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Relevant bibliographies by topics / Behavior disorders in children. Behavior disorders in adolescence. Social skills

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Academic literature on the topic 'Behavior disorders in children. Behavior disorders in adolescence. Social skills'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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Journal articles on the topic "Behavior disorders in children. Behavior disorders in adolescence. Social skills"

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Sandu, Mihaela Luminita, Mihaela Rus, and Ciprian Vasile Rus. "Relationship between personality traits and individual response to conflict situations in adolescents." Technium Social Sciences Journal 6 (March 21, 2020): 131–41. http://dx.doi.org/10.47577/tssj.v6i1.281.

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The evaluation and treatment of internalizing disorders in children and adolescents has a long and rich tradition in the psychology and clinical psychiatry of the child. However, the use of longitudinal data to elucidate the evolution and outcome of these conditions, as well as their assessment and treatment, is less developed in the embryonic development stage. However, there have been interesting developments and significant progress has been made. The emergence of the field of developmental psychopathology in the last 10 years (Achenbach, 1982, Cicchetti, 1984; Rutter & Garmezy, 1983; S

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Sandu Mihaela Luminița and Sălceanu Claudia. "The relationship between personality characteristics and Behavioral disorders in adolescents." Technium Social Sciences Journal 8 (May 25, 2020): 358–75. http://dx.doi.org/10.47577/tssj.v8i1.798.

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A balanced adolescent chooses activities that contribute to character development, increasing self-confidence, developing socializing skills, identifying passions and making decisions. The main purpose of the paper was to identify some dimensions in the personality structure of adolescents that correlate with other aspects of behavior. The evaluation and treatment of internalizing disorders in children and adolescents has a long and rich tradition in the psychology and clinical psychiatry of the child. However, the use of longitudinal data to elucidate the evolution and outcome of these condit

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Rizzi, D., and A. Dibari. "Using Behavior Skills Training and Other Environmental Manipulations to Teach Safety Skills to Adolescents with ASD." Autism and Developmental Disorders 17, no. 3 (2019): 12–28. http://dx.doi.org/10.17759/autdd.2019170302.

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Choosing the correct target behavior to teach is fundamental for parents, teachers, therapists and other professionals working with people with autism and other intellectual disabilities. While early intensive behavioral intervention (EIBI) for young children diagnosed with autism can produce large gains in social, cognitive, and language development, choosing the appropriate curriculum for adolescents and adults warrants some further reflections. Starting from puberty and adolescence, the focus of teaching should move from what the student is missing with respect to typically development peer

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Reichow, Brian, Shawn Salamack, Rhea Paul, Fred R. Volkmar, and Ami Klin. "Pragmatic Assessment in Autism Spectrum Disorders." Communication Disorders Quarterly 29, no. 3 (2008): 169–76. http://dx.doi.org/10.1177/1525740108318697.

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The purpose of this study was to investigate the concurrent validity of subtests on the Comprehensive Assessment of Spoken Language (CASL) by comparing them with the assessment of communication and social skills on the Vineland Adaptive Behavior Scales ( Vineland). The participants were 35 children and adolescents with higher functioning autism spectrum disorders (ASD) who had received both the CASL and the Vineland. Results of the study suggest that the Pragmatic Judgment and Inferences subtests of the CASL appeared to document the difficulties that individuals with ASD had in adaptive use of

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Martsenkovsky, I. A., T. O. Skrypnyk, I. I. Martsenkovska, I. F. Zdoryk, and H. V. Makarenko. "Clinical phenotype of autism spectrum disorders in children of preschool and school age, burdened epileptic seizures." Archives of psychiatry 25, no. 2 (2019): 81–87. http://dx.doi.org/10.37822/2410-7484.2019.25.2.81-87.

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Background. Clinical polymorphism and polymorphism are inherent in the clinical phenotype of children with autism spectrum disorders (ASD). There is a consensus, relatively high, between 5% and 38% of the prevalence of epilepsy in ASD. There are reasons to believe that ASD with epilepsy and specific epileptic activity on EEG and ASD with hyperkinetic symptoms without signs of epileptic process can be determined by different variants of genetic polymorphism or by different variants of gene expression, determined by different influences. Objective – to study the features of the clinical ph

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Degnan, Kathryn Amey, and Nathan A. Fox. "Behavioral inhibition and anxiety disorders: Multiple levels of a resilience process." Development and Psychopathology 19, no. 3 (2007): 729–46. http://dx.doi.org/10.1017/s0954579407000363.

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Behavioral inhibition is reported to be one of the most stable temperamental characteristics in childhood. However, there is also evidence for discontinuity of this trait, with infants and toddlers who were extremely inhibited displaying less withdrawn social behavior as school-age children or adolescents. There are many possible explanations for the discontinuity in this temperament over time. They include the development of adaptive attention and regulatory skills, the influence of particular styles of parenting or caregiving contexts, and individual characteristics of the child such as thei

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Christiansen, Hanna, Oliver Hirsch, Anika König, Ricarda Steinmayr, and Bernd Roehrle. "Prevention of ADHD related problems: a universal preschool program." Health Education 115, no. 3/4 (2015): 285–300. http://dx.doi.org/10.1108/he-03-2014-0040.

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Purpose – Early onset of behavioral disorders is predictive of long term adverse outcomes. There are some indicated and selective early prevention programs for attention deficit/hyperactivity disorder (ADHD), one of the most common behavioral disorders in childhood and adolescence. The purpose of this paper is to present a universal preschool program for preventing the development of ADHD related symptoms for children aged three to six. Design/methodology/approach – A total of 413 preschool children (experimental group (EG)=193; control group (CG)=220), and their teachers participated in the s

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Bakola, Lizeta, Nikolaos Rizos, and Athanasios Drigas. "ICTs For Emotional and Social Skills Development for Children with ADHD And ASD Co-existence." International Journal of Emerging Technologies in Learning (iJET) 14, no. 05 (2019): 122. http://dx.doi.org/10.3991/ijet.v14i05.9430.

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ADHD and autism, also called Autism Spectrum Disorder (ASD), according to the DSM-5, are both two of the most common neurodevelopmental disorders in childhood although they can continue into adolescence. ADHD is characterized by inattention, hyperactivity and impulsivity and Autism by problems with social interactions and stereotyped (repetitive or ritualistic) behaviors. Many studies have proved that the two conditions can occur together and furthermore, that children with ADHD and or autism disorder can have or develop a co-morbid psychiatric disorder. In this paper we review research on the

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Trakšelys, Kęstutis. "The Experience of Lithuanian University of Educational Sciences Students on Pedagogical Practices: Pupil Behaviour Observation." Pedagogika 118, no. 2 (2015): 44–57. http://dx.doi.org/10.15823/p.2015.04.

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Behaviour is usually named as a main and the essential educational stimulus in the lesson. Due to the pupils’ inappropriate behaviour is common to blame their unwillingness to learn, laziness or period of adolescence. Teachers are usually looking for various types of abnormal behavior and other disorders in their pupils. Students who had teacher‘s assistant practice at schools were observing pupils and their teachers interaction in lessons. The observed lessons’ data show that lots of impact for pupil’s behaviour has teacher’s personality, the ability to communicate, respect and interact with

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Lima, João L., Glaciane Axt, Diogo S. Teixeira, et al. "Exergames for Children and Adolescents with Autism Spectrum Disorder: An Overview." Clinical Practice & Epidemiology in Mental Health 16, no. 1 (2020): 1–6. http://dx.doi.org/10.2174/1745017902016010001.

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Autistic Spectrum Disorder (ASD) is a complex neurodevelopmental disorder associated with various etiologies and characterized by deficits in social interaction, emotional reciprocity, communication, motor skills and cognitive functions. Studies have proposed that limited levels of physical activity and late motor skills and fitness, particularly in children and adolescents with ASD, may accentuate social and emotional deficits. In view of this, exergames, which are active video-games, can be considered a low-cost and safe type of exercise for children and adolescents with ASD, since they are

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Dissertations / Theses on the topic "Behavior disorders in children. Behavior disorders in adolescence. Social skills"

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Dodge, Beth. "A literature review of social skills training interventions for students with emotional/behavioral disorders." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008dodgeb.pdf.

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Gray, James. "Classroom disruption and social skills." Thesis, University of Oxford, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.711592.

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Cooper, Karen L. "Executive functions and social skills in children and adolescents with Attention-Deficit/Hyperactivity Disorder (AD/HD) a pilot test of Barkley's model of behavioral inhibition /." [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0006505.

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Thesis (M.S.)--University of Florida, 2004.<br>Typescript. Title from title page of source document. Document formatted into pages; contains 49 pages. Includes Vita. Includes bibliographical references.

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Wilhite, Shannon. "Effects of the Why Try Social Skills Program on Students with Emotional and Behavioral Disorders at an Alternative Campus." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc33212/.

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Approximately 20% of students with emotional and behavioral disorders (E/BD) are sent to an alternative campus for their lack of social competence. Social skills training (SST) is an evidence-based intervention to help increase social competence for students with E/BD, but there is limited research that addresses SST for students with E/BD at alternative campuses. A mixed-methods design was utilized to examine SST at an alternative campus for students with E/BD. Pre-intervention data were collected for students' attendance, grades, office disciplinary referrals, and behavioral rating scales, a

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Samalot-Rivera, Amaury. "The effect of social skill instruction on sport and game related behaviors of children and adolescents with emotional or behavioral disorders." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1186774990.

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Lavery, Kristin A. "The relationship between social skills, social phobia and behavior disorders in adolescents /." View online, 1997. http://repository.eiu.edu/theses/docs/32211130738310.pdf.

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Samalot, Rivera Amaury. "The effect of social skill instruction on sport and game related behaviors of children and adolescents with emotional or behavioral disorders." The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1186774990.

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Whipple, Diane L. "Effectiveness of social competence promotion on disruptive behavior : a quantitative review /." View online ; access limited to URI, 2007. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/AAI3277010.

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Kaufman, Noah Krsna. "Skill change as a mediator of treatment efficacy for depressed and conduct-disordered youth /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3095255.

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Thesis (Ph. D.)--University of Oregon, 2003.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 88-103). Also available for download via the World Wide Web; free to University of Oregon users.

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Smith, Benjamin William. "Problem behavior within the context of peer delivered consequences /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9986761.

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Thesis (Ph. D.)--University of Oregon, 2000.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 149-157). Also available for download via the World Wide Web; free to University of Oregon users.

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Books on the topic "Behavior disorders in children. Behavior disorders in adolescence. Social skills"

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Applied behavior analysis for children with autism spectrum disorders. Springer, 2009.

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1972-, Wood Jeffrey J., ed. Social skills success for students with autism/Asperger's: Helping adolescents on the spectrum to fit in. Jossey-Bass, 2012.

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Davis, John M. Nonverbal learning disabilities in children: Bridging the gap between science and practice. Springer New York, 2011.

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Jessica, Broitman, ed. Nonverbal learning disabilities in children: Bridging the gap between science and practice. Springer New York, 2011.

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Conduct disorder and underachievement: Risk factors, assessment, treatment, and prevention. Wiley, 1997.

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Herbert, Martin. Conduct disorders of childhood and adolescence: A social learning perspective. 2nd ed. Wiley, 1987.

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Kazdin, Alan E. Conduct disorders in childhood and adolescence. 2nd ed. Sage Publications, Inc., 1995.

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Conduct disorders in childhood and adolescence. Sage Publications, 1987.

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Audit Commission for Local Authorities and the National Health Service in England. Tired of hanging around: Using sport and leisure activities to prevent anti-social behaviour by young people. Audit Commission, 2009.

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Audit Commission for Local Authorities and the National Health Service in England. Tired of hanging around: Using sport and leisure activities to prevent anti-social behaviour by young people. Audit Commission, 2009.

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Book chapters on the topic "Behavior disorders in children. Behavior disorders in adolescence. Social skills"

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Davis, Thompson E., Melissa S. Munson, and Erin V. Tarcza. "Anxiety Disorders and Phobias." In Social Behavior and Skills in Children. Springer New York, 2009. http://dx.doi.org/10.1007/978-1-4419-0234-4_11.

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Dixon, Dennis R., Jonathan Tarbox, and Adel Najdowski. "Social Skills in Autism Spectrum Disorders." In Social Behavior and Skills in Children. Springer New York, 2009. http://dx.doi.org/10.1007/978-1-4419-0234-4_7.

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Park, Mi Na, Ruth Ellingsen, and Elizabeth A. Laugeson. "Cognitive and Behavioral Interventions to Improve Social Skills." In Handbook of DSM-5 Disorders in Children and Adolescents. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-57196-6_33.

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Nash, Julie Blundon, and Charles E. Schaefer. "Social Skills Play Groups for Children With Disruptive Behavior Disorders." In Integrative Play Therapy. John Wiley & Sons, Inc., 2011. http://dx.doi.org/10.1002/9781118094792.ch6.

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Weiss, Mary Jane, Robert H. LaRue, and Andrea Newcomer. "Social Skills and Autism: Understanding and Addressing the Deficits." In Applied Behavior Analysis for Children with Autism Spectrum Disorders. Springer New York, 2009. http://dx.doi.org/10.1007/978-1-4419-0088-3_7.

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Burgić Radmanović, Marija, and Sanela-Sanja Burgić. "Comorbidity in Children and Adolescents with ADHD." In ADHD [Working Title]. IntechOpen, 2020. http://dx.doi.org/10.5772/intechopen.94527.

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Attention Deficit Hyperactivity Disorder with or without hyperactivity disorder is a neurobiological disorder that involves the interaction of the neuroanatomical and neurotransmitter systems. It is a developmental disorder of psychomotor skills that is manifested by impaired attention, motor hyperactivity and impulsivity. This disorder is characterized by early onset, the association of hyperactive and poorly coordinated behavior with marked inattention and lack of perseverance in performing tasks; and this behavior occurs in all situations and persists over time. This disorder is inappropriate for the child’s developmental age and maladaptive. Disorders of neurotransmitter metabolism in the brain with discrete neurological changes can lead to behavioral difficulties and other psychological problems. Most children and adolescents with Attention Deficit Hyperactivity Disorder have comorbidities, often multiple comorbid conditions in the same person. Comorbidity was observed in both clinical and epidemiological samples. It is estimated that about two-thirds of children with this disorder have at least one other psychiatric disorder diagnosed. Symptoms persist and lead to significant difficulties in the daily functioning of the child, such as school success, social interactions, family and social functioning, etc. Recent studies indicate the presence of various neuroophthalmological disorders in children and adolescents with ADHD. The most common comorbidities in children and adolescents with ADHD that will be covered in this chapter are autism spectrum disorder, mood disorder, anxiety, learning disabilities, conduct disorders, tics disorder and epilepsy.

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Sukhodolsky, Denis G., Theresa R. Gladstone, Carolyn L. Marsh, and Kimberly R. Cimino. "Behavioral Interventions for Irritability in Children and Adolescents." In Irritability in Pediatric Psychopathology, edited by Amy Krain Roy, Melissa A. Brotman, and Ellen Leibenluft. Oxford University Press, 2019. http://dx.doi.org/10.1093/med-psych/9780190846800.003.0013.

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Irritability is a common and impairing problem in children and adolescents that can be viewed as a dimension of psychopathology, as well as a core or co-occurring symptom in many childhood disorders. Two forms of interventions for irritability, parent management training (PMT) and cognitive-behavioral therapy (CBT), share common behavioral principles and social information-processing theoretical underpinnings. PMT aims to ameliorate aversive patterns of family interaction that produce the antecedents and consequences that maintain a child’s noncompliance and aggression. During CBT, children learn to regulate frustration and improve social problem-solving skills to reduce the frequency and intensity of anger outbursts and aggressive behavior. Dialectical behavior therapy (DBT) combines training in behavioral skills for reducing interpersonal conflicts with mindfulness and acceptance techniques for emotion regulation. Treatment studies of these approaches in children with various forms of behavioral and emotion dysregulation are reviewed and implications for children with disruptive mood dysregulation disorder are discussed.

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Stasolla, Fabrizio, and Anna Passaro. "Enhancing Life Skills of Children and Adolescents With Autism Spectrum Disorder and Intellectual Disabilities Through Technological Supports." In Interdisciplinary Approaches to Altering Neurodevelopmental Disorders. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3069-6.ch004.

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This chapter provides the reader with the newest empirical contributions available on the use of assistive technology-based interventions aimed at enhancing life skills of children and adolescents with autism spectrum disorders and developmental or intellectual disabilities. A selective overview along the last decade was carried out. Eighteen studies were reviewed, and 155 participants were involved. Five main categories of studies were identified, namely (1) emotional regulation, (2) communication skills, (3) academic performance, (4) social inclusion, and (5) challenging behavior. Results were fairly positive, although occasional failures occurred. Clinical, educational, psychological, and rehabilitative implications of the findings were critically discussed. Some useful guidelines for future research and practice were highlighted.

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Stasolla, Fabrizio, and Anna Passaro. "Enhancing Life Skills of Children and Adolescents With Autism Spectrum Disorder and Intellectual Disabilities Through Technological Supports." In Research Anthology on Physical and Intellectual Disabilities in an Inclusive Society. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3542-7.ch053.

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This chapter provides the reader with the newest empirical contributions available on the use of assistive technology-based interventions aimed at enhancing life skills of children and adolescents with autism spectrum disorders and developmental or intellectual disabilities. A selective overview along the last decade was carried out. Eighteen studies were reviewed, and 155 participants were involved. Five main categories of studies were identified, namely (1) emotional regulation, (2) communication skills, (3) academic performance, (4) social inclusion, and (5) challenging behavior. Results were fairly positive, although occasional failures occurred. Clinical, educational, psychological, and rehabilitative implications of the findings were critically discussed. Some useful guidelines for future research and practice were highlighted.

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Wills, Thomas A., Jeffrey S. Simons, Olivia Manayan, and M. Koa Robinson. "Emotion Regulation and Substance Use Disorders in Adolescents." In Emotion Regulation and Psychopathology in Children and Adolescents, edited by Cecilia A. Essau, Sara Leblanc, and Thomas H. Ollendick. Oxford University Press, 2017. http://dx.doi.org/10.1093/med:psych/9780198765844.003.0011.

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Chapter 11 evaluates how emotion dysregulation enhances vulnerability to substance use disorders in adolescents. In late adolescence (15–18 years of age), recurrent substance users are prone to develop substance use disorder in adulthood. Substance use disorder may be broadly characterized as the inability to regulate substance consumption, deleteriously impacting social functioning, whilst accumulating a myriad of negative consequences and recurring risk to the self. Research suggests emotion dysregulation may be a predisposing factor that presents prior to onset of disorder. Moreover, dysregulation in cognitive, emotional and behavioral domains may be interconnected processes; substance abuse presenting as a product of overall dysregulation. Although theoretical efforts have outlined conceptual models delineating the relationship between emotion regulation and substance abuse, limited evidence has been garnered in adolescent samples. From a treatment perspective, school-based interventions centered on fostering adaptive emotion regulation skills have demonstrated efficacy, and maintained positive findings at long-term follow-up.

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Conference papers on the topic "Behavior disorders in children. Behavior disorders in adolescence. Social skills"

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Georgoulas, Nikolaos. "Behavioral disorders in children." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.17201g.

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The child and adolescent psychopathology have been categorized into two broad classes, emotional (also called internalizing) and behavioral (externalizing) problems (disorders). In this paper, we describe the behavioral disorders in children. Behavioral problems are characterized by behaviors that are harmful and disruptive to others. Disruptive behavior disorders include attention deficit hyperactivity disorder (ADHD), conduct disorder and oppositional defiant disorder. These behavioral disorders, attention deficit hyperactivity disorder (ADHD), oppositional defiant disorder and conduct disor

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Georgoulas, Nikolaos. "Behavioral disorders in children." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.17201g.

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The child and adolescent psychopathology have been categorized into two broad classes, emotional (also called internalizing) and behavioral (externalizing) problems (disorders). In this paper, we describe the behavioral disorders in children. Behavioral problems are characterized by behaviors that are harmful and disruptive to others. Disruptive behavior disorders include attention deficit hyperactivity disorder (ADHD), conduct disorder and oppositional defiant disorder. These behavioral disorders, attention deficit hyperactivity disorder (ADHD), oppositional defiant disorder and conduct disor

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