Risk For Behavioral Disorders Research Articles

Factors Associated with Behavioral Disorders in Children with Congenital Zika Syndrome and Their Families-A Cross-Sectional Study.

The Zika virus was responsible for an outbreak between 2015 and 2016 in Brazil: an alarming public health problem of international relevance. The Congenital Zika Syndrome (CZS) is often associated with manifestations that are responsible for cognitive and motor development delays and behavioral disorders. Thus, we aimed to characterize the clinical-epidemiological and familial context of those children and to identify factors associated with the risk of behavioral disorders using the Survey of Well-Being of Young Children questionnaire (SWYC). In total, 52 children diagnosed with CZS were evaluated. Logistic regressions were employed to assess predictive variables for behavioral alteration. Eighteen (35%) of the children presented a risk of behavioral alteration. Children born normocephalic were 36-fold more likely to present behavioral alteration (95% CI: 3.82 to 337.92, p = 0.002). Children with hearing and visual impairments showed reduced risks. In total, 35% percent of families reported food insecurity and 21% were at risk for maternal depression. Our findings suggest better social interactions and conditions to externalize reactions for children with CZS born normocephalic. The continuous assessment of these children and families may identify conditions associated with behavioral alteration and psychosocial vulnerabilities that help in decision-making, therefore optimizing patient–family interactions.

Relationship between P2XR4 Gene Variants and the Risk of Schizophrenia in South-East of Iran: A Preliminary Case-Control Study and in Silico Analysis.

Background:Schizophrenia (SZN) is a heterogeneous disorder. Recently, the role of purinergic receptor’s signaling in mental disorders has implicated. There is no evidence regarding the association of P2XR4 single nucleotide polymorphisms (SNPs) and the risk of behavioral disorders. Therefore, this preliminary study, we determined the association of rs1169727A/G and rs25644A/G variants located in P2XR4 gene with the risk of SZN.Methods:This case-control study was performed on 150 SZN patient referring to Baharan Hospital, Zahedan (Eastern of Iran) in 2018. Genotyping was done by tetra-amplification refractory mutation system polymerase chain reaction (Tetra ARMS-PCR). Different databases were used to determine the effects of the SNPs on the secondary structure of P2XR4 pre-mRNA and protein as well as binding of transcriptional regulators.Results:The G allele of rs1169727 significantly increased the risk of SZN (OR=1.41, 95%CI=1.02–1.93, P=0.039), but there was no significant association was found between the other SNP and SZN. Moreover, GG model of rs1169727 (OR=2.46, 95%CI= 1.32–4.62, P=0.004) and rs25644 (OR=3.45, 95%CI= 1.12–5.10, P=0.013) increased the risk of SZN. The substitution of A and G alleles of rs1169727 significantly altered the secondary structure of pre-mRNA (P=0.1). In silico analysis revealed that rs25644A/G could act as an intronic cryptic donor site. Screening for flanking sequence of rs1169727A/G and rs25644A/G predicted a novel enhancer and silencer for both SNPs.Conclusion:rs1169727A/G and rs25644A/G are linked to SZN susceptibility in a sample of the Iranian population. In-silico analysis indicated that rs25644 have substantial roles in determining the pre-mRNA and protein structure of P2XR4 gene.

Validation of the Resilience Scale for Adolescents in High School in a Spanish Population

Resilience is a personal competence that facilitates coping with adversity and forms part of an individual’s psychosocial adjustment. Therefore, this construct has an important role in adolescent development. Youths with high levels of resilience usually show less risk of behavioral disorders, low academic performance or interpersonal conflicts. The objective of this study was to validate the Resilience Scale for Adolescents (READ) in a Spanish population, and test whether this questionnaire is valid for different cultures and societies. The sample comprised 317 high school students aged 13 to 18 years old with an average age of 14.93, in the province of Almería (Spain). The Resilience Scale for Adolescents was administered for this. Based on exploratory factor analysis and the various previous studies undertaken on validation of this instrument, four models were proposed, of which the original READ model showed the best fit. Validation of this scale showed good internal consistency and high reliability on five factors: Family Cohesion, Personal Competence, Social Competence, Social Resources and Orientation toward Goals. It is considered a valid instrument for evaluating the various factors of resilience and can help determine the education factors contributing to the process of positive adaptation in adolescence.

Innovating the Check-In, Check-Out Intervention: A Process for Creating Adaptations

Check-in, check-out (CICO), an intervention implemented with students at risk for behavioral disorders, addresses minor misbehaviors by providing students with a structured means of receiving positive adult attention. CICO reduces problem behaviors and improves appropriate behaviors of students with and without behavioral disorders. Research indicates CICO may be adapted to target a range of behaviors. This article presents a six-step process for adapting CICO and applies this process to demonstrate how the intervention can be adapted to support students with academic difficulties, internalizing behavior problems, and more severe behavior problems.

Non-pharmacological therapies and neuropsychological disorders in institutions

Non-pharmacological therapies are now used in many nursing homes often with residents presenting a risk of behavioural disorders. They include music therapy, animal-assisted therapy, physical activity as well as other approaches such as light therapy or aromatherapy. It requires rigorous assessment, the permanent involvement and engagement of residents as well as the staff as part of a compassionate and participative approach.

Long-term impact of abusive head trauma in young children.

Abusive head trauma is the leading cause of physical abuse deaths in children under the age of 5 and is associated with severe long-lasting health problems and developmental disabilities. This study evaluates the long-term impact of AHT and identifies factors associated with poor long-term outcomes (LTOs). We used the Truven Health MarketScan Research Claims Database (2000-2015) to identify children diagnosed with AHT and follow them up until they turn 5. We identified the incidence of behavioral disorders, communication deficits, developmental delays, epilepsy, learning disorders, motor deficits, and visual impairment as our primary outcomes. The incidence of any disability was 72% (676/940) at 5 years post-injury. The rate of developmental delays was 47%, followed by 42% learning disorders, and 36% epilepsy. Additional disabilities included motor deficits (34%), behavioral disorders (30%), visual impairment (30%), and communication deficits (11%). Children covered by Medicaid experienced significantly greater long-term disability than cases with private insurance. In a propensity-matched cohort that differ primarily by insurance, the risk of behavioral disorders (RD 36%), learning disorders (RD 30%), developmental delays (RD 30%), epilepsy (RD 18%), and visual impairment (RD 12%) was significantly higher in children with Medicaid than kids with private insurance. AHT is associated with a significant long-term disability (72%). Children insured by Medicaid have a disproportionally higher risk of long-term disability. Efforts to identify and reduce barriers to health care access for children enrolled in Medicaid are critical for the improvement of outcomes and quality of life.

Prevalence of Depressive Disorders in Children with Specific Learning Disabilities

Prevalence of Depressive Disorders in Children With Specific Learning Disabilities Background: Learning disabled children are at risk for behavioral disorders, including depression. In India, diagnosis and interventions for learning disorders are limited.The purpose of the present study was to examine the prevalence of depression and its severity in school-aged children with specific learning disability (SLD) compared to non-learning disabled peers. Methods: In a tertiary care pediatric neurodevelopmental centre in Mumbai, we identified 200 children consecutively over twelve months referred for low academic performance, by screening of clinical records, academic history, vision-hearing tests, who additionally underwent psychoeducational battery and cognitive testing at the center, and were determined to have average intelligence . but meeting criteria for Specific Learning Disability (SLD). The controls were 100 siblings of the children who were screened for SLD by curriculum based tests.. We assessed depression using Hamilton Rating Scale for Depression (HDRS for 8-12 years) and Beck Depression Inventory II (BDI for 13-14 years).Additionally parental history of prescription medications for mental health needs was also noted. We performed multivariate logistic regression to study the association between SLD and depression. All activities were approved by the Institutional Review Board. Results: The mean (S D) age of children with SLD was 11.9 (1.6) years and of non-SLD children was 11.2 (1.2) years.In SLD group the M:F ratio was 1.5:1 and in the non SLD it was 0.8:1. A significantly higher proportion of children with SLD reported that their academic and extracurricular activities were reduced compared to children without SLD (6% vs 0%, p

Retrospective studies.

Large retrospective, epidemiological studies accumulated in the late 1980s, providing increasing evidence to the deeply rooted thought that perinatal events could persistently affect the individual's functioning and health/disease patterns throughout the lifetime. Evidences of such associations can be found in the literature since the beginning of the twentieth century, but studies from Barker, Hales, and colleagues serve as an important hallmark. They proposed the "thrifty phenotype" hypothesis, stating that poor nutrition in fetal and early infant life is detrimental to the development and function of the individuals' organism, predisposing them to the later development of adult chronic diseases. At first used to explain the increased risk for type 2 diabetes in low birth weight individuals, the hypothesis was soon adapted to other systems, becoming one of the core assumptions of the Developmental Origins of Adult Health and Disease (DOHaD) model. The central nervous system is also vulnerable to the effects of environmental variation during fetal or neonatal life. Many researchers have explored the effects of perinatal programming on the human neurodevelopment, and some aspects of the brain structure and/or functioning (such as cognitive function, physiological reactivity to stress, and the risk for behavioral disorders or psychopathology) were shown to be modifiable by the exposure to certain adverse events early in life such as neonatal infections, exposure to gestational psychosocial stress, nutrition during gestation, exposure to drugs, or tobacco smoking during pregnancy. Until recently, most studies focused on birth weight as a strong surrogate of the intrauterine environment, investigating the effects of low birth weight (as a marker of suboptimal fetal environment) on a variety of neurodevelopmental outcomes. Despite the fact that literature reviews on this topic are as old as 1940, the more recent retrospective studies are summarized in this chapter.

School experiences of early adolescent Latinos/as at risk for emotional and behavioral disorders.

Previous research has shown that Latino/a middle school students exhibiting emotional or behavioral disturbance are at risk for undesirable academic outcomes. The purpose of this study was to understand the perceptions and experiences of at-risk Latino/a students to identify ways to improve interventions targeted to promote their academic retention and success. Participants included 11 Latino/a students between the ages of 11 and 13 years, 8 males and 3 females, who were screened as being at risk for behavior disorders using the Systematic Screening for Behavior Disorders (SSBD). These students shared their perceptions and experiences of schooling during in-depth qualitative interviews. Interpretative phenomenological analysis (IPA) was used to understand how these students made sense of their school experiences. Students' descriptions tended to be contextualized within relationships with peers, teachers, and family members. Many students shared experiences of being the target of overt racism and microaggressions from peers. Students believed they were more likely to be successful in school when teachers displayed flexibility with deadlines, provided extra help, and communicated a sense of warmth and caring. The data from this study suggested that school psychologists can benefit from attending to at-risk students' perceptions, which, in the context of this study, would require facilitating an inclusive school climate, fostering effective teacher and student relationships, and facilitating parent-teacher relationships during the difficult transition from elementary to middle school.

Examining an executive function rating scale as a predictor of achievement in children at risk for behavior problems.

Evidence suggests that executive function (EF) may be a potent and malleable predictor of academic achievement in children. Schools may be able to use this predictive power if researchers develop EF measures that not only have ecological and construct validity, but also are also efficient and affordable. To this end, Garcia-Barrera and colleagues (2011) developed a behavior rating scale from items on Behavior Assessment System for Children-Teacher Report (Reynolds & Kamphaus, 1992) to screen children for deficits in EF. It is important to know how well this measure fits and predicts data from young children identified as at risk for behavior disorders because this population is often the focus of prevention and intervention efforts. The present study used confirmatory factor analysis to investigate how well the factor structure of the EF screener fit data from 220 kindergartners at risk for developing behavior disorders. The relationships between EF and academic achievement in math and reading were also examined. The confirmatory factor analysis results indicated adequate model-data fit, but the multiple regression models yielded trivial effect sizes, indicating EF scores did not predict well either kindergarten or first-grade achievement scores when controlling for gender and intelligence scores. The study's limitations and future research needed on the convergence of EF measurements were discussed.

Sexually dimorphic effects of a prenatal immune challenge on social play and vasopressin expression in juvenile rats

BackgroundInfectious diseases and inflammation during pregnancy increase the offspring’s risk for behavioral disorders. However, how immune stress affects neural circuitry during development is not well known. We tested whether a prenatal immune challenge interferes with the development of social play and with neural circuits implicated in social behavior.MethodsPregnant rats were given intraperitoneal injections of the bacterial endotoxin lipopolysaccharide (LPS – 100 μg /kg) or saline on the 15th day of pregnancy. Offspring were tested for social play behaviors between postnatal days 26–40. Brains were harvested on postnatal day 45 and processed for arginine vasopressin (AVP) mRNA in situ hybridization.ResultsIn males, LPS treatment reduced the frequency of juvenile play behavior and reduced AVP mRNA expression in the medial amygdala and bed nucleus of the stria terminalis. These effects were not found in females. LPS treatment did not change AVP mRNA expression in the suprachiasmatic nucleus, paraventricular nucleus, or supraoptic nucleus of either sex, nor did it affect the sex difference in the size of the sexually dimorphic nucleus of the preoptic area.ConclusionsGiven AVP’s central role in regulating social behavior, the sexually dimorphic effects of prenatal LPS treatment on male AVP mRNA expression may contribute to the sexually dimorphic effect of LPS on male social play and may, therefore, increase understanding of factors that contribute to sex differences in social psychopathology.

Forty years later - The value of praise, ignoring, and rules for preschoolers at risk for behavior disorders

1997, 2004: NCLB, 2002) uygulanmasına dayalı olarak öğretmenlerin olumlu, destekleyici, kapsamlı öğrenme ortamları oluşturmadaki önemli rolleri tartışılmaz. Bununla birlikte, yanlış davranışları azarlayan öğretmenlerle, öğretmenler ve öğrenciler arasındaki karşılıklı zorlayıcı değişimlerle ve olumlu öğretmen dönütünün sınırlı kullanımıyla karakterize edilen sınıflar bulmak olağan bir durumdur. Bu durum, davranış bozukluğu riski altındaki küçük çocukların olumlu sosyal ve akademik gelişimlerini artırma konusunda öğretmenlerin bilimsel olarak desteklenmiş stratejileri uygulama gereksinimlerine işaret eder. Olumlu davranış desteklerine olan çok katmanlı bir yaklaşım ortamında, etkinliklerine ilişkin boylamsal bir kanıtın bulunduğu övgü, planlı aldırmazlık ve sınıf içi kurallar olmak üzere üç adet sınıf düzeyi müdahale durumdayız. Her biri, öğretmen-öğrenci ilişkilerini geliştirmek, olumlu öğrenme grupları oluşturmak ve zor davranışları yönetmek amacı yanında, sınıf öğretmenleri tarafından kullanılacak ana esaslarla birlikte ele alınmaktadır

Altered maternal micronutrients (folic acid, vitamin B12) and omega 3 fatty acids through oxidative stress may reduce neurotrophic factors in preterm pregnancy

Preterm pregnancies account for approximately 10% of the total pregnancies and are associated with low birth weight (LBW) babies. Recent studies have shown that LBW babies are at an increased risk of developing brain disorders such as cognitive dysfunction and psychiatric disorders. Maternal nutrition, particularly, micronutrients involved in one-carbon metabolism (folic acid, vitamin B12, and docosahexaenoic acid (DHA)) have a major role during pregnancy for developing fetus and are important determinants of epigenesis. A series of our studies in pregnancy complications have well established the importance of omega 3 fatty acids especially DHA. DHA regulates levels of neurotrophins like brain-derived neurotrophic factor and nerve growth factor, which are required for normal neurological development. We have recently described that in one carbon metabolic pathway, membrane phospholipids are major methyl group acceptors and reduced DHA levels may result in diversion of methyl groups toward deoxyribonucleic acid (DNA) ultimately resulting in DNA methylation. In this review, we propose that altered maternal micronutrients (folic acid, vitamin B12), increased homocysteine, and oxidative stress levels that cause epigenetic modifications may be one of the mechanisms that contribute to preterm birth and poor fetal outcome, increasing risk for behavioural disorders in children.

ADHD Impulsivity, Discipline Referrals, Sexual Harassment, and Criminal Sexual Deviancy

© 2011 The Guilford Press The ADHD Report • 1 Children and adolescents with impulsive tendencies have a difficult time due to the fact that they usually receive negative attention or consequences for their inability to control their behavior. Behaviors such as grabbing for a toy, not waiting one’s turn, or being unable to follow directions are characteristics of impulsive children. These behaviors usually earn the child a stern look or a negative consequence by the supervising adult. As a child comes of age and moves into middle school years, impulsivity can lead to harsher consequences due to the different interpretations adults attach to impulsive behaviors. For instance, impulsive children’s not keeping their hands to themselves can be interpreted as bullying. A child’s inability to wait for his or her turn can elicit peer rejection. Failure or refusal to follow directions is labeled defiance, and inappropriate touching becomes sexual harassment. When children enter school and begin their formal education, the behavioral issues around impulsivity surface. Barkley (2006) describes impulsivity, or impaired impulse control, as the inability to stop and think before acting. The challenges start when children must interact in a group setting away from their families and must take directions from new adults in charge at each grade level. Each grade level transition presents new behavioral challenges. During the middle school years, peer influences are strongest, sexual identities begin to form, and for most children, puberty starts (Arnett, 2004). Puberty, with its hormonal and biological changes, is challenging for the preadolescent struggling with impulse control. Maughan, Rowe, Messer, Goodman, and Meltzer (2004) documented that behavior disorder risk rates peak around the middle school years, underscoring the importance of this particular transition time. The connection between childhood behavior problems and adult behavior problems has been well documented. For example, the risk of becoming an adult offender has been associated by some researchers with childhood conduct disorders—a persistent behavior pattern of violating basic rights of others and ignoring age-appropriate social standards (Satterfield & Schell, ADHD Impulsivity, Discipline Referrals, Sexual Harassment, and Criminal Sexual Deviancy

Sustainability of a Targeted Intervention Package: First Step to Success in Oregon

Variables affecting the sustained implementation of evidence-based practices are receiving increased attention. A descriptive analysis of the variables associated with sustained implementation of First Step to Success (FSS), a targeted intervention for young students at risk for behavior disorders, is provided. Measures based on a conceptual model of sustainability were used with personnel from 29 schools from 13 Oregon school districts to describe variables that promote the sustainability of FSS. Results indicate that 28% of the school districts continued to implement FSS up to 10 years after initial implementation. Six critical features were perceived by school personnel to promote sustainability: (a) dedicated resources, (b) training and orientation activities, (c) district-level coordination, (d) selection of students who are a good fit for the intervention, (e) highly qualified coaches, and (f) administrative support. Clinical relevance and future directions for research addressing sustainability are presented.

Early Childhood Teachers' use of Specific Praise Statements with Young Children at Risk for Behavioral Disorders

This study investigated the effectiveness of a training designed to increase early childhood teachers' use of specific praise statements to address problem behaviors demonstrated by children at risk for emotional/behavioral disorders. A multiple-baseline across-participants design was employed to examine the teachers' use of specific praise statements before and after the training and the potential influence these statements had on the target children's compliance and engagement. In addition, generalization probes were conducted to investigate the teachers' use of specific praise statements and the children's behavioral responses in an untrained setting. The results indicate that teachers' use of specific praise statements increased following the training. In addition, all 4 children demonstrated positive changes with an increase in their appropriate behaviors and decreases in problem behaviors.

The CUIDAR Early Intervention Parent Training Program for Preschoolers at Risk for Behavioral Disorders

Researchers report mental health disparities that indicate that children and families with the highest need for services often are less likely to use them. Only a few investigators have focused on service delivery models to address underuse of services. This study examines the Children's Hospital of Orange County (CHOC)/University of California, Irvine (UC Irvine) Initiative for the Development of Attention and Readiness (CUIDAR) model of service delivery in reducing disparities in access to and use of services and in decreasing child behavior problems in a community-based study with 169 self-referred, low-income, and predominantly minority families. The findings indicate that among minority families, CUIDAR is both more accessible and more equitably used than local, publicly funded mental health services. Among Latinos, attendance rates are higher when services are provided in Spanish. Parents report significant improvements in overall child difficulty and conduct problems. In addition, parents report high levels of satisfaction with the program.

Forty Years Later —The Value of Praise, Ignoring, and Rules for Preschoolers at Risk for Behavior Disorders

Abstract The pivotal role of teachers in establishing positive, supportive, inclusive learning environments based on the implementation of empirically-supported teaching strategies (IDEA, 1997, 2004: NCLB, 2002) is uncontestable. Nonetheless, it is not uncommon to find classrooms characterized by teacher reprimands for inappropriate behavior, coercive interchanges between teachers and children, and limited use of positive teacher feedback. This suggests a need for teachers to implement scientifically supported strategies for promoting positive social and academic growth of young children at risk for behavioral disorders. In the context of a multi-tiered approach to positive behavior supports, we decided to revisit three classroom-level interventions strategies for which there is longitudinal evidence regarding their efficacy--namely, praise, planned ignoring, and classroom rules. Each is discussed, along with guidelines for use by classroom teachers with the goal to improve teacher-child relationships, build positive learning communities, and manage difficult behaviors. ********** Among public school teachers who abandon the profession due to dissatisfaction with teaching as a career, the primary reason is classroom behavior problems (National Center for Education Statistics, 2002). Unfortunately, discipline problems are commonplace in many schools, and the majority of these problems emanate from behavior patterns established during the early childhood years (Webster-Stratton, 2000). Although estimates vary, approximately 3-6% of the school-age population is in need of special education services because of emotional/behavioral problems (Kauffman & Landrum, 2009). Research further indicates that between 7 to 25% of young children demonstrate externalizing behavior disorders (Loeber, Burke, Lahey, Winters, & Zera, 2000). According to Webster-Stratton (1997), 50% of preschoolers with behavior problems are later identified for special education services. In general, poor social-emotional adjustment is associated with later academic problems (Loeber, 1990; Markowitz et al., 2006). Children with challenging behavior receive less support, nurturing, and positive feedback than other children (Raver & Knitzer, 2002; Shores, Gunter, & Jack, 1993). Finally, both teachers and students tend to reject children who exhibit challenging behavior (Kendziora, 2004). Children who begin their schooling with a repertoire of behaviors that are appropriate to the classroom are more likely to be successful learners (Conroy, Hendrickson, & Hester, 2004; Sugai & Horner, 2006). Yet, despite empirical evidence of successful early interventions for young children at risk for or with behavior problems (e.g., McEvoy & Welker, 2000; Strain & Timm, 2001, Webster-Stratton, 2000), it is not uncommon to find classrooms characterized by teacher reprimands for inappropriate behavior (Van Acker, 2004), coercive interchanges between teachers and children (Kern, White, & Gresham, 2007; Shores et al., 1993), and limited use of positive teacher feedback (Sugai & Horner, 2006). This underscores the need for teachers to have the skills necessary to promote positive pupil classroom behavior (Kenziora, 2004). Researchers (e.g., Dodge; 1993; Kaiser & Hester, 1997) have long emphasized the importance of quality early childhood education that is determined, to a large extent, by the nature of teacher-pupil interactions (DeKruif, McWilliam, Ridley, & Wakely, 2000). That is, quality instruction stems not only from the content of the curriculum, but also the process of teaching, that is, how teachers teach a curriculum and how they interact with children (DeKruif et al., 2000; Pianta, 2006). This conceptualization highlights the pivotal role of teachers of young children with challenging behaviors and the goal of establishing positive, supportive, inclusive learning environments that stem from empirically-supported teaching strategies (IDEA, 1997, 2004: NCLB, 2002). …

Effects of self-graphing and goal setting on the math fact fluency of students with disabilities.

We evaluated the impact of goal setting and students' participation in graphing their own performance data on the rate of math fact calculations. Participants were 3 students with mild disabilities in the first and second grades; 2 of the 3 students were also identified with Attention-Deficit/Hyperactivity Disorder (ADHD). They were taught to use Microsoft Excel® software to graph their rate of correct calculations when completing timed, independent practice sheets consisting of single-digit mathematics problems. Two students' rates of correct calculations nearly always met or exceeded the aim line established for their correct calculations. Additional interventions were required for the third student. Results are discussed in terms of implications and future directions for increasing the use of evaluation components in classrooms for students at risk for behavior disorders and academic failure.

Outcomes of a Teacher-Led Reading Intervention for Elementary Students at Risk for Behavioral Disorders

To date, reports of reading interventions for students at risk for emotional/behavioral disorders (E/BD) that have been published in refereed journals have involved sustained support by university or school-site personnel. This study examined the efficacy and feasibility of a reading intervention that 2 general education teachers implemented in inclusive settings to support 7 first-grade students at risk for E/BD and reading difficulties. Results of a multiple baseline design revealed lasting improvements in reading fluency for all students, accompanied by decreases in variability of academic engagement for 4 students. Although intervention goals, procedures, and outcomes exceeded teacher expectations, social validity ratings for some students declined between the onset and the conclusion of the intervention. This article presents limitations, future directions, and educational implications.