age of 10.5 years. The study was conducted from August 21 to November 27, 2021 by implementing a gardening program with total 30 sessions held twice a week. The research sites were three types of spaces created for children with developmental disabilities on D University campus: the healing garden, forest trail, and cherry road. Discrete Trial Training (DTT) was applied to the activities when implementing the gardening program, which was used as an intervention to reduce problem behaviors. The assessment tool was the Child Behavior Checklist for Ages 6-18 (CBCL6-18) with which the parents and the primary caregivers assessed changes in problem behaviors.Results: Externalizing behaviors including aggressive behavior and rule-breaking behavior scored 9.9 before the program, 7.6 during the program, and 7.0 after the program (<i>p</i> < .01), and problem behaviors scored 39.3 before the program, 32.9 during the program, and 31.8 after the program (<i>p</i> < .05), showing a significant change.Conclusion: The gardening program on campus could reduce problem behaviors of children with developmental disabilities. Various activities in the garden are considered to have utility value as a social welfare service and education program.

Benefits of Engaging Head Start Parents in Emotion Socialization Practices

Developing social-emotional skills can improve children's happiness, experiences, and ability to establish positive relationships. Children from low-income families experience higher risk factors than their middle- and upper-class counterparts. Hence, fostering these skills early at home and in the classroom is essential. Past research demonstrates various interventions to reduce problem behaviors and improve emotional socialization in children, as well as the impact of educating parents on effective emotion socialization practices. Tuning in to Kids Online (TIKOL) is an emotion socialization parenting program aiming to support parents' understanding of children's social-emotional development and employ an emotion coaching style to help children understand, label, and regulate their emotions. This study examined the engagement, effectiveness, and acceptability of TIKOL in a small sample of Head Start parents. Findings support the use of TIKOL to improve parents' emotion coaching practices, reduce parents' distressing reactions to children's behavior, and reduce parent-reported child conduct problems.