Behavior Management Training Research Articles

Parent-Child Interaction Therapy with Separated Parents of a 3-Year-Old Child with Conduct Problems and Callous-Unemotional Traits

Callous and unemotional (CU) traits are associated with an earlier onset of conduct problems in children. The presence of CU traits typically predicts a severe, stable, and aggressive pattern of behavior, especially when the onset of such behaviors begins in childhood. Children with conduct problems and CU continue to exhibit challenging behavior despite implementation of behavior management strategies compared to children with conduct problems alone. An emerging body of research suggests that Parent-Child Interaction Therapy (PCIT) specifically tailored to address the characteristics unique to CU traits (PCIT-CU) may be an effective intervention for children with conduct problems + CU. This case study presents the treatment of a 3-year-old boy using PCIT-CU who presents with oppositional defiant disorder (ODD), attention-deficit/hyperactivity disorder—combined presentation (ADHD-C), and CU traits. Both caregivers participated but were separated. Following the completion of treatment, conduct problems improved, parent ratings of CU traits decreased, and positive parenting practices increased. This case study adds to the growing literature in support of tailoring behavioral management training interventions for children with conduct problems + CU.

"Your Child Should Not Return": Preschool Expulsion Among Children With Attention-Deficit/Hyperactivity Disorder as an Early Indicator of Later Risks.

Young children with attention-deficit/hyperactivity disorder (ADHD) can have challenging behaviors putting them at risk for preschool expulsion and for adverse outcomes across child development, health, and education. We examined the association of preschool expulsion with ADHD symptoms, diagnosis, treatment, and functioning among children with ADHD. Using the cross-sectional National Survey of the Diagnosis and Treatment of ADHD and Tourette Syndrome on 2947 children aged 5 to 17 years ever diagnosed with ADHD, parents reported on preschool expulsion, ADHD symptoms, diagnosis, treatment, and functioning. Weighted analyses included calculations of estimated means, prevalence, and prevalence ratios. Preschool expulsion was experienced by 4.4% of children ever diagnosed with ADHD (girls: 1.5%; boys: 5.7%). Children with preschool expulsion had lower mean ages at first concern about ADHD symptoms, ADHD diagnosis, and initiation of ADHD medication and had higher prevalence of severe ADHD symptoms and other mental, behavioral, or developmental disorders. A history of preschool expulsion was associated with difficulties with overall school performance, organized activities, writing, handwriting, and the parent-child relationship, but not with math, reading, or peer or sibling relationships. Children with preschool expulsion more often received school supports, behavioral classroom management, peer intervention, and social skills training. Among children ever diagnosed with ADHD, history of preschool expulsion was associated with more severe ADHD symptoms, other disorders, earlier diagnosis and medication initiation, and academic and social impairment. Health care providers can use preschool expulsion as an indicator of risk for children with ADHD and connect families to effective treatments.

Total quality management implementation practices and customer satisfaction: the role of innovative employee behavior and employee empowerment

This study shed additional understanding on how Total Quality Management (TQM) practices affect customer satisfaction through the innovative behavior of employees. Based on quantitative data from the 5 Teaching Hospitals in Ghana, this study employed a multistage sampling procedure to analyze the relationship between innovative employee work behavior and total management commitment, Training and Education, Performance Management System, Supplier Management, and innovative employee work behavior. We find that these relationships are positive and that the relationship between TQM practices and customer satisfaction is mediated by innovative employee work behavior. In addition to theoretical contributions to the field of TQM and healthcare systems, these results have managerial implications for hospital professionals who work at prioritizing the adaptation of TQM practices.

Family-Based Treatment for Anxiety, Depression, and ADHD for a Parent and Child.

Children with mental illness commonly live with caregivers who suffer from mental illness. Integrated mental-health-treatment approaches can provide more convenient and comprehensive care for families. This case report describes family-based treatment (FBT) for one parent/child dyad. The parent was a 37-year-old female with a history of anxiety and major depressive disorder and concern for symptoms of attention-deficit/hyperactivity disorder (ADHD). The child was an 8-year-old female with generalized anxiety disorder and concern for ADHD and behavioral problems. The parent received individual cognitive behavioral therapy (CBT) and parent management training. The child received CBT. Both also received medication management. The FBT team met regularly for coordinated treatment planning. Self-reported assessments via the Child Behavior Checklist showed meaningful improvement; anxiety decreased to nonclinical range week 12 and depression decreased to nonclinical range week 8. Clinician assessments showed improvement for both patients. Though more time intensive, FBT can yield significant improvement, particularly for children. Pragmatic approaches to treatment planning are important to minimize barriers to FBT.

Exploring the Effects of Repetitive Transcranial Magnetic Stimulation on Comorbid Sleep Disorders in Preschool Children with Attention-Deficit Hyperactivity Disorder.

Attention-deficit hyperactivity disorder (ADHD) is one of the most common neurological developmental disorders in children, and sleep disorders (SDs) are a common comorbidity in children with ADHD. There are currently no pharmacological treatment options for SD in children with ADHD of preschool age (4-6 years). Repetitive transcranial magnetic stimulation (rTMS) is a novel, non-invasive neuromodulation technique. This study explores the effectiveness of rTMS for comorbid SDs in preschool-aged children with ADHD. Thirty-five children of preschool age with ADHD and comorbid SDs were recruited for this study. The children were divided into a parent behavior management training (PBMT) group (n = 19) and a repetitive transcranial magnetic stimulation combined with parent behavior management training group (n = 16). Both groups underwent 8 weeks of treatment. The children's SD scores were assessed using the Chinese Children's Sleep Habits Questionnaire, were measured before the start, at the end, and 4 weeks after the end of the intervention, and were used to measure the effects. Within-group differences were compared using a repeated-measures analysis of variance, and between-group differences were compared using an independent samples t-test and Mann-Whitney U-test. Both the PBMT group and the rTMS combined with the PBMT group significantly improved the SDs of preschool-aged children with ADHD (P < .001), but the effect of the intervention was more pronounced in the rTMS combined with the PBMT group (P < .001) and lasted longer than the PBMT group (P = .004). Repetitive transcranial magnetic stimulation is a promising non-pharmacological therapy to improve SD in preschool-aged children with ADHD.

Empowering Dementia Caregivers: Incorporating Caregiving Training Resources Into Current Procedural Technology Codes.

We aim to explore Current Procedural Terminology (CPT) codes for caregiving training services and their potential impacts on caregivers of people living with dementia. In response to the growing need for support for caregivers of people living with physical and mental health issues, CPT codes for caregiving training services will be activated for the calendar year 2024. These codes cover (1) family group behavior management and modification training services and (2) caregiver training for techniques to help patients maintain their quality of life. Caregivers will access such training support through the CPT codes provided by treating practitioners. The duration of training will vary by code. Implementing CPT codes for caregiver training services highlights the vital role of caregivers in patient care. This support may improve their skills and communication with healthcare providers. However, timing and accessibility in care delivery need clarification, especially for caregivers of people living with dementia. Regular skill assessment and culturally competent care are essential. Before providing the service, provider training may also promote person-centered care, benefiting patients and their caregivers. Activating CPT codes for caregiving training services may enhance caregivers' support and skills, including dementia care.

Behavior management training for teachers in the induction phase

AbstractTeachers in the induction phase (i.e., the first 3 years of teaching) can be underprepared to support students who engage in challenging behavior. This can be due to limited preservice education and ongoing professional development in behavior management. Yet, students who engage in challenging behavior are at an increased risk of being referred to intervention services and/or special education, especially at the elementary level. The purposes of this randomized‐controlled trial were to identify the effects of an online behavior management training on teachers in the induction phase, as well as their perceptions of the training. Findings revealed teachers in the intervention group showed significant increases in knowledge, application, and self‐efficacy in applying behavior management strategies. Social‐validity data indicated participants felt the training was highly acceptable, feasible, and effective.

Exploring Factors Influencing Job Satisfaction among Public School Teachers: A Comprehensive Study

This study investigated job satisfaction among public elementary school teachers in Puerto Princesa City, Palawan, focusing on factors such as classroom resources, workload, parent-teacher relationships, collaboration, work-life balance policies, and student behavior management. Using a quantitative descriptive approach with purposive sampling and self-made survey questionnaires, the study found high overall job satisfaction, with a mean score of 4.49 (Very High). Teachers also reported high satisfaction in areas such as feeling valued and appreciated (mean = 4.43), motivation to continue teaching (mean = 4.46), and willingness to recommend the school to others (mean = 4.22). The mean score for factors influencing satisfaction was 4.11 (High), indicating some areas for improvement. ANOVA analysis revealed significant differences in job satisfaction related to factors like classroom resources, workload, parent-teacher relationships, collaboration, work-life balance policies, and student behavior management (F(5, 54) = 14.00, p &lt; .001). Post hoc tests highlighted significant differences in satisfaction levels between classroom resources and other factors, though workload and time demands did not differ significantly from parent-teacher relationships or other aspects such as collaboration and work-life balance. The findings emphasize that a supportive work environment, effective resources, and strong collaborative practices are crucial for maintaining high job satisfaction. To further enhance job satisfaction, it is recommended to improve access to technology, provide comprehensive training in behavior management, and ensure timely updates and replacements for teaching materials. Addressing these areas will help in optimizing the work environment and support continued positive outcomes in public elementary schools in Puerto Princesa City, Palawan.

Practical clinical guidelines and pharmacological treatment for attention-deficit hyperactivity disorder in Asia.

Attention-deficit hyperactivity disorder (ADHD) is characterized by persistent symptoms of inattention, hyperactivity, and impulsivity. Both, stimulant and nonstimulant medications have been approved for the treatment of this disorder. Several Western guidelines recommend the use of prescribed Food and Drug Administration (FDA)-approved medications for ADHD along with parental training in behavior management and behavioral classroom intervention. In 2022, new Japanese guidelines for ADHD were issued, which recommended school environment management and psychosocial treatment as the first-line treatment, with pharmacological treatment added as the second-line treatment. Although Japanese guidelines, including pharmacological treatments, have been established, the guidelines and utilization of ADHD medications across Asian regions are unclear. Therefore, to appropriately evaluate the strategy of pharmacological treatments for ADHD, we investigated Asian regional guidelines for ADHD medication in children. We also reviewed the guidelines in Malaysia, Singapore, India, and the Republic of Korea and found that these guidelines differ from Western guidelines.

Clinical effectiveness of the NIDUS randomised control trial of a tailored, goal‐focused intervention for increasing goal attainment in people living with dementia and their family carers

AbstractBackgroundMost people living with dementia want to remain living in their own homes and are supported to do so by family carers. We have co‐produced, with family carers of people with dementia and health and social care professionals, a psychosocial intervention (NIDUS‐family). NIDUS‐family is the first fully manualised intervention that is tailored to personal goals of people living with dementia and their families and is delivered by facilitators without clinical training. The intervention utilizes components of behavioural management, carer support, psychoeducation, communication and coping skills training, enablement, and environmental adaptations, with modules selected to address dyads’ selected goals.MethodA randomised, two‐arm, single‐blind, multi‐site clinical trial involving 302 people living with dementia‐family carer dyads. Dyads were randomised 2:1 to receive the NIDUS‐family intervention with usual care (n = 204) or usual care alone (n = 98). The intervention group received over 1 year, 6‐8 video call or telephone sessions (or face to face if COVID‐19 restrictions allowed) in the initial 6 months, followed by telephone follow‐ups every 1‐2 months to support implementation, with a trained facilitator. We will evaluate the effect of NIDUS‐family and usual care on attainment on goals set by family carers towards the care recipient living as well as possible at home, as measured by Goal Attainment Scaling (GAS), compared to usual care alone at 12‐month follow‐up. Secondary outcomes measures include functioning, neuropsychiatric symptoms of care recipients, time remaining living at home and care costs, and family carer mood, quality of life and reported abusive behaviours.ResultThe trial recruited to target, with good adherence to the intervention (85% fully adherent) and trial retention to date (87% at 6‐month follow‐up). The trial’s 12 month follow up data will be completed in early May 2023 and results will be analysed and ready to share by July 2023.ConclusionOur intervention, which we adapted to include remote delivery prior to commencement due to the COVID‐19 pandemic, aims to address barriers to living as well and as independently as possible. If effective, NIDUS‐family is potentially scalable to benefit many people living with dementia and their family carers.

A Collaborative Care Coordination Model: Reaching older adults living alone with cognitive impairment.

AbstractBackgroundThe number of persons aged 65+ with Alzheimer’s Disease who live alone in Virginia was estimated at 42,000 in 2018. This population commonly has need for therapeutic, social, and other services, however, therapists and social and other service providers commonly lack knowledge of how to reach this population. We sought to identify people with dementia who live alone in Virginia, and to provide services that would be beneficial for psychological health.MethodWe conducted multifaceted outreach and delivered two programs for people with dementia living alone, (1) individualized care coordination provided by a Dementia Care Manager that focuses on behavioral symptom management training and education, (n = 51) and (2) the Effective Strategies Program (ESP) which includes education and support in memory, practical strategies, exercise, diet, home, and safety (n = 11). We assessed outcomes on depression using the Center for Epidemiologic Studies Depression Scale‐Revised and on behavioral symptoms using the Revised Memory and Behavior Problem Checklist &amp; Neuropsychiatric Inventory‐Questionnaire in the Care Coordination participants.ResultAt 12‐month follow‐up in the Care Coordination Program, depression significantly decreased and behavioral symptoms were significantly lower. Almost all (94%) of the participants reported overall the program in which they participated was beneficial.ConclusionDespite numerous challenges with reaching this population, gaining trust, and maintaining contact, it is possible to reach and provide beneficial services for people with dementia who live alone. Successes partnering with pre‐existing resources and recommendations for sustainability are highlighted.

36.3 Development of a Behavioral Parent Management Training (PMT) Framework for Managing Emotional Dysregulation in School-Aged Children

36.3 Development of a Behavioral Parent Management Training (PMT) Framework for Managing Emotional Dysregulation in School-Aged Children

Receipt of Behavioral Therapy in Preschool-Age Children with ADHD and Coexisting Conditions: A DBPNet Study.

Practice guidelines from the American Academy of Pediatrics and Society for Developmental and Behavioral Pediatrics recommend evidence-based behavioral therapy (BT) as first-line treatment for preschool-age children with ADHD, prior to medication initiation. Thus, this study's objective is to present the frequency of physician-documented receipt of BT in preschool-age children with ADHD prior to medication initiation and to determine factors associated with receipt BT receipt. This retrospective medical record review was conducted across 7 Developmental Behavioral Pediatrics Research Network (DBPNet) sites. Data were abstracted for children <72 months old seen by a DBP clinician and initiated on ADHD medication between 1/1/2013-7/1/2017. From narrative text of the medical records, BT receipt was coded as: parent training in behavior management (PTBM), Applied Behavior Analysis (ABA), other, or did not receive. Of the 497 children in this study; 225 children (45%) had reported receipt of any BT prior to ADHD medication initiation, with 15.9% (n = 79) receiving PTBM. Children with co-existing diagnoses of ASD or disruptive behavior disorder were more likely to receive BT than children without co-existing conditions (59.3% vs 69.0% vs 30.6%). There was significant site variability in reported receipt of BT, ranging from 22.4% to 74.1%, and sex and insurance were not associated with BT rates. The percentage of children with documented receipt of any BT, and particularly PTBM, was low across all sites and co-existing conditions. These findings highlight the universal need to increase receipt of evidence-based BT for all young children with ADHD.

Guidance and Recommendations When Developing an Introductory Graduate-Level OBM Course

ABSTRACT Recent developments in the field of behavior analysis have resulted in Board Certified Behavior Analysts® who typically deliver services in clinical settings engaging in activities that require training and experience in organizational behavior management (OBM). The Behavior Analyst Certification Board recognizes the need for credentialed professionals to receive OBM-specific training and currently requires 30 hours of graduate coursework in personnel supervision and management. However, the growth of faculty qualified to teach OBM courses does not match the growth in interest in OBM, which could result in instructors teaching topics outside their scope of competence. To provide OBM instructors with guidance on appropriate content when creating and teaching graduate-level OBM courses, the OBM Network Board of Directors created the Research and Education Committee. The committee was tasked with supporting quality education and research in OBM. This paper presents the committee’s initial recommendations for developing a graduate-level OBM course. Specifically, we provide information regarding core and supplemental content, and sourcing the materials needed for teaching these courses. We also outline several other variables that must be considered before finalizing an OBM course.

Assessment of Airport Service Quality at Mallam Aminu Kano International Airport (Makia) Kano

Airports are a hub for aviation activities which support Airlines operations. Airport service quality measurement is required to promote satisfaction level among Air travellers by continuously improving the defected services. The study purpose is to assess Airports service quality at Mallam Aminu Kano International Airport (MAKIA) in Kano. Using purposive sampling, MAKIA was picked out of 31 Airports in Nigeria. Cochran formulae was used to determine a total of 384 questionnaires which were administered to air travellers boarding and onboarding passengers at the terminal building. The Airport service quality measurement scale was adapted from SERVPERF model with 22 service attributes believed that air travellers attached more importance to. The study outcome showed that the average Airport service quality score was 2.701. In addition, the results revealed that there exists a statistically significant relationship between service quality and air traveller satisfaction on; reliable and updated electronic information system (P-value=0.004), Airport safety and security services (P-value= 0.000), Prompt service from airline operation (P-value= 0.001) and Provision of assistance to minor (P-value = 0.002). This study therefore concludes that Mallam Aminu Kano International Airport offered a bad service to air travellers. The study recommends among others that, Airport staff courtesy should be improved through subjecting their staff to behavioural management training by the top management. service quality is an area which both Airport management and airlines can increase their revenue through increasing patronages. Therefore, a decisive measure by the Airport authority to improve the service offered will increase the service quality rating at Mallam Aminu Kano International Airport.

Classroom and Behavior Management Training Needs and Perceptions: A Systematic Review of the Literature

Classroom and Behavior Management Training Needs and Perceptions: A Systematic Review of the Literature

A Longitudinal Study of Behavioral Consultation in Inclusive Preschool Classrooms

Teachers in early childhood classrooms face a diverse child population, including children with developmental delays and differences (DD), requiring teachers to exhibit professional skills to address a broad spectrum of developmental needs. At times, early learners with and without DD exhibit challenging behaviors (e.g., aggression, tantrums). Nevertheless, teachers find themselves ill-prepared to manage such behavior and teach under these circumstances due to limited training in classroom behavior management. Applied Behavior Analysis (ABA) is an effective treatment for children with various developmental differences and has proven successful in classroom settings when applied. This report describes a behavior consultation model used in a four-year project in 44 early childhood classrooms with 196 teachers and 97 children identified as having developmental delays and challenging behavior. Recommendations for choosing a behavior consultant for similar settings and a discussion of recurring behavior strategies recommended are presented.

Parent Behavior Management Training for Child ADHD Enhanced to Address Health Behaviors: Comparison of Telemedicine “Telegroup” Versus In-Person Delivery

Objective: ADHD is associated with suboptimal health behaviors including physical activity (PA). LEAP is a parent BMT group program enhanced to focus on health behaviors, integrated with mHealth technology. Little is known about implementing BMT via telemedicine “telegroups.” Methods: Children ages 5 to 10 with ADHD and their caregiver wore activity trackers and participated in an 8 to 9 week parent BMT and social media group emphasizing PA, sleep, and screen use. A 7-day child accelerometer-wear and parent and teacher measures were completed pre- and post-group. Groups were in-person prior to the COVID-19 pandemic and in telegroup format during the pandemic. Results: Thirty-three families participated in person and 23 participated via virtual telegroup. Group attendance was superior for telegroup with equivalent satisfaction and skill use. Changes in health behavior and clinical outcomes were equivalent. Conclusions: LEAP is a feasible and novel BMT intervention that can be delivered in an accessible telegroup format with high participation and acceptability.

Social-Emotional Interventions for Young Children in Rural Areas: A Single-Case Design Meta-Analysis

For young children with early social-emotional difficulties, early intervention is imperative. A number of interventions are available for young children to promote social-emotional competencies. Yet, little is known regarding the impact of early childhood interventions among rural children. Rural communities have several barriers which impede access to early intervention, and rural children often are at increased risk for social-emotional difficulties. Thus, the purpose of this article is to conduct a meta-analysis of single case design studies of social-emotional interventions that have been implemented within rural settings with young children, in an effort to determine the effects and types of early interventions specific to young children in rural areas. A total of 7 studies with 26 participants and 53 effects comprised the final sample. Findings indicated that all interventions, representing three different component types (i.e., teacher/parent behavior management training, social-emotional competency training, parent involvement/enhancement), produced positive social-emotional outcomes (i.e., improved prosocial behavior and decreased disruptive behavior). Moderating variables (e.g., child characteristics, intervention implementer) that may impact intervention effectiveness were also studied and one variable was significant; specifically, studies published in journals had more impact on outcomes than those which were not published. Implications for future research and policy are provided.

Effectiveness of neurofeedback training, behaviour management including attention enhancement training and medication in children with attention-deficit/hyperactivity disorder - A comparative follow up study.

Attention Deficit/ Hyperactivity Disorder (ADHD) is one of the most common neurodevelopmental psychiatric disorders of childhood. Treatment of ADHD includes medications and Behavioural interventions. Neurofeedback, a type of biofeedback, has been found to be useful in ADHD. It helps patients to control their brain waves consciously. However, it is not yet conclusive if it is efficacious in comparison to behavioural management training and medication. To compare the efficacy of neurofeedback training, behaviour management including attention enhancement training and medication in children with ADHD. Ninety children between 6 and 12 years with ADHD were taken and randomly divided into 3 treatment groups equally- neurofeedback, behaviour management and medication (methylphenidate). Conners 3-P Short Scale was applied for baseline assessment. The respective interventions were given and follow up was done at the end of 3 months by using Conners 3-P Short scale to assess the improvement in the symptoms. There were 6 dropouts, the final sample size was 84. The medication group showed the greatest reduction of symptoms in inattention, hyperactivity, executive functioning domain (core symptoms of ADHD). No statistically significant difference was observed between Neurofeedback and Behaviour Management in these domains. Learning problems improved in all three groups, neurofeedback being the most effective followed by medication. Both Neurofeedback and Medication groups showed similar effect which was higher than the Behavioural Management group in Peer Relation. Improvement in core ADHD symptoms have been observed with all 3 interventions with medication showing the greatest improvement Neurofeedback has been superior for learning problems. Thus, Neurofeedback can be an independent or combined intervention tool for children with ADHD in outpatient department of Psychiatry.