We are proudly a Ukrainian website. Our country was attacked by Russian Armed Forces on Feb. 24, 2022.
You can support the Ukrainian Army by following the link: https://u24.gov.ua/.
Even the smallest donation is hugely appreciated!
Crea una cita precisa en los estilos APA, MLA, Chicago, Harvard y otros
Consulte las listas temáticas de artículos, libros, tesis, actas de conferencias y otras fuentes académicas sobre el tema "Behavior disorders in children".
Junto a cada fuente en la lista de referencias hay un botón "Agregar a la bibliografía". Pulsa este botón, y generaremos automáticamente la referencia bibliográfica para la obra elegida en el estilo de cita que necesites: APA, MLA, Harvard, Vancouver, Chicago, etc.
También puede descargar el texto completo de la publicación académica en formato pdf y leer en línea su resumen siempre que esté disponible en los metadatos.
Artículos de revistas sobre el tema "Behavior disorders in children":
1
Sherifi, Edo y Ardita Prendi. "Treatment of Children with Attention and Hyperactivity Disorders". Journal of Educational and Social Research 12, n.º 2 (5 de marzo de 2022): 314. http://dx.doi.org/10.36941/jesr-2022-0054.
ADHD is one of the most common disorders described, studied and treated over the last decade. Attention Deficit Hyperactivity Disorder is a massive psychological problem encountered in children 2-11 years old. The purpose of this paper is the identification of attention disorders and hyperactive behaviors in children, and the main causes of attention deficit hyperactivity disorder in children. Identifyig therapeutic treatments used to manage attention disorders and hyperactive behavior in children is also a goal of our article. The case study and qualitative analyzes were applied to conduct this study and to achieve some objectives such as: Presentation of the main problems that children with ADHD revealed; identification of the causes and factors that cause hyperactivity; exploration of the impact of early intervention of treatment therapies; identification of the role of the psychologist in the treatment of hyperactivity disorder in children. The instruments for data collection used in the study were: Case study; vertical grille observation; interview; focus groups. The results show that the treatment of children with ADHD, with Therapy and Individual Education Plans, improved the parameters of these children such are the improvement of motor parameters, cognitive training and communication training. Therapies and Individual Education Programs (IEPs) applied to children with attention disorders and hyperactive behavior positively affects their attention span, and management of their hyperactive behavior. Medication, Cognitive behavioral therapy, Psychotherapy and social behavior therapy, positively affect cognitive development and social skills, reducing hyperactivity, and focusing attention of children with ADHD.
Received: 24 December 2021 / Accepted: 7 February 2022 / Published: 5 March 2022
2
Olson, Patricia M. y Mary Rae Pacheco. "Bipolar Disorder in School-Age Children". Journal of School Nursing 21, n.º 3 (junio de 2005): 152–57. http://dx.doi.org/10.1177/10598405050210030501.
This article examines the individual components of bipolar disorder in children and the behaviors that can escalate as a result of misdiagnosis and treatment. The brain/behavior relationship in bipolar disorders can be affected by genetics, developmental failure, or environmental influences, which can cause an onset of dramatic mood swings and dysfunctional behavior. School is often the site where mental health disorders are observed when comparing behaviors with other children. Assessing the emotional, academic, and health needs of a student with a bipolar disorder is a critical step in designing effective interventions and school accommodations. Without appropriate medical, psychological, pharmaceutical, and academic interventions, a child is at risk for uncontrolled mania, depression, substance abuse, or suicide. The school nurse is part of the multidisciplinary team and plays a key role in facilitating case management to potentially reverse this possible negative trajectory. Successful case management provides children with bipolar disorder the opportunity to reach their academic potential.
3
Baad, RK y Kiran Jagtap. "The Study of Role of Stress in Children with Behavior Disorders and Orofacial Lesions". Journal of Contemporary Dental Practice 13, n.º 4 (2012): 559–61. http://dx.doi.org/10.5005/jp-journals-10024-1186.
ABSTRACT Aim (1) To study the behavior disorders in children between 5 to 15 years. (2) To study the role of stress in causing behavior disorders. (3) To interpret the orofacial findings in children with behavior disorders. (4) Correlate the orofacial findings with behavior disorder. Materials and methods Ninty children with behavior problems between age of 5 to 15 years along with their parents who visited the Department of Child-Guidance Clinic, BYL Nair Charitable Hospital, Mumbai. Intraoral examinations were conducted. Behavioral disorders and factors predisposing to those disorders were recorded. Results Behavior disorders with orofacial lesions was more common in age group of 8 to 10 years. The children were continuously under stress, which manifested in the form of various orofacial disorders or oral lesions. Most common orofacial condition was bruxism. Conclusion Awareness of behavior disorders in dental treatment should guide the pediatric dentist to seek child psychiatric consultation for behavioral disorders to enable early evaluation of the underlying disorder. Clinical significance The present study suggested that orofacial and behavior characteristics can serve as markers to diagnose children with behavioral disorders. It also serves as a guide to dental clinicians to refer such children to psychiatrists or pediatricians for early identification, prevention and treatment. How to cite this article Baad RK, Jagtap K. The Study of Role of Stress in Children with Behavior Disorders and Orofacial Lesions. J Contemp Dent Pract 2012;13(4):559-561.
4
Chekaleva, N., Z. Kulsharipova, L. Syrymbetova, B. Matayev y D. Omarova. "Сomprehensive support of children with autistic spectrum disorders". Bulletin of the Karaganda University. Pedagogy series 101, n.º 1 (29 de marzo de 2021): 33–40. http://dx.doi.org/10.31489/2021ped1/33-40.
Today, autism is a significant social problem that is becoming more widespread, affecting children who have the same type of developmental problems, but with different options for overcoming them. This is what causes the idea of autism as a set of autism spectrum disorders. Children with ASD are a polymorphic group, which manifests itself in psychological and pedagogical features, which complicates social adaptation. In psychological and pedagogical terms, children with ASD are allocated to a special group, since interaction is built differently due to qualitative communication disorders. In many cases, children with ASD who come to school have unformed learning behaviors. For the successful development of the program material in children with ASD, it is necessary to form a stereotype of educational behavior, on which all school education is based. Deficits in the formation of these skills can lead to a longer period of adaptation of the child in school and to difficulties in mastering the program. In this article, we consider the necessary skills, the formation of which is aimed at psychological and pedagogical assistance to a child with ASD in preparation for school.
5
Gottlieb, Susan E. y Stanford B. Friedman. "Conduct Disorders in Children and Adolescents". Pediatrics In Review 12, n.º 7 (1 de enero de 1991): 218–23. http://dx.doi.org/10.1542/pir.12.7.218.
Conduct disorder is the most prevalent psychopathologic condition of childhood. It is characterized by a persistent and repetitive pattern of aggressive, noncompliant, intrusive, and poorly self-controlled behaviors that violate either the rights of others or age-appropriate societal norms.1 These behaviors have a significant impact on the daily functioning of the child or adolescent and on the ability of parents and other adults to manage them. The specific behavioral criteria for the diagnosis of conduct disorder can be conceptualized as either aggressive or nonaggressive in type (Table 1). Examples of aggressive behaviors are physical fighting and bullying, assault, vandalism, purse snatching, physical cruelty to persons or animals, breaking and entering, and arson. More serious aggressive behaviors are armed robbery, rape, and extortion. Nonaggressive behaviors of conduct disorder include substance abuse, persistent truancy, running away from home overnight, frequent lying in a variety of social settings, theft not involving a confrontation with a victim, and chronic violation of rules or the basic rights of others. Three subtypes of conduct disorder are identified in the Diagnostic and Statistical Manual of Mental Disorders, revised 3rd edition.1 These are descriptions of the functional contexts in which the particular behavior problems occur. The group type involves problematic behaviors that occur as part of an activity with peers.
6
Szymanski, L. S. "Behavior disorders in children and adolescents". Current Opinion in Psychiatry 2, n.º 5 (octubre de 1989): 629–32. http://dx.doi.org/10.1097/00001504-198910000-00009.
Lombardo, Victor S. "Behavior Disorders in Children (3rd Ed.)". Remedial and Special Education 6, n.º 4 (julio de 1985): 60–61. http://dx.doi.org/10.1177/074193258500600410.
Azzara, Lutfia Fausta y Alfi Purnamasari. "INTERVENSI MODIFIKASI PERILAKU PADA ANAK YANG MENGALAMI GANGGUAN SIKAP MENENTANG DENGAN KONDISI KELUARGA YANG DISFUNGSIONAL". Jurnal Ilmiah Psyche 16, n.º 2 (1 de diciembre de 2022): 125–36. http://dx.doi.org/10.33557/jpsyche.v16i2.2096.
A dysfunctional family is one of the factors that can trigger children to experience defiant behavior disorders. This disorder is characterized by defiant behavior, disobedience to orders, and provocative behavior. The purpose of this study was to determine the success of behavior modification interventions in children with behavioral disorders of defiance with dysfunctional family conditions. This study uses a quantitative approach with an experimental method using a single case pre test post test design. The participant of this research is one child who is 12 years old and has a behavior disorder of defiance. The assessment techniques used in this study were observation, interviews, and psychological test tools to assist researchers in writing a description of psychological dynamics. Researchers used behavior modification interventions to overcome defiant behavior disorders in children, the intervention was given in 3 sessions with a duration of approximately 60 minutes. The results of this study indicate that behavior modification interventions are appropriate for children who experience defiant behavior disorder with dysfunctional family conditions
9
Hidayatullah, Taufiqi, Hendriati Agustiani y Arlette Suzy Setiawan. "Behavior management-based applied behaviour analysis within dental examination of children with autism spectrum disorder". Dental Journal (Majalah Kedokteran Gigi) 51, n.º 2 (30 de junio de 2018): 71. http://dx.doi.org/10.20473/j.djmkg.v51.i2.p71-75.
Background: Autism spectrum disorder (ASD) is a developmental disorder with three main characteristics: communication disorders, social interaction disorders and repetitive behavior. The main problem faced when treating child patients with this disorder is the difficulty of establishing communication with the result that they are unable to understand instructions. One form of therapy frequently applied in cases of autism is that of applied behavior analysis (ABA). It is easier for children with ASD to absorb information visually. Purpose: The purpose of this study was to evaluate the effectiveness of ABA-based behavior management using visual media in the form of picture cards for oral examination of children with ASD. Methods: The study design was observational descriptive in nature and the sample selection was based on purposive sampling. The study was conducted by observing changes in childrens’ behavior during treatment administered four times a month. The subjects were 13 children with ASD who met the study criteria and were receiving treatment for autism at Prananda special school in Bandung. The collated data related to changes in subjects’ behavior observed during four meetings assessed on the basis of score 1 confirming compliance with instructions and 0 indicating non-compliance. A Kruskal-Wallis statistical analisysis test was used to analyze the data. Results: The results showed a general increase in the former over the latter initial behavior during treatment. Statistical analysis showed that the coefficient of Kruskal-Wallis was meaningful in terms of statistical significance with a p-value of 26.947 (<0.05). The multiple comparison value for average ranks was 15.68 (SD 18.69). Conclusion: The conclusion of this study is that the application of a behavior management-based analytical methodology is effective in supporting the oral examination of children with ASD.
10
Balazs, J., G. Dallos, A. Kereszteny y J. Gadoros. "Suicide behavior and subthreshold psychiatric disorders among children and adolescents". European Psychiatry 26, S2 (marzo de 2011): 265. http://dx.doi.org/10.1016/s0924-9338(11)71975-7.
ObjectiveSuicide among adults have been associated to subthreshold psychiatric illnesses as well; however it is little known about the role of subthreshold mental disorders in suicide risk among children/adolescents.MethodsUsing the Mini International Neuropsychiatric Interview Kid the authors examined 105 hospitalized children/adolescents in the Vadaskert Child Psychiatric Hospital, Budapest. Current suicide behavior was defined as giving positive answer to any of the following questions: “In the past month did you: think you would be better off dead or wish you were dead? want to hurt yourself? think about killing yourself? attempt suicide?”ResultsWe report data on 105 hospitalized children/adolescents, 76 (72.4%) boys and 29 (27.6%) girls. The mean age of the subjects was 11.4 years (SD = 3.43, min: 5, max: 17). Current suicide behavior was present in 18 cases (17.1%). There were one person with current suicide behavior, who did not have any current DSM-IV disorder, but he/she had current subthreshold disorder. The majority (n = 16, 88.8%) of the children/adolescents with suicide behavior had both current subthreshold and DSM-IV disorders. Eight children/adolescents (44.4%) with current suicide behavior had current DSM-IV major depressive episode and further 5 children/adolescents (27,8%) had current subthreshold major depressive episode. The prevalence of DSM-IV and subthreshold major depressive episode was significantly higher among hospitalized children with suicide behavior (n = 18), than among hospitalized children without suicide behavior (n = 87) (X2 = 5,272, df = 1. p = 0,022).ConclusionsSubthreshold forms of pediatric psychiatric disorders need to be taken into account as well in suicide prevention.
Tesis sobre el tema "Behavior disorders in children":
1
Phillips, Deborah. "Developmental Pathways for Children with Disruptive Behavior Disorders". ScholarWorks@UNO, 2003. http://scholarworks.uno.edu/td/67.
The purpose of this study was to incorporate attachment theory and psychopathy into a transactional model to explain the development of disruptive behavior disorders in children. The model tested in this study proposed two broad pathways leading to the development of disruptive behavior disorders. Each pathway was characterized by an atrisk child temperament, negative reactivity and psychopathy, which when embedded in an at-risk environment, would result in conduct problems. Hyperactivity and negative life events were hypothesized to be broad band risk factors for both pathways. The first pathway, characterized by callous-unemotional traits (CU), was hypothesized to be positively associated with thrill seeking behavior and proactive aggression in the child, and insecure attachment in the caregiver. A second pathway, characterized by child negative reactivity, was hypothesized to be positively associated with reactive aggression in the child and disorganized attachment in the caregiver. Data was collected from 48 low income caregiver/child dyads. Children were between the ages of 6 and 12 (mean age=9.3, SD=1.85), and received services from a state mental health clinic. A series of hierarchical regression analyses were performed to evaluate the relationship between the predictor variables and conduct problems. A primary finding was an extremely strong positive correlation between CU traits and conduct problems. Also, several distinct differences were found between groups of children low and high on CU traits. For those children low on CU traits, thrill seeking behaviors were positively associated with conduct problems, while negative life events, attachment insecurity, and attachment disorganization were all negatively associated with conduct problems. For the children high on CU traits, thrill seeking and attachment insecurity had no meaningful impact on conduct problems, while negative life events and attachment disorganization were positively associated with conduct problems. Hyperactivity, proactive aggression, reactive aggression, and negative reactivity were all broad risk factors for conduct problems in this study. The findings of this study suggest that several developmental pathways do exist for children who develop conduct problems, and that future research should utilize developmental models that include a number of broad risk factors, as well as factors that may be specific to certain developmental pathways.
2
Silva, Kathryn Joanne Morin. "Cognitive behavioral intervention for children with disruptive behavior disorders in residential treatment". CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1698.
Increasing numbers of children being referred for mental health services are exhibiting problematic behaviors that can be subsumed under the category of Disruptive Behavior Disorders. This study with its foundations in a post-positivist approach was designed to explore treatment effectiveness of cognitive behavioral intervention applied to adolescents at Oak Grove Institute, a residential treatment facility. This study hypothesized that Wexler's PRISM Model, with its integration of affect, would be instrumental in modifying disruptive behavior as measured at Oak Grove Institute. Although the small sample size precluded statistically significant findings, there were interesting results with respect to two dependant variables. Findings approached significance on measures of impulsivity and verbal aggression. That is, impulsivity and verbal aggression scores were lowered.
3
Pidruzny, Jacquelyn N. "Children with Autism Spectrum Disorders and Violent Media". University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1404317555.
Elizondo, Leigh A. "Behavior Management Techniques Used by Teachers of Emotionally/behaviorally Disordered Students in Various Educational Settings". Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc278609/.
McIntosh, Kent. "Academic, behavioral, and functional predictors of chronic problem behavior in elementary grades /". view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3181113.
Thesis (Ph. D.)--University of Oregon, 2005. Typescript. Includes vita and abstract. Includes bibliographical references (leaves 106-117). Also available for download via the World Wide Web; free to University of Oregon users.
6
Stephens, Robyn J. "Aggressive behavior in children with Tourette's Syndrome and associated disorders". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0024/MQ34003.pdf.
Farmer, Cristan A. "Characterization of Aggressive Behavior in Children with Autism Spectrum Disorders". The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1312893747.
Baker, Pamela 1962. "The Use of Self-Management Strategies in the Treatment of Children with Emotional and Behavioral Disorders". Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278089/.
The purpose of this study was to investigate the effects of self-management strategies as a means of reducing off-task and disruptive behaviors of elementary school children identified as emotionally disturbed or behavior disordered (E/BD). This study provided a practical approach for classroom teachers to implement self-management strategies in classes that include children identified as having E/BD.
Five elementary school children who were formally evaluated and enrolled in a special education classroom for students with E/BD were selected to participate in the study. The study also examined the effects of the self-management procedures when targeted behaviors were monitored by peers. Four resource students from the regular education class served as peer monitors.
An ABAB reversal design was used to assess the effectiveness of the self-management strategy in the special education classroom. A behavior rating scale was used at the beginning of the study to develop a baseline of student behavior and during the final phase of the intervention to measure progress.
The data indicated that the self-management strategies decreased the levels off-task and disruptive behaviors for all participating students. The findings of this study substantiates previous research that suggests self-management techniques help student to manage their own behaviors.
9
Tallent, Ron. "The construct validity of DSM-IV attention deficit hyperactivity disorder". Thesis, The Author [Mt. Helen, Vic.] :, 2003. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/41746.
Chung, Po-Yee. "Functional behavioral assessment-based intervention for children with food refusal behavior /". view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3113006.
Thesis (Ph. D.)--University of Oregon, 2003. Typescript. Includes vita and abstract. Includes bibliographical references (leaves 155-172). Also available for download via the World Wide Web; free to University of Oregon users.
1943-, Rutherford Robert Bruce, Nelson C. Michael 1941-, Forness Steven R y Teacher Educators for Children with Behavioral Disorders (U.S.). Conference, eds. Severe behavior disorders of children and youth. Boston: Little, Brown, 1987.
Capítulos de libros sobre el tema "Behavior disorders in children":
1
Frick, Paul J., Cyd C. Strauss, Benjamin B. Lahey y Mary Anne G. Christ. "Behavior Disorders of Children". En Comprehensive Handbook of Psychopathology, 765–89. Boston, MA: Springer US, 1993. http://dx.doi.org/10.1007/978-1-4615-3008-4_30.
Tolan, Patrick H. y Bennett L. Leventhal. "Introduction: Connecting Brain Development, Disruptive Behavior, and Children". En Disruptive Behavior Disorders, 1–11. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-7557-6_1.
Pfeffer, Cynthia R. "Suicidal Behavior Among Children and Adolescents". En New Directions in Affective Disorders, 308–11. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3524-8_67.
Davis, Thompson E., Melissa S. Munson y Erin V. Tarcza. "Anxiety Disorders and Phobias". En Social Behavior and Skills in Children, 219–43. New York, NY: Springer New York, 2009. http://dx.doi.org/10.1007/978-1-4419-0234-4_11.
Gössler, Alja y Karel Krafka. "Gastrointestinal Disorders in Neurologically Impaired Children". En Handbook of Behavior, Food and Nutrition, 1353–73. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-92271-3_87.
Vause, Tricia, Nicole Neil y Maurice Feldman. "Functional Behavior-Based Cognitive-Behavioral Therapy for Obsessive-Compulsive Behavior in Children with ASD". En Encyclopedia of Autism Spectrum Disorders, 1–9. New York, NY: Springer New York, 2019. http://dx.doi.org/10.1007/978-1-4614-6435-8_102481-1.
Vause, Tricia, Nicole Neil y Maurice Feldman. "Functional Behavior-Based Cognitive-Behavioral Therapy for Obsessive-Compulsive Behavior in Children with ASD". En Encyclopedia of Autism Spectrum Disorders, 2114–22. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_102481.
Benson, Betsey A. y Michael G. Aman. "Disruptive Behavior Disorders in Children with Mental Retardation". En Handbook of Disruptive Behavior Disorders, 559–78. Boston, MA: Springer US, 1999. http://dx.doi.org/10.1007/978-1-4615-4881-2_26.
Dixon, Dennis R., Jonathan Tarbox y Adel Najdowski. "Social Skills in Autism Spectrum Disorders". En Social Behavior and Skills in Children, 117–40. New York, NY: Springer New York, 2009. http://dx.doi.org/10.1007/978-1-4419-0234-4_7.
Actas de conferencias sobre el tema "Behavior disorders in children":
1
Georgoulas, Nikolaos. "Behavioral disorders in children". En 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.
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.
2
Georgoulas, Nikolaos. "Behavioral disorders in children". En 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.
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.
3
CIOBANU, Adriana. "Educational strategies for improving emotional regulation in children with autistic spectrum disorders". En Probleme ale ştiinţelor socioumanistice şi ale modernizării învăţământului. "Ion Creanga" State Pedagogical University, 2022. http://dx.doi.org/10.46728/c.v1.25-03-2022.p127-133.
Emotion regulation is an important component of emotional competence, which develops in the first years of life and is of particular importance for the development of appropriate and flexible social behavior. Emotional regulation can be defined as the ability of an individual to regulate their emotions, both positive and negative, by attenuating, intensifying or simply maintaining them. Autism Spectrum Disorders are neurodevelopmental disorders characterized by deficits in social communication and repetitive and restricted patterns of behavior, with early onset in the child's developmental trajectory. This type of child also shows an intensified emotional reactivity, with varying degrees of difficulty in emotional regulation.
4
"Inducing Behavior Change in Children with Autism Spectrum Disorders by Monitoring their Attention". En International Conference on Physiological Computing Systems. SCITEPRESS - Science and and Technology Publications, 2014. http://dx.doi.org/10.5220/0004698401310136.
Udachina, Polina. "Interconnection of self-attitude and eating behavior of women 30-35 years old in the positive period". En Safety psychology and psychological safety: problems of interaction between theorists and practitioners. «Publishing company «World of science», LLC, 2020. http://dx.doi.org/10.15862/53mnnpk20-31.
The study is devoted to the problem of dependence of eating disorders in women on their psychological characteristics and indicators of self-attitude in particular. Empirical research has revealed the specificity of eating disorders and self-attitude indicators of women 30-35 years old, with children and are on maternity leave. The relationship of specific eating disorders with the components of self-attitude was also revealed.
6
Kohli, Manu y Swati Kohli. "Increasing target behavior of children with developmental disorders by designing innovative multistage tablet games". En 2016 IEEE Region 10 Humanitarian Technology Conference (R10-HTC). IEEE, 2016. http://dx.doi.org/10.1109/r10-htc.2016.7906786.
Chovanova, Erika, Tatiana Dubayova y Maria Majherova. "THE TREATMENT OF BEHAVIOR DISORDERS AND THE DEVELOPMENT OF MOTOR ABILITIES IN PREPUBERTAL CHILDREN SHOWING OPPOSITIONAL BEHAVIOR THROUGH PHYSICAL ACTIVITIES". En 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0836.
Pleshkova, N. L., T. V. Tatarenko y D. V. Sevryugin. "Behavioral promlems and mother-child interaction in children with autism spectrum disorder". En INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.928.9.
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.
9
Liu, Qing. "Parents' Growth Through a Behavior Support Mentoring Program for Their Children With Autism Spectrum Disorders". En 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1436135.
Paisilazarescu, Mihaela, Maria magdalena Stan y Sofia loredana Tudor. "COMPUTER IN CHILDREN'S AND ADOLESCENTS' LIVES". En eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-111.
Computer impact on people's lives is a controversial subject because it has both positive and negative implications on behavior and mental development. The aim of this study is to identify the positive and negative effects of computer use on psychological mechanisms, behavior, school results, physical condition, interpersonal relationship, socio- emotional development and perception of reality. Experts in education and also practitioners have found that those children and adolescents who use computer excessively (video games, Internet communication, etc..) have poor school performance, low interest in school activities, exhibits verbal and physical violence, poor communication skills , low self-esteem and a range of behavioral disorders. The questionnaire used in our investigation was to identify the time that children and adolescents consume it in relation to the computer, the reasons that lead to devote that time to this activity, the use of information obtained from these sources for personal development. The obtained results were reported to the students' school results, teachers' observation on their cognitive and social behaviors and on subjects self-esteem (investigated by Roserberg test). The rational use of the computer by children and adolescents may facilitate students' school performance, it may contribute to increase the motivation for learning, to form skills for independent work and those for teamwork, to achieve transdisciplinary transfers etc. The research has also identified that using the computer excessively affects the psyho-social lives of children and adolescents both in terms of their socio-emotional behaviour and certain personality traits ( self esteem ). Keywords: computer usage, positive effects, negative effects, school performance, self-esteem
Informes sobre el tema "Behavior disorders in children":
1
Kittana, Monia, Asma Ahmadani, Keith Williams y Amita Attlee. Nutritional status and feeding behavior of children with autism spectrum disorder in the Middle East and North Africa Region: A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, enero de 2023. http://dx.doi.org/10.37766/inplasy2023.1.0066.
Review question / Objective: To elucidate the literature available regarding the nutritional status and feeding behavior in children with Autism Spectrum Disorder (ASD) in Middle East and North Africa (MENA) region. Condition being studied: Autism spectrum disorder (ASD), a neurodevelopmental condition characterized by persistent challenges in social interaction, speech, nonverbal communication, and repetitive/restrictive behavior. Eligibility criteria: Children from the MENA region diagnosed with ASD, of both genders, ages 2-19 years. Outcomes reporting either anthropometrics, serum nutrient levels, nutrient intakes, and/or feeding behaviors. Other inclusion criteria include the availability of full-length published articles in either English or Arabic. Articles presented in conferences, magazines, or newspapers are excluded. If the data are reported in more than one publication, the more recent is included.
2
Osadchyi, Viacheslav V., Hanna B. Varina, Kateryna P. Osadcha, Olesia O. Prokofieva, Olha V. Kovalova y Arnold E. Kiv. Features of implementation of modern AR technologies in the process of psychological and pedagogical support of children with autism spectrum disorders. [б. в.], noviembre de 2020. http://dx.doi.org/10.31812/123456789/4413.
The article deals with the actual issue of the specificity and algorithm of the introduction of innovative AR technologies in the process of psychological and pedagogical support of children with autism spectrum disorders (ASD). An innovative element of theoretical and methodological analysis of the problem and empirical research is the detection of vectors of a constructive combination of traditional psycho-correctional and psycho-diagnostic approaches with modern AR technologies. The analysis of publications on the role and possibilities of using AR technologies in the process of support children with ASD (autism spectrum disorder) and inclusive environment was generally conducted by surfing on the Internet platforms containing the theoretical bases for data publications of scientific journals and patents. The article also analyzes the priorities and potential outcomes of using AR technologies in psycho-correction and educational work with autistic children. According to the results of the analysis of scientific researches, Unified clinical protocol of primary, secondary (specialized), tertiary (highly specialized) medical care and medical rehabilitation “Autism spectrum disorders (disorders of general development)”, approaches for correction, development and education of children with ASD, AR technologies were selected for further implementation in a comprehensive program of psychological and pedagogical support for children with ASD. The purpose of the empirical study is the search, analysis and implementation of multifunctional AR technologies in the psycho-correctional construct of psychological and pedagogical support of children with ASD. According to the results of the pilot study, the priorities and effectiveness of using AR technologies in the development of communicative, cognitive, emotional-volitional, mnemonic abilities of children and actualization of adaptive potential and adaptive, socially accepted behaviors are made. The possibilities and perspectives of using AR technologies as an element of inclusive environment, with regard to nosology and phenomenology, need further investigation.
3
Li, Yinhua, Wanting Lan y Xiaohui Hou. The effectiveness of physical activities on children with autism spectrum disorder: A systematic review and network meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, abril de 2022. http://dx.doi.org/10.37766/inplasy2022.4.0034.
Review question / Objective: The purpose of this meta-analysis was to evaluate the efficacy of different physical activity interventions and to determine which physical activity interventions are most effective for children with autism spectrum disorder. Condition being studied: Autism is a set of heterogeneous neurodevelopmental conditions, characterized by early-onset difficulties in social communication and unusually restricted, repetitive behavior and interests. Autism affects more male than female individuals, and comorbidity is common (>70% have concurrent conditions). Exercise has increasingly emerged as one of the promising compensation methods that can positively affect autistic symptoms. The positive effects of various physical activity interventions have been reported, but it is unclear which interventions are most effective at improving symptoms of autism.
4
Zhang, Hui. A systematic review of factors influencing immigrant parents' service choices for children with ASD. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, octubre de 2022. http://dx.doi.org/10.37766/inplasy2022.10.0019.
Review question / Objective: What main concerns/factors influenced immigrant parents when deciding on an intervention, service, or agency? Condition being studied: The systematic review aims at understanding immigrant parents' service choices for their children with the diagnosis of ASD(autism spectrum disorder), which is a complex neurobehavioral disorder characterized by impairment in reciprocal social interaction, impairment in communication, and the presence of repetitive and stereotypic patterns of behaviors, interests, and activities developmental disability.
5
Jacobsen, George. Group experience with parents of preschool children with seizure disorders. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.2892.
PELIKHOVA, ANNA. Methodology of health-improving work with preschool children with speech disorders. Science and Innovation Center Publishing House, diciembre de 2020. http://dx.doi.org/10.12731/metodika-ozdorovitelnoy-raboty.
Пособие нацелено на формирование педагогов ДОУ готовности к педагогической деятельности в области здоровьесбережения детей с нарушениями речи, на реализации государственного образовательного стандарта, обогащению профессионального опыта педагогов. Учебно-методическое пособие предназначено для организации учебных занятий в рамках курсовой подготовки и переподготовки педагогов ДОУ по программам: «Педагогическая деятельность в условиях реализации ФГОС ДО» и «Теория и методика воспитания и обучения детей с ОВЗ».
7
Wallace, Ina F. Universal Screening of Young Children for Developmental Disorders: Unpacking the Controversies. RTI Press, febrero de 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0048.1802.
In the past decade, American and Canadian pediatric societies have recommended that pediatric care clinicians follow a schedule of routine surveillance and screening for young children to detect conditions such as developmental delay, speech and language delays and disorders, and autism spectrum disorder. The goal of these recommendations is to ensure that children with these developmental issues receive appropriate referrals for evaluation and intervention. However, in 2015 and 2016, the US Preventive Services Task Force (USPSTF) and the Canadian Task Force on Preventive Health Care issued recommendations that did not support universal screening for these conditions. This occasional paper is designed to help make sense of the discrepancy between Task Force recommendations and those of the pediatric community in light of research and practice. To clarify the issues, this paper reviews the distinction between screening and surveillance; the benefits of screening and early identification; how the USPSTF makes its recommendations; and what the implications of not supporting screening are for research, clinical practice, and families.
8
Shin, Su-Jeong Hwang, Brianna Smith y Kristi Gaines. Investigation of Therapy Clothing Products for Children with Autism Spectrum Disorders. Ames: Iowa State University, Digital Repository, noviembre de 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-1151.
Mitcham, Sara. Location of Dyspraxic Characteristics in Children with Severe "Functional" Articulation Disorders. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.2277.
Ogilvie, Alice. The Assessment of Children with Attachment Disorder: The Randolph Attachment Disorder Questionnaire, the Behavioral and Emotional Rating Scale, and the Biopsychosocial Attachment Types Framework. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.6023.
