Bibliografías temáticas / Behavioral assessment of children

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Literatura académica sobre el tema "Behavioral assessment of children"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 31 de julio de 2024

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Artículos de revistas sobre el tema "Behavioral assessment of children"

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Safwat Abdelhameed, Rehab, Nesreen Fathi Mahmoud, Shimaa Ahmed Saleh, Ahmed Ali Abdelmonem, and Mohamed Sherif Ahmed. "Behavioral feeding assessment in autistic children." Egyptian Journal of Medical Research 2, no. 1 (January 1, 2021): 116–26. http://dx.doi.org/10.21608/ejmr.2021.146065.

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Finney, Jack W., and Mark D. Weist. "Behavioral Assessment of Children and Adolescents." Pediatric Clinics of North America 39, no. 3 (June 1992): 369–78. http://dx.doi.org/10.1016/s0031-3955(16)38333-x.

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Engel, Joyce M. "Behavioral Assessment of Chronic Headaches in Children." Issues in Comprehensive Pediatric Nursing 14, no. 4 (January 1991): 267–76. http://dx.doi.org/10.3109/01460869109009044.

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Lodge Rogers, Elisabeth. "Functional Behavioral Assessment and Children with Autism." Focus on Autism and Other Developmental Disabilities 16, no. 4 (November 2001): 228–31. http://dx.doi.org/10.1177/108835760101600405.

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Espinosa-Fernández, Lourdes, Luis Joaquin García-López, José Antonio Muela Martínez, and Alfonso Ordóñez-Ortega. "Understanding children with Behavioral Inhibition." Psychologica 63, no. 2 (December 28, 2020): 13–30. http://dx.doi.org/10.14195/1647-8606_63-2_1.

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Behavioral inhibition (BI) is a temperament trait characterized by extreme fear in the face of novelty. BI has been associated with the development of mental disorders. However, there is a lack of research examining the socioemotional and behavioral characteristics of behaviorally inhibited children both in family and school settings. For a more comprehensive and in-depth overview of children’s behavior in each of these contexts, this study has collected data from both parents (mother and father – family setting) and from teachers (educational environment). The sample consisted of 109 children aged between four and six years old. Multi-informant approach was used: all fathers, mothers and teachers completed both the Preschool Behavioral Inhibition Scales, the Child Behavior Checklist for parents and teachers, and the Behavior Assessment System for Children and Adolescents. Our findings revealed that children classified as BI exhibit less socioemotional and behavioral adjustments than their uninhibited peers both in family and school contexts. Further, the shyness variable seemed to be strongly associated with behavioral inhibition, regardless of informant and context.
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Lambert, Michael Canute, George T. Rowan, Soyoun Kim, Scott A. Rowan, Jeong Shin An, Elizabeth A. Kirsch, and Olivia Williams. "Assessment of Behavioral and Emotional Strengths in Black Children: Development of the Behavioral Assessment for Children of African Heritage." Journal of Black Psychology 31, no. 4 (November 2005): 321–51. http://dx.doi.org/10.1177/0095798405278409.

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Dawood, Kawther S., and Ali K. Khudhair. "Assessment of Behavioral disorders of children with Autism." Kufa Journal for Nursing Sciences 5, no. 1 (April 15, 2015): 179–86. http://dx.doi.org/10.36321/kjns.vi20151.3164.

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Background: Autistic disorder is a neurological disorder that causes a broad area of behavior impairments in children, including: hyperactivity, short attention span, impulsivity, aggressiveness, self – injurious behavior, tempers tantrum and abnormalities of eating or sleeping may be found. There is an increased rates of autism reached to 10-17% per year. It is the fastest-growing serious developmental disability in the worldwide over the past decades. Objective: The study aims to assess the autistic child behavior. Methodology: A descriptive correlational study was conducted in Jun 15th 2013 to October 15th 2013 on children with autism in Baghdad city. Purposive (non-probability) samples of 78 autistic children who are clients and receive care in the private specialization centers for autism were selected to participate in the current study. The study uses a parent-completed questionnaire for data collection. The behavior of autistic child was assessed using the Indian Scale for Assessment of Autism (ISAA). Results: The findings indicated that most children were males of 4-12 years old with mean 5.78 years. The highest percentage of children reported a moderate level of the impairment in social interaction, behavioral pattern problems, sensory responses abnormalities and lack of emotional responses. And the highest percentage of children reported a mild level in communication difficulties and delay in cognition and perceptual functioning. Half of children reported a moderate level of the total score of behavioral problems for all domains. Conclusions: All autistic children displayed the same behavioral disorders with different levels of severity. There is no significant relationship between the severity of autistic behavior and the child’s age and the child’s sex. Recommendations: The study recommends that Ministry of Health and the Ministry of Labor and Social Affairs policy should give the autistic children support and high quality of services to help them to coping with this disorder. Those children need for special rehabilitative and behavioral programs dealing with their behavioral problems.
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Faísca, Luís, Laura I. Ferreira, Catarina C. Fernandes, Jeffrey R. Gagne, and Ana T. Martins. "Behavioral Inhibition in Childhood: European Portuguese Adaptation of an Observational Measure (Lab-TAB)." Children 8, no. 2 (February 21, 2021): 162. http://dx.doi.org/10.3390/children8020162.

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The assessment of behaviorally inhibited children is typically based on parent or teacher reports, but this approach has received criticisms, mainly for being prone to bias. Several researchers proposed the additional use of observational methods because they provide a direct and more objective description of the child's functioning in different contexts. The lack of a laboratory assessment of temperament for Portuguese children justifies the adaptation of some episodes of the Laboratory Temperament Assessment Battery (Lab-TAB) as an observational measure for behavioral inhibition. Method: In our study, we included 124 children aged between 3 and 9 years and their parents. The evaluation of child behavioral inhibition was made by parent report (Behavioral Inhibition Questionnaire) and through Lab-TAB episodes. Parental variables with potential influence on parents’ reports were also collected using the Social Interaction and Performance Anxiety and Avoidance Scale (SIPAAS) and the Parental Overprotection Measure (POM). Results and Discussion: The psychometric analyses provided evidence that Lab-TAB is a reliable instrument and can be incorporated in a multi-method approach to assess behavioral inhibition in studies involving Portuguese-speaking children. Moderate convergence between observational and parent report measures of behavioral inhibition was obtained. Mothers’ characteristics, as well as child age, seem to significantly affect differences between measures, being potential sources of bias in the assessment of child temperament.
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Conner, Carlin, Alyssa R. Henry, Emily J. Solari, and Matthew C. Zajic. "Conducting oral and written language adapted tele-assessments with early elementary-age children with autism spectrum disorder." Autism & Developmental Language Impairments 7 (January 2022): 239694152211332. http://dx.doi.org/10.1177/23969415221133268.

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Background and aims Due to the COVID-19 pandemic, tele-health has gained popularity for both providing services and delivering assessments to children with disabilities. In this manuscript, we discuss the process of collecting standardized oral language, reading, and writing tele-assessment data with early elementary children with autism spectrum disorder (ASD) and offer preliminary findings related to child and parent engagement and technology issues. Methods The data presented are from pretest assessments during an efficacy study examining the electronic delivery of a listening comprehension intervention for children with ASD. Pretest sessions included a battery of standardized language, reading, and writing assessments, conducted over Zoom. The authors operationalized and developed a behavioral codebook of three overarching behavioral categories (parent involvement, child disengagement, and technology issues). Researchers coded videos offline to record frequencies of indicated behaviors across participants and assessment subtests. Results Involvement from parents accounted for the highest number of codes. Children showed some disengagement during assessment sessions. Technology issues were minimal. Behavioral categories appeared overall limited but varied across participants and assessments. Conclusions Parent involvement behaviors made up approximately two-thirds of the coded behaviors. Child disengagement behaviors made up approximately one-fourth of the coded behaviors, and these behaviors occurred more frequently across many different participants (with lower frequencies but greater coverage across children). Technology problems specific to responding to assessment items were relatively uncommon. Implications Clear guidelines including assessment preparation, modification of directions, and guidelines for parents who remain present are among the implications discussed. We also provide practical implications for continued successful adapted tele-assessments for children with ASD.
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Lambert, M., G. Rowan, S. Kim, R. Scott, J. An, K. Elizabeth, and O. Williams. "The Behavioral Assessment for Children of African Heritage." Journal of Developmental & Behavioral Pediatrics 26, no. 6 (December 2005): 468–69. http://dx.doi.org/10.1097/00004703-200512000-00037.

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Tesis sobre el tema "Behavioral assessment of children"

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LaRocque, Michelle. "Functional behavioral assessment in Washington state /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/7562.

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Anderson, Cynthia Marie. "Linking functional assessment with diagnostic classification development of functional assessment methodology /." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=441.

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Thesis (Ph. D.)--West Virginia University, 1999.<br>Title from document title page. Document formatted into pages; contains x, 181 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 59-67).
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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.

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Thesis (Ph. D.)--University of Oregon, 2003.<br>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.
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Thompson, Michelle. "Understanding the effectiveness of functional behavioral assessments and functional behavioral analysis in the school setting." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005thompsonm.pdf.

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Couvillon, Michael A. "Measurement and Utility of Functional Behavioral Assessments and Behavior Intervention Plans in Classrooms for Students with Emotional and Behavioral Disorders." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5469/.

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This research study examined how education service providers conduct functional behavioral assessments and utilize behavior intervention plans to address the social and emotional needs of students with challenging behaviors. The data are based on a 20-item survey administered to educators who identified themselves as working with students diagnosed with emotional and behavioral disorders. The results and implications of the survey are discussed and evaluated to the review of literature conducted prior to the study. Recommendations for future research are also explored.
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Mitachi, Mami. "The effects of functional assessment and competing behavior analysis information on the behavioral support recommendations for students with problem behaviors by school personnel /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3045091.

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Thesis (Ph. D.)--University of Oregon, 2002.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 144-147). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p3045091.
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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.

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Thesis (Ph. D.)--University of Oregon, 2005.<br>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.
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Thompson, Michelle. "Linking a functional behavioral analysis to a functional behavioral assessment in the school a single subject case design /." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008thompsonm.pdf.

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Miller, Bryon G. "Behavioral assessment of physical activity preferences of young children." Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/293.

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Low levels of physical activity are correlated with negative health outcomes such as heart disease, diabetes, and certain types of cancer. This is concerning given the current rise in obesity and physical inactivity, especially in young children. Developing assessments that can readily identify variables related to unhealthy patterns of activity might be useful in informing interventions that aim to increase physical activity. The current study extended previous research in the functional analysis of physical activity by Hustyi, Normand, and Larson (2012) by evaluating the utility of a choice assessment procedure to identify participant preference to several common outdoor activity contexts, typically available during school recess. Together, the two assessments strategies were able to identify both healthy and less healthy patterns of responding in four preschool-age children. The information obtained from these assessments could be used to inform behavioral interventions that aim to increase physical activity in young children.
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Duggan, Vanessa. "Parents' and teachers' acceptability of conjoint behavioral consultation." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33282.

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The present study examined parents' and teachers' acceptability of conjoint behavioral consultation for children with problem behaviors at school and at home. Also examined was the relationship between perceived treatment acceptability and treatment outcome, and time to treatment effectiveness. An A/B design was used and participants included 14 children, their parents, and teachers. Results indicated that conjoint behavioral consultation was an equally acceptable intervention prior to and following implementation for both parents and teachers. Results also indicated that parents' perceptions of treatment acceptability at posttest were not related to the effectiveness of the intervention as measured by direct observations. On the other hand, teachers' perceptions of treatment acceptability following implementation were found to be positively related to the effectiveness of the intervention. Furthermore, both parents and teachers perceptions of treatment acceptability were found to be significantly related to perceptions of treatment effectiveness and time to effectiveness. Results are discussed in light of their practical and theoretical implications.
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Libros sobre el tema "Behavioral assessment of children"

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McConnell, Mary E. Functional behavioral assessment. Denver, Colo: Love Pub. Co., 2001.

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Reynolds, Cecil R. BASC: Behavior Assessment System for Children : manual. Circle Pines, MN: American Guidance Service, Inc., 1992.

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Reynolds, Cecil R. BASC: Behavior Assessment System for Children : manual. Circle Pines, MN: American Guidance Service, 1998.

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J, Mash Eric, and Terdal Leif G. 1937-, eds. Behavioral assessment of childhood disorders. 2nd ed. New York: Guilford Press, 1988.

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W, Merrell Kenneth, ed. Behavioral, social, and emotional assessment of children and adolescents. New York: Routledge, 2012.

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Leone, Colombo, and Bianchi Rachele, eds. Preschool children: Physical activity, behavioral assessment and developmental challenges. Hauppauge, N.Y: Nova Science Publishers, 2009.

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Merrell, Kenneth W. Behavioral, social, and emotional assessment of children and adolescents. 2nd ed. Mahwah, N.J: L. Erlbaum Associates, 2003.

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Kevin, Nugent J., ed. Neonatal behavioral assessment scale. 3rd ed. London: Mac Keith Press, 1995.

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Cohen, Libby G. Assessment of children and youth. New York: Longman, 1998.

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Cohen, Libby G. Assessment of young children. New York: Longman, 1994.

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Capítulos de libros sobre el tema "Behavioral assessment of children"

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Humphreys, Kathryn L., Brian A. Feinstein, and Brian P. Marx. "Behavioral Assessment with Children." In Handbook of Clinical Psychology Competencies, 309–40. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-0-387-09757-2_12.

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Marafiote, Richard A. "Foundations for a Behavioral Assessment Alternative." In The Custody of Children, 49–73. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4684-7473-2_3.

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Marafiote, Richard A. "A Comparison of Behavioral and Traditional Assessment." In The Custody of Children, 74–85. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4684-7473-2_4.

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Blake, Jamilia J., Rebecca R. Winters, and Laura B. Frame. "Social–emotional and behavioral assessment." In Psychoeducational assessment and intervention for ethnic minority children: Evidence-based approaches., 95–114. Washington: American Psychological Association, 2016. http://dx.doi.org/10.1037/14855-007.

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Dever, Bridget V., and Randy W. Kamphaus. "Behavioral, social, and emotional assessment of children." In APA handbook of testing and assessment in psychology, Vol. 3: Testing and assessment in school psychology and education., 129–48. Washington: American Psychological Association, 2013. http://dx.doi.org/10.1037/14049-006.

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Zentall, Sydney S. "Cognitive Assessment of Infants and Preschoolers with Severe Behavioral Disabilities." In Assessment of Young Developmentally Disabled Children, 183–211. Boston, MA: Springer US, 1988. http://dx.doi.org/10.1007/978-1-4757-9306-2_10.

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Damanhuri, Narisa, and Stuart Enoch. "Assessment and Non-pharmacological Management of Pain in Children with Burns." In The Handbook of Behavioral Medicine, 143–54. Oxford, UK: John Wiley & Sons, Ltd, 2014. http://dx.doi.org/10.1002/9781118453940.ch8.

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Bartholomew, Charles. "The Comprehensive Behavioral Healthcare Assessment for Children and Adolescents." In Preventing the School-to-Prison Pipeline, 88–107. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003284383-10.

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Harrison, Patti L. "Adaptive Behavior Assessment of Preschool Children." In Psychoeducational Assessment of Preschool Children, 204–25. Fifth edition. | New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429054099-9.

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Boisjoli, Jessica A., and Johnny L. Matson. "General Methods of Assessment." In Social Behavior and Skills in Children, 61–75. New York, NY: Springer New York, 2009. http://dx.doi.org/10.1007/978-1-4419-0234-4_4.

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Actas de conferencias sobre el tema "Behavioral assessment of children"

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Tsiftzi, Fotini, Despina Papoudi, Elias Avramidis, Plousia Misailidi, and Filippos Vlachos. "Behavioral Assessment of Cerebellar Function in Preschool Children Diagnosed With Autism Spectrum Disorder." In The Asian Conference on Psychology & the Behavioral Sciences 2024. The International Academic Forum(IAFOR), 2024. http://dx.doi.org/10.22492/issn.2187-4743.2024.38.

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Mayer, D. L., M. C. Cummings, R. M. Hansen, J. van Hof-van Duin, and A. B. Fulton. "Peripheral Vision of Young Children with Normal and Abnormal Visual Development." In Noninvasive Assessment of the Visual System. Washington, D.C.: Optica Publishing Group, 1986. http://dx.doi.org/10.1364/navs.1986.mb1.

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The quantitative assessment of visual fields provides critical data for managing patients with neurological and ophthalmological disorders. However, the behavioral repertoire of infants and young children has precluded refined measurements of visual fields, and in clinical practice, visual field assessment is limited to "confrontation" methods. Previously described perimeter and procedures1 have been modified for quantitative evaluation of visual fields of young pediatric patients.
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Mayer, DL, MF Cummings, and AB Fulton. "Visual fields of infants: a new perimetry." In Noninvasive Assessment of the Visual System. Washington, D.C.: Optica Publishing Group, 1987. http://dx.doi.org/10.1364/navs.1987.wb1.

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The description of visual-Fields is important in the diagnosis and management of ophthalmologic and neurologic disorders of adults. Ordinarily, effective assessment of visual fields of children using established perimetric techniques is not possible until at least age 8 years. The behavioral repetoire of infants and young children thus has required invention of new techniques. Recently we reported successful assessment of visual fields of young children using an LED perimeter and an 8-alternative forced-choice procedure (1). Here we describe a LED perimetric method to assess 6- to 7-month-old infants. A combination of these techniques has enabled assessment of infants with neuro-ophthalmologic conditions known to result in visual field defects.
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Tozadore, Daniel C., and Roseli A. F. Romero. "Multimodal Fuzzy Assessment for Robot Behavioral Adaptation in Educational Children-Robot Interaction." In ICMI '20: INTERNATIONAL CONFERENCE ON MULTIMODAL INTERACTION. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3395035.3425201.

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Norcia, A. M., C. W. Tyler, and D. Allen. "Electrophysiological Assessment of Contrast Sensitivity in Human Infants." In Noninvasive Assessment of Visual Function. Washington, D.C.: Optica Publishing Group, 1985. http://dx.doi.org/10.1364/navf.1985.wb2.

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Assessment of visual function in human infants and pre-verbal children places the greatest demands upon test efficiency and non-invasiveness. The poor state of development of the behavioral response repertoire and attention span, and the impossibility of communication with the test subject through verbal instructions are each significant obstacles. These difficulties are unfortunately greatest during the critical period for visual development during which the human visual system is the most sensitive to disruption by exogenous factors, and at the same time most receptive to treatment.
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Preston, Karen L., and Davida Y. Teller. "The Acuity Card Procedure: Rapid Clinical Assessment of Visual Acuity in Infants and Non-Verbal Patients." In Noninvasive Assessment of the Visual System. Washington, D.C.: Optica Publishing Group, 1986. http://dx.doi.org/10.1364/navs.1986.mb5.

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The acuity card procedure1 is a recently developed variation of preferential looking (PL) for use in the behavioral assessment of the visual acuity of infants and young children. The procedure is suitable for use in clinical settings because it is fast, accurate, and may be used across a wide range of ages to assess the acuity of patients with diverse clinical disorders. The purpose of this paper is to introduce the acuity card procedure to clinical psychophysicists and invite discussion of the potential usefulness of the cards in routine clinical application.
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RajKumar, Ashwin, Chetan Arora, Barry Katz, and Vikram Kapila. "Wearable Smart Glasses for Assessment of Eye-Contact Behavior in Children With Autism." In 2019 Design of Medical Devices Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/dmd2019-3221.

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To promote eye contact learning and behavior in children with autism, there exist specialized environments as well as smartphone applications. However, few currently available techniques support the assessment of desired behavioral improvement during learning. In this paper, we describe recently developed wearable smart glasses instrumented with mechatronic sensors and controllers. The mechatronics glasses, worn by both an instructor and a child, quantitatively measure the eye contact behavior of the child. The instructor glasses connect with a smartphone application through Bluetooth low energy. A user interface is created and hosted on the smartphone to enable the instructor to customize the reward to the child based on improvements in eye contact behavior. Specifically, the smartphone application quantifies the eye contact duration, frequency, latency, and session time, allowing instructors, therapists, and clinicians to monitor and track the child’s progress in eye contact behavior. The results from preliminary user testing of the device with control subjects show that the device is capable of recording sessions details and supporting eye contact behavior assessment.
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Figueiredo, Sandra, Margarida Alves Martinsb, Carlos Silvac, and Cristina Simões. "How teachers'perceptions affect the academic and language assessment of immigrant children." In 4th Annual International Conference on Cognitive - Social, and Behavioural Sciences. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.05.10.

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Salomão, Solange R., Adriana Berezovsky, Mary E. Everett, and Eileen E. Birch. "Fixation Preference and Grating Acuity in Strabismic Children." In Vision Science and its Applications. Washington, D.C.: Optica Publishing Group, 1996. http://dx.doi.org/10.1364/vsia.1996.tha.2.

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Monocular visual acuity (VA) measurement is a useful part of pediatric ophthalmologic assessment. In the last three decades, different methods have been developed to provide this important information (Dobson &amp; Teller, 1978; Marsh-Tootle, 1991; Fulton et al., 1993). Preferential looking (PL) is a behavioral method used in several experimental and clinical studies to quantify VA (Jacobson et al., 1982; Birch et al., 1990; Dobson et al., 1990). Information about amblyopia and visual deficit can be obtained by PL, comparing the results with normative data for VA development and interocular acuity differences, but there is some controversy about its value in the diagnosis of strabismic amblyopia (Ellis et al., 1988; Moskowitz et al., 1987; Moseley et al., 1986). Fixation preference is considered the most reliable clinical method to diagnose amblyopia in infants and non-verbal strabismic patients (Jacobson et al., 1982; Wright et al., 1986). Occlusion of one eye while the other is fixating a target is used to evaluate if the fixation behavior of that eye is central, steady and mantained.
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Bardyshevskaya, Marina. "THE ASSESSMENT OF THE AFFECTIVE-BEHAVIORAL DEVELOPMENT OF 2-3 YEARS OLD CHILDREN WITH AUTISM AND PERVASIVE DEVELOPMENTAL DISORDERS." In International Psychological Applications Conference and Trends. inScience Press, 2020. http://dx.doi.org/10.36315/2020inpact010.

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Informes sobre el tema "Behavioral assessment of children"

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Johnston, James. Assessment of Short Term Behavioral Changes in Emotionally Handicaped Children Enrolled in a Special Education Program. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1888.

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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, January 2000. http://dx.doi.org/10.15760/etd.6023.

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Peterson, Bradley S., Joey Trampush, Margaret Maglione, Maria Bolshakova, Morah Brown, Mary Rozelle, Aneesa Motala, et al. ADHD Diagnosis and Treatment in Children and Adolescents. Agency for Healthcare Research and Quality (AHRQ), March 2024. http://dx.doi.org/10.23970/ahrqepccer267.

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Objective. The systematic review assessed evidence on the diagnosis, treatment, and monitoring of attention deficit hyperactivity disorder (ADHD) in children and adolescents to inform a planned update of the American Academy of Pediatrics (AAP) guidelines. Data sources. We searched PubMed®, Embase®, PsycINFO®, ERIC, clinicaltrials.gov, and prior reviews for primary studies published since 1980. The report includes studies published to June 15, 2023. Review methods. The review followed a detailed protocol and was supported by a Technical Expert Panel. Citation screening was facilitated by machine learning; two independent reviewers screened full text citations for eligibility. We abstracted data using software designed for systematic reviews. Risk of bias assessments focused on key sources of bias for diagnostic and intervention studies. We conducted strength of evidence (SoE) and applicability assessments for key outcomes. The protocol for the review has been registered in PROSPERO (CRD42022312656). Results. Searches identified 23,139 citations, and 7,534 were obtained as full text. We included 550 studies reported in 1,097 publications (231 studies addressed diagnosis, 312 studies addressed treatment, and 10 studies addressed monitoring). Diagnostic studies reported on the diagnostic performance of numerous parental ratings, teacher rating scales, teen/child self-reports, clinician tools, neuropsychological tests, EEG approaches, imaging, and biomarkers. Multiple approaches showed promising diagnostic performance (e.g., using parental rating scales), although estimates of performance varied considerably across studies and the SoE was generally low. Few studies reported estimates for children under the age of 7. Treatment studies evaluated combined pharmacological and behavior approaches, medication approved by the Food and Drug Administration, other pharmacologic treatment, psychological/behavioral approaches, cognitive training, neurofeedback, neurostimulation, physical exercise, nutrition and supplements, integrative medicine, parent support, school interventions, and provider or model-of-care interventions. Medication treatment was associated with improved broadband scale scores and ADHD symptoms (high SoE) as well as function (moderate SoE), but also appetite suppression and adverse events (high SoE). Psychosocial interventions also showed improvement in ADHD symptoms based on moderate SoE. Few studies have evaluated combinations of pharmacological and youth-directed psychosocial interventions, and we did not find combinations that were systematically superior to monotherapy (low SoE). Published monitoring approaches for ADHD were limited and the SoE is insufficient. Conclusion. Many diagnostic tools are available to aid the diagnosis of ADHD, but few monitoring strategies have been studied. Medication therapies remain important treatment options, although with a risk of side effects, as the evidence base for psychosocial therapies strengthens and other nondrug treatment approaches emerge.
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McLean, Karen, Elodie O’Connor, Rachel Ong, Corey Joseph, and Sharon Goldfeld. Health, development and learning screening and assessment tools for children and young people aged 5–18 years. The Sax Institute, May 2022. http://dx.doi.org/10.57022/julf8952.

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This Evidence Check was commissioned by the Ministry of Health to identify validated health assessment tools for physical health, mental health, development, and family violence for the Wellbeing and Health In-reach Nurse (WHIN) Coordinator program. This program is a partnership between NSW Health and the NSW Department of Education which places nurses in NSW schools to identify the health and social needs of students and coordinate early intervention and referral to services and programs. Validated assessment tools will help the nurses to identify children at risk of academic, behavioural, emotional or health-related difficulties. This Evidence Check also aims to describe how they are used in clinical practice and barriers and enablers to their effective use. Seventy-two assessment tools were found, but coverage of the areas affecting children’s wellbeing was uneven. Mental health had several promising tools, as did development for younger children. However, physical health and family violence did not have well-validated tools. There was little information on how they were used in clinical practice. Enablers for use included minimal training requirements, ease of administration and ready availability. Use of parental as well as teacher reports was seen as valuable. There is a need for further work on tools for physical health and family violence. There is also a need for information on the practicalities of the chosen tools (user acceptability, licensing, costs, and training requirements) and for clear practice guidelines.
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5

Araujo, María Caridad, Yyannu Cruz-Aguayo, Pedro Carneiro, and Norbert Schady. Teacher Quality and Learning Outcomes in Kindergarten. Inter-American Development Bank, December 2016. http://dx.doi.org/10.18235/0011718.

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We assigned two cohorts of kindergarten students, totaling more than 24,000 children, to teachers within schools with a rule that is as-good-as-random. We collected data on children at the beginning of the school year, and applied 12 tests of math, language and executive function (EF) at the end of the year. All teachers were filmed teaching for a full day, and the videos were coded using a well-known classroom observation tool, the Classroom Assessment Scoring System (or CLASS). We find substantial classroom effects: A one-standard deviation increase in classroom quality results in 0.11, 0.11, and 0.07 standard deviation higher test scores in language, math, and EF, respectively. Teacher behaviors, as measured by the CLASS, are associated with higher test scores. Parents recognize better teachers, but do not change their behaviors appreciably to take account of differences in teacher quality .
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6

Bork, Kenneth. Parental perceptions of behavioral changes in children following divorce. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2799.

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7

Gertman, D., L. Haney, H. Blackman, and D. Schurman. The assessment of behavioral climate. Office of Scientific and Technical Information (OSTI), January 1988. http://dx.doi.org/10.2172/6676630.

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8

Botelho, Jeannie. A comparison of behavioral problems between speech and/or language impaired children and normal children. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5403.

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9

Boer, Erwin R., Nicholas J. Ward, Michael P. Manser, and Nobuyuki Kuge. Driver-Model-Based Assessment of Behavioral Adaptation. Warrendale, PA: SAE International, May 2005. http://dx.doi.org/10.4271/2005-08-0307.

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10

Currie, Janet, Mark Stabile, and Lauren Jones. Do Stimulant Medications Improve Educational and Behavioral Outcomes for Children with ADHD? Cambridge, MA: National Bureau of Economic Research, June 2013. http://dx.doi.org/10.3386/w19105.

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