Relevant bibliographies by topics / Behavior disorders in children – Treatment

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Behavior disorders in children – Treatment'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Behavior disorders in children – Treatment"

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Sherifi, Edo, and Ardita Prendi. "Treatment of Children with Attention and Hyperactivity Disorders." Journal of Educational and Social Research 12, no. 2 (March 5, 2022): 314. http://dx.doi.org/10.36941/jesr-2022-0054.

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ADHD is one of the most common disorders described, studied and treated over the last decade. Attention Deficit Hyperactivity Disorder is a massive psychological problem encountered in children 2-11 years old. The purpose of this paper is the identification of attention disorders and hyperactive behaviors in children, and the main causes of attention deficit hyperactivity disorder in children. Identifyig therapeutic treatments used to manage attention disorders and hyperactive behavior in children is also a goal of our article. The case study and qualitative analyzes were applied to conduct this study and to achieve some objectives such as: Presentation of the main problems that children with ADHD revealed; identification of the causes and factors that cause hyperactivity; exploration of the impact of early intervention of treatment therapies; identification of the role of the psychologist in the treatment of hyperactivity disorder in children. The instruments for data collection used in the study were: Case study; vertical grille observation; interview; focus groups. The results show that the treatment of children with ADHD, with Therapy and Individual Education Plans, improved the parameters of these children such are the improvement of motor parameters, cognitive training and communication training. Therapies and Individual Education Programs (IEPs) applied to children with attention disorders and hyperactive behavior positively affects their attention span, and management of their hyperactive behavior. Medication, Cognitive behavioral therapy, Psychotherapy and social behavior therapy, positively affect cognitive development and social skills, reducing hyperactivity, and focusing attention of children with ADHD. Received: 24 December 2021 / Accepted: 7 February 2022 / Published: 5 March 2022
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Kastner, Ted, Debra L. Friedman, Alice T. Plummer, Marilyn Q. Ruiz, and Dana Henning. "Valproic Acid for the Treatment of Children With Mental Retardation and Mood Symptomatology." Pediatrics 86, no. 3 (September 1, 1990): 467–72. http://dx.doi.org/10.1542/peds.86.3.467.

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Most researchers agree that there is a high incidence of psychiatric illness among children with mental retardation. Menolascino1,2 found diagnosable psychiatric disorders in 31 of 616 children who were suspected of being mentally retarded. Of this sample, 24.5% were noted to be "emotionally disturbed." Phillips and Williams3 described the results of 100 psychiatric evaluations of children with mental retardation and assigned the following diagnoses: psychotic symptoms, 38%; neuroses, 5%; personality disorders and other nonpsychiatric disorders, 16%; behavior disorders, 26%; transient situational disorders, 2%; and no psychiatric disorder, 13%. Chess4 and Hassibi5 described behavior disorders in a group of 52 children living with their middle class families who were mildly and borderline mentally retarded.
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Yule, William. "DISRUPTIVE BEHAVIOR DISORDERS IN CHILDREN: TREATMENT-FOCUSED ASSESSMENT." Criminal Behaviour and Mental Health 4, no. 1 (March 1994): 72–73. http://dx.doi.org/10.1002/cbm.1994.4.1.72.

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Baad, RK, and Kiran Jagtap. "The Study of Role of Stress in Children with Behavior Disorders and Orofacial Lesions." Journal of Contemporary Dental Practice 13, no. 4 (2012): 559–61. http://dx.doi.org/10.5005/jp-journals-10024-1186.

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ABSTRACT Aim (1) To study the behavior disorders in children between 5 to 15 years. (2) To study the role of stress in causing behavior disorders. (3) To interpret the orofacial findings in children with behavior disorders. (4) Correlate the orofacial findings with behavior disorder. Materials and methods Ninty children with behavior problems between age of 5 to 15 years along with their parents who visited the Department of Child-Guidance Clinic, BYL Nair Charitable Hospital, Mumbai. Intraoral examinations were conducted. Behavioral disorders and factors predisposing to those disorders were recorded. Results Behavior disorders with orofacial lesions was more common in age group of 8 to 10 years. The children were continuously under stress, which manifested in the form of various orofacial disorders or oral lesions. Most common orofacial condition was bruxism. Conclusion Awareness of behavior disorders in dental treatment should guide the pediatric dentist to seek child psychiatric consultation for behavioral disorders to enable early evaluation of the underlying disorder. Clinical significance The present study suggested that orofacial and behavior characteristics can serve as markers to diagnose children with behavioral disorders. It also serves as a guide to dental clinicians to refer such children to psychiatrists or pediatricians for early identification, prevention and treatment. How to cite this article Baad RK, Jagtap K. The Study of Role of Stress in Children with Behavior Disorders and Orofacial Lesions. J Contemp Dent Pract 2012;13(4):559-561.
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Culbert, Timothy P., Gerard A. Banez, and Michael I. Reiff. "Children Who Have Attentional Disorders: Interventions." Pediatrics In Review 15, no. 1 (January 1, 1994): 5–14. http://dx.doi.org/10.1542/pir.15.1.5.

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The treatment of attentional disorders (ADs) has been the subject of much controversy. Sound treatment programs must address a myriad of issues other than the three core symptoms of AD: inattention, impulsivity, and hyperactivity. Intervention programs purportedly leading to positive long-term outcomes have been studied inadequately. The few treatment plans shown to result in long-term improvement in outcome for children and families have used multiple modalities. Such plans integrate medical, psychological, psychosocial, and educational interventions; provide for case management; and educate and empower families as advocates. Very little actually is known about how treatments for ADs interact with each other, and it has been quite difficult to document the advantages of adding psychosocial treatments to psychopharmacologic treatments, although studies are under way to address these issues. Some of the few studies assessing the long-term efficacy of multimodality treatment programs have shown that although drug treatment alone leads to little measurable change, a combination of medication, psychological treatments, and appropriate classroom interventions leads to improved long-term outcomes. These outcomes include a reduction in antisocial behavior, improved social relationships, enhanced academic performance, improved self-esteem, and decreased delinquent behavior. The treatment team for children who have AD should consist of a partnership that includes the child, family, significant school personnel, and the physician.
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Olson, Patricia M., and Mary Rae Pacheco. "Bipolar Disorder in School-Age Children." Journal of School Nursing 21, no. 3 (June 2005): 152–57. http://dx.doi.org/10.1177/10598405050210030501.

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This article examines the individual components of bipolar disorder in children and the behaviors that can escalate as a result of misdiagnosis and treatment. The brain/behavior relationship in bipolar disorders can be affected by genetics, developmental failure, or environmental influences, which can cause an onset of dramatic mood swings and dysfunctional behavior. School is often the site where mental health disorders are observed when comparing behaviors with other children. Assessing the emotional, academic, and health needs of a student with a bipolar disorder is a critical step in designing effective interventions and school accommodations. Without appropriate medical, psychological, pharmaceutical, and academic interventions, a child is at risk for uncontrolled mania, depression, substance abuse, or suicide. The school nurse is part of the multidisciplinary team and plays a key role in facilitating case management to potentially reverse this possible negative trajectory. Successful case management provides children with bipolar disorder the opportunity to reach their academic potential.
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Hidayatullah, Taufiqi, Hendriati Agustiani, and Arlette Suzy Setiawan. "Behavior management-based applied behaviour analysis within dental examination of children with autism spectrum disorder." Dental Journal (Majalah Kedokteran Gigi) 51, no. 2 (June 30, 2018): 71. http://dx.doi.org/10.20473/j.djmkg.v51.i2.p71-75.

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Background: Autism spectrum disorder (ASD) is a developmental disorder with three main characteristics: communication disorders, social interaction disorders and repetitive behavior. The main problem faced when treating child patients with this disorder is the difficulty of establishing communication with the result that they are unable to understand instructions. One form of therapy frequently applied in cases of autism is that of applied behavior analysis (ABA). It is easier for children with ASD to absorb information visually. Purpose: The purpose of this study was to evaluate the effectiveness of ABA-based behavior management using visual media in the form of picture cards for oral examination of children with ASD. Methods: The study design was observational descriptive in nature and the sample selection was based on purposive sampling. The study was conducted by observing changes in childrens’ behavior during treatment administered four times a month. The subjects were 13 children with ASD who met the study criteria and were receiving treatment for autism at Prananda special school in Bandung. The collated data related to changes in subjects’ behavior observed during four meetings assessed on the basis of score 1 confirming compliance with instructions and 0 indicating non-compliance. A Kruskal-Wallis statistical analisysis test was used to analyze the data. Results: The results showed a general increase in the former over the latter initial behavior during treatment. Statistical analysis showed that the coefficient of Kruskal-Wallis was meaningful in terms of statistical significance with a p-value of 26.947 (<0.05). The multiple comparison value for average ranks was 15.68 (SD 18.69). Conclusion: The conclusion of this study is that the application of a behavior management-based analytical methodology is effective in supporting the oral examination of children with ASD.
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Bigler, Diana, Kristen Burke, Nicholas Laureano, Kristan Alfonso, Julie Jacobs, and Matthew L. Bush. "Assessment and Treatment of Behavioral Disorders in Children with Hearing Loss: A Systematic Review." Otolaryngology–Head and Neck Surgery 160, no. 1 (September 11, 2018): 36–48. http://dx.doi.org/10.1177/0194599818797598.

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Objective There is evidence that children who are deaf and hard of hearing (DHH) have a higher incidence of behavioral disorders. Assessment of behavioral health in this population is often complicated by language developmental delays, which may result in unrecognized and untreated behavioral problems. The purpose of this study is to assess the association of behavioral disorders among children who are DHH and to explore behavioral interventions for children in this population. Data Sources PubMed, CINALH, PsychINFO, and Web of Science. Review Methods Search terms included the following: problem behavior, child behavior disorders/diagnosis, child behavior disorders/psychology coupled with hearing loss, cochlear implants, hearing aids, or deafness. Studies from the last 30 years (1985-2016) were included. The articles were reviewed independently by 3 reviewers. Results Thirty-six articles met criteria. There was an association between internalizing behaviors and hearing loss among children, which may persist after cochlear implantation. These problems may be more pronounced for children with additional disabilities. Conduct and hyperactivity disorders as well as emotional and executive function problems among children who are DHH may be related to poor language development. There was limited evidence regarding interventions to address the behavioral disorders of DHH children. Conclusions There is a significant body of evidence demonstrating behavioral problems among DHH children but a lack of clear understanding of the mechanisms involved. There is limited evidence on interventions to address the behavioral problems of DHH children. Future research is warranted to mitigate the long-term effects of disruptive behavior among these children.
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Doyle, Melissa M. "Anxiety Disorders in Children." Pediatrics In Review 43, no. 11 (November 1, 2022): 618–30. http://dx.doi.org/10.1542/pir.2020-001198.

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Anxiety disorders are the most common mental health disorders in children with clearly defined and empirically based treatment. However, assessment and treatment pose several obstacles for pediatric providers. A child who may have age-appropriate communication skills will still struggle to accurately report the presence, timing, and severity of symptoms. Reports from parents, caregivers, and teachers are often subjective and can focus on 1 aspect of the child’s behavior. Untreated, anxiety disorders have an adverse effect on a child’s functioning, and impairments in physical health, academic performance, and social competence can lead to lifelong consequences. Well-validated and rapidly administered screening tools can be used to gather data from schools and other resources to inform the diagnosis, guide treatment recommendations, and track improvements. Limited training on behavioral health diagnosis and fear of “black box warnings” have left many pediatric clinicians reluctant to prescribe medications. There are readily available practice guidelines for these medications, and data documenting the efficacy of these medications for children should encourage their use.
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Flannery-Schroeder, Ellen, Cynthia Suveg, Scott Safford, Philip C. Kendall, and Alicia Webb. "Comorbid Externalising Disorders and Child Anxiety Treatment Outcomes." Behaviour Change 21, no. 1 (March 1, 2004): 14–25. http://dx.doi.org/10.1375/bech.21.1.14.35972.

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AbstractExamined the effects of comorbid externalising disorders (i.e., attention-deficit/hyperactivity disorder [ADHD], oppositional defiant disorder [ODD], conduct disorder [CD]) on the long-term outcome (7.4 years) of individuals treated for anxiety disorders as youth. Ninety-four anxiety-disordered children (aged 8-13) were provided with a 16-session manual-based cognitive behavioural treatment (CBT). Assessments were completed at pretreatment, posttreatment, 1-year posttreatment (see Kendall, et al., 1997) and for 88 of the original 94 subjects at 7.4-years posttreatment (see Kendall, Safford, Flannery-Schroeder, & Webb, in press). At pretreatment, all participants received principal anxiety diagnoses (generalised anxiety disorder, separation anxiety disorder, social phobia). Nineteen had comorbid externalising disorders (11 ADHD, 7 ODD and 1 CD). These 19 subjects were matched on age (within an average of 3 months), gender and race with 19 previously treated youths who were not comorbid with an externalising disorder. Examining parent- and child-reports, respectively, comparable rates of comorbid versus non-comorbid cases were free of their principal anxiety disorder at the 7.4-year follow-up on all dependent measures. Parents of anxiety-disordered children with a comorbid externalising disorder reported higher levels of child externalising behaviour than did parents of anxiety-disordered children without comorbidity. Comorbid children reported greater self-efficacy in coping with anxiety-provoking situations than did non-comorbid children. Thus, it appears that overall anxiety-disordered children with and without comorbid externalising disorders showed comparable improvements following CBT.
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Dissertations / Theses on the topic "Behavior disorders in children – Treatment"

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Silva, Kathryn Joanne Morin. "Cognitive behavioral intervention for children with disruptive behavior disorders in residential treatment." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1698.

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Increasing numbers of children being referred for mental health services are exhibiting problematic behaviors that can be subsumed under the category of Disruptive Behavior Disorders. This study with its foundations in a post-positivist approach was designed to explore treatment effectiveness of cognitive behavioral intervention applied to adolescents at Oak Grove Institute, a residential treatment facility. This study hypothesized that Wexler's PRISM Model, with its integration of affect, would be instrumental in modifying disruptive behavior as measured at Oak Grove Institute. Although the small sample size precluded statistically significant findings, there were interesting results with respect to two dependant variables. Findings approached significance on measures of impulsivity and verbal aggression. That is, impulsivity and verbal aggression scores were lowered.
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Baker, Pamela 1962. "The Use of Self-Management Strategies in the Treatment of Children with Emotional and Behavioral Disorders." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278089/.

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The purpose of this study was to investigate the effects of self-management strategies as a means of reducing off-task and disruptive behaviors of elementary school children identified as emotionally disturbed or behavior disordered (E/BD). This study provided a practical approach for classroom teachers to implement self-management strategies in classes that include children identified as having E/BD. Five elementary school children who were formally evaluated and enrolled in a special education classroom for students with E/BD were selected to participate in the study. The study also examined the effects of the self-management procedures when targeted behaviors were monitored by peers. Four resource students from the regular education class served as peer monitors. An ABAB reversal design was used to assess the effectiveness of the self-management strategy in the special education classroom. A behavior rating scale was used at the beginning of the study to develop a baseline of student behavior and during the final phase of the intervention to measure progress. The data indicated that the self-management strategies decreased the levels off-task and disruptive behaviors for all participating students. The findings of this study substantiates previous research that suggests self-management techniques help student to manage their own behaviors.
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Wolf, Roxanne Smith Richard G. "Multiple-respondent anecdotal assessments for behavior disorders an analysis of interrater agreement and correspondence with treatment outcomes /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3596.

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Hainesworth, Michelle C. "The effectiveness of residential facilities for the treatment of disruptive behavior disorders." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1841.

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Thesis (Ph. D.)--West Virginia University, 2001.
Title from document title page. Document formatted into pages; contains v, 131 p. Vita. Includes abstract. Includes bibliographical references (p. 102-118).
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Steinbach, Lisa. "Parent and teacher treatment integrity and conjoint behavioral consultation." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=31141.

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This present study examined parent and teacher treatment integrity during conjoint behavioral consultation (CBC) in the remediation of behavioral problems in children at home and at school. A primary purpose of the study examined the relationship between treatment integrity and treatment outcome. A second purpose was to investigate the association between the integrity with which interventions were implemented and treatment acceptability. More specifically, the relationships between parent and teacher treatment integrity and (a) time to effectiveness; and (b) intervention difficulty were examined. An A/B design was used and participants included 12 children, their parents, and their teachers. Results indicate that parent and teacher treatment integrity was moderately related to the effectiveness of interventions. Results also indicate that treatment integrity and parent and teacher perceptions of treatment acceptability were minimally related. However, strong relationships were found between treatment integrity and parent and teacher perceptions of time to effectiveness and a moderate relationship was found with treatment integrity and parent ratings of program difficulty. Moreover, the directions of the treatment integrity relationships with treatment acceptability and intervention difficulty factors were in the direction hypothesized with the exception of teacher perceptions of treatment acceptability. The theoretical and practical implications of these findings, limitations of this study, and future research directions are discussed.
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Fredericks, Irina. "An Evaluation of Functional Impairment among Children with Anxiety Disorders." FIU Digital Commons, 2011. http://digitalcommons.fiu.edu/etd/479.

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Despite a considerable progress in developing and testing psychosocial treatments to reduce youth anxiety disorders, much remains to learn about the relation between anxiety symptom reduction and change in youth functional impairment. The specific aims of this dissertation thus were to examine: (1) the relation between different levels of anxiety and youth functional impairment ratings; (2) incremental validity of the Children Global Assessment Scale (CGAS); (3) the mediating role of anxiety symptom reduction on youth functional impairment ratings; (4) the directionality of change between anxiety symptom reduction and youth functional impairment; (5) the moderating effects of youth age, sex, and ethnicity on the mediated relation between youth anxiety symptom reduction and change in functional impairment; and (6) an agreement (or lack thereof) between youths and their parents in their views of change in youth functional impairment vis-à-vis anxiety symptom reduction. The results were analyzed using archival data set acquired from 183 youths and their mothers. Research questions were tested using SPSS and structural equation modeling techniques in Mplus. The results supported the efficacy of psychosocial treatments to reduce the severity of youth anxiety symptoms and its associated functional impairment. Moreover, the results revealed that at posttreatment, youths who scored either low or medium on anxiety levels scored significantly lower on impairment, than youths who scored high on anxiety levels. Incremental validity of the CGAS was also revealed across all assessment points and informants in my sample. In addition, the results indicated the mediating role of anxiety symptom reduction with respect to change in youth functional impairment at posttest, regardless of the youth’s age, sex, and ethnicity. No significant findings were observed with regard to the bidirectionality and an informant disagreement vis-à-vis the relation between anxiety symptom reduction and change in functional impairment. The study’s main contributions and potential implications on theoretical, empirical, and clinical levels are further discussed. The emphasis is on the need to enhance existing evidence-based treatments and develop innovative treatment models that will not only reduce youth’s symptoms (such anxiety) but also evoke genuine and palpable improvements in lives of youths and their families.
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Magee, Sandy K. (Sandy Kay). "Extinction Effects During Assessment and Treatment of Behavior Disorders in Applied Settings." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc279085/.

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The main and side effects of extinction were evaluated in a multiple baseline design across the problem behaviors of two elementary school boys. For each subject, functional analysis procedures resulted in the occurrence and assessment of only one of several problem behaviors reported by teachers. Extinction treatment based on functional analysis outcomes was then applied to the assessed topography and resulted in the emergence of other inappropriate response forms. Each successive behavior was exposed to extinction and changes in previous and subsequent response forms were observed. Both main effects and indirect effects of extinction were examined. Findings are discussed regarding the covariation of responses and implications for the treatment of behavior disorders in applied settings.
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Chung, Ng Lai-kuen Hannah. "Training chinese parents as agents of behavioural change for their children: an exploration evaluation study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B29648154.

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Choi, Hye-sung. "The effects of functional assessment and treatment on problem behaviors of one student with autism /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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Durrant, Sarah L. "Characteristics of Children With Behavior Disorders Who Drop Out of Therapy." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc278887/.

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The purpose of this study was to examine the characteristics that distinguish children with behavior disorders who drop out of psychotherapy treatment from those who remain in treatment. The sample included 379 children (268 male and 111 female) who were diagnosed with a behavior disorder at Dallas County Mental Health/Mental Retardation (MH/MR), a community mental health clinic in Dallas, Texas. The results indicated that certain characteristics increased the likelihood that a child would drop out of therapy, including reliance on aid, the presence of maternal psychopathology, and more severe externalizing and internalizing behaviors. This study also found that younger children with behavior disorders had a greater probability of dropping out of treatment. Minority status, gender, parent marital status, and referral source were not found to be associated with dropping out of treatment. Future studies should focus on specific interventions that clinicians could employ to deter premature termination from treatment.
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Books on the topic "Behavior disorders in children – Treatment"

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J, Mash Eric, and Barkley Russell A. 1949-, eds. Treatment of childhood disorders. 3rd ed. New York, NY: Guilford Press, 2006.

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Disruptive behavior disorders in children: Treatment-focused assessment. New York: Guilford Press, 1990.

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Ennio, Cipani, ed. The Treatment of severe behavior disorders: Behavior analysis approaches. Washington, DC, U.S.A: American Association of Mental Retardation, 1989.

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1939-, Glenn Sigrid S., and Ellis Janet, eds. Assessment and treatment of emotional or behavioral disorders. Westport, Conn: Praeger, 1993.

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Attachment disorders: Treatment strategies for traumatized children. Lanham, Md: Jason Aronson, 2006.

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Treatment of antisocial behavior in children and adolescents. Homewood, Ill: Dorsey Press, 1985.

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Behavior problems of preschool children: Diagnosis and treatment. Springfield, Ill., U.S.A: Thomas, 1985.

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Developmental experiences: Treatment of developmental disorders in children. New York: Aronson, 1985.

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F, Smith Angela, ed. How to support children with problem behavior. Austin, TX: Pro-Ed, Inc., 2007.

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

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Book chapters on the topic "Behavior disorders in children – Treatment"

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Naoi, Nozomi. "Intervention and Treatment Methods for Children with Autism Spectrum Disorders." In Applied Behavior Analysis for Children with Autism Spectrum Disorders, 67–81. New York, NY: Springer New York, 2009. http://dx.doi.org/10.1007/978-1-4419-0088-3_4.

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Christophersen, Edward R., and Susan L. Mortweet. "Diagnosis and management of disruptive behavior disorders." In Treatments that work with children: Empirically supported strategies for managing childhood problems., 11–48. Washington: American Psychological Association, 2001. http://dx.doi.org/10.1037/10405-001.

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Bijou, Sidney W. "The Education and Treatment of Behavior-Disordered Mentally Retarded Children." In Mental Retardation and Mental Health, 294–99. New York, NY: Springer New York, 1988. http://dx.doi.org/10.1007/978-1-4612-3758-7_26.

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Linscheid, Thomas R. "Behavioral Treatment of Feeding Disorders in Children." In Issues in Clinical Child Psychology, 357–68. Boston, MA: Springer US, 1998. http://dx.doi.org/10.1007/978-1-4615-5323-6_18.

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Cook, Jennifer L., John T. Rapp, and Kristen M. Brogan. "Assessment and Treatment of Stereotypical Behavior Displayed by Children with Autism Spectrum Disorders." In Handbook of Parent-Child Interaction Therapy for Children on the Autism Spectrum, 147–68. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-03213-5_9.

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Lyman, Robert D., and Steven Prentice-Dunn. "A Behavioral Model of Day Treatment." In Day Treatment for Children with Emotional Disorders, 97–116. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4615-6796-7_6.

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Thompson, Travis. "Prevention and Early Treatment of Behavior Disorders of Children and Youth with Retardation and Autism." In Mental Retardation and Mental Health, 98–105. New York, NY: Springer New York, 1988. http://dx.doi.org/10.1007/978-1-4612-3758-7_9.

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Ahearn, William H. "The New England Center for Children: Applied Behavior Analysis for Treating All Levels of ASD Severity." In Comprehensive Models of Autism Spectrum Disorder Treatment, 63–79. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-40904-7_4.

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Cândea, Diana, Simona Stefan, Silviu Matu, Cristina Mogoase, Felicia Iftene, Daniel David, and Aurora Szentagotai. "Rational-Emotive and Cognitive-Behavior Therapy for Major Depressive Disorder in Children and Adolescents." In REBT in the Treatment of Subclinical and Clinical Depression, 45–77. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-03968-4_3.

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Pincus, Donna B., R. Meredith Elkins, Courtney Weiner, and Christina Hardway. "Cognitive Behavioral Treatment of Sleep Disorders in Children and Adolescents." In The Handbook of Behavioral Medicine, 221–50. Oxford, UK: John Wiley & Sons, Ltd, 2014. http://dx.doi.org/10.1002/9781118453940.ch13.

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Conference papers on the topic "Behavior disorders in children – Treatment"

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Chovanova, Erika, Tatiana Dubayova, and Maria Majherova. "THE TREATMENT OF BEHAVIOR DISORDERS AND THE DEVELOPMENT OF MOTOR ABILITIES IN PREPUBERTAL CHILDREN SHOWING OPPOSITIONAL BEHAVIOR THROUGH PHYSICAL ACTIVITIES." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0836.

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GRUBER, THAYS, Fabio Evangelista Santana, and Marcio Fontana Catapan. "THE USE OF AUGMENTED AND VIRTUAL REALITY IN CHILDREN WITH AUTISM SPECTRUM DISORDER: A BIBLIOGRAPHIC RESEARCH." In I South Florida Congress of Development. CONGRESS PROCEEDINGS I South Florida Congress of Development - 2021, 2021. http://dx.doi.org/10.47172/sfcdv2021-0015.

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Autism Spectrum Disorder (ASD) affects children s neurodevelopment, impairing the ability for social interaction, communication and generating repetitive behavior. The treatment is performed according to specific methods, to practice social interactions, emotions and basic activities of daily living. Augmented Reality (AR) and Virtual Reality (VR) are collaborating as a complement to existing methods practiced by psychologists/therapists. Thus, this research seeks, through literature review, to find out what are the gaps in this theme and to know the applications of AR and VR concerning the treatment of children with ASD at national and international levels. The method chosen was the systematic literature review (SLR) and the narrative literature review. The database used was Scopus, where 39 articles were obtained, revealing a gap due to the low number of results, and finally, after using the filters, 19 articles were analyzed. The result shows great potential for using the technologies mentioned in support of the allowed therapeutic methods, allowing the treatment to evolve more efficiently.
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Espindola, Mylena Delamare, Thaynara Maria Maran de Souza, Gabriel Loureiro Seleghim Boaventura, and Maria José Martins Maldonado. "Opsoclonus-myoclonus syndrome in pedriatic patient from Campo Grande (MS): case report." In XIII Congresso Paulista de Neurologia. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1516-3180.131.

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Context: Opsoclonys-myoclonus syndrome (OMS) is a rare neurologic disorder characterized by acute or chronic subcortical myoclonus and cerebellar ataxia at 6 months to 3 years-old children with rates of incidence expressed as 0.18 per 1.000.000 person- year. With nonspecific physiopathology, the only definitive finding is an elevated lymphocyte and positive B-cells count on the cerebrospinal fluid (≥11 cels/mm³) along with 50 to 93% cases reported from the National Pedriatric Myoclun Center (1989-2013) presenting oligoclonal bands. The diagnosis is established by clinical evaluation with exclusion criteria based on the presence of structural central nervous system damage and the aggressive treatment includes immunomodulatory therapy for behavior and cognitive stabilization. Case report: This paper aims to describe a case of a 1-year-old premature pediatrician patient presenting OMS in the absence of fetus distress due to pre- eclampsia condition with long-term hospitalization. After hypotonia, psychomotor agitation and vomit episodes, the patient was referred to Campo Grande (MS) where worsened to globus myoclonus, opsoclonus and nystagmus after 25 days of hospitalization, symptomatology responsive to Propranolol 10mg a day with regression of the clinical and neurological condition. Conclusion:Although OMS is a rare condition with variable prognosis, children appear to respond to pharmacological and non-pharmacological treatment improving the quality of life.
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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 disorder in childhood and adolescence period will be discussed in more detail.
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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 disorder in childhood and adolescence period will be discussed in more detail.
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CIOBANU, Adriana. "Educational strategies for improving emotional regulation in children with autistic spectrum disorders." In Probleme ale ştiinţelor socioumanistice şi ale modernizării învăţământului. "Ion Creanga" State Pedagogical University, 2022. http://dx.doi.org/10.46728/c.v1.25-03-2022.p127-133.

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Emotion regulation is an important component of emotional competence, which develops in the first years of life and is of particular importance for the development of appropriate and flexible social behavior. Emotional regulation can be defined as the ability of an individual to regulate their emotions, both positive and negative, by attenuating, intensifying or simply maintaining them. Autism Spectrum Disorders are neurodevelopmental disorders characterized by deficits in social communication and repetitive and restricted patterns of behavior, with early onset in the child's developmental trajectory. This type of child also shows an intensified emotional reactivity, with varying degrees of difficulty in emotional regulation.
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"Inducing Behavior Change in Children with Autism Spectrum Disorders by Monitoring their Attention." In International Conference on Physiological Computing Systems. SCITEPRESS - Science and and Technology Publications, 2014. http://dx.doi.org/10.5220/0004698401310136.

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Kohli, Manu, and Swati Kohli. "Increasing target behavior of children with developmental disorders by designing innovative multistage tablet games." In 2016 IEEE Region 10 Humanitarian Technology Conference (R10-HTC). IEEE, 2016. http://dx.doi.org/10.1109/r10-htc.2016.7906786.

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Barreto, Luisa, and Hugo Gonçalves. "Language and Visual Perception as a Communication tool for Children with Autism Spectrum Disorders." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001409.

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This study aims to create a tool to facilitate pedagogy for children with autism spectrum disorders, with a primary focus on investigating how different alternative communication systems can improve the daily lives of these children.Autism is a psychological disorder that expresses itself in the development of different degrees of affectation of the individual in relation to family and social interactions, revealing very specific behavioral characteristics, and deficits in communication and language. Due to the difficulty of diagnosing this pathology in the first years of a child's life, the treatments implemented are not always the most appropriate. On the other hand, there are several degrees of development of the disease, which are relevant to their ability to interact with people and the world around them. Therefore, and in association with an early diagnosis, it is necessary to find ways to stimulate them towards social interaction and the development of self-esteem and communication, through didactic-pedagogical monitoring. It is estimated that autism affects one in every 160 children in the world, where pedagogical programs do not contemplate the needs of these children, they become discriminated and segregated from the community.The main goal of this study is to create a pedagogical object adapted to individuals with cognitive disabilities, particularly children with autism spectrum disorders, allowing them to develop their cognitive and interaction skills with others. With the support of studies and institutions that work with children with autism spectrum disorders, information was collected to identify which visual elements are more stimulating and provide interaction with other children.Having Communication Design as a tool for creating communication objects, it was concluded that the best way to provide this interaction would be with the creation of a children's storybook suitable to the interests of children with autism spectrum disorders.Thus, a character Miguelito, who travels through the stars and planets, was created. "Miguelito's Journey" is characterized by a specific language, with the objective of improving and adapting its characteristics as much as possible to the perception capacities of children with cognitive disorders in order to facilitate communication between them. The book/game was presented to a sample of five children with autism, with ages ranging from six to ten years old, who were asked to make a joint and final analysis about the storytelling in the book. From this interaction with the developed project, we started observational study, through the collection of qualitative data. This study revealed that illustrations are a key point of help for individuals with cognitive difficulties, since textual production in these cases becomes a difficult medium to understand. These illustrations should be simple, which makes them easier to understand, and the insertion of textured materials is an added value, creating more interest and interaction of children with autism spectrum disorders.
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Liu, Qing. "Parents' Growth Through a Behavior Support Mentoring Program for Their Children With Autism Spectrum Disorders." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1436135.

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Reports on the topic "Behavior disorders in children – Treatment"

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Sandberg, David, Melissa Gardner, Nina Callens, Patricia Fechner, Kristin Kopec, Melissa Sharp, Margarett Shnorhavorian, Laura Siminoff, Stefan Timmermans, and Eric Vilain. Helping Caregivers of Children with Differences/Disorders of Sex Development Decide on Treatment. Patient-Centered Outcomes Research Institute® (PCORI), November 2019. http://dx.doi.org/10.25302/11.2019.cer.1360.

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Jones, Julia. A Study of Behavior Changes Among Children Who Have Left the Children's Psychiatric Day Treatment Center. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1921.

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Moskalenko, O. L., O. V. Smirnova, E. V. Kasparov, and I. E. Kasparova. STRUCTURE OF PSYCHOLOGICAL DISORDERS IN PATIENTS WITH METABOLIC SYNDROME AND NON-ALCOHOLIC FAT LIVER DISEASE. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-340-348.

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The article is devoted to the study of the psychological characteristics of the behavior of patients with non-alcoholic fatty liver disease (NAFLD). The manifestations of NAFLD are a powerful frustrating factor for patients, negatively affect the quality of life, hinder psychosocial adaptation and serve as the basis for the formation of chronic stress from the disease, which blocks the actual needs of the individual. Psychological factors are an important component in the clinical assessment of patients in connection with the individualization of the treatment process and secondary psychoprophylaxis, including methods of somato-centered and personality-centered psychotherapy.
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Zheng, You-you, Ning Liang, Long-kun Liu, Wei-jia Sun, Xue-hui Wang, Yu-xin Sun, Yun-ru Chen, Xiao-xia Han, Zhao-lan Liu, and Jian-ping Liu. Effectiveness and Safety of Chinese Patent Medicine for Functional Constipation: A Systematic Review and Network-Meta Analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, May 2022. http://dx.doi.org/10.37766/inplasy2022.5.0049.

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Review question / Objective: To evaluate the effectiveness and safety of Chinese patent medicine in treatment of functional constipation by using the Network Meta-Analysis. 1. Types of participants: participants diagnosed as functional constipation according to Rome III, Rome IV or other published criteria or guidelines. No limitation on types of FC, age, sex, and nation. Children and pregnant women were excluded. Participants who had other constipation-related diseases including irritable bowel syndrome, functional defecation disorders and opioid-induced constipation were excluded. 2 Types of Interventions. Chinese patent medicine which have been registered with the approval batch number beginning with “Z,” approved by Chinese National Medical Product Administration (NMPA), used alone or in combination with Polyethylene Glycol, Lactulose, Bisacodyl, Prucalopride Succinate, probiotic, or Mosapride which recommended by latest clinical guidelines released by authorized organizations. The dosage, formulation, and route of administration of Chinese patent medicine were not limited. 3 Types of control. Registered Chinese patent medicines used alone, Polyethylene Glycol, Lactulose, Bisacodyl, Prucalopride Succinate, probiotic, Mosapride which recommended by latest clinical guidelines released by authorized organizations or placebo were eligible. 4 Types of outcomes. Primary outcomes were the clinical effect, score of dyschezia and defecation time. Secondary outcomes were adverse events and recurrence rate. 5 Types of study design. Parallel randomized controlled trials (RCTs) were included. Conference abstracts were excluded if full articles were not available.
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Frisancho, Verónica. Spillover Effects of Financial Education: The Impact of School-Based Programs on Parents. Inter-American Development Bank, February 2023. http://dx.doi.org/10.18235/0004736.

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This paper studies whether school-based financial education has spillover effects from children to parents. Leveraging data from a large-scale experiment with public high schools in Peru and credit bureau records on the parents of the youth targeted, this study measures the impact of providing personal finance lessons during secondary school on parental financial behavior. Financial education lessons in the school yield limited average spillover effects, but lead to sizable effects on parental financial behavior within disadvantaged households. Among parents from poorer households, the treatment reduces default probability by 26%, increases credit scores by 5%, and increases current debt levels by 40%. The treatment has stronger effects among the parents of daughters, who experience a significant 6.7% increase in their credit score and a 28% reduction in their loan portfolio in arrears. Among the parents of boys, most of the spillover effects are muted.
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Viswanathan, Meera, Jennifer Cook Middleton, Alison Stuebe, Nancy Berkman, Alison N. Goulding, Skyler McLaurin-Jiang, Andrea B. Dotson, et al. Maternal, Fetal, and Child Outcomes of Mental Health Treatments in Women: A Systematic Review of Perinatal Pharmacologic Interventions. Agency for Healthcare Research and Quality (AHRQ), April 2021. http://dx.doi.org/10.23970/ahrqepccer236.

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Background. Untreated maternal mental health disorders can have devastating sequelae for the mother and child. For women who are currently or planning to become pregnant or are breastfeeding, a critical question is whether the benefits of treating psychiatric illness with pharmacologic interventions outweigh the harms for mother and child. Methods. We conducted a systematic review to assess the benefits and harms of pharmacologic interventions compared with placebo, no treatment, or other pharmacologic interventions for pregnant and postpartum women with mental health disorders. We searched four databases and other sources for evidence available from inception through June 5, 2020 and surveilled the literature through March 2, 2021; dually screened the results; and analyzed eligible studies. We included studies of pregnant, postpartum, or reproductive-age women with a new or preexisting diagnosis of a mental health disorder treated with pharmacotherapy; we excluded psychotherapy. Eligible comparators included women with the disorder but no pharmacotherapy or women who discontinued the pharmacotherapy before pregnancy. Results. A total of 164 studies (168 articles) met eligibility criteria. Brexanolone for depression onset in the third trimester or in the postpartum period probably improves depressive symptoms at 30 days (least square mean difference in the Hamilton Rating Scale for Depression, -2.6; p=0.02; N=209) when compared with placebo. Sertraline for postpartum depression may improve response (calculated relative risk [RR], 2.24; 95% confidence interval [CI], 0.95 to 5.24; N=36), remission (calculated RR, 2.51; 95% CI, 0.94 to 6.70; N=36), and depressive symptoms (p-values ranging from 0.01 to 0.05) when compared with placebo. Discontinuing use of mood stabilizers during pregnancy may increase recurrence (adjusted hazard ratio [AHR], 2.2; 95% CI, 1.2 to 4.2; N=89) and reduce time to recurrence of mood disorders (2 vs. 28 weeks, AHR, 12.1; 95% CI, 1.6 to 91; N=26) for bipolar disorder when compared with continued use. Brexanolone for depression onset in the third trimester or in the postpartum period may increase the risk of sedation or somnolence, leading to dose interruption or reduction when compared with placebo (5% vs. 0%). More than 95 percent of studies reporting on harms were observational in design and unable to fully account for confounding. These studies suggested some associations between benzodiazepine exposure before conception and ectopic pregnancy; between specific antidepressants during pregnancy and adverse maternal outcomes such as postpartum hemorrhage, preeclampsia, and spontaneous abortion, and child outcomes such as respiratory issues, low Apgar scores, persistent pulmonary hypertension of the newborn, depression in children, and autism spectrum disorder; between quetiapine or olanzapine and gestational diabetes; and between benzodiazepine and neonatal intensive care admissions. Causality cannot be inferred from these studies. We found insufficient evidence on benefits and harms from comparative effectiveness studies, with one exception: one study suggested a higher risk of overall congenital anomalies (adjusted RR [ARR], 1.85; 95% CI, 1.23 to 2.78; N=2,608) and cardiac anomalies (ARR, 2.25; 95% CI, 1.17 to 4.34; N=2,608) for lithium compared with lamotrigine during first- trimester exposure. Conclusions. Few studies have been conducted in pregnant and postpartum women on the benefits of pharmacotherapy; many studies report on harms but are of low quality. The limited evidence available is consistent with some benefit, and some studies suggested increased adverse events. However, because these studies could not rule out underlying disease severity as the cause of the association, the causal link between the exposure and adverse events is unclear. Patients and clinicians need to make an informed, collaborative decision on treatment choices.
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Schnabel, Filipina, and Danielle Aldridge. Effectiveness of EHR-Depression Screening Among Adult Diabetics in an Urban Primary Care Clinic. University of Tennessee Health Science Center, April 2021. http://dx.doi.org/10.21007/con.dnp.2021.0003.

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Background Diabetes mellitus (DM) and depression are important comorbid conditions that can lead to more serious health outcomes. The American Diabetes Association (ADA) supports routine screening for depression as part of standard diabetes management. The PHQ2 and PHQ9 questionnaires are good diagnostic screening tools used for major depressive disorders in Type 2 diabetes mellitus (DM2). This quality improvement study aims to compare the rate of depression screening, treatment, and referral to behavioral health in adult patients with DM2 pre and post-integration of depression screening tools into the electronic health record (EHR). Methods We conducted a retrospective chart review on patients aged 18 years and above with a diagnosis of DM2 and no initial diagnosis of depression or other mental illnesses. Chart reviews included those from 2018 or prior for before integration data and 2020 to present for after integration. Sixty subjects were randomly selected from a pool of 33,695 patients in the clinic with DM2 from the year 2013-2021. Thirty of the patients were prior to the integration of depression screening tools PHQ2 and PHQ9 into the EHR, while the other half were post-integration. The study population ranged from 18-83 years old. Results All subjects (100%) were screened using PHQ2 before integration and after integration. Twenty percent of patients screened had a positive PHQ2 among subjects before integration, while 10% had a positive PHQ2 after integration. Twenty percent of patients were screened with a PHQ9 pre-integration which accounted for 100% of those subjects with a positive PHQ2. However, of the 10% of patients with a positive PHQ2 post-integration, only 6.7 % of subjects were screened, which means not all patients with a positive PHQ2 were adequately screened post-integration. Interestingly, 10% of patients were treated with antidepressants before integration, while none were treated with medications in the post-integration group. There were no referrals made to the behavior team in either group. Conclusion There is no difference between the prevalence of depression screening before or after integration of depression screening tools in the EHR. The study noted that there is a decrease in the treatment using antidepressants after integration. However, other undetermined conditions could have influenced this. Furthermore, not all patients with positive PHQ2 in the after-integration group were screened with PHQ9. The authors are unsure if the integration of the depression screens influenced this change. In both groups, there is no difference between referrals to the behavior team. Implications to Nursing Practice This quality improvement study shows that providers are good at screening their DM2 patients for depression whether the screening tools were incorporated in the EHR or not. However, future studies regarding providers, support staff, and patient convenience relating to accessibility and availability of the tool should be made. Additional issues to consider are documentation reliability, hours of work to scan documents in the chart, risk of documentation getting lost, and the use of paper that requires shredding to comply with privacy.
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Evidence Update: Antipsychotics for Children with Hyperactivity or Disruptive Disorders. Patient-Centered Outcomes Research Institute (PCORI), March 2018. http://dx.doi.org/10.25302/eu3.2018.3.

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Can transdiagnostic CBT improve outcomes in children with ASD? ACAMH, March 2020. http://dx.doi.org/10.13056/acamh.11579.

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Assessing and treating anxiety disorders: does one size really fit all? ACAMH, February 2020. http://dx.doi.org/10.13056/acamh.11324.

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Researchers first describe how anxiety disorders might develop and be maintained, and then focus on the various assessment and treatment considerations for children and adolescents with anxiety disorders.
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