Journal articles: 'Withdrawn behaviors'

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Fujiki, Martin, Bonnie Brinton, Melanie Morgan, and Craig H. Hart. "Withdrawn and Sociable Behavior of Children With Language Impairment." Language, Speech, and Hearing Services in Schools 30, no. 2 (April 1999): 183–95. http://dx.doi.org/10.1044/0161-1461.3002.183.

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This study examined the dimensions of withdrawal and sociability in children with language impairment (LI) and their typically developing chronological age-matched peers. Classroom teachers rated the withdrawn and sociable behaviors of 41 children with LI and 41 typically developing peers using the Teacher Behavioral Rating Scale (TBRS, Hart & Robinson, 1996). Children were sampled from the age ranges of 5 to 8 years and 10 to 13 years. Subtypes of both withdrawn (solitary-passive withdrawal, solitary-active withdrawal, reticence) and sociable (impulse control/likability, prosocial) behavior were examined. Teachers rated children with LI as displaying higher levels of reticent behavior than typically developing children. Teachers also rated boys with LI as displaying significantly higher levels of solitary-active withdrawal than girls with LI or typically developing children of either gender. The groups did not differ on solitary-passive withdrawal, although boys were rated higher than girls. In the dimension of sociable behavior, children with LI were rated significantly below typical peers on subtypes of impulse control/likability and prosocial behavior. The relationship between language impairment and withdrawn and sociable behavior is complex. Although language impairment is an important factor in social difficulty, the current results suggest that language impairment is not the sole factor leading to social problems in children with LI. Assessment and intervention procedures for children with language and social problems should take the complex nature of this relationship into account.

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Gregor, Danielle M., Wanhong Zuo, Rao Fu, Alex Bekker, and Jiang-Hong Ye. "Elevation of Transient Receptor Potential Vanilloid 1 Function in the Lateral Habenula Mediates Aversive Behaviors in Alcohol-withdrawn Rats." Anesthesiology 130, no. 4 (April 1, 2019): 592–608. http://dx.doi.org/10.1097/aln.0000000000002615.

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Abstract Editor’s Perspective What We Already Know about This Topic What This Article Tells Us That Is New Background Recent rat studies indicate that alcohol withdrawal can trigger a negative emotional state including anxiety- and depression-like behaviors and hyperalgesia, as well as elevated glutamatergic transmission and activity in lateral habenula neurons. TRPV1, a vanilloid receptor expressed in the habenula, is involved in pain, alcohol dependence, and glutamatergic transmission. The authors therefore hypothesized that TRPV1 contributes to the changes in both the behavioral phenotypes and the habenula activity in alcohol-withdrawn rats. Methods Adult male Long-Evans rats (n = 110 and 280 for electrophysiology and behaviors, respectively), randomly assigned into the alcohol and water (Naïve) groups, were trained to consume either alcohol or water-only using an intermittent-access procedure. Slice electrophysiology was used to measure spontaneous excitatory postsynaptic currents and firing of lateral habenula neurons. The primary outcome was the change in alcohol-related behaviors and lateral habenula activity induced by pharmacologic manipulation of TRPV1 activity. Results The basal frequency of spontaneous excitatory postsynaptic currents and firing of lateral habenula neurons in alcohol-withdrawn rats was significantly increased. The TRPV1 antagonist capsazepine (10 µM) induced a stronger inhibition on spontaneous excitatory postsynaptic currents (mean ± SD; by 26.1 ± 27.9% [n = 11] vs. 6.7 ± 18.6% [n = 17], P = 0.027) and firing (by 23.4 ± 17.6% [n = 9] vs. 11.9 ± 16.3% [n = 12], P = 0.025) in Withdrawn rats than Naive rats. By contrast, the TRPV1 agonist capsaicin (3 μM) produced a weaker potentiation in Withdrawn than Naïve rats (spontaneous excitatory postsynaptic currents: by 203.6 ± 124.7% [n = 20] vs. 415.2 ± 424.3% [n = 15], P < 0.001; firing: 38.1 ± 14.7% [n = 11] vs. 73.9 ± 41.9% [n = 11], P < 0.001). Conversely, capsaicin’s actions in Naïve but not in Withdrawn rats were significantly attenuated by the pretreatment of TRPV1 endogenous agonist N-Oleoyldopamine. In Withdrawn rats, intra-habenula infusion of TRPV1 antagonists attenuated hyperalgesia and anxiety-like behaviors, decreased alcohol consumption upon resuming drinking, and elicited a conditioned place preference. Conclusions Enhanced TRPV1 function may contribute to increased glutamatergic transmission and activity of lateral habenula neurons, resulting in the aberrant behaviors during ethanol withdrawal.

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Fujiki, Martin, Bonnie Brinton, Ted Isaacson, and Connie Summers. "Social Behaviors of Children With Language Impairment on the Playground." Language, Speech, and Hearing Services in Schools 32, no. 2 (April 2001): 101–13. http://dx.doi.org/10.1044/0161-1461(2001/008).

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Purpose: This pilot study examined the social behaviors of children with language impairment (LI) and their typical peers on the playground. Method: Eight children with LI and their age-matched peers were videotape recorded for 45 minutes during morning and lunch recesses. Samples were divided into 5-second segments and coded according to the child’s behavior occurring during the segment. The behavior displayed during each interval was then coded into one of 37 subcategories. These subcategories were grouped into six general categories of (a) peer interaction, (b) adult interaction, (c) withdrawal, (d) aggression, (e) victimization, and (f) other. Results: Significant differences were observed in the categories of peer interaction and withdrawal. Typical children spent significantly more time interacting with peers than did children with LI. Conversely, children with LI demonstrated significantly more withdrawn behaviors than did their typical peers. Analyses of effect size using ω 2 indicated that group membership accounted for approximately 30% of the variability in both of these types of playground behavior. No other significant differences were observed. These findings support the conclusions of researchers using teacher interview procedures, indicating that children with LI are more withdrawn than their typical peers at school. Clinical Implications: Specific intervention targeting social language skills in playground contexts may be warranted to include children with LI in social interactions at recess.

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Coltri, Letícia Pin, Vivian Tacyani Bonassoli, Humberto Milani, and Rúbia Maria Weffort de Oliveira. "Evaluation of anxiety-like behaviors following ethanol withdrawal in mice: effects of cannabidiol." Acta Scientiarum. Health Sciences 42 (July 29, 2020): e53001. http://dx.doi.org/10.4025/actascihealthsci.v42i1.53001.

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The abrupt interruption of ethanol consumption increases anxiety-like behaviors in rodents and may reflect different aspects of ethanol dependence in humans. Measuring emotional behaviors resulting from ethanol withdrawal may aid in testing potential pharmacological agents for the treatment of ethanol dependence. In the present study, we used forced expositon to ethanol 20% during 10 days to mice, followed by abrupt withdrawal of the substance. The animals were evaluated 7, 24 and 35 h after ethanol withdrawal in three different behavioral paradigms, i.e., the open field (OF), light dark (LD) transition and elevated plus maze (EPM), tests usually used to measure anxiety-like behaviors. This was done with the aim of identifying the best interval as well as the most appropriate behavioral test to detect the effects of drugs that can relieve anxiety induced by ethanol withdrawal in mice. We also evaluated the effect of cannabidiol (CBD 10, 30 and 60 mg/kg) in ethanol withdrawn mice because it has been shown to alliviate drug addicton and present anti-anxiety effects. Our results show significant behavioral changes at 24 h following ethanol withdrawal. Diazepam (4 mg/kg), used as a positive control, counteracted the effects of ethanol withdrawal in OF, LD box and EPM. Cannabidiol attenuated anxiety-like behavior produced at 24 h after abstinence from ethanol exposure only in the EPM test.

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Hart, Kerstine I., Martin Fujiki, Bonnie Brinton, and Craig H. Hart. "The Relationship Between Social Behavior and Severity of Language Impairment." Journal of Speech, Language, and Hearing Research 47, no. 3 (June 2004): 647–62. http://dx.doi.org/10.1044/1092-4388(2004/050).

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The Teacher Behavior Rating Scale (C. H. Hart & C. C. Robinson, 1996) was used to compare the withdrawn and sociable behaviors of 41 children with specific language impairment (SLI) and 41 typically developing peers. Three subtypes of withdrawal (reticence, solitary-active, solitary-passive) and 2 subtypes of sociable behavior (prosocial, impulse control/likeability) were examined. Teachers rated children with SLI as exhibiting higher levels of reticence and solitary-passive withdrawal than typical children. Teachers also rated the children with SLI as demonstrating lower levels of both types of sociable behavior than typical children. The group with SLI was then separated into subgroups of children having more severe and less severe language impairment. These groupings did not differ on comparisons involving withdrawn behavior, except that girls with more severe receptive problems demonstrated higher levels of solitary-passive withdrawal than did girls with less severe language problems. Children with less severe receptive language impairment demonstrated higher levels of proficiency on both types of sociable behavior than their peers with more severe impairment. Children with more severe expressive problems also demonstrated poorer prosocial behavior—but not poorer impulse control/likeability—than children with less severe expressive problems. KEY WORDS : social skills, language impairment, socioemotional, withdrawal, social competence

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Lee, Kaziya M., Michal A. Coelho, Kimberly R. Sern, MacKayla A. Class, Mark D. Bocz, and Karen K. Szumlinski. "Anxiolytic Effects of Buspirone and MTEP in the Porsolt Forced Swim Test." Chronic Stress 1 (February 2017): 247054701771298. http://dx.doi.org/10.1177/2470547017712985.

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Traditionally, a reduction in floating behavior or immobility in the Porsolt forced swim test is employed as a predictor of anti-depressant efficacy. However, over the past several years, our studies of alcohol withdrawal-induced negative affect consistently indicate the coincidence of increased anxiety-related behaviors on various behavioral tests with reduced immobility in the forced swim test. Further, this behavioral profile correlates with increased mGlu5 protein expression within limbic brain regions. As the role for mGlu5 in anxiety is well established, we hypothesized that the reduced immobility exhibited by alcohol-withdrawn mice when tested in the forced swim test might reflect anxiety, possibly a hyper-reactivity to the acute swim stressor. Herein, we evaluated whether or not the decreased forced swim test immobility during alcohol withdrawal responds to systemic treatment with a behaviorally effective dose of the prototypical anxiolytic, buspirone (5 mg/kg). We also determined the functional relevance of the withdrawal-induced increase in mGlu5 expression for forced swim test behavior by comparing the effects of buspirone to a behaviorally effective dose of the mGlu5 negative allosteric modulator MTEP (3 mg/kg). Adult male C57BL/6J mice were subjected to a 14-day, multi-bottle, binge-drinking protocol that elicits hyper-anxiety and increases glutamate-related protein expression during early withdrawal. Control animals received only water. At 24-h withdrawal, animals from each drinking condition were subdivided into groups and treated with an intraperitoneal injection of buspirone, MTEP, or vehicle, 30 min prior to the forced swim test. Drug effects on general locomotor activity were also assessed. As we reported previously, alcohol-withdrawn animals exhibited significantly reduced immobility in the forced swim test compared to water controls. Both buspirone and MTEP significantly increased immobility in alcohol-withdrawn animals, with a modest increase also seen in water controls. No significant group differences were observed for locomotor activity, indicating that neither anxiolytic was sedating. These results provide predictive validity for increased swimming/reduced immobility in the forced swim test as a model of anxiety and provide novel evidence in favor of mGlu5 inhibition as an effective therapeutic strategy for treating hyper-anxiety during alcohol withdrawal.

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Ash, Andrea C., Mabel L. Rice, and Sean M. Redmond. "Effect of Language Context on Ratings of Shy and Unsociable Behaviors in English Language Learner Children." Language, Speech, and Hearing Services in Schools 45, no. 1 (January 2014): 52–66. http://dx.doi.org/10.1044/2013_lshss-13-0020.

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Purpose The primary goal of this study was to explore the effect of language context on the socially withdrawn behaviors of school-age-children who are English language learners (ELLs) from middle– to high–socioeconomic status (SES) backgrounds. This is one of the 1st studies to address the frequently confused concepts of shyness and unsociability as independent constructs within the ELL population. The authors of this study also investigated the feasibility of an experimental parent and child questionnaire that examines shyness and unsociability across native-language and English-speaking contexts. Method Children and mothers (34 of whom were ELLs and 37 of whom were native English speakers) were administered an experimental questionnaire examining the children's shy and unsociable behavior in native-language and English-speaking contexts. Results Children and mothers in the ELL group reported significantly higher ratings of shy behavior in English-speaking versus native-language contexts, whereas unsociable ratings did not differ across language contexts. Conclusions Shyness and unsociability are distinguishable behaviors in ELL children, and researchers should consider these constructs when examining withdrawal. In addition, examining ELL children's behavior across language contexts provides a valuable method for investigating language-influenced behavioral problems. This study demonstrates the need for service providers to evaluate behavior across subtype and language context before pathologizing withdrawal in ELL children.

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Costa, Raquel, and Barbara Figueiredo. "Infants' behavioral and physiological profile and mother–infant interaction." International Journal of Behavioral Development 36, no. 3 (February 29, 2012): 205–14. http://dx.doi.org/10.1177/0165025411428248.

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This study aims to (a) identify and profile groups of infants according to their behavioral and physiological characteristics, considering their neurobehavioral organization, social withdrawal behavior, and endocrine reactivity to stress, and to (b) analyze group differences in the quality of mother–infant interaction. Ninety-seven 8-week-old infants were examined using the Neonatal Behavioral Assessment Scale and the Alarm Distress Baby Scale. Cortisol levels were measured both before and after routine inoculation between 8 and 12 weeks. At 12 to 16 weeks mother–infant interaction was assessed using the Global Rating Scales of Mother–Infant Interaction. Three groups of infants were identified: (a) “withdrawn”; (b) “extroverted”; (c) “underaroused.” Differences between them were found regarding both infant and mother behaviors in the interaction and the overall quality of mother–infant interaction. The identification of behavioral and physiological profiles in infants is an important step in the study of developmental pathways.

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Marchant, Michelle R., Brock R. Solano, Adam K. Fisher, Paul Caldarella, K. Richard Young, and Tyler L. Renshaw. "Modifying socially withdrawn behavior: A playground intervention for students with internalizing behaviors." Psychology in the Schools 44, no. 8 (November 2007): 779–94. http://dx.doi.org/10.1002/pits.20265.

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Olswang, Lesley B., and Barbara A. Bain. "Monitoring phoneme acquisition for making treatment withdrawal decisions." Applied Psycholinguistics 6, no. 1 (March 1985): 17–37. http://dx.doi.org/10.1017/s0142716400005993.

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ABSTRACTThis study examined phoneme acquisition in three phonologically impaired children to determine whether treatment needed to be provided continually until correct productions were consistently observed during conversation. This was done by examining the effects of withdrawing treatment on several target phonemes at predetermined performance levels. In addition, production of the target behaviors in untrained single words versus connected speech was compared as measures for monitoring progress during the phoneme acquisition process. Both ABA(B) and multiple baseline time series designs were employed. The results indicated two general patterns of phoneme acquisition. In one, the children continued to progress in phoneme acquisition, even though direct treatment on the target behavior had been withdrawn relatively early in the acquisition process. In the other, the children failed to continue their progress in phoneme acquisition when treatment was withdrawn, requiring the reintroduction of treatment until high levels of correct production were maintained over several weeks. In all cases, production of the target behavior in untrained single words and connected speech reflected a similar phoneme acquisition trend.

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Nelson, Larry J., Craig H. Hart, Bo Wu, Chongming Yang, Susanne Olsen Roper, and Shenghua Jin. "Relations between Chinese mothers' parenting practices and social withdrawal in early childhood." International Journal of Behavioral Development 30, no. 3 (May 2006): 261–71. http://dx.doi.org/10.1177/0165025406066761.

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Researchers have identified specific parenting practices used by parents of preschoolers in mainland China (e.g., physical coercion, overprotection, shaming, directiveness, encouragement of modesty). Some of the intrusive practices have been linked to social withdrawal in western societies (e.g., United States, Canada). It seemed important to examine these associations in China because recent research suggests that young Chinese children who exhibit wariness in peer settings may be at risk for negative outcomes such as peer rejection. Therefore, the purpose of this study was to examine the relation between Chinese parenting practices and preschoolers' social withdrawal. Mothers of preschool-age children from mainland China ( N = 446) completed self-report parenting questionnaires. Teachers rated children's reticent, solitary-passive, solitary-active, and modest behaviors. Results showed that (a) maternal directiveness was positively associated with reticent behavior in girls and negatively associated with solitary-passive behavior in boys, (b) maternal overprotection, for girls, was positively related to both reticent behavior and solitary-passive behavior, and negatively related to modest behavior, (c) coercion was positively associated with solitary-active and reticent behavior in girls, and (d) shaming was positively related to all forms of withdrawn behaviors in boys and girls, as well as positively related to modest behavior in boys.

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Zocher, Sara, Susan Schilling, Anna N. Grzyb, Vijay S. Adusumilli, Jadna Bogado Lopes, Sandra Günther, Rupert W. Overall, York Winter, and Gerd Kempermann. "Early-life environmental enrichment generates persistent individualized behavior in mice." Science Advances 6, no. 35 (August 2020): eabb1478. http://dx.doi.org/10.1126/sciadv.abb1478.

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Individuals differ in their response to environmental stimuli, but the stability of individualized behaviors and their associated changes in brain plasticity are poorly understood. We developed a novel model of enriched environment to longitudinally monitor 40 inbred mice exploring 35 connected cages over periods of 3 to 6 months. We show that behavioral individuality that emerged during the first 3 months of environmental enrichment persisted when mice were withdrawn from the enriched environment for 3 additional months. Behavioral trajectories were associated with stable interindividual differences in adult hippocampal neurogenesis and persistent epigenetic effects on neuronal plasticity genes in the hippocampus. Using genome-wide DNA methylation sequencing, we show that one-third of the DNA methylation changes were maintained after withdrawal from the enriched environment. Our results suggest that, even under conditions that control genetic background and shared environment, early-life experiences result in lasting individualized changes in behavior, brain plasticity, and epigenetics.

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Purtik, Henrike, and Daniel Arenas. "Embedding Social Innovation: Shaping Societal Norms and Behaviors (WITHDRAWN)." Academy of Management Proceedings 2017, no. 1 (August 2017): 15203. http://dx.doi.org/10.5465/ambpp.2017.15203abstract.

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Malphurs, Julie E., Tiffany M. Field, Claudia Larraine, Jeffrey Pickens, Martha Pelaez-Nogueras, Regina Yando, and Debra Bendell. "Altering withdrawn and intrusive interaction behaviors of depressed mothers." Infant Mental Health Journal 17, no. 2 (1996): 152–60. http://dx.doi.org/10.1002/(sici)1097-0355(199622)17:2<152::aid-imhj5>3.0.co;2-s.

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Seven, Serdal. "Attachment and social behaviors in the period of transition from preschool to first grade." Social Behavior and Personality: an international journal 38, no. 3 (April 1, 2010): 347–56. http://dx.doi.org/10.2224/sbp.2010.38.3.347.

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This study was an investigation of whether or not children's attachment representation and social behaviors were linked to adaptation transition from preschool to elementary school. Eighty students participated in this study. Attachment representation, school adaptation, and social behaviors were measured by Incomplete Stories with Doll Family (Cassidy, 1988), Teacher Assessment of Social Behavior (Cassidy & Asher, 1992), and an Adaptation to School in the First Month Questionnaire developed for this study by the author. One way ANOVA, correlation analysis, and regression analysis were employed to analyze data. Findings showed that there were adaptive problems at elementary school because of insecure attachment and some social behaviors. Attachment and shy-withdrawn behavior were significant predictors of school adaptation with several links among school adaptation, attachment representation, and children's social behaviors.

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Klein, Ruiz, Morales, and Stanley. "Variations in Parent and Teacher Ratings of Internalizing, Externalizing, Adaptive Skills, and Behavioral Symptoms in Children with Selective Mutism." International Journal of Environmental Research and Public Health 16, no. 21 (October 23, 2019): 4070. http://dx.doi.org/10.3390/ijerph16214070.

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Selective mutism (SM) is an anxiety disorder that impacts communication. Children with SM present concerns to parents and teachers as they consistently do not speak in situations where there is an expectation to speak, such as at school, but speak in other settings where they feel more comfortable, such as at home. The purpose of this study was to investigate the relationship between parents’ and teachers’ perceptions of children with SM on behavioral rating scales and language measures. Forty-two children (22 boys and 20 girls, ranging from 2.4 to 13.8 years, with a mean age of 7.1 years) took part in this study. Parents and teachers completed the Behavior Assessment System for Children (BASC-3) measuring internalizing behaviors, externalizing behaviors, adaptive skills, and behavioral symptoms. Frequency of speaking and language abilities were also measured. Parents and teachers both identified withdrawal as the most prominent feature of SM but parents saw children as significantly more withdrawn than did their teachers. Both rated children similarly at-risk on scales of functional communication and social skills. Higher adaptive skills (including functional communication and social skills) were positively correlated with vocabulary, narrative language, and auditory serial memory according to teachers. Parent and teacher rating scales provide valuable information for diagnosis and progress monitoring. Children with SM can benefit from mental health practitioners who can identify and enhance their emotional well-being.

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Kistner, Janet A., and Deborah Gatlin. "Correlates of Peer Rejection among Children with Learning Disabilities." Learning Disability Quarterly 12, no. 2 (May 1989): 133–40. http://dx.doi.org/10.2307/1510729.

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Academic, intellectual, and behavioral correlates of sociometric status among LD children were investigated. Results indicated that peer acceptance or rejection of LD students was unrelated to IQ or achievement scores. However, peer as well as teacher ratings of classroom behavior and social interactions were related to LD children's social status. Teachers rated rejected LD children as more inattentive and active. According to peer perception data, a wide range of acting-out and withdrawn behaviors were associated with rejection of LD classmates. The implications of these findings for interpreting previous research and for future studies in the area are discussed.

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Strawbridge, Leigh A., Lori A. Sisson, and Vincent B. Van Hasselt. "Reducing Disruptive Behavior in the Classroom Using Contingent-Interrupted Auditory Stimulation." Journal of the Association for Persons with Severe Handicaps 12, no. 3 (September 1987): 199–204. http://dx.doi.org/10.1177/154079698701200305.

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The present study evaluated a positive behavior therapy approach to managing disruptive screaming and crying in a classroom setting. A 10-year-old female with severe mental retardation, visual impairment, physical disabilities, and behavior problems served as the subject. Two events (tactile and auditory stimulation) were presented to the child in a contingent-interrupted stimulation paradigm. Specifically, stimuli were withdrawn contingent on targeted inappropriate behaviors. A withdrawal design was employed to assess the efficacy of tactile stimulation (using a back massager). Results indicated that tactile stimulation was ineffective in managing disruptive behavior during a discrimination task. However, application of auditory stimulation (using a tape recording of various environmental sounds) decreased disruptive behavior to zero levels. Experimental control in the latter case was documented in a multiple baseline design across settings (sitting while performing a discrimination task, kneeling, and standing). In addition, auditory stimulation was successfully faded by reducing the volume. Follow-up probes demonstrated maintenance of treatment gains up to 5 months.

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Maia-Carneiro, Thiago, Thiago Arnt Dorigo, and Carlos Frederico Duarte Rocha. "Behavioral responses of Trachemys dorbigni (Duméril & Bibron, 1835) (Testudines: Emydidae) facing a potential risk of predation." Brazilian Journal of Biological Sciences 3, no. 6 (2016): 433–36. http://dx.doi.org/10.21472/bjbs.030619.

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Behavioral responses in front of potential predation risks are critical for survival and diverse among reptiles. Trachemys dorbigni (Duméril & Bibron, 1835) (Testudines: Emydidae) is a terrapin species of the Family Emydidae with geographical distribution along Southern South America. Here, we report behavioral responses displayed by a T. dorbigni individual facing potential risk of predation. After captured, the individual withdrawn head and limbs into the carapace and, shortly after released, it ran toward a deeper region of a pond and dig the muddy substrate through movements of its carapace and paws burying itself into the mud submerged in water. Withdrawal into the carapace, flight into water or a burrow, and similar burial behaviors occur in Testudines, but until now they were not reported in T. dorbigni. These animals might use the behavioral responses reported here when facing risks of predation, which may difficult capturing and therefore increase chances of survival.

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Polderman, Tinca J. C., Daniëlle Posthuma, Leo M. J. De Sonneville, Frank C. Verhulst, and Dorret I. Boomsma. "Genetic Analyses of Teacher Ratings of Problem Behavior in 5-Year-Old Twins." Twin Research and Human Genetics 9, no. 1 (February 1, 2006): 122–30. http://dx.doi.org/10.1375/twin.9.1.122.

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AbstractBehavioral problems in young children can be assessed by asking their parents or teachers to rate their behaviors. Genetic analyses of parental ratings show relatively large heritabilities for emotional and behavioral problems in young children, but data from teachers for this age group are scarce. Sources of variation in the Teacher's Report Form (TRF) problem scales were examined. The TRF was completed for 211 Dutch 5-year-old twin pairs and 4 single twins. Twins rated by different teachers had higher means and variances than twins rated by the same teacher, in addition twin correlations were lower in this group. In both groups monozygotic (MZ) correlations were generally higher than dizygotic (DZ) correlations. A model for twin resemblance was tested that allowed for these effects. For 5 problem scales (Withdrawn, Social Problems, Aggressive Behavior, Rule Breaking Behavior and Attention Problems) a model with genetic and unique environmental sources of variation fitted best to the data. For 3 problem scales (Anxious/Depressed, Thought Problems and Somatic Complaints) there were familial influences but it was not possible to distinguish between common environmental influences or genetic influences. Heritability was 63% for Attention problems, around 45% for Withdrawn, Social Problems, Aggressive Behavior and Rule Breaking Behavior, and around 30% for Anxious/Depressed, Thought Problems and Somatic Complaints.

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MacDonald, Heather Anne, Lorne M. Sulsky, and Gary Gorman. "Organizational Citizenship Behaviors: Is it Really a Matter of Choice? (WITHDRAWN)." Academy of Management Proceedings 2013, no. 1 (January 2013): 16211. http://dx.doi.org/10.5465/ambpp.2013.16211abstract.

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Wen, Di, Peng Zhao, Rongji Hui, Jian Wang, Qianchao Shen, Miao Gong, Hongyan Guo, Bin Cong, and Chunling Ma. "Hydrogen-rich saline attenuates anxiety-like behaviors in morphine-withdrawn mice." Neuropharmacology 118 (May 2017): 199–208. http://dx.doi.org/10.1016/j.neuropharm.2017.03.029.

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Dufour, Lucas, and Meena Andiappan. "The Role of Active Ineffective Leadership on Counterproductive Workplace Behaviors (WITHDRAWN)." Academy of Management Proceedings 2015, no. 1 (January 2015): 11767. http://dx.doi.org/10.5465/ambpp.2015.11767abstract.

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Hott, Brittany, Kathleen M. Randolph, Janet Josephson, and Sarah Heiniger. "Implementing Electronic Check-In/Check-Out to Reduce Challenging School Bus Behavior." Journal of Special Education Technology 36, no. 3 (April 15, 2021): 152–61. http://dx.doi.org/10.1177/01626434211004446.

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The purpose of this study was to explore the efficacy of an electronic check-in, check-out (eCICO) intervention. The district’s case manager (i.e., guidance counselor) implemented the eCICO intervention remotely via FaceTime on an iPad in collaboration with the bus driver who facilitated student wireless internet access to a mobile hot spot. Results of the single-case multiple baseline across behaviors study suggest a functional relation between eCICO and the target bus behaviors of two rural students with emotional and behavioral disabilities. Further, low rates of target behaviors were maintained after eCICO was withdrawn. Implications for implementing eCICO interventions, limitations, and future research directions are discussed. Results of the study are reported using visual analysis, Tau-U, and percentage of non-overlapping data points.

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Legradi, Gabor, Mahasweta Das, Brian Giunta, Khemraj Hirani, E. Alice Mitchell, and David M. Diamond. "Microinfusion of Pituitary Adenylate Cyclase-Activating Polypeptide into the Central Nucleus of Amygdala of the Rat Produces a Shift from an Active to Passive Mode of Coping in the Shock-Probe Fear/Defensive Burying Test." Neural Plasticity 2007 (2007): 1–12. http://dx.doi.org/10.1155/2007/79102.

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High concentrations of pituitary adenylate cyclase-activating polypeptide (PACAP) nerve fibers are present in the central nucleus of amygdala (CeA), a brain region implicated in the control of fear-related behavior. This study evaluated PACAPergic modulation of fear responses at the CeA in male Sprague-Dawley rats. PACAP (50–100 pmol) microinfusion via intra-CeA cannulae produced increases in immobility and time the rats spent withdrawn into a corner opposite to the electrified probe compared to controls in the shock-probe fear/defensive burying test. Shock-probe burying and exploration, numbers of shocks received, locomotion distance, and velocity were all reduced by intra-CeA PACAP injection. Further, intra-CeA PACAP effects were manifested only when the animals were challenged by shock, as intra-CeA PACAP injections did not cause significant changes in the behaviors of unshocked rats. Thus, intra-CeA administration of PACAP produces a distinct reorganization of stress-coping behaviors from active (burying) to passive modes, such as withdrawal and immobility. These findings are potentially significant toward enhancing our understanding of the involvement of PACAP and the CeA in the neural basis of fear and anxiety.

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Assari, Shervin, Shanika Boyce, Cleopatra H. Caldwell, and Mohsen Bazargan. "Minorities’ Diminished Returns of Parental Educational Attainment on Adolescents’ Social, Emotional, and Behavioral Problems." Children 7, no. 5 (May 18, 2020): 49. http://dx.doi.org/10.3390/children7050049.

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Aim: To compare racial groups for the effect of parental educational attainment on adolescents’ social, emotional, and behavioral problems. Methods: In this cross-sectional study, 10,762 youth from the Adolescent Brain Cognitive Development (ABCD) study were included. The independent variable was parental educational attainment. The main outcomes were (1) anxious and depressed mood, (2) withdrawn and depressed affect, (3) somatic complaints, (4) social and interpersonal problems, (5) thought problems, (6) rule-breaking behaviors, (7) attention problems, and (8) violent and aggressive behaviors. These scores were generated based on parent-reported behavioral problems measured using the Child Behavior Checklist (CBCL). Race and ethnicity were the moderators. Linear regression was used to analyze the ABCD data. Results: Overall, high parental educational attainment was associated with lower scores across all domains. Race and ethnicity showed statistically significant interactions with parental educational attainment on adolescents’ fewer social, emotional, and behavioral problems (all domains), net of all confounders, indicating smaller tangible gains from their parental educational attainment for Black and Hispanic compared to non-Hispanic White adolescents. Conclusions: The protective effects of parental education against social, emotional, and behavioral problems are systematically diminished for Hispanic and Black than non-Hispanic White adolescents.

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Ladd, Gary W., and Susan Muth Profilet. "The Child Behavior Scale: A teacher-report measure of young children's aggressive, withdrawn, and prosocial behaviors." Developmental Psychology 32, no. 6 (November 1996): 1008–24. http://dx.doi.org/10.1037/0012-1649.32.6.1008.

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Younger, Alastair J., and Andrea M. Piccinin. "Children's Recall of Aggressive and Withdrawn Behaviors: Recognition Memory and Likability Judgments." Child Development 60, no. 3 (June 1989): 580. http://dx.doi.org/10.2307/1130724.

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Brinkman, Tara M., Shawna L. Palmer, Si Chen, Hui Zhang, Karen Evankovich, Michelle A. Swain, Melanie J. Bonner, et al. "Parent-Reported Social Outcomes After Treatment for Pediatric Embryonal Tumors: A Prospective Longitudinal Study." Journal of Clinical Oncology 30, no. 33 (November 20, 2012): 4134–40. http://dx.doi.org/10.1200/jco.2011.40.6702.

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Purpose To examine longitudinal parent-reported social outcomes for children treated for pediatric embryonal brain tumors. Patients and Methods Patients (N = 220) were enrolled onto a multisite clinical treatment protocol. Parents completed the Child Behavior Checklist/6-18 at the time of their child's diagnosis and yearly thereafter. A generalized linear mixed effects model regression approach was used to examine longitudinal changes in parent ratings of social competence, social problems, and withdrawn/depressed behaviors with demographic and treatment factors as covariates. Results During the 5-year period following diagnosis and treatment, few patients were reported to have clinically elevated scores on measures of social functioning. Mean scores differed significantly from population norms, yet remained within the average range. Several factors associated with unfavorable patterns of change in social functioning were identified. Patients with high-risk treatment status had a greater increase in parent-reported social problems (P = .001) and withdrawn/depressed behaviors (P = .01) over time compared with average-risk patients. Patients with posterior fossa syndrome had greater parent-reported social problems over time (P = .03). Female patients showed higher withdrawn/depressed scores over time compared with male patients (P < .001). Patient intelligence, age at diagnosis, and parent education level also contributed to parent report of social functioning. Conclusion Results of this study largely suggest positive social adjustment several years after diagnosis and treatment of a pediatric embryonal tumor. However, several factors, including treatment risk status and posterior fossa syndrome, may be important precursors of long-term social outcomes. Future research is needed to elucidate the trajectory of social functioning as these patients transition into adulthood.

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Sturge-Apple, Melissa L., Patrick T. Davies, Dante Cicchetti, and Liviah G. Manning. "Mothers’ Parenting Practices as Explanatory Mechanisms in Associations Between Interparental Violence and Child Adjustment." Partner Abuse 1, no. 1 (January 2010): 45–60. http://dx.doi.org/10.1891/1946-6560.1.1.45.

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This article examines maternal parenting behaviors as mediators of associations between interparental violence and young children’s internalizing and externalizing symptomatology. Participants included 201 toddlers and their mothers. Assessments of interparental violence and children’s symptoms were derived from maternal surveys. Maternal parenting behaviors were assessed during an observational paradigm and coded for hostility, responsiveness, and disengagement. Results indicated that mothers’ responsiveness and disengagement mediated associations between interparental violence and children’s internalizing (e.g., withdrawn, inhibited, anxious, depressed behaviors) and externalizing (e.g., aggressive behaviors, attentional difficulties) symptoms. The results are interpreted in the context of conceptualizations that underscore how different dimensions of maternal parenting behaviors may play key explanatory roles in understanding associations between interparental violence and children’s adjustment difficulties.

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Barton, Erin E., Marina Velez, Elizabeth A. Pokorski, and Maddisen Domingo. "The Effects of Email Performance-Based Feedback Delivered to Teaching Teams: A Systematic Replication." Journal of Early Intervention 42, no. 2 (September 3, 2019): 143–62. http://dx.doi.org/10.1177/1053815119872451.

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A multiple-baseline across behaviors design was utilized to examine the relation between performance-based feedback (PF) and the frequency of teaching teams’ use of target behaviors during observation sessions with six teachers in three inclusive preschool classrooms. Teachers increased their use of target behaviors when feedback was provided and maintained their use over time when feedback was withdrawn; however, there was considerable variability across teachers. Furthermore, teachers did not increase their use of target behaviors during covert observations—when they did not know they were being observed. The current study replicates and extends the research in this area by examining the provision of PF to teaching teams and with complex behaviors (e.g., play expansions, promoting social interactions).

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Machado, Mayara de Rezende, Isac Bruck, Sérgio Antonio Antoniuk, Mônica Nunes Lima Cat, Maurício César Soares, and Alcir Francisco da Silva. "Internet addiction and its correlation with behavioral problems and functional impairments – A cross-sectional study." Jornal Brasileiro de Psiquiatria 67, no. 1 (March 2018): 34–38. http://dx.doi.org/10.1590/0047-2085000000181.

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ABSTRACT Objective Evaluate the prevalence of internet addiction (IA) among adolescents, as well as characterize behaviors that are considered to be a risk in this population regarding the use and addiction of the Internet. Methods In this cross-sectional study conducted in one public and one private school 91 adolescents, aged 12 to 16 years old, responded the Internet Addiction Test – Brazilian version (IAT) and Child Behavior Checklist (CBCL). Results The prevalence of internet addiction found was 21%, with no difference between private and public schools. On the group dependent on the Internet, there was a statistically significant correlation with Anxiety/Depression, Withdrawn/Depression, Rule Breaking Behavior and Aggressive Behavior, as well as the syndrome scales Social Problems, Thought Problems and Attention Problems. Conclusion Our study provides evidence of a relationship between internet addiction and behavioral problems among adolescents. As this is a cross-sectional study, we consider that future research is necessary to corroborate our results.

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Hastings, Paul D., Lisa A. Serbin, William Bukowski, Jonathan L. Helm, Dale M. Stack, Daniel J. Dickson, Jane E. Ledingham, and Alex E. Schwartzman. "Predicting psychosis-spectrum diagnoses in adulthood from social behaviors and neighborhood contexts in childhood." Development and Psychopathology 32, no. 2 (April 24, 2019): 465–79. http://dx.doi.org/10.1017/s095457941900021x.

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AbstractResearch showing that risk for schizophrenia, bipolar disorder with psychosis, and other psychosis-spectrum diagnoses in adulthood is multidetermined has underscored the necessity of studying the additive and interactive factors in childhood that precede and predict future disorders. In this study, risk for the development of psychosis-spectrum disorders was examined in a 2-generation, 30-year prospective longitudinal study of 3,905 urban families against a sociocultural backdrop of changing economic and social conditions. Peer nominations of aggression, withdrawal, and likeability and national census information on neighborhood-level socioeconomic disadvantage in childhood, as well as changes in neighborhood socioeconomic conditions over the lifespan, were examined as predictors of diagnoses of schizophrenia, bipolar disorder, and other psychosis-spectrum disorders in adulthood relative to developing only nonpsychotic disorders or no psychiatric disorders. Individuals who were both highly aggressive and highly withdrawn were at greater risk for other psychosis-spectrum diagnoses when they experienced greater neighborhood disadvantage in childhood or worsening neighborhood conditions over maturation. Males who were highly aggressive but low on withdrawal were at greater risk for schizophrenia diagnoses. Childhood neighborhood disadvantage predicted both schizophrenia and bipolar diagnoses, regardless of childhood social behavior. Results provided strong support for multiple-domain models of psychopathology, and suggest that universal preventive interventions and social policies aimed at improving neighborhood conditions may be particularly important for decreasing the prevalence of psychosis-spectrum diagnoses in the future.

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Bayram Özdemir, Sevgi, and Charissa S. L. Cheah. "Turkish Mothers’ Parenting Beliefs in Response to Preschoolers’ Aggressive and Socially Withdrawn Behaviors." Journal of Child and Family Studies 24, no. 3 (December 4, 2013): 687–702. http://dx.doi.org/10.1007/s10826-013-9879-y.

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Sindelar, Paul T., Marcia C. King, Deborah Cartland, Richard J. Wilson, and C. Julius Meisel. "Deviant Behavior in Learning Disabled and Behaviorally Disordered Students as a Function of Level and Placement." Behavioral Disorders 10, no. 2 (February 1985): 105–12. http://dx.doi.org/10.1177/019874298501000208.

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Differences in the social behavior of learning disabled and behaviorally disordered students as a function of age and placement were investigated using teacher ratings of classroom behavior. Resource and special class teachers of the learning disabled and behaviorally disordered at the elementary and secondary levels reported the proportions of students in their classrooms exhibiting each of five patterns of deviant behavior: withdrawn-seclusive; anxious-fearful; hyperactive; aggressive; and rule-breaking. Their responses were categorized in an 8-cell, level x placement x classification matrix and separate statistical tests were conducted for each behavior pattern. Significant differences were obtained for classification on all five patterns, for level on rule-breaking, and for placement on anxiety and rule-breaking. Behaviorally disordered students exhibited more of each of the problem behaviors than did learning disabled students; secondary students exhibited more rule-breaking than elementary students; and more anxious, fearful behavior and rule-breaking were exhibited in special classes than resource rooms. These results are related to the literature on differential classification, developmental trends in behavioral disorders, and differential placement.

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Qiu, Jia, Erin E. Barton, and Gounah Choi. "Using System of Least Prompts to Teach Play to Young Children With Disabilities." Journal of Special Education 52, no. 4 (August 30, 2018): 242–51. http://dx.doi.org/10.1177/0022466918796479.

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The purpose of this study was to examine the efficacy of the system of least prompts (SLP) for increasing the levels of play behaviors in four young children with disabilities. A multiple probe across participants’ single case research design was used to examine the relation between SLP and child-targeted behaviors. The results demonstrated that the instructional package was functionally related to increased levels of independent play and diversity of targeted play actions. Furthermore, play levels were maintained when intervention was withdrawn.

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Hu, Panpan, Wei Zhu, Chao Zhu, Lai Jin, Yun Guan, and Xiaowei Guan. "Resveratrol fails to affect cocaine conditioned place preference behavior, but alleviates anxiety-like behaviors in cocaine withdrawn rats." Psychopharmacology 233, no. 7 (January 21, 2016): 1279–87. http://dx.doi.org/10.1007/s00213-016-4210-4.

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Wang, Cuiyue, Zhen Feng, Kaitong Jiang, and Xiuli Zuo. "[ARTICLE WITHDRAWN] Upregulation of MicroRNA-935 Promotes the Malignant Behaviors of Pancreatic Carcinoma PANC-1 Cells via Targeting Inositol Polyphosphate 4-Phosphatase Type I Gene (INPP4A)." Oncology Research Featuring Preclinical and Clinical Cancer Therapeutics 25, no. 4 (April 14, 2017): 559–69. http://dx.doi.org/10.3727/096504016x14759554689565.

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Lim, Sandy, Remus Ilies, Joel Koopman, Paraskevi Christoforou, and Richard D. Arvey. "Emotional Mechanisms Linking Incivility at Work to Aggression and Withdrawal at Home: An Experience-Sampling Study." Journal of Management 44, no. 7 (June 23, 2016): 2888–908. http://dx.doi.org/10.1177/0149206316654544.

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We report an experience-sampling study examining the spillover of workplace incivility on employees’ home lives. Specifically, we test a moderated mediation model whereby discrete emotions transmit the effects of workplace incivility to specific family behaviors at home. Fifty full-time employees from southeast Asia provided 363 observations over a 10-day period on workplace incivility and various emotional states. Daily reports of employees’ marital behaviors were provided by the spouses each evening. Results showed that state hostility mediated the link from workplace incivility to increased angry and withdrawn marital behaviors at home. Also, trait hostility served as a moderator such that the relationship between workplace incivility and hostile emotions was stronger for employees with high trait hostility.

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Hanna, Gregory L., Yanni Liu, Yona E. Isaacs, Angela M. Ayoub, Jose J. Torres, Nolan B. O’Hara, and William J. Gehring. "Withdrawn/Depressed Behaviors and Error-Related Brain Activity in Youth With Obsessive-Compulsive Disorder." Journal of the American Academy of Child & Adolescent Psychiatry 55, no. 10 (October 2016): 906–13. http://dx.doi.org/10.1016/j.jaac.2016.06.012.

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Rubin, Kenneth H., and Rosemary S. L. Mills. "Maternal beliefs about adaptive and maladaptive social behaviors in normal, aggressive, and withdrawn preschoolers." Journal of Abnormal Child Psychology 18, no. 4 (August 1990): 419–35. http://dx.doi.org/10.1007/bf00917644.

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SALZINGER, SUZANNE, RICHARD S. FELDMAN, DAISY S. NG-MAK, ELENA MOJICA, and TANYA F. STOCKHAMMER. "The effect of physical abuse on children's social and affective status: A model of cognitive and behavioral processes explaining the association." Development and Psychopathology 13, no. 4 (December 2001): 805–25. http://dx.doi.org/10.1017/s0954579401004047.

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This study proposes a model explaining the association between physical abuse of children and children's social and affective status as one in which children's social expectations and behavior, developed within the context of abusive parenting, mediate current functioning in these two outcome domains. Subjects included one hundred 9 to 12-year-old physically abused children recruited from consecutive entries onto the New York State Register for Child Abuse for New York City and 100 case-matched classmate nonabused comparison children. Sociometric assessments were carried out in classrooms, interviews were conducted with the children and their parents, and teachers, parents, and classmates rated the children's behavior. Path analysis was utilized to test the conceptually derived models. Children's social expectations regarding peers, and two social behaviors—aggressive behavior and prosocial behavior—were found to mediate between abuse and positive and negative social status, as well as between abuse and positive and negative reciprocity. Social expectations and withdrawn behavior mediated between abuse and positive social status, but only where withdrawn behavior was a function of social expectations. Social expectations were generally found to mediate between abuse and internalizing problems. Negative social status (peer rejection) added to social expectations in producing internalizing problems. Identification of these mediating pathways can serve to guide secondary preventive intervention efforts so that they best address the problems abused children face in the absence of adequate parental and peer support as the children enter adolescence.

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Brinton, Bonnie, Martin Fujiki, Elizabeth C. Montague, and Julie L. Hanton. "Children With Language Impairment in Cooperative Work Groups: A Pilot Study." Language, Speech, and Hearing Services in Schools 31, no. 3 (July 2000): 252–64. http://dx.doi.org/10.1044/0161-1461.3103.252.

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Purpose: This pilot study examined the manner in which the individual social-behavioral profiles of children with language impairment (LI) influenced their ability to work within cooperative groups. Method: Six children with LI each participated in four different cooperative work groups. In each of these groups, the child with LI interacted with two typically developing children (for a total of 48 different typical children). Groups were structured to make it possible for the child with LI to play a meaningful role in the interactions (e.g., assignment of specific roles). The success of each of these interactions was evaluated to determine the extent to which all of the children participated and worked together toward a joint goal. Social profiles of each of the children with LI were obtained using the Teacher Behavioral Rating Scale (TBRS, Hart & Robinson, 1996). The success of the collaborative work of each triad was then considered in light of the child’s social profile. Results: The success of the individual interactions was highly variable from child to child. However, the social profile of the child with LI appeared to be a good predictor of the child’s ability to work with other members of the triad toward a joint goal. Clinical Implications: In facilitating cooperative groups, teachers and speech-language pathologists need to consider the social profiles, as well as the language levels, of children with LI who participate. Children who show withdrawn behaviors may need support to help them become more responsive to their partners. Children with LI who show withdrawn as well as aggressive behaviors may need a variety of accommodations, including specific intervention designed to help them understand the value of working with others.

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Assaad, Lily, Sean Lane, Christopher J. Hopwood, C. Emily Durbin, and Katherine M. Thomas. "Personality Pathology and Spouses' Moment-to-Moment Interpersonal Behaviors." Journal of Personality Disorders 34, no. 4 (August 2020): 519–45. http://dx.doi.org/10.1521/pedi_2019_33_444.

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We assessed the association of personality pathology with romantic couples' observed interpersonal behaviors. Couples engaged in four discussion tasks, after which observers used the Continuous Assessment of Interpersonal Dynamics method to continuously rate each participant's dominance and warmth over the course of each discussion. Using these ratings, we derived indices of average behaviors and changes in behaviors over the course of discussions. Generally, results indicated that the more personality pathology either spouse reported, the colder husbands were on average, and the colder they became toward their wives over time. However, personality disorder symptoms and overall interpersonal problems were largely unassociated with wives' behaviors. Results also indicated that the more dominance-related problems husbands and wives reported, the more dominantly and coldly they behaved, the more submissive or withdrawn their partners were, and the colder wives became over time; and the more warmth problems wives reported, the more dominantly, they behaved.

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Babalola, Mayowa T., Liang Guo, Ke Rong, and Ali Omale Garba. "The Pursuit of Happiness at Work: How and Why Family-Supportive Supervisor Behaviors Matter (WITHDRAWN)." Academy of Management Proceedings 2016, no. 1 (January 2016): 10051. http://dx.doi.org/10.5465/ambpp.2016.10051abstract.

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Roos, Sanna, Ernest V. E. Hodges, and Christina Salmivalli. "Do guilt- and shame-proneness differentially predict prosocial, aggressive, and withdrawn behaviors during early adolescence?" Developmental Psychology 50, no. 3 (March 2014): 941–46. http://dx.doi.org/10.1037/a0033904.

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LaFrenière, Peter J., and Jean E. Dumas. "A transactional analysis of early childhood anxiety and social withdrawal." Development and Psychopathology 4, no. 3 (July 1992): 385–402. http://dx.doi.org/10.1017/s0954579400000857.

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AbstractThe Preschool Socio-affective Profile, an 80-item teacher rating scale, was used to classify 126 French-Canadian children into three equal groups: socially competent (SC), average (AV), and anxious-withdrawn (AW). Mother-child interactions during a problem-solving task were observed. Base rates and conditional probabilities were calculated to assess the extent to which subjects responded contingently to each other's behaviors and affect. Children in all three groups exhibited a high degree of positive and negative reciprocity. SC children expressed more positive affect than AV or AW children and were more cooperative than AW children, who expressed more negative affect than either the SC or AV children. Mothers of the SC children displayed more positive behaviors and affect, were more contingent, and were more coherent in their discipline than all other mothers. Mothers of AV children were both less reciprocal with their child and less coherent than SC mothers. Failing to reciprocate positive affect or behavior, AW mothers engaged in a high degree of negative reciprocity and superfluous control and were aversive in response to compliance and noncompliance. These results are discussed from a developmental, transactional perspective, and their implications for an intervention strategy are considered.

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Kabashi, Lema, and Ann Epstein. "Improving Social Initiations of Children with Autism Using Video Self-Modeling with Video Feedback: A Case Study." Journal of Educational and Social Research 7, no. 2 (May 24, 2017): 111–21. http://dx.doi.org/10.5901/jesr.2017.v7n2p111.

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AbstractThe purpose of this A-B subject research design was to investigate the efficacy of video self-modeling with video feedback using an iPad to promote social initiation skills in a young child with Autism Spectrum Disorder (ASD). It was hypothesized that the participant would increase social initiations toward peers in an inclusive preschool classroom by viewing a video of himself performing four targeted behaviors. The participant’s paraprofessional and his early childhood special educator implemented the intervention and provided feedback on his performance. Findings of this case study revealed improvements in the four targeted behaviors: approaching, greeting, inviting, and interacting with a peer. As a result of the intervention, the participant demonstrated generalization of target behaviors across settings, peers, items, and activities. In addition, the target behaviors were maintained one month after the intervention was withdrawn. Social validity results from the participant’s parents as well as his paraprofessional and teachers supported efficacy of the intervention.

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Zayas, Luis H., Carolina Hausmann-Stabile, and Jill Kuhlberg. "Can Better Mother-Daughter Relations Reduce the Chance of a Suicide Attempt among Latinas?" Depression Research and Treatment 2011 (2011): 1–7. http://dx.doi.org/10.1155/2011/403602.

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National surveys and other research on adolescent Latinas show that adolescent females have higher rates of suicidal ideation, planning, and attempts than other ethnic and racial minority youth. Internalizing behaviors and family conflicts are commonly associated with suicidality in research on adolescents. In the case of Latinas, we explore the connection between adolescent Hispanic cultural involvement, mother-adolescent mutuality, internalizing behaviors, and suicidality. This paper presents data from a study of 232 Latinas, some with a recent history of suicide attempts (n=122). The results show that higher adolescent Hispanic cultural involvement was associated with greater mother-daughter mutuality and thus led to reduction in the likelihood of suicide attempts. The relationship between mother-daughter mutuality and suicide attempts among Latinas is mediated by specific internalizing behaviors (withdrawn depressive). Our findings highlight the positive effect that Latino cultural values have in the relationship between Latina adolescent and their mothers and confirm the importance that internalizing behaviors and the mother-daughter relationship have for suicide attempters.

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Rescorla, Leslie A., Courtney Given, Siobhan Glynn, Masha Y. Ivanova, and Thomas M. Achenbach. "International comparisons of autism spectrum disorder behaviors in preschoolers rated by parents and caregivers/teachers." Autism 23, no. 8 (April 17, 2019): 2043–54. http://dx.doi.org/10.1177/1362361319839151.

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This study tested international similarities and differences in scores on a scale comprising 12 items identified by international mental health experts as being very consistent with the Diagnostic and Statistical Manual of Mental Disorders (5th ed.) category of autism spectrum disorder. Participants were 19,850 preschoolers in 24 societies rated by parents on the Child Behavior Checklist for Ages 1½–5; 10,521 preschoolers from 15 societies rated by caregivers/teachers on the Caregiver–Teacher Report Form, and 7380 children from 13 societies rated by both types of informant. Rank ordering of the items with respect to base rates and mean ratings was more similar across societies for parent ratings than caregiver/teacher ratings, especially with respect to the items tapping restricted interests and repetitive behaviors. Items 80. Strange behavior; 63. Repeatedly rocks head or body; 67. Seems unresponsive to affection; and 98. Withdrawn, doesn’t get involved with others had low base rates in these population samples across societies and types of informants, suggesting that they may be particularly discriminating for identifying autism spectrum disorder in young children. Cross-informant agreement was stronger for the items tapping social communication and interaction problems than restricted interests and repetitive behaviors. The findings support the feasibility of international use of the scale for autism spectrum disorder screening in population samples.

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Journal articles on the topic 'Withdrawn behaviors'

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