Bibliografías temáticas / Children behavior coding

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Literatura académica sobre el tema "Children behavior coding"

Autor: Grafiati

Publicado: 1 de febrero de 2025

Última modificación: 31 de julio de 2025

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Artículos de revistas sobre el tema "Children behavior coding"

Chorney, Jill MacLaren, Edwin T. Tan, Sarah R. Martin, Michelle A. Fortier, and Zeev N. Kain. "Children's Behavior in the Postanesthesia Care Unit: The Development of the Child Behavior Coding System-PACU (CBCS-P)." Journal of Pediatric Psychology 37, no. 3 (2011): 338–47. http://dx.doi.org/10.1093/jpepsy/jsr101.

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Abstract Objective To develop and validate a behavioral coding measure, the Children's Behavior Coding System-PACU (CBCS-P), for children's distress and nondistress behaviors while in the postanesthesia recovery unit. Methods A multidisciplinary team examined videotapes of children in the PACU and developed a coding scheme that subsequently underwent a refinement process (CBCS-P). To examine the reliability and validity of the coding system, 121 children and their parents were videotaped during their stay in the PACU. Participants were healthy children undergoing elective, outpatient surgery a

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Hardecker, David J. K., Marco F. H. Schmidt, and Daniel B. M. Haun. "Developing a Coding System for Sulking Behavior in Young Children." SAGE Open 11, no. 3 (2021): 215824402110092. http://dx.doi.org/10.1177/21582440211009223.

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Children’s sulking behavior is a salient yet understudied emotional phenomenon. It has been hypothesized to result from hurt feelings, humiliation, and anger, and might thus function as a nonverbal measure in the behavioral studies of these emotions. We conducted three studies that served to develop a comprehensive coding system for children’s sulking behavior. The first study explored sulking features in an online survey that used parental and teacher reports. In an event-based parental diary study, we reevaluated the importance of each feature based on its frequency across episodes of sulkin

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Westerman, Nancy K., Vanessa E. Cobham, and Brett McDermott. "Trauma-Focused Cognitive Behavior Therapy." Qualitative Health Research 27, no. 2 (2016): 226–35. http://dx.doi.org/10.1177/1049732315627795.

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Repeated retelling of trauma narratives within Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) assists participants to habituate to experiences that have precipitated symptoms of post-traumatic stress. In this study, the narratives produced by children and adolescents, who developed post-traumatic stress disorder following a natural disaster, and who were treated with a manualized TF-CBT intervention, were examined. The first author developed a coding system utilizing three major concepts (coherence, elaboration, and evaluation) to identify changes in the narratives as they were retold at

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Talwar, Victoria, Susan M. Murphy, and Kang Lee. "White lie-telling in children for politeness purposes." International Journal of Behavioral Development 31, no. 1 (2007): 1–11. http://dx.doi.org/10.1177/0165025406073530.

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Prosocial lie-telling behavior in children between 3 and 11 years of age was examined using an undesirable gift paradigm. In the first condition, children received an undesirable gift and were questioned by the gift-giver about whether they liked the gift. In the second condition, children were also given an undesirable gift but received parental encouragement to tell a white lie prior to being questioned by the gift-giver. In the third condition, the child's parent received an undesirable gift and the child was encouraged to lie on behalf of their parent. In all conditions, the majority of ch

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Fagot, Beverly I., and Katherine C. Pears. "Changes in attachment during the third year: Consequences and predictions." Development and Psychopathology 8, no. 2 (1996): 325–44. http://dx.doi.org/10.1017/s0954579400007124.

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AbstractCrittenden has proposed a system for classifying attachment during the preschool years. Ninety-six boys and girls were tested in the Strange Situation at 18 months and 30 months of age. Eighteen-month-olds were coded using the Ainsworth coding system, and the 30-month-olds were coded using Crittenden's preschool attachment coding system. When children changed classification categories, it was not random movement but was in accordance with Crittenden's predictions of reorganization of the child's capacities. Mothers and children were also observed in the home at 18 and 30 months of age,

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Mayo-Dosayla, Charity Mae, and Dennis V. Madrigal. "A Case Study of the School Behavior of Abused Children with Behavior Modification Intervention." Technium Social Sciences Journal 20 (June 8, 2021): 244–54. http://dx.doi.org/10.47577/tssj.v20i1.3637.

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Child abuse has become prevalent in the society and has reached an alarming state. An experience of abuse creates a domino effect on a child’s learning and socialization in school, and consequently impacts their holistic development. Anchoring on B.F. Skinner’s Operant Conditioning Theory, this study investigates the undesirable school behaviour of abused children and formulates an intervention program for behaviour modification. This case study documented the school behaviour of three primary school children identified as psychologically, physically, and sexually abused by the local Departmen

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Olofson, Eric L., and Sarah J. Schoppe-Sullivan. "Same Behaviors, Different Outcomes: Mothers’ and Fathers’ Observed Challenging Behaviors Measured Using a New Coding System Relate Differentially to Children’s Social-Emotional Development." Children 9, no. 5 (2022): 675. http://dx.doi.org/10.3390/children9050675.

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This study used a newly developed coding system for measuring the quality of parenting behavior to examine associations with children’s social-emotional development. The Risky Interaction Support and Challenge Scale (RISCS) measures the extent to which parents engage in behaviors that present physical and regulatory challenges to children, as well as parents’ tendency to allow children to pursue action goals autonomously. These behaviors were observed while parents (n = 57 fathers; n = 55 mothers; n = 50 pairs) interacted with their 1-year-olds who played on a structure that included a slide,

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Cress, Cynthia. "Early Differences in Pre-Intentional Communication Patterns between Children with Typical Development and Children with Complex Communication Needs." Perspectives on Augmentative and Alternative Communication 23, no. 4 (2014): 166–72. http://dx.doi.org/10.1044/aac23.4.166.

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Although children with complex communication needs (CCN) may be identified during infancy, there is little information on systematic differences in social and communicative interaction patterns from typical expectations, particularly during the pre-intentional period. This article summarizes conclusions drawn from a research study (Cress et al., 2013) that contrasted pre-intentional communication behaviors in typically developing infants at 6–7 months with pre-intentional communication behaviors in children with CCN at an average of 20 months chronological age, and average 6–7 months receptive

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Coughlan, Barry, Tess Marshall-Andon, Julie Anderson, Sophie Reijman, and Robbie Duschinsky. "Attachment and autism spectrum conditions: Exploring Mary Main’s coding notes." Developmental Child Welfare 1, no. 1 (2019): 76–93. http://dx.doi.org/10.1177/2516103218816707.

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Distinguishing autism spectrum behaviors from behaviors relating to disorganized attachment can be challenging. There is, for instance, a notable overlap between both conditions in terms of behaviors deemed stereotypical. In addition, there are also similarities regarding some atypical social overtures. Responding to this overlap has been the subject for much debate in the literature. Disorganized attachment was first introduced and conceptualized by the attachment researcher, Mary Main. Main is considered the leading authority on coding this phenomenon. During the course of archival research,

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Jokić, Claire Sangster, Helene Polatajko, and David Whitebread. "Self-Regulation as a Mediator in Motor Learning: The Effect of the Cognitive Orientation to Occupational Performance Approach on Children With DCD." Adapted Physical Activity Quarterly 30, no. 2 (2013): 103–26. http://dx.doi.org/10.1123/apaq.30.2.103.

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Children with developmental coordination disorder (DCD) experience difficulty performing everyday motor tasks. It is has been suggested that children with DCD have fewer self-regulatory (SR) skills with which to acquire motor skills. This article presents the results of an exploratory study examining the development of SR competence among ten 7–9-year-old children with DCD participating in the Cognitive Orientation to daily Occupational Performance (CO-OP) program (Polatajko & Mandich, 2004). Using a quantitative observational coding method, children’s SR behavior was examined and compared

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Tesis sobre el tema "Children behavior coding"

Kinch, John L. "Stimulus control : a coding of aversive stimuli and aggressive behavior." Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/2118.

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Treating aggressive behavior has been of interest to psychologists, sociologists, and law enforcement agencies for many years. Eron (1983) concluded that research should be directed towards understanding the early determinants of aggression before it escalates out of control. The purpose of the present study was to code aversive stimuli that precede aggressive behavior in boys. The following classes were used: Physically Aversive Stimuli, Verbally Aversive Stimuli, Socially Aversive Stimuli, Frustrating Stimuli, Neutral or No Stimuli, and Arguments. It was believed that particular stimuli woul

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Schuster, Mark W. "The Origins of Caring: A Study of the Development of Coding Categories for Prosocial Behaviors in Very Young Children." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/5044.

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There has a great deal of research regarding the positive social (prosocial) behaviors of young children. Children have been observed performing a number of different prosocial behaviors, including helping, showing, sharing, and responding to the distress of another. However, most of the previous research was conducted in laboratory settings. In order to describe the first manifestations of prosocial behaviors more accurately, research needs to be conducted in a natural setting. The purpose of the current study was to observe the origins of the prosocial behaviors of young children in a child

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Ali, Abid. "Analyse vidéo à l'aide de réseaux de neurones profonds : une application pour l'autisme." Electronic Thesis or Diss., Université Côte d'Azur, 2024. http://www.theses.fr/2024COAZ4066.

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La compréhension des actions dans les vidéos est un élément crucial de la vision par ordinateur, avec des implications significatives dans divers domaines. À mesure que notre dépendance aux données visuelles augmente, comprendre et interpréter les actions humaines dans les vidéos devient essentiel pour faire progresser les technologies dans la surveillance, les soins de santé, les systèmes autonomes et l'interaction homme-machine. L'interprétation précise des actions dans les vidéos est fondamentale pour créer des systèmes intelligents capables de naviguer efficacement et de répondre aux compl

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Sayis, Batuhan. "Computational modeling of user activity in full-body interaction environments for ASC children: multimodal analysis of social interaction behaviors through psychophysiology, system activity, video coding, questionnaires, and body cues." Doctoral thesis, Universitat Pompeu Fabra, 2021. http://hdl.handle.net/10803/671850.

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Full-body Interaction experiences based on Mixed Reality (MR) systems are already playing an important role in encouraging socialization behaviors in children with Autism Spectrum Condition (ASC), as seen in the state of the art of this thesis. However, the data from these systems is multimodal in nature and complex to analyze. Fusion and analysis of this data is crucial to achieve a complete understanding of how these resources interact with each other. In this PhD Thesis, given the characteristics of full-body interaction, we developed new multimodal data gathering and evaluation techniques

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Nyh, Johan. "From Snow White to Frozen : An evaluation of popular gender representation indicators applied to Disney’s princess films." Thesis, Karlstads universitet, Institutionen för geografi, medier och kommunikation, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36877.

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Simple content analysis methods, such as the Bechdel test and measuring percentage of female talk time or characters, have seen a surge of attention from mainstream media and in social media the last couple of years. Underlying assumptions are generally shared with the gender role socialization model and consequently, an importance is stated, due to a high degree to which impressions from media shape in particular young children’s identification processes. For young girls, the Disney Princesses franchise (with Frozen included) stands out as the number one player commercially as well as in cust

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Chu, Mio-Ieng, and 朱妙盈. "An observational behavioral coding system and rating scale of children''s dental anxiety." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/84199644275583812235.

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碩士<br>高雄醫學大學<br>牙醫學研究所<br>102<br>Aims: To establish an objective observational coding system and rating scale for better evaluation of dental fear in children. To investigate the relationship between the total score of our observational rating scale and other factors. Methods: This clinical observational study of 60 subjects used convenient sampling method to recruit children of 2-12 years old from Nov 2012 to Oct 2013. CFSS and VAS were completed by children with the help of caregiver. Parental consent was obtained. Each dental procedure was recorded and transcribed into observational rec

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Jacques, Claudine. "Validation d’une situation de stimulation suscitant des comportements stéréotypés et des intérêts restreints chez le jeune enfant autiste." Thèse, 2011. http://hdl.handle.net/1866/9759.

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Les comportements stéréotypés et les intérêts restreints sont des comportements à valeur diagnostique dans l’autisme. Pourtant, il y a des lacunes en clinique, dans la façon de détecter ces comportements, considérant l’absence d’instruments standardisés les suscitant et en recherche, dans la façon de documenter ces comportements pour arriver à les définir de façon opérationnelle. Cette thèse a pour objectif de mieux documenter, par une situation d’observation, les comportements stéréotypés et les intérêts restreints en bas âge dans l’autisme, et de permettre l’utilisation de cette situation e

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Libros sobre el tema "Children behavior coding"

Simon, Francesca. Henri Helynt yn codi'r meirw. CAA, Prifysgol Aberystwyth, 2013.

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Voigt, Robert G., Michelle M. Macias, and Scott M. Myers, eds. AAP Developmental and Behavioral Pediatrics. American Academy of Pediatrics, 2010. http://dx.doi.org/10.1542/9781581105506.

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Developed by leading experts in developmental and behavioral pediatrics, the all-new AAP Developmental and Behavioral Pediatrics gives one place to turn for expert recommendations to deliver, coordinate, and/or monitor quality developmental/behavioral care within the medical home. The one resource with all the essentials for pediatric primary care providers. Evaluation and care initiation: Interviewing and counseling, Surveillance and screening, Psychoeducational testing, Neurodevelopmental assessment and medical evaluation. Development and disorders: Motor and cognitive development, Speech an

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Capítulos de libros sobre el tema "Children behavior coding"

Waldron, Sam, and Clare Wood. "Textism Use and Language Ability in Children." In Encyclopedia of Mobile Phone Behavior. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8239-9.ch063.

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Textism use (or textese) refers to the way in which individuals write in shorthand on mobile devices in order to save space or time. Thurlow (2003) devised one of the first coding schemes for textisms, and textism use has since been hotly debated by the media (Crystal, 2008). Plester et al. (2008; 2009) and Wood et al. (2011; 2014) have since investigated the relationship that texting has with children's language abilities, and found no evidence of negative effects. Further research has been conducted into the effects of texting on readers of differing abilities (Coe & Oakhill, 2011) and f

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Lyakso, Elena, Olga Frolova, and Yuri Matveev. "Facial Expression." In Handbook of Research on Deep Learning-Based Image Analysis Under Constrained and Unconstrained Environments. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6690-9.ch014.

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The description of the results of five psychophysiological studies using automatic coding facial expression in adults and children (from 4 to 16 years) in the FaceReader software version 8.0 is presented. The model situations of reading the emotional text and pronouncing emotional phrases and words, natural interaction in mother-child dyads, child and adult (experimenter), and interaction of children with each other were analyzed. The difficulties of applying the program to analyze the behavior of children in natural conditions, to analyze the emotional facial expressions of the children with

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Graham, Philip. "Cognitive behaviour therapies for children and families." In New Oxford Textbook of Psychiatry. Oxford University Press, 2012. http://dx.doi.org/10.1093/med/9780199696758.003.0234.

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Cognitive behaviour therapy (CBT) is derived from both behavioural and cognitive theories. Using concepts such as operant conditioning and reinforcement, behavioural theories treat behaviour as explicable without recourse to description of mental activity. In contrast, mental activity is central to all concepts derived from cognitive psychology. Both sets of theories have been of value in explaining psychological disorders and, in the design of interventions they have proved an effective combination. Central to that part of cognitive theory that is relevant to CBT is the concept of ‘schemas’,

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"Meso-Analytic Behavioral Rating System for Family Interactions: Observing Play and Forced-Compliance Tasks With Young Children." In Family Observational Coding Systems. Psychology Press, 2000. http://dx.doi.org/10.4324/9781410605610-18.

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Shohieb, Samaa Mohammed, Ceymi Doenyas, and Waleed Mohamed Al-Adrousy. "Merging Tangibles and Gamification to Teach Algorithmic Thinking to KG Children With “Gamirithmic”." In Handbook of Research on the Influence and Effectiveness of Gamification in Education. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-4287-6.ch033.

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This chapter presents the design, implementation, and evaluation of a new technique to improve children's algorithmic thinking skills that enable solving problems following clearly defined steps. Gamirithmic teaches children to codify ideas by coming up with solutions to problems in systematic and structured ways via its step-by-step procedure with the increasing complexity of commands in each step. The errors of kindergarten children (3-6 years of age) decreased with each trial, but the time taken did not, suggesting that children took time to process the more complicated commands and come up

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Wood Luke Jai, Dautenhahn Kerstin, Lehmann Hagen, Robins Ben, Rainer Austen, and Syrdal Dag Sverre. "Robot-Mediated Interviews: Does a Robotic Interviewer Impact Question Difficulty and Information Recovery?" In Assistive Technology Research Series. IOS Press, 2013. https://doi.org/10.3233/978-1-61499-304-9-131.

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Our previous research has shown that children respond to a robotic interviewer very similar compared to a human interviewer, pointing towards the prospect of using robot-mediated interviews in situations where human interviewers face certain challenges. This follow-up study investigated how 20 children (aged between 7 and 9) respond to questions of varying difficulty from a robotic interviewer compared to a human interviewer. Each child participated in two interviews, one with an adult and one with a humanoid robot called KASPAR, the main questions in these interviews focused on the theme of p

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Hatfield, Mary. "Medical Men, Negligent Mothers, and Malleable Children." In Growing Up in Nineteenth-Century Ireland. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198843429.003.0001.

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This chapter considers the medicalization of childhood from the late eighteenth century into the 1840s. What we might now term a ‘biological’ definition of childhood is seen first in late eighteenth-century medical intervention into the care of infants. These texts are part of a wider ‘rationalization’ of childhood which emerged in scientific and child-rearing genres. The influence in Ireland of John Locke, William Buchan, and the Edgeworths’ contributed to a reformulation of childhood as a period of enormous intellectual and physical malleability. As the matter of children’s health shifted fr

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Kopp, Claire B., and Susan J. Neufeld. "Emotional Development During Infancy." In Handbook of Affective Sciences. Oxford University PressNew York, NY, 2002. http://dx.doi.org/10.1093/oso/9780195126013.003.0019.

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Abstract Seven decades ago a small group of researchers sought to describe developmental trends in emotion expressions among infants and young children. What began as relatively modest research efforts evolved decades later into many hundreds of studies focused on broad research questions about infant emotional development. From the 1960s onward, research designs and coding systems have become more innovative and refined, and sophisticated analytic approaches have moved the field to causal inferences. Instead of the single emphasis that characterized initial attempts to define infant emotions,

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Actas de conferencias sobre el tema "Children behavior coding"

Ho, Han-Ju Ho. "BEHAVIORAL SEQUENCE ANALYSIS IN HMEAYC: A STUDY ON INITIATING ACTIONS AND MOVEMENT PATTERNS UNDER MUSICAL RHYTHM ACTIVITIES." In EduCon Tokyo – International Conference on Education, 20-21 January 2025. Global Research & Development Services Publishing, 2025. https://doi.org/10.20319/ictel.2025.8182.

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This study aimed to analyze the sequential movement behaviors of children within the Holistic Music Educational Approach for Young Children (HMEAYC), focusing on how children initiate actions and follow movement patterns during musical rhythm activities. Specifically, it explored differences in movement behaviors between children with prior music experience and those without. Methodology: Participants were 75 children (43 boys and 32 girls) aged 3 to 6 years from kindergartens in central Taiwan. The researchers utilized video recordings, capturing over ten hours of footage, to observe and code

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Schlebbe, Kirsten. "Support versus restriction: parents’ influence on young children’s information behaviour in connection with mobile devices." In ISIC: the Information Behaviour Conference. University of Borås, Borås, Sweden, 2020. http://dx.doi.org/10.47989/irisic2006.

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Introduction. This paper examines how parents perceive and mediate young children's use of mobile devices and discusses how this may affect children's information behaviour. Method. For data collection, semi-structured interviews with 22 parents from 19 families with 22 children aged one to six years who had already used mobile devices were conducted. Analysis. All interviews were audio-recorded, transcribed verbatim and analysed using the software MAXQDA. A combination of inductive and deductive coding methods was used for data analysis. Results. The analysis shows that young children engage

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Graßl, Isabella, and Gordon Fraser. "Coding to Cope: Teaching Programming to Children with Emotional and Behavioral Disorders." In ICSE-SEET '24: 46th International Conference on Software Engineering: Software Engineering Education and Training. ACM, 2024. http://dx.doi.org/10.1145/3639474.3640078.

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Lisenbee, Peggy. "Observing Young Children's Behaviors While Coding as an Innovative Pedagogical Practice." In 2021 AERA Annual Meeting. AERA, 2021. http://dx.doi.org/10.3102/1681820.

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Informes sobre el tema "Children behavior coding"

Schuster, Mark. The Origins of Caring: A Study of the Development of Coding Categories for Prosocial Behaviors in Very Young Children. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6920.

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Chea, Phal, Davut Nhem, Sathya Chea, and Chankoulika BO. The Reversal of Gender Gap in Learning: Why Boys Are Falling Behind in Upper Secondary Schools. Cambodia Development Resource Institute, 2024. https://doi.org/10.64202/wp.145.202406.

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The global emphasis on addressing gender disparities in education has highlighted the importance of equitable academic achievement for policymakers, scholars, and the public. The Sustainable Development Goals (SDGs) have incorporated gender equity, emphasising the ongoing challenge of ensuring equal access to quality education worldwide. In Cambodia, traditionally a male-dominated society, a notable shift has been observed: female students are now surpassing their male counterparts in school enrolment and academic performance. This reversal has sparked significant public interest, prompting th

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