Bibliographies thématiques / Behavioral assessment of children

Littérature scientifique sur le sujet « Behavioral assessment of children »

Auteur : Grafiati

Publié le 4 juin 2021

Mis à jour le 4 mars 2023

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Articles de revues sur le sujet "Behavioral assessment of children":

Safwat Abdelhameed, Rehab, Nesreen Fathi Mahmoud, Shimaa Ahmed Saleh, Ahmed Ali Abdelmonem et Mohamed Sherif Ahmed. « Behavioral feeding assessment in autistic children ». Egyptian Journal of Medical Research 2, n^o 1 (1 janvier 2021) : 116–26. http://dx.doi.org/10.21608/ejmr.2021.146065.

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Finney, Jack W., et Mark D. Weist. « Behavioral Assessment of Children and Adolescents ». Pediatric Clinics of North America 39, n^o 3 (juin 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, n^o 4 (janvier 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, n^o 4 (novembre 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 et Alfonso Ordóñez-Ortega. « Understanding children with Behavioral Inhibition ». Psychologica 63, n^o 2 (28 décembre 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.

Lambert, Michael Canute, George T. Rowan, Soyoun Kim, Scott A. Rowan, Jeong Shin An, Elizabeth A. Kirsch et 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, n^o 4 (novembre 2005) : 321–51. http://dx.doi.org/10.1177/0095798405278409.

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Lambert, M., G. Rowan, S. Kim, R. Scott, J. An, K. Elizabeth et O. Williams. « The Behavioral Assessment for Children of African Heritage ». Journal of Developmental & ; Behavioral Pediatrics 26, n^o 6 (décembre 2005) : 468–69. http://dx.doi.org/10.1097/00004703-200512000-00037.

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Siu, Angela F. Y., et Ya Zhou. « Behavioral Assessment of the Dysexecutive Syndrome for Children ». Journal of Child Neurology 29, n^o 5 (21 janvier 2014) : 608–16. http://dx.doi.org/10.1177/0883073813516191.

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Canever, N. « The custody of children : a behavioral assessment model ». Behaviour Research and Therapy 24, n^o 4 (1986) : 496. http://dx.doi.org/10.1016/0005-7967(86)90027-6.

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Overall, John E., et Magda Campbell. « Behavioral assessment of psychopathology in children : Infantile autism ». Journal of Clinical Psychology 44, n^o 5 (septembre 1988) : 708–16. http://dx.doi.org/10.1002/1097-4679(198809)44:5<708 ::aid-jclp2270440507>3.0.co;2-t.

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Thèses sur le sujet "Behavioral assessment of children":

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.
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).

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.
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.

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.

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.
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.

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.
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.

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.

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.

Plus de sources

Livres sur le sujet "Behavioral assessment of children":

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

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Knell, Susan M. Cognitive-behavioral play therapy : Behavioral assessment for preschool children. Northvale, N.J : J. Aronson, 1993.

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Sattler, Jerome M. Assessment of children : Behavioral and clinical applications. 4^e éd. San Diego : J.M. Sattler, 2002.

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Tzuriel, David. Dynamic assessment of young children. New York : Kluwer Academic/Plenum, 2001.

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Marafiote, Richard A. The custody of children : A behavioral assessment model. New York : Plenum Press, 1985.

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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, et Terdal Leif G. 1937-, dir. Behavioral assessment of childhood disorders. 2^e éd. New York : Guilford Press, 1988.

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S, Shapiro Edward. Behavioral assessment in school psychology. Hillsdale, N.J : Lawrence Erlbaum Associates, 1987.

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Chafouleas, Sandra. School-based behavioral assessment : Informing intervention and instruction. New York : Guilford Press, 2007.

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Chapitres de livres sur le sujet "Behavioral assessment of children":

Humphreys, Kathryn L., Brian A. Feinstein et Brian P. Marx. « Behavioral Assessment with Children ». Dans 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 ». Dans 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 ». Dans 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 et Laura B. Frame. « Social–emotional and behavioral assessment. » Dans 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., et Randy W. Kamphaus. « Behavioral, social, and emotional assessment of children. » Dans 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 ». Dans 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, et Stuart Enoch. « Assessment and Non-pharmacological Management of Pain in Children with Burns ». Dans 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 ». Dans 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 ». Dans 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., et Johnny L. Matson. « General Methods of Assessment ». Dans 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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Actes de conférences sur le sujet "Behavioral assessment of children":

Mayer, D. L., M. C. Cummings, R. M. Hansen, J. van Hof-van Duin et A. B. Fulton. « Peripheral Vision of Young Children with Normal and Abnormal Visual Development ». Dans 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.

Mayer, DL, MF Cummings et AB Fulton. « Visual fields of infants : a new perimetry ». Dans 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.

Tozadore, Daniel C., et Roseli A. F. Romero. « Multimodal Fuzzy Assessment for Robot Behavioral Adaptation in Educational Children-Robot Interaction ». Dans 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 et D. Allen. « Electrophysiological Assessment of Contrast Sensitivity in Human Infants ». Dans 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.

Preston, Karen L., et Davida Y. Teller. « The Acuity Card Procedure : Rapid Clinical Assessment of Visual Acuity in Infants and Non-Verbal Patients ». Dans 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.

RajKumar, Ashwin, Chetan Arora, Barry Katz et Vikram Kapila. « Wearable Smart Glasses for Assessment of Eye-Contact Behavior in Children With Autism ». Dans 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.

Figueiredo, Sandra, Margarida Alves Martinsb, Carlos Silvac et Cristina Simões. « How teachers'perceptions affect the academic and language assessment of immigrant children ». Dans 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 et Eileen E. Birch. « Fixation Preference and Grating Acuity in Strabismic Children ». Dans 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 & 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.

Dop, D., et C. E. Niculescu. « THU0566 Assessment of behavioural disorders in children with juvenile idiopathic arthritis ». Dans Annual European Congress of Rheumatology, EULAR 2018, Amsterdam, 13–16 June 2018. BMJ Publishing Group Ltd and European League Against Rheumatism, 2018. http://dx.doi.org/10.1136/annrheumdis-2018-eular.4223.

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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 ». Dans International Psychological Applications Conference and Trends. inScience Press, 2020. http://dx.doi.org/10.36315/2020inpact010.

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Rapports d'organisations sur le sujet "Behavioral assessment of children":

Johnston, James. Assessment of Short Term Behavioral Changes in Emotionally Handicaped Children Enrolled in a Special Education Program. Portland State University Library, janvier 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, janvier 2000. http://dx.doi.org/10.15760/etd.6023.

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

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

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

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

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

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Mayer, Susan, Ariel Kalil, Philip Oreopoulos et Sebastian Gallegos. Using Behavioral Insights to Increase Parental Engagement : The Parents and Children Together (PACT) Intervention. Cambridge, MA : National Bureau of Economic Research, octobre 2015. http://dx.doi.org/10.3386/w21602.

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Fisher, Wayne W., Cathleen C. Piazza, Henry S. Roane et Kevin C. Luczynski. Using Technology to Expand and Enhance Applied Behavioral Analysis Programs for Children with Autism in Military Families. Fort Belvoir, VA : Defense Technical Information Center, juillet 2014. http://dx.doi.org/10.21236/ada611740.

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Fisher, Wayne W., Cathleen C. Piazza, Michael E. Kelley, Henry S. Roane et Kevin C. Luczynski. Using Technology to Expand and Enhance Applied Behavioral Analysis Programs for Children with Autism in Military Families. Fort Belvoir, VA : Defense Technical Information Center, juillet 2012. http://dx.doi.org/10.21236/ada574792.

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