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Relevant bibliographies by topics / Child behavioral problem

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Academic literature on the topic 'Child behavioral problem'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Child behavioral problem"

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Sumargi, Agnes Maria, Eli Prasetyo, and Benedicta Winona Ardelia. "PARENTING STYLES AND THEIR IMPACTS ON CHILD PROBLEM BEHAVIORS." Jurnal Psikologi 19, no. 3 (September 15, 2020): 269–85. http://dx.doi.org/10.14710/jp.19.3.269-285.

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Managing child problem behaviors as early as possible is crucial. Several studies have shown the impact of parenting on child problem behavior; however, the studies did not investigate the influence of paternal and maternal parenting on child behavior separately. This study aimed to test the effect of mothers’ and fathers’ authoritative and authoritarian parenting on child problem behavior. Furthermore, this study examined the influence of family adjustment on parenting styles. Participants were 105 pairs of parents (fathers and mothers). They completed a set of questionnaires assessing their parenting styles, child problem behavior, and family adjustment. Multiple regression analyses resulted in a significant effect of mothers’ authoritative parenting on child emotional problems, as well as significant effects of fathers’ authoritative and authoritarian parenting on child behavioral problems. Another key finding was that parental teamwork predicted the effectiveness of parenting.

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Dieleman, Lisa M., Sarah S. W. De Pauw, Bart Soenens, Geert Van Hove, and Peter Prinzie. "Behavioral Problems and Psychosocial Strengths: Unique Factors Contributing to the Behavioral Profile of Youth With Down Syndrome." American Journal on Intellectual and Developmental Disabilities 123, no. 3 (May 1, 2018): 212–27. http://dx.doi.org/10.1352/1944-7558-123.3.212.

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Abstract This study aimed to describe problem behaviors and psychosocial strengths, examine the problem-strength interrelations, and evaluate profiles of problems and strengths in youth with Down syndrome (DS). The community-based sample consisted of 67 parents of children with DS aged between 4 and 19 years. Parents reported about the developmental age (Vineland screener), behavioral problems (Child Behavior Checklist), and psychosocial strengths (Behavioral and Emotional Rating Scale) of their child. Results indicate that attention, social, and thought problems were most prevalent, whereas family involvement and receiving/expressing affection were identified as strengths. A confirmatory factor analysis identified problems and strengths as distinct, yet related, variables. Moreover, a cluster analysis of problems and strengths identified four different profiles. Implications for interventions are discussed.

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Ali, Elena, Nicole Letourneau, Karen Benzies, Henry Ntanda, Deborah Dewey, Tavis Campbell, and Gerry Giesbrecht. "Maternal Prenatal Anxiety and Children’s Externalizing and Internalizing Behavioral Problems: The Moderating Roles of Maternal-Child Attachment Security and Child Sex." Canadian Journal of Nursing Research 52, no. 2 (December 19, 2019): 88–99. http://dx.doi.org/10.1177/0844562119894184.

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Background Prenatal anxiety is associated with child behavioral problems. Prenatal anxiety is predictive of postnatal anxiety which can interfere with the security of maternal-child attachment and further raise the risk of child behavior problems. Secure maternal-child attachment is essential for optimal emotional health. Sex influences the type of behavior problem experienced. There is a gap in understanding whether attachment security and the sex of the child can moderate association between prenatal anxiety and children’s behavioral problems. Purpose To examine the association between prenatal anxiety and child behavioral problems and to test the moderating effects of attachment security and child sex on the association between prenatal anxiety and child behavioral problems. Methods Secondary analysis of data from 182 mothers and their children, enrolled in the Alberta Pregnancy Outcomes and Nutrition Study using Hayes' (2013) conditional process modeling. Results Prenatal anxiety was associated with both externalizing ( b = −0.53; standard error ( SE) = 0.20; p = 0.009) and internalizing ( b = −0.32; SE = 0.13; p = 0.01) behaviors only in children with an insecure style of attachment. Child sex did not moderate the association between prenatal anxiety and children's behavioral problems. Conclusions Attachment security moderated the association between prenatal anxiety and children’s externalizing and internalizing behavioral problems.

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Barkauskienė, Rasa. "MOTINOS LŪKESČIŲ, JAUSMŲ IR PARAMOS VAIKUI SĄRYŠIS SU TURINČIŲ MOKYMOSI NEGALĘ VAIKŲ ELGESIO BEI EMOCINIAIS SUNKUMAIS." Psichologija 31 (January 1, 2005): 39–53. http://dx.doi.org/10.15388/psichol.2005..4339.

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Straipsnyje nagrinėjama veiksnių, susijusių su turinčių mokymosi negalę vaikų elgesio bei emociniais sunkumais, problema. Tyrimas buvo skirtas įvertinti vaikų, turinčių mokymosi negalę, elgesio bei emocinių problemų ypatumus, vaiko atitikimo motinos lūkesčius laipsnį, motinos jausmų, įsitraukimo į vaiko mokymosi veiklą pobūdį ir šių kintamųjų tarpusavio sąryšį. Eksperimentinę grupę sudarė turinčių mokymosi negalę, kontrolinę – vidutiniškai besimokančių vaikų šeimos. Tyrimo duomenys rodo, kad turintys mokymosi negalę vaikai pasižymi didesne nei jų bendraamžiai emocinio pobūdžio sunkumų rizika bei aukštesniu bendru elgesio ir emocinių problemų lygiu. Eksperimentinėje grupėje motinos ir vaiko tarpusavio santykiams būdingas prastesnis vaiko atitikimas motinos lūkesčius, stipresni motinų neigiami jausmai vaikui ir nepasitenkinimas savimi, didesnis įsitraukimo į vaiko mokymosi veiklą laipsnis, tačiau teigiami motinų jausmai vaikui tiriamųjų grupėse nesiskyrė. Didesni turinčių mokymosi negalę vaikų elgesio ir emociniai sunkumai susiję su mažesniu atitikimo motinos lūkesčius laipsniu, stipresniais jos neigiamais jausmais vaikui, didesne negatyvia namų darbų atlikimo kontrole bei retesniais motinos ir vaiko pokalbiais apie mokymąsi ir mokyklą. LINKING MOTHERS’ EXPECTATIONS, FEELINGS AND SUPPORT TO EMOTIONAL AND BEHAVIORAL PROBLEMS IN CHILDREN WITH LEARNING DISABILITIESRasa Barkauskienė SummaryThough psychological studies reveal that children with learning disabilities are at greater risk for behavioral and emotional disturbances than other children are little is known about factors related to behavioral and emotional difficulties in these children. It has been claimed that the psychological difficulties faced by children with learning problems are not necessarily simple linear correlates of their academic deficits, social information processing or organic dysfunctions. Recently a need to explore a role of family on behavioral – emotional problems in learning disabled children has been stressed. Maternal expectations and child’s goodness of fit within these expectations, mother’s involvement with child’s learning as well as mother’s disappointment and other emotional reactions toward a child have been hypothesized as contributing to the level of emotional and behavioral problems in children with learning disabilities.The aim of this study was to explore the interplay between behavioral and emotional problems and mother – child interactions, as measured by child’s goodness of fit level with maternal expectations, mother’s positive feelings, negative feelings toward child and feelings of dissatisfaction, involvement with child’s learning (support for homework, negative control of homework, encouragement of child, mother – child discussions about school and learning activities) in children with learning disabilities. The experimental group consisted of 102 children with learning disabilities. Subjects in the control group were average chieving children selected from the same classes that contained learning disabled children. Child Behavior Checklist (CBCL 4/18; Achenbach, 1991) was used to collect data on children’s emotional and behavioral problems. Child’s goodness of fit within maternal expectations was assessed via Goodness of Fit Questionnaire (Feagans et al., 1991). Measures on mother’s feelings toward child and involvement with child’s learning were obtained via Scale of Parents’ Feelings toward child and Involvement with Child Learning Questionnaire, respectively.Comparative analysis of behavioral – emotional problems in the groups revealed that children with learning disabilities scored significantly higher on internalizing problems and total problems score but not on externalizing problems. As it was expected groups differed on mother – child interaction aspects: children with learning disabilities had lower goodness of fit level with maternal expectations, their mothers reported higher levels of negative feelings and more intensive dissatisfaction with themselves. In contrary, positive feelings did not differ between groups. Mothers of learning disabled children were more involved with their children learning: they provided more support, encouragement and negative control. Mother – child interactions variables had significant associations with problem behaviors in children with learning disabilities. Child’s level of goodness of fit with maternal expectations was significantly related to all CBCL 4/18 scores indicating that children with poorer fit had more behavioral – emotional problems. Mother’s negative feelings were the second consistent correlate of behavioral – emotional problems in both groups. As it was predicted, measures of mother’s involvement also correlated with problem behaviors in children with learning disabilities. Specifically, negative control was related to total problem scores on CBCL 4/18, and higher scores on mother – child discussions subscale were associated with lower scores on internalizing problems, externalizing problems and total problems.

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Quebles, Irina, Olga Solomon, Kathryn A. Smith, Sowmya R. Rao, Frances Lu, Colleen Azen, Grace Anaya, and Larry Yin. "Racial and Ethnic Differences in Behavioral Problems and Medication Use Among Children With Autism Spectrum Disorders." American Journal on Intellectual and Developmental Disabilities 125, no. 5 (September 1, 2020): 369–88. http://dx.doi.org/10.1352/1944-7558-125.5.369.

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Abstract We examined racial and ethnic differences in the prevalence of behavioral problems measured by the Child Behavioral Checklist (CBCL), sleep disturbances measured by the Child Sleep Habits Questionnaire (CSHQ), and medication use among children with Autism Spectrum Disorders (ASD). We analyzed data from the Autism Treatment Network (ATN) dataset for 2,576 children ages 6 to 18 years of age diagnosed with ASD. Multivariable logistic regression accounting for age, gender, Diagnostic and Statistical Manual of Mental Disorders (4th Edition – Text Revision), diagnosis (Autistic Disorder, PDD-NOS, Asperger's Disorder), and parents' education did not show any racial or ethnic differences in behavioral challenges, conduct problems, or sleep disturbances for any of the groups, but Black children had lower odds of Total Problem Behaviors and Asian children had lower odds of Hyperactivity compared to White children. As a group, children from racial and ethnic minorities had lower odds of Total Problem Behaviors and Conduct Problems compared to White children. Hispanic children had lower odds of medication use for Behavioral Challenges, Total Problem Behaviors, Hyperactivity, and Conduct Problems. Asian children had lower odds of medication use for Behavioral Challenges, Total Problem Behaviors, and Hyperactivity; and had close to lower odds in medication use for Conduct Problems. Black children had lower odds for medication use for Total Problem Behaviors only. As a group, children from racial and ethnic minorities had lower odds for medication use for Behavioral Challenges, Total Problem Behaviors, Hyperactivity, and Conduct problems, but not for Sleep Disturbances. While these results are consistent with previous studies showing that White children are significantly more likely to receive psychotropic medication compared to children from racial and ethnic minority groups, we found no such differences for sleep challenges, suggesting that they are more consistently identified and equitably treated than other behavioral problems associated with ASD. We draw upon Andersen's (1995) Behavioral Model of Healthcare Use to suggest predisposing, enabling, and needs factors that may contribute to this pattern of racial and ethnic differences in the use of medications among children ASD.

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Vervloed, Mathijs P. J., Evelien Hoevenaars, and Anneke Maas. "Behavioral Treatment of Sleep Problems in a Child with a Visual Impairment." Journal of Visual Impairment & Blindness 97, no. 1 (January 2003): 28–37. http://dx.doi.org/10.1177/0145482x0309700104.

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In this study, treatment focused on parenting practices for a 4½-year-old girl with a visual impairment caused by Leber's congenital amaurosis and problems initiating and maintaining sleep. The sleep problem was effectively treated with a graduated extinction procedure.

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Moore, Steven R. "The Behavior Objective Checklist: Reliability and Validity with Child Psychiatric Patients." Behavioral Disorders 10, no. 4 (August 1985): 253–56. http://dx.doi.org/10.1177/019874298501000406.

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The present study assesses the reliability and validity of the Behavior Objective Checklist (BOC) with child psychiatric patients. The BOC is a 137-item problem behavior checklist in which each item addresses a specific measurable problem behavior for consideration as an IEP short-term objective. The 27 participants were psychiatric day- or inpatients who attend preschool to sixth grade self-contained behavioral disorder classrooms in a residential program. Four certified teachers of the behaviorally disordered and four paraprofessionals also participated in the study. A percent agreement analysis indicated an average test-retest reliability of 87% and an average interrater reliability of 77%. A Pearson Product Moment Correlation was used to determine concurrent validity and yielded a correlation of .69 with another behavior problem checklist.

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Assari, Shervin. "Are Teachers Biased against Black Children? A Study of Race, Amygdala Volume, and Problem Behaviors." Journal of Education, Teaching and Social Studies 3, no. 1 (December 9, 2020): p1. http://dx.doi.org/10.22158/jetss.v3n1p1.

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Introduction: While the amygdala has a core role in behaviors, less is known about racial variation in the association between amygdala volume and teachers’ behavioral rating of children. According to the Minorities’ Diminished Returns (MDRs) phenomenon, the effects of individual-level risk and protective factors tend to be weaker for Black than White children due to structural factors such as social stratification and racism. Purpose: Built on the MDRs framework and conceptualizing race as a social rather than a biological factor, this study explored racial variation in the magnitude of the effects of amygdala volume on teachers’ behavioral ratings of children. Methods: For this cross-sectional study, we used baseline socioeconomic data and structural magnetic resonance imaging (sMRI) data of 4305 American children ages 9-10 who had participated in the Adolescent Brain Cognitive Development (ABCD) study. The primary outcome was the teachers’ behavioral rating of the child. The independent variable was amygdala volume. Age, sex, parental education, parental marital status, and ethnicity were the covariates. Race was the moderator. We used mixed-effect models for data analysis to adjust for the participants’ nested nature within families and study sites. Results: Teachers rated children with larger amygdala volumes as having lower behavioral problems. The concordance between size of amygdala volume and teachers’ behavioral rating of the child was modified by race. For while children, teachers reported the children to have lower behavioral problems when they had a large amygdala. For Black children, teachers reported high behavioral problems across all amygdala sizes. Conclusions: The results can be explained in two ways. The first explanation is minorities’ diminished returns hypothesis (MDRs). In line with MDRs, due to structural inequalities and school segregation, a large amygdala would result in a more favorable behavioral rating of the White children than Black children, as we expect an unequal effect of equal resources across racial groups in the presence of racism. The second explanation is systemic bias of teachers against Black children: meaning that due to their anti-Black bias, teachers report high behavioral problems in Black children, across all amygdala sizes (behavioral profiles). That means, race may trigger some cues and biases in the teachers, so they do not pay attention to the details of the behavioral profile of the Black child. For White children, however, in the absence of such racial bias, teachers behavioral rating of a child reflects the child’s amygdala size.

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Castro Prados, Ariadna, and Luis Valero Aguayo. "Application of parent-child interaction therapy (PCIT) to two girls with behavioral problems." Behavioral Psychology/Psicología Conductual 29, no. 1 (April 1, 2021): 145–65. http://dx.doi.org/10.51668/bp.8321108n.

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Parent-child interaction therapy (PCIT) is a form of behavioral therapy to deal with various behavioral problems in children. It works directly with parents and their home interactions with their children. In this paper the application of PCIT to a seven-year-old girl with oppositional defiant disorder (ODD) and her three-year-old sister with behavioral problems is described. A single-case A-B design with concurrent baseline was used. The positive behaviors and problems were assessed for both young girls using self-monitoring and parent video recordings during playtime and home interactions. The treatment was developed in 12 sessions for 3 months. A progressive evolution was observed in both girls’ baseline and in pre- and post-treatment measures of the problem behaviors. Finally, there was a reduction of stress and an increase in the self-efficacy of the parents’ abilities.

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Moskowitz, Lauren J., Edward G. Carr, and V. Mark Durand. "Behavioral Intervention for Problem Behavior in Children With Fragile X Syndrome." American Journal on Intellectual and Developmental Disabilities 116, no. 6 (November 1, 2011): 457–78. http://dx.doi.org/10.1352/1944-7558-116.6.457.

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Abstract Parents and professionals typically report problem behavior as a significant concern for children with fragile X syndrome. In the present study, the authors explored whether behaviorally based interventions would result in a reduction in problem behavior and an improvement in quality of life for 3 children with fragile X syndrome and their families. A multiple baseline design was used to demonstrate intervention effects for specific high-priority contexts (i.e., bedtime, running errands, and toileting). A multicomponent intervention plan was developed to teach the parents and child to effectively cope with the particular context. After intervention, there were substantial improvements in problem behavior and family quality of life within the given contexts. Results of this study demonstrated the effectiveness of behavioral intervention for children with fragile X syndrome.

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Dissertations / Theses on the topic "Child behavioral problem"

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Hankinson, Jessica Curley. "Child psychopathology, parental problem perception, and help-seeking behaviors." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002993.

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Hawes, Nicholas E. "Parental Strategies of Normalization in Account Giving for Child Behavioral Issues." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1313688554.

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Chan, Hop-ling, and 陳合玲. "Stress and coping: a study of parents with behavioral problem children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B43893296.

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Chan, Hop-ling. "Stress and coping a study of parents with behavioral problem children /." Click to view the E-thesis via HKUTO, 1991. http://sunzi.lib.hku.hk/hkuto/record/B43893296.

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McCollom, Loren Wilbern. "The relationship between behavioral events and interpersonal perceptions in the families of problem behavior children." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/720339.

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The temporal sequence of behavioral and interpersonal perceptual changes in families of problem behavior children was considered. Previous research demonstrated that both child behavior and parents' perceptions of their problem behavior children improved during parent training. A behavioral systems model employing single-case experimental design was used to test the following hypotheses: (1) change in parenting behavior would precede change in child behavior; (2) change in child behavior would precede change in parent perception of the child; and (3) change in parenting behavior would precede change in child perception of the parent.Five two-parent families, recruited through newspaper advertisement, participated in a behavior management training course. Each had a 5-11 year old problem behavior child, as qualified by the Revised Behavior Problem Checklist.Dependent variables consisted of (1) weekly in-home, observer collected parent-child behavior interaction data using a simplified version of the Family Interaction Coding System, (2) weekly questionnaires assessing parent-child interpersonal perceptions and weekly family "crises", and (3) a series of pre-post measures (Parent Attitude Test, Becker Adjective Checklist, and Child Report of Parent Behavior Inventory) to identify change at the .05 level.All subjects commenced baseline procedures simultaneously, but two families continued baseline procedures an additional four weeks before training. Graphic depiction of weekly individual parent and child behavioral and perceptual data was employed to examine the hypothesized changes.The first two hypotheses generally were supported by the results. The third hypothesis was not supported. The findings suggested that during the initial weeks of parent training, parent application of behavior change strategies resulted in improved child behavior and that by the middle stage of parent training, the parents' perceptions of their children began to improve. In addition, there was a reduction in the number of parent-child interactions interpreted as having a calming effect. This served to obscure other change such as the near elimination of aversive consequences.
Department of Counseling Psychology and Guidance Services

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Lam, York-suen Eunis. "Perception of stress, and coping strategies among parents having children with emotional and behavioral problems /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2013115X.

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Sarnacki, Ronald L. (Ronald Leonard). "An Examination of the Behavioral Dimensions of Behaviorally Disordered Students Across Grade Levels Utilizing Confirmatory Factor Analysis." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc332320/.

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A review of the literature regarding behavioral characteristics and underlying factors for behaviorally disordered (BD) students revealed that both elementary school aged and secondary school aged BD students may be able to be described by a similar factor structure. Utilizing ratings obtained on a national sample of BD students with the Behavioral Dimensions Rating Scale (BDRS). Research Edition, the pattern of item ratings for students in grades kindergarten through five (K-5) and grades six through eleven (6-11) was examined to confirm this literature-based theory. Multigroup simultaneous confirmatory factor analysis using maximum likelihood estimation procedures was utilized to compare the covariance structures of students in grades K-5 and grades 6-11. A goodness-of-fit index revealed that the covariance matrices of the two groups were invariant. Since the same factor structure could be used to describe BD students in grades K-5 and grades 6-11, the means for the two groups were compared using Hotelling's T^2 statistic for two independent samples. The analysis resulted in finding a significant difference between the two groups' means. A univariate F test was conducted for the behavioral dimensions to locate the source of the mean difference. A significant difference was found only for Factor I: Aggressive/Acting Out, indicating that teachers perceive these types of behavior to be more problematic for students in grades K-5. No significant differences were found between the two groups' means on Factor II: Socially Withdrawn, Factor III: Irresponsible/Inattentive, or Factor IV: Fearful/Anxious. This investigation has demonstrated that teachers can use the BDRS, Research Edition with confidence when assessing the behaviors of both elementary and secondary school aged students. Areas for further investigation include an examination for invariance across (a) more narrowly defined grade distributions, (b) gender, and (c) socioeconomic status.

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D'Alessandro, David U. "Development and validation of the Child and Adolescent Dysfunctional Attitudes Scale : tests of Beck's cognitive diathesis-stress theory of depression, of its causal mediation component, and of developmental effects." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=84500.

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Beck's cognitive diathesis-stress theory has generated much research into the etiology of depression. Central to the theory are depressogenic schemata that interact with stressors, resulting in increases in depressive symptomatology. These schemata are commonly assessed using the Dysfunctional Attitudes Scale (DAS). Importantly, the DAS was not designed for use in children---it has been validated with adults and contains advanced language. Thus, the Child and Adolescent Dysfunctional Attitudes Scale (CADAS) was developed.
Study 1 sought to psychometrically validate the CADAS. 453 children completed the CADAS item pool and measures assessing divergent validity. The CADAS was readministered 3 weeks later. Items were retained based on item-total correlations, internal consistency, and factor analyses. The finalized CADAS is a 22-item self-report measure with a unidimensional factor structure and sound psychometric properties.
Study 2 tested Beck's theory using the CADAS to assess depressogenic schemata as a vulnerability factor for depression. An independent sample of 241 children completed the CADAS and a measure of depression one week before receiving school report cards (Time 1). The morning after receiving reports (Time 2), stress was assessed by obtaining parents' reactions to reports, and with an index of children's subjective acceptable grades compared to actual grades. Five days later (Time 3), depression was reassessed.
As hypothesized, regression analyses collapsing across age revealed that Time 1 CADAS interacted with Time 2 parental stress to predict changes in depression from Times 1 to 3. High-CADAS children showed greater increases in depression relative to low-CADAS children when facing the stress of parental anger and disappointment regarding their grades. Consistent with cognitive-developmental theory, planned supplemental analyses indicated that the CADAS x stress interaction predicted depressive changes only in older, formal-operational children. The relationship between the CADAS x stress interaction and depressive changes was mediated by negative views of the self, but not by views of the world or of the future.
This work yields a measure of depressogenic schemata in school-aged children that further contributes to understanding their etiology of depression. These schemata, together with negative views of oneself, may be important targets for modification in the cognitive therapy of childhood depression.

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Ferrell, Natasha Shantel. "Evaluating the relationship between treatment integrity, social acceptability, and behavior outcomes within a school-wide positive behavior support system." Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?index=62&did=1905733931&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1270228113&clientId=48051.

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Thesis (Ph. D.)--University of California, Riverside, 2009.
Includes abstract. Includes bibliographical references (leaves 63-71). Issued in print and online. Available via ProQuest Digital Dissertations.

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Moser, Michele R. "Understanding and Addressing the NAS and Drug Exposed Infant Problem in NE TN." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/5000.

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Books on the topic "Child behavioral problem"

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R, Kratochwill Thomas, Bergan John R. 1931-, and Kratochwill Thomas R, eds. Behavioral consultation and therapy. New York: Plenum Press, 1990.

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T, Sciarra Daniel, ed. Children and adolescents with emotional and behavioral disorders. Upper Saddle River, N.J: Prentice Hall, 2010.

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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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Heininger, Janet E. From chaos to calm: Effective parenting for challenging children with ADHD and other behavioral problems. New York: Perigee Books, 2001.

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Living with a challenging child: Encouragement for mothers of children with ADD, hyperactivity, or other behavioral problems. Ann Arbor, Mich: Servant Publications, 1996.

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Vargas, Julie S. Behavior analysis for effective teaching. New York: Routledge, 2009.

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Sprinson, John Scott. Unconditional care: Relationship-based, behavioral intervention with vulnerable children and families. Oxford: Oxford University Press, 2010.

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Essentials of Conners behavior assessments. Hoboken, N.J: John Wiley & Sons, 2010.

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Behavior disorders in schools: A practical guide to identification, assessment and correction. Edmonton: Alberta Education, 1986.

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Paquette, Penny Hutchins. Parenting a child with a behavior problem. Los Angeles: Lowell House, 1995.

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Book chapters on the topic "Child behavioral problem"

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Sorensen, Andrea, Aubrey Klaich, and Maya Strange. "Child Development." In Problem-based Behavioral Science and Psychiatry, 15–32. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-23669-8_2.

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Aylward, Glen P. "Child Characteristics." In Practitioner’s Guide to Behavioral Problems in Children, 23–36. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-1-4615-0143-5_3.

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Mattaini, Mark A., Brenda G. McGowan, and Gladys Williams. "Child maltreatment." In Finding solutions to social problems: Behavioral strategies for change., 223–66. Washington: American Psychological Association, 1996. http://dx.doi.org/10.1037/10217-009.

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Adrian, Molly, Aaron Lyon, Rosalind Oti, and Jennifer Tininenko. "Social Problem Solving." In Encyclopedia of Child Behavior and Development, 1399–403. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_2703.

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Durlak, Joseph A. "Prevention of Behavioral and Social Problems." In Issues in Clinical Child Psychology, 27–53. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-1-4899-0065-4_2.

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Rieske, Robert D., and Johnny L. Matson. "Behavior Problems and Psychopathology." In Autism and Child Psychopathology Series, 265–80. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-8250-5_17.

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Campbell, Susan B. "Behavior Problems in Preschool Children." In Advances in Clinical Child Psychology, 1–26. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-1-4757-9035-1_1.

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Trevino, Cindy. "Chronic Health Problems." In Encyclopedia of Child Behavior and Development, 363–64. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_555.

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Hill, Catherine. "Behavioural Sleep Problems in Children and Adolescents." In Child and Adolescent Mental Health, 137–48. 3rd ed. Third edition. | New York, NY: Routledge, 2021.: CRC Press, 2021. http://dx.doi.org/10.4324/9781003083139-21.

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Cipani, Ennio. "Function-Based Diagnostic Classification Systems: Problem Behavior." In Encyclopedia of Child Behavior and Development, 679–80. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_3149.

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Conference papers on the topic "Child behavioral problem"

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Nizaməddin qızı Qəhrəmanova, Qızxanım. "The problem of child development in analytical psychology." In IV REPUBLICAN CONFERENCE OF SCIENTIFIC SOURCES. http://aem.az/, 2021. http://dx.doi.org/10.36719/2663-4619/2021/02/04.

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Child psychology is one of the most studied areas of psychology. This field of science focuses on the development of cognitive, emotional and behavioral acts of children in prenatal development until adolescence, studies the dynamics of mental development. Child psychology deals not only with how children grow up, but also with the study of their development as individuals, as well as with the trends of social development. The study of child psychology has its own difficulties. At different times, the study of child psychology has aroused interest. For this reason, numerous psychological studies have been devoted to the development of the child's personality. Key words: child, personality, psychology, consciousness, unconsciousness

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Tyara, Ayunda Shabriani, and Sri Redatin Retno Pudjiati. "Yuk Makan! Program as an Application of Cognitive Behavioral Therapy Principle to Overcome Selective Eating Problem in a 7-Year-Old Child." In Proceedings of the 2nd International Conference on Intervention and Applied Psychology (ICIAP 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iciap-18.2019.3.

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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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Pleshkova, N. L., T. V. Tatarenko, and D. V. Sevryugin. "Behavioral promlems and mother-child interaction in children with autism spectrum disorder." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.928.9.

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Results of the emotional and behavioral problems among children with autism spectrum disorder (ASD) in connection with mother-child interaction is presented. 29 children aged 52.9 ± 8.7 months old with ASD took part in the study. Mother-child interaction was studied by PCERA (Clark, 1985), the behavioral problems assessed by CBCL/1½-5 (Achenbach & Rescorla, 2000). Results showed that children demonstrate a lower level withdrawal, aggressive behavior, and attention if their mothers have a high level of positive involvement in the interaction. A high level of emotional reactivity, anxiety and oppositional behavior are observed if there were no reciprocity and mutuality in the dyadic interaction.

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Pleshkova, Natalia Leonidovna. "Behavioral Problems and Mother-Child Interaction in Children With Autism Spectrum Disorder." In Personal and Regulatory Resources in Achieving Educational and Professional Goals in the Digital Age. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.10.04.12.

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Sidorina, Natal’ya, Anastasiya Kuznetsova, and Aleksey Khavylo. "Parents perception of child safety." In Safety psychology and psychological safety: problems of interaction between theorists and practitioners. «Publishing company «World of science», LLC, 2020. http://dx.doi.org/10.15862/53mnnpk20-28.

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The article discusses the problem of the child forming the basics of safe behavior and culture of safety. The main broadcaster, according to the authors, this information is the parent and at the same time the family acts as a supporting factor. The subject of the study was parents' perception of the safety of their own children. 280 parents from families of various types under the age of 59 with at least one minor child were interviewed. The questionnaire included two blocks of questions: the observance of the rules of safe behavior of the child and parents. It has been established that parents are aware of their responsibility for the child's knowledge of the culture of life safety and consider children to be able to cope with possible dangers. Most parents perceive the culture of safety not just as a set of rules and skills, but as a component of a full-fledged lifestyle.

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Fu, Y., L. Webster, and R. K. Hackett. "The Role of Teacher-Child Conflict in Characterizing Early Mother-Child Attachment Influences on Behavior Problems in Preschool." In 2015 International Conference on Social Science, Education Management and Sports Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ssemse-15.2015.481.

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Wahyuni, Rifdha, and Dwi Martha Ramadhani. "Mother's Daily Life Stress and Teacher’s Emotional Support in Predicting Child Behavior Problems." In Proceedings of the 4th ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/acpch-18.2019.36.

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Skakauskas, Vladas. "Large time behavior in a density-dependent population dynamics problem with age structure and child care." In Mathematical Modelling of Population Dynamics. Warsaw: Institute of Mathematics Polish Academy of Sciences, 2003. http://dx.doi.org/10.4064/bc63-0-12.

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Reports on the topic "Child behavioral problem"

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Hamilton, Thomas. The effectiveness of environmental control in modifying problem behaviors in mother-child interaction. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1402.

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