Статті в журналах: "Behavior disorders in children"

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Sherifi, Edo, and Ardita Prendi. "Treatment of Children with Attention and Hyperactivity Disorders." Journal of Educational and Social Research 12, no. 2 (March 5, 2022): 314. http://dx.doi.org/10.36941/jesr-2022-0054.

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ADHD is one of the most common disorders described, studied and treated over the last decade. Attention Deficit Hyperactivity Disorder is a massive psychological problem encountered in children 2-11 years old. The purpose of this paper is the identification of attention disorders and hyperactive behaviors in children, and the main causes of attention deficit hyperactivity disorder in children. Identifyig therapeutic treatments used to manage attention disorders and hyperactive behavior in children is also a goal of our article. The case study and qualitative analyzes were applied to conduct this study and to achieve some objectives such as: Presentation of the main problems that children with ADHD revealed; identification of the causes and factors that cause hyperactivity; exploration of the impact of early intervention of treatment therapies; identification of the role of the psychologist in the treatment of hyperactivity disorder in children. The instruments for data collection used in the study were: Case study; vertical grille observation; interview; focus groups. The results show that the treatment of children with ADHD, with Therapy and Individual Education Plans, improved the parameters of these children such are the improvement of motor parameters, cognitive training and communication training. Therapies and Individual Education Programs (IEPs) applied to children with attention disorders and hyperactive behavior positively affects their attention span, and management of their hyperactive behavior. Medication, Cognitive behavioral therapy, Psychotherapy and social behavior therapy, positively affect cognitive development and social skills, reducing hyperactivity, and focusing attention of children with ADHD. Received: 24 December 2021 / Accepted: 7 February 2022 / Published: 5 March 2022

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Olson, Patricia M., and Mary Rae Pacheco. "Bipolar Disorder in School-Age Children." Journal of School Nursing 21, no. 3 (June 2005): 152–57. http://dx.doi.org/10.1177/10598405050210030501.

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This article examines the individual components of bipolar disorder in children and the behaviors that can escalate as a result of misdiagnosis and treatment. The brain/behavior relationship in bipolar disorders can be affected by genetics, developmental failure, or environmental influences, which can cause an onset of dramatic mood swings and dysfunctional behavior. School is often the site where mental health disorders are observed when comparing behaviors with other children. Assessing the emotional, academic, and health needs of a student with a bipolar disorder is a critical step in designing effective interventions and school accommodations. Without appropriate medical, psychological, pharmaceutical, and academic interventions, a child is at risk for uncontrolled mania, depression, substance abuse, or suicide. The school nurse is part of the multidisciplinary team and plays a key role in facilitating case management to potentially reverse this possible negative trajectory. Successful case management provides children with bipolar disorder the opportunity to reach their academic potential.

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Baad, RK, and Kiran Jagtap. "The Study of Role of Stress in Children with Behavior Disorders and Orofacial Lesions." Journal of Contemporary Dental Practice 13, no. 4 (2012): 559–61. http://dx.doi.org/10.5005/jp-journals-10024-1186.

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ABSTRACT Aim (1) To study the behavior disorders in children between 5 to 15 years. (2) To study the role of stress in causing behavior disorders. (3) To interpret the orofacial findings in children with behavior disorders. (4) Correlate the orofacial findings with behavior disorder. Materials and methods Ninty children with behavior problems between age of 5 to 15 years along with their parents who visited the Department of Child-Guidance Clinic, BYL Nair Charitable Hospital, Mumbai. Intraoral examinations were conducted. Behavioral disorders and factors predisposing to those disorders were recorded. Results Behavior disorders with orofacial lesions was more common in age group of 8 to 10 years. The children were continuously under stress, which manifested in the form of various orofacial disorders or oral lesions. Most common orofacial condition was bruxism. Conclusion Awareness of behavior disorders in dental treatment should guide the pediatric dentist to seek child psychiatric consultation for behavioral disorders to enable early evaluation of the underlying disorder. Clinical significance The present study suggested that orofacial and behavior characteristics can serve as markers to diagnose children with behavioral disorders. It also serves as a guide to dental clinicians to refer such children to psychiatrists or pediatricians for early identification, prevention and treatment. How to cite this article Baad RK, Jagtap K. The Study of Role of Stress in Children with Behavior Disorders and Orofacial Lesions. J Contemp Dent Pract 2012;13(4):559-561.

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Chekaleva, N., Z. Kulsharipova, L. Syrymbetova, B. Matayev та D. Omarova. "Сomprehensive support of children with autistic spectrum disorders". Bulletin of the Karaganda University. Pedagogy series 101, № 1 (29 березня 2021): 33–40. http://dx.doi.org/10.31489/2021ped1/33-40.

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Today, autism is a significant social problem that is becoming more widespread, affecting children who have the same type of developmental problems, but with different options for overcoming them. This is what causes the idea of autism as a set of autism spectrum disorders. Children with ASD are a polymorphic group, which manifests itself in psychological and pedagogical features, which complicates social adaptation. In psychological and pedagogical terms, children with ASD are allocated to a special group, since interaction is built differently due to qualitative communication disorders. In many cases, children with ASD who come to school have unformed learning behaviors. For the successful development of the program material in children with ASD, it is necessary to form a stereotype of educational behavior, on which all school education is based. Deficits in the formation of these skills can lead to a longer period of adaptation of the child in school and to difficulties in mastering the program. In this article, we consider the necessary skills, the formation of which is aimed at psychological and pedagogical assistance to a child with ASD in preparation for school.

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Gottlieb, Susan E., and Stanford B. Friedman. "Conduct Disorders in Children and Adolescents." Pediatrics In Review 12, no. 7 (January 1, 1991): 218–23. http://dx.doi.org/10.1542/pir.12.7.218.

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Conduct disorder is the most prevalent psychopathologic condition of childhood. It is characterized by a persistent and repetitive pattern of aggressive, noncompliant, intrusive, and poorly self-controlled behaviors that violate either the rights of others or age-appropriate societal norms.1 These behaviors have a significant impact on the daily functioning of the child or adolescent and on the ability of parents and other adults to manage them. The specific behavioral criteria for the diagnosis of conduct disorder can be conceptualized as either aggressive or nonaggressive in type (Table 1). Examples of aggressive behaviors are physical fighting and bullying, assault, vandalism, purse snatching, physical cruelty to persons or animals, breaking and entering, and arson. More serious aggressive behaviors are armed robbery, rape, and extortion. Nonaggressive behaviors of conduct disorder include substance abuse, persistent truancy, running away from home overnight, frequent lying in a variety of social settings, theft not involving a confrontation with a victim, and chronic violation of rules or the basic rights of others. Three subtypes of conduct disorder are identified in the Diagnostic and Statistical Manual of Mental Disorders, revised 3rd edition.1 These are descriptions of the functional contexts in which the particular behavior problems occur. The group type involves problematic behaviors that occur as part of an activity with peers.

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Szymanski, L. S. "Behavior disorders in children and adolescents." Current Opinion in Psychiatry 2, no. 5 (October 1989): 629–32. http://dx.doi.org/10.1097/00001504-198910000-00009.

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Lombardo, Victor S. "Behavior Disorders in Children (3rd Ed.)." Remedial and Special Education 6, no. 4 (July 1985): 60–61. http://dx.doi.org/10.1177/074193258500600410.

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Azzara, Lutfia Fausta, and Alfi Purnamasari. "INTERVENSI MODIFIKASI PERILAKU PADA ANAK YANG MENGALAMI GANGGUAN SIKAP MENENTANG DENGAN KONDISI KELUARGA YANG DISFUNGSIONAL." Jurnal Ilmiah Psyche 16, no. 2 (December 1, 2022): 125–36. http://dx.doi.org/10.33557/jpsyche.v16i2.2096.

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A dysfunctional family is one of the factors that can trigger children to experience defiant behavior disorders. This disorder is characterized by defiant behavior, disobedience to orders, and provocative behavior. The purpose of this study was to determine the success of behavior modification interventions in children with behavioral disorders of defiance with dysfunctional family conditions. This study uses a quantitative approach with an experimental method using a single case pre test post test design. The participant of this research is one child who is 12 years old and has a behavior disorder of defiance. The assessment techniques used in this study were observation, interviews, and psychological test tools to assist researchers in writing a description of psychological dynamics. Researchers used behavior modification interventions to overcome defiant behavior disorders in children, the intervention was given in 3 sessions with a duration of approximately 60 minutes. The results of this study indicate that behavior modification interventions are appropriate for children who experience defiant behavior disorder with dysfunctional family conditions

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Hidayatullah, Taufiqi, Hendriati Agustiani, and Arlette Suzy Setiawan. "Behavior management-based applied behaviour analysis within dental examination of children with autism spectrum disorder." Dental Journal (Majalah Kedokteran Gigi) 51, no. 2 (June 30, 2018): 71. http://dx.doi.org/10.20473/j.djmkg.v51.i2.p71-75.

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Background: Autism spectrum disorder (ASD) is a developmental disorder with three main characteristics: communication disorders, social interaction disorders and repetitive behavior. The main problem faced when treating child patients with this disorder is the difficulty of establishing communication with the result that they are unable to understand instructions. One form of therapy frequently applied in cases of autism is that of applied behavior analysis (ABA). It is easier for children with ASD to absorb information visually. Purpose: The purpose of this study was to evaluate the effectiveness of ABA-based behavior management using visual media in the form of picture cards for oral examination of children with ASD. Methods: The study design was observational descriptive in nature and the sample selection was based on purposive sampling. The study was conducted by observing changes in childrens’ behavior during treatment administered four times a month. The subjects were 13 children with ASD who met the study criteria and were receiving treatment for autism at Prananda special school in Bandung. The collated data related to changes in subjects’ behavior observed during four meetings assessed on the basis of score 1 confirming compliance with instructions and 0 indicating non-compliance. A Kruskal-Wallis statistical analisysis test was used to analyze the data. Results: The results showed a general increase in the former over the latter initial behavior during treatment. Statistical analysis showed that the coefficient of Kruskal-Wallis was meaningful in terms of statistical significance with a p-value of 26.947 (<0.05). The multiple comparison value for average ranks was 15.68 (SD 18.69). Conclusion: The conclusion of this study is that the application of a behavior management-based analytical methodology is effective in supporting the oral examination of children with ASD.

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Balazs, J., G. Dallos, A. Kereszteny, and J. Gadoros. "Suicide behavior and subthreshold psychiatric disorders among children and adolescents." European Psychiatry 26, S2 (March 2011): 265. http://dx.doi.org/10.1016/s0924-9338(11)71975-7.

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ObjectiveSuicide among adults have been associated to subthreshold psychiatric illnesses as well; however it is little known about the role of subthreshold mental disorders in suicide risk among children/adolescents.MethodsUsing the Mini International Neuropsychiatric Interview Kid the authors examined 105 hospitalized children/adolescents in the Vadaskert Child Psychiatric Hospital, Budapest. Current suicide behavior was defined as giving positive answer to any of the following questions: “In the past month did you: think you would be better off dead or wish you were dead? want to hurt yourself? think about killing yourself? attempt suicide?”ResultsWe report data on 105 hospitalized children/adolescents, 76 (72.4%) boys and 29 (27.6%) girls. The mean age of the subjects was 11.4 years (SD = 3.43, min: 5, max: 17). Current suicide behavior was present in 18 cases (17.1%). There were one person with current suicide behavior, who did not have any current DSM-IV disorder, but he/she had current subthreshold disorder. The majority (n = 16, 88.8%) of the children/adolescents with suicide behavior had both current subthreshold and DSM-IV disorders. Eight children/adolescents (44.4%) with current suicide behavior had current DSM-IV major depressive episode and further 5 children/adolescents (27,8%) had current subthreshold major depressive episode. The prevalence of DSM-IV and subthreshold major depressive episode was significantly higher among hospitalized children with suicide behavior (n = 18), than among hospitalized children without suicide behavior (n = 87) (X2 = 5,272, df = 1. p = 0,022).ConclusionsSubthreshold forms of pediatric psychiatric disorders need to be taken into account as well in suicide prevention.

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Al-Qaisy, Lama Majed, and Jihad Turki. "Family Relationship of Children with Behavior Disorders." International Journal of Learning and Development 1, no. 1 (October 16, 2011): 1. http://dx.doi.org/10.5296/ijld.v1i1.1048.

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Abstract The present study aims to determine the relationship of the families of children with childhood behavior disorders. In a sample of 263 students in the age group of 10-12 years studying in 4th, 5th and 6th standards in the elementary schools of Tafila city. The researcher analyzed the family relationship of the three groups of families based on two factors such as cohesion and conflict. Investigator also compared these factors in the families of children with no behavior disorders, with that of families of children with mild and severe behavior disorders. The results of the study reveals that, a high cohesion and less conflict is found among the families of children with no behavior problems and low cohesion and conflict in the families of children with severe behavior problems. Keywords: family, relationship, children, behavior disorders

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Heinrichs, Nina, Inge Kamp-Becker, Regina Bussing, Martina Schimek, Andreas Becker, and Wolfgang Briegel. "Disruptive Behaviors across Different Disorders: Evaluation of a Clinical Sample Using the Eyberg Child Behavior Inventory." Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie 47, no. 1 (January 1, 2019): 35–47. http://dx.doi.org/10.1024/1422-4917/a000601.

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Abstract. Objective: The study reports the prevalence of disruptive behaviors in a help-seeking sample of young children across a diverse range of clinical diagnoses (based on ICD-10). Method: The Eyberg Child Behavior Inventory (ECBI), a parent rating scale of disruptive behaviors, was completed on 310 children (2–11 years) at three child and adolescent psychiatry clinics in three German states (Bavaria, Hesse, Lower Saxony); the majority of children were outpatients. Results: Mean intensity scores of disruptive behaviors differed significantly by diagnostic group, with the lowest ratings within a community sample, and increasingly higher scores in children with a diagnosis from the internalizing spectrum, those with pervasive developmental disorders, and finally, those with externalizing disorders (e. g. hyperkinetic disorder, conduct disorders). Seventy percent of the clinical sample, compared to only 17 % of the community sample, exceeded the normative cut-off score of 111, indicating that disruptive behaviors are common in young German children seeking help for different mental health problems. Conclusions: These findings support the Research Domain Criteria approach by showing that disruptive behaviors cross our current diagnostic labels and may need to be assessed and conceptualized in treatment planning, even in children without a primary diagnosis from the externalizing spectrum.

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Kastner, Ted, Debra L. Friedman, Alice T. Plummer, Marilyn Q. Ruiz, and Dana Henning. "Valproic Acid for the Treatment of Children With Mental Retardation and Mood Symptomatology." Pediatrics 86, no. 3 (September 1, 1990): 467–72. http://dx.doi.org/10.1542/peds.86.3.467.

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Most researchers agree that there is a high incidence of psychiatric illness among children with mental retardation. Menolascino1,2 found diagnosable psychiatric disorders in 31 of 616 children who were suspected of being mentally retarded. Of this sample, 24.5% were noted to be "emotionally disturbed." Phillips and Williams3 described the results of 100 psychiatric evaluations of children with mental retardation and assigned the following diagnoses: psychotic symptoms, 38%; neuroses, 5%; personality disorders and other nonpsychiatric disorders, 16%; behavior disorders, 26%; transient situational disorders, 2%; and no psychiatric disorder, 13%. Chess4 and Hassibi5 described behavior disorders in a group of 52 children living with their middle class families who were mildly and borderline mentally retarded.

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Bresciani, Giulia, Prisca Da Lozzo, Sara Lega, Matteo Bramuzzo, Grazia Di Leo, Andrea Dissegna, Vissia Colonna, Egidio Barbi, Marco Carrozzi, and Raffaella Devescovi. "Gastrointestinal Disorders and Food Selectivity: Relationship with Sleep and Challenging Behavior in Children with Autism Spectrum Disorder." Children 10, no. 2 (January 30, 2023): 253. http://dx.doi.org/10.3390/children10020253.

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The aim of this study was to evaluate the interaction between gastrointestinal (GI) disorders, sleep problems, and challenging behaviors in children with a diagnosis of Autism Spectrum Disorder (ASD) and their effect on parental stress. The secondary objective was to assess the frequency and type of GI and feeding disorders in a sample of children with ASD through a multidisciplinary assessment and, finally, to investigate families’ perceptions and satisfaction with the proposed multidisciplinary approach. All children underwent a comprehensive gastroenterological and neuropsychiatric evaluation supported by standardized questionnaires. Pediatric gastroenterologists, specifically trained in Applied Behavior Analysis (ABA), provided advice for parent-delivered behavioral intervention for food selectivity. Thirty-six children with an autism diagnosis (29 males, age 4.5 +/−2.2 years, mean +/− SD) were enrolled. A positive correlation between sleep problems and aggressive behavior was found, and this association was stronger in children experiencing more problematic mealtime behaviors (b = 0.788, p = 0.014). Sleep difficulties were associated with stereotyped behaviors and parent-perceived stress. Parents interviewed about the gastroenterology visit perceived this multidisciplinary approach as helpful in addressing food selectivity. This study shows that sleep and mealtime issues can have a synergistic negative impact on ASD symptoms. A multidisciplinary approach and an integrated assessment of GI, feeding problems, and sleep disorders could be helpful in diagnosing comorbidities and to provide targeted advice to parents.

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Pusponegoro, Hardiono D., Sofyan Ismael, Sudigdo Sastroasmoro, Agus Firmansyah, and Yvan Vandenplas. "Maladaptive Behavior and Gastrointestinal Disorders in Children with Autism Spectrum Disorder." Pediatric Gastroenterology, Hepatology & Nutrition 18, no. 4 (2015): 230. http://dx.doi.org/10.5223/pghn.2015.18.4.230.

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Shores, Richard E., Susan L. Jack, Philip L. Gunter, David N. Ellis, Terry J. DeBriere, and Joseph H. Wehby. "Classroom Interactions of Children with Behavior Disorders." Journal of Emotional and Behavioral Disorders 1, no. 1 (January 1993): 27–39. http://dx.doi.org/10.1177/106342669300100106.

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Childers, A. T. "Hyper-activity in Children Having Behavior Disorders." Journal of Attention Disorders 13, no. 3 (October 15, 2009): 224–28. http://dx.doi.org/10.1177/1087054709338856.

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Johnston, C. "Skills training for children with behavior disorders." Behaviour Research and Therapy 35, no. 9 (September 1997): 886–87. http://dx.doi.org/10.1016/s0005-7967(97)84646-3.

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Abdul Halim, Nor Haslinda, Nur Aina Farizah Azman, Nur Natasya Balqis Binti Mohammed Sabri, Aryati Ahmad, Sakinah Harith, Wan Rohani Wan Taib, and Karimah Fakhriah Ismail. "Prevalence of Child’s Behavioural Feeding Problems, Body Mass Index and Mental Health Issues Among Parents and Children with Autism in Malaysia." Asian Journal of Medicine and Biomedicine 5, S1 (December 31, 2021): 39–46. http://dx.doi.org/10.37231/ajmb.2021.5.s1.451.

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Autism Spectrum Disorder (ASD) is defined as a group of pervasive neurodevelopmental disorders that include significantly impaired functioning in terms of cognitive skills and socialization, verbal and receptive communication, and repetitive behaviors. Several problems arise when handling children with ASD which of them is related to eating behavior. The challenges in daily life that need to be faced by parents of ASD children during mealtime are increased food selectivity, food refusal, and problematic mealtime behaviors. A cross-sectional study was carried out to identify prevalence of child’s behavioural feeding problems, body mass index and mental health issue experience by both parents and children with ASD in Malaysia. A total of 213 parents participated in this study. Data on sociodemographic, eating behavior were collected using a questionnaire. Respondents completed the self-reported Sociodemographic form, anthropometry form and Behavioral Paediatric Feeding Assessment Scale (BPFAS) questionnaire, Strength and Difficulty questionnaire and answer 10-item perceived stress scale to evaluate the intended measures. The prevalence abnormal of eating behavior is higher among the participants was 80.8% (n=172). For BMI, 49.8% (n=106) of the respondents reported the highest prevalence of overweight. Peer and pro-social problems were the most frequently reported mental health issues among ASD children, but emotional, behaviour, and hyperactivity issues were reported less frequently. The majority of parents surveyed in this study assessed themselves to be under considerable stress (93.4 percent). In conclusion, this cross-sectional study demonstrated a high frequency of behavioural feeding difficulties, mental health concerns, and obesity among children with autism spectrum disorders in Malaysia. The findings from this study will contribute to the body of information regarding the nutritional health of children with autism spectrum disorders. The increased prevalence of overweight and obesity in children with ASD is one of the indicators that this study should investigate additional factors that may influence children's weight status.

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He, N., and L. Guo. "Impact of surgery on mental health of children and adolescents." European Psychiatry 26, S2 (March 2011): 293. http://dx.doi.org/10.1016/s0924-9338(11)72003-x.

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IntroductionAfter the Wenchuan earthquake in China, 2008, more and more attentions are payed on truamatic disorders among children and adolescents in China.ObjectiveTo make a clear view of the Acute Stress Disorder(ASD) symptoms, other behavior problems and mood disorders caused by surgery among children and aldolescents.Method130 children/Adolescents between the age of 8∼15 hospitalized in Department of Pediatric Surgery, West China hospital, Sichuan University were interviewed and assessed for possible traumatic symptoms, behavior problems and mood disorders. The Acute Stress Disorder Scale(ASDS), the Child PTSD Symptom Scale (CPSS) and the Child Behavior Checklist (CBCL) were used in this research and several correlated factors and possible predictors were analyzed.Results2 patients’ ASDS score were above the critical value of the scale, yet they did not meet the diagnostic criteria of ASD; 2 patients’ were found “depressed” “Bad communication” problems respectively compared to the CBCL norms in China.Conclusions1. Some ASD symptoms can be observed from children/adolescents hospitalized in Department of Pediatric Surgery. Children/adolescents with an experience of the traumatic events before sent to hospital may have more significant ASD symptoms.2. Some behavior problems and mood disorders can be observed from children/adolescents hospitalized in Department of Pediatric Surgery.

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Fisch, Gene S., Nancy Carpenter, Patricia N. Howard-Peebles, Jeanette J. A. Holden, Jack Tarleton, Richard Simensen, and Agatino Battaglia. "Developmental Trajectories in Syndromes With Intellectual Disability, With a Focus on Wolf-Hirschhorn and Its Cognitive–Behavioral Profile." American Journal on Intellectual and Developmental Disabilities 117, no. 2 (February 1, 2012): 167–79. http://dx.doi.org/10.1352/1944-7558-117.2.167.

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Abstract Few studies exist of developmental trajectories in children with intellectual disability, and none for those with subtelomeric deletions. We compared developmental trajectories of children with Wolf-Hirschhorn syndrome to other genetic disorders. We recruited 106 children diagnosed with fragile X, Williams-Beuren syndrome, or Wolf-Hirschhorn syndrome, assessing their intellectual and adaptive behavior abilities. We retested 61 children 2 years later. We compared Time 1 and Time 2 difference scores related to genetic disorder, age, initial IQ, or adaptive behavior composite. Results show genetic disorder and initial IQ score were significant factors for IQ differences, but only genetic disorder affected adaptive behavior differences. Results suggest different gene-brain-behavior pathways likely exist for these genetic disorders. Different developmental trajectories will influence the type and intensity of intervention implemented by caregivers.

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Johnston, Charlotte, and Wendy Freeman. "Attributions for child behavior in parents of children without behavior disorders and children with attention deficit-hyperactivity disorder." Journal of Consulting and Clinical Psychology 65, no. 4 (August 1997): 636–45. http://dx.doi.org/10.1037/0022-006x.65.4.636.

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Farooq, Anjum, Sadida Bahawal, Imran Sarwar, Aamir Mushtaq, and Muhammad Asghar Butt. "HABIT DISORDERS." Professional Medical Journal 25, no. 05 (May 10, 2018): 654–58. http://dx.doi.org/10.29309/tpmj/2018.25.05.301.

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Introduction: Childhood habit behaviors appear in numerous different forms.Many people engage in some degree of habit like behavior in their lifetime. For example,habits can range from seemingly benign behaviors, such as nail biting or foot tapping, to morenoticeable physically damaging behaviors, such as teeth grinding (bruxism) and hair pulling.Habit disorders, now subsumed under the diagnostic term stereotypic movement disorder,consist of repetitive, seemingly driven, and nonfunctional motor behaviors that interfere withnormal activities or that result in bodily injury. Objectives: To determine the frequency ofdifferent habit disorders in children coming to outpatient department of Pediatrics unit of AlliedHospital Faisalabad. Study design: Cross sectional study. Setting: Pediatric department ofAllied Hospital Faisalabad. Duration of study: 1 year 06 months. (From 01-03-2015 to 01-09-2016). Results: We determined that majority of the patients i.e. 40.68%(n=72) were between49-72 months, mean and sd was 54.23+21.45 months of age, 54.80%(n=97) male and45.20%(n=80) females, frequency of different habit disorders in children coming to outpatientdepartment of pediatrics unit of Allied Hospital, Faisalabad revealed 19.31%(n=34), nail biting,22.03%(n=39) had thumb sucking, 41.81%(n=74) had bruxism, 11.86%(n=21) had hair pullingand 10.17%(n=18) subjects had other habits. Conclusion: We concluded that the frequency ofdifferent habit disorders i.e. nail biting, thumb sucking, bruxism, hair pulling and other is higheramong children coming to outpatient department of Pediatrics unit of Allied Hospital Faisalabadand comparable with other studies.

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Dickerson Mayes, Susan, Susan L. Calhoun, Raman Baweja, and Fauzia Mahr. "Suicide Ideation and Attempts in Children With Psychiatric Disorders and Typical Development." Crisis 36, no. 1 (January 1, 2015): 55–60. http://dx.doi.org/10.1027/0227-5910/a000284.

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Background: Children and adolescents with psychiatric disorders are at increased risk for suicide behavior. Aims: This is the first study to compare frequencies of suicide ideation and attempts in children and adolescents with specific psychiatric disorders and typical children while controlling for comorbidity and demographics. Method: Mothers rated the frequency of suicide ideation and attempts in 1,706 children and adolescents with psychiatric disorders and typical development, 6–18 years of age. Results: For the typical group, 0.5% had suicide behavior (ideation or attempts), versus 24% across the psychiatric groups (bulimia 48%, depression or anxiety disorder 34%, oppositional defiant disorder 33%, ADHD-combined type 22%, anorexia 22%, autism 18%, intellectual disability 17%, and ADHD-inattentive type 8%). Most alarming, 29% of adolescents with bulimia often or very often had suicide attempts, compared with 0–4% of patients in the other psychiatric groups. Conclusion: It is important for professionals to routinely screen all children and adolescents who have psychiatric disorders for suicide ideation and attempts and to treat the underlying psychiatric disorders that increase suicide risk.

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Martsenkovsky, I. A., T. O. Skrypnyk, I. I. Martsenkovska, I. F. Zdoryk, and H. V. Makarenko. "Clinical phenotype of autism spectrum disorders in children of preschool and school age, burdened epileptic seizures." Archives of psychiatry 25, no. 2 (June 19, 2019): 81–87. http://dx.doi.org/10.37822/2410-7484.2019.25.2.81-87.

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Background. Clinical polymorphism and polymorphism are inherent in the clinical phenotype of children with autism spectrum disorders (ASD). There is a consensus, relatively high, between 5% and 38% of the prevalence of epilepsy in ASD. There are reasons to believe that ASD with epilepsy and specific epileptic activity on EEG and ASD with hyperkinetic symptoms without signs of epileptic process can be determined by different variants of genetic polymorphism or by different variants of gene expression, determined by different influences. Objective – to study the features of the clinical phenotype of ASD in preschool and school-age children with epileptic seizures and specific epileptic activity on EEG. Materials and methods. In the Department of Mental Disorders of Children and Adolescents of the Institute of Psychiatry of the Ministry of Health of Ukraine 116 children aged 2-10 years with ASD were examined. The study group was divided into three subgroups: subgroup A – 23 children with a history of epileptic seizures, subgroup B – 35 children with specific forms of epileptic activity on EEG without epileptic seizures, subgroup C – 19 children with ASD having specific epileptic activity for EEG repetitive involuntary movements (motor stereotypes, motor tics) and vocalizations (vocal tics). The control group consisted of 39 children with ASD non a history of seizures and specific epileptic activity on the EEG. The follow-up of children with ASD in the comparison groups was performed for 1-1.5 years. We used such research methods: clinical-psychopathological, psychodiagnostic, psychometric, statistical. Results. In children with ASD and comorbid epileptic seizures, disorders of social reciprocity are of crucial diagnostic importance. Communication disorders and recurrent, stereotyped behaviors, movements, and interests in children in this group are significantly less common than in comparison groups. Incidents of repetitive stereotypes in these children are associated with sensory impairments and autostimulations. Children with ASD, complicated by severe and frequent epileptic seizures, are characterized by impaired social reciprocity and communication against the background of regression or stagnation of speech and motor skills development. Disorders of communication and repetitive behavior in ASD in children of different ages are represented by different monoqualitative syndrome (phenotypes). Younger children less than 6 years of age are dominant in stereotypical movements, while children aged 6-8 years have repetitive behaviors associated with the overriding interests. Two subtypes of clinical phenotypes of ASD were identified: the variant with symptoms, which more closely determined the stereotypical sensor and motor behavior and the variant with symptoms of insistence on equality, with the overriding interests of preservation, identity. Movement stereotypes predominated in children with ASD without epileptic seizures and without epileptic activity on EEG. In children with ASD and epileptic activity on EEG, motor stereotypes and repetitive identity-preserving behavior were equally common. Conclusions. Disorders of social reciprocity, communication, repetitive behavior, in particular stereotyped movements are diagnostically significant signs of ASD, in particular ASD complicated by epileptic seizures, ASD with specific epileptic activity on EEG. According to the results of a long 1-1.5 years’ prospective study, it was established that the clinical phenotype of ASD with epileptic seizures, ASD without epileptic seizures with specific epileptic activity on EEG and RAS without epileptic seizures and changes in EEG are characterized by differing clinical picture and course. Qualitative communication disorders and stereotypical movements in addition to ASD are observed in other psychiatric disorders, including Tourette disorder, obsessive-compulsive disorders, and intellectual disability. Expressed repeated identity-preserving behavior is the basis for dual diagnosis of ASD and obsessive-compulsive disorder. Motor and vocal tics may be the basis for dual diagnosis of ASD and Tourette’s disorder. The presence of age-related pathoplasty of clinical manifestations of ASD in the comparison groups was established.

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Caldani, Simona, Sarah Steg, Aline Lefebvre, Paola Atzori, Hugo Peyre, Richard Delorme, and Maria Pia Bucci. "Oculomotor behavior in children with autism spectrum disorders." Autism 24, no. 3 (November 2, 2019): 670–79. http://dx.doi.org/10.1177/1362361319882861.

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To identify quantitative indicators of social communication dysfunctions, we explored the oculomotor performances in subjects with autism spectrum disorders. Discordant findings in the literature have been reported for oculomotor behavior in subjects with autism spectrum disorders. This study aimed to explore reflexive and voluntary saccadic performance in a group of 32 children with autism spectrum disorders (mean age: 12.1 ± 0.5 years) compared to 32 age-, sex-, and IQ-matched typically developing children (control group). We used different types of reflexive and voluntary saccades: gap, step, overlap, and anti-saccades. Eye movements were recorded using an eye tracker (Mobile EBT®) and we measured latency, percentage of anticipatory and express saccades, errors of anti-saccades and gain. Children with autism spectrum disorders reported similar latency values with respect to typically developing children for reflexive and voluntary saccades; in contrast, they made more express and anticipatory saccades overall, as shown in paradigm testing (gap, step, overlap, and anti-saccades). Our findings support previous evidence of the atypicality of the cortical network, which is involved in saccade triggering and attentional processes in children with autism spectrum disorders.

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Ringold, Sofronia M., Riley W. McGuire, Aditya Jayashankar, Emily Kilroy, Christiana D. Butera, Laura Harrison, Sharon A. Cermak, and Lisa Aziz-Zadeh. "Sensory Modulation in Children with Developmental Coordination Disorder Compared to Autism Spectrum Disorder and Typically Developing Children." Brain Sciences 12, no. 9 (August 31, 2022): 1171. http://dx.doi.org/10.3390/brainsci12091171.

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Developmental Coordination Disorder (DCD) is one of the least studied and understood developmental disorders. One area that has been minimally investigated in DCD is potential issues with sensory modulation. Further, in other neurodevelopmental disorders (e.g., autism spectrum disorder (ASD)) sensory modulation is related to many other challenges (e.g., social issues, repetitive behaviors, anxiety); however, such potential relationships in children with DCD have been largely unexplored. The purpose of this study is to explore sensory modulation differences in DCD and to understand the relationships between sensory modulation and social emotional measures, behavior, and motor skills in DCD in comparison to ASD and typically developing (TD) peers. Participants (aged 8–17) and their caregivers (DCD, N = 26; ASD, N = 57; and TD, N = 53) completed behavioral and clinical measures. The results indicated that 31% of the DCD group showed sensory modulation difficulties, with the DCD group falling between the ASD and TD groups. In the DCD group, sensory modulation was significantly associated with anxiety, empathic concern, repetitive behaviors, and motor skills. Data are compared to patterns seen in ASD and TD groups and implications for interventions are discussed.

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Brand-Gothelf, A., N. Yoeli-Bligh, E. Gilboa-Schechtman, N. Benaroya-Milshtein, and A. Apter. "Perceptions of self, mother and family and behavior of prepubertal depressed children." European Psychiatry 30, no. 1 (January 2015): 69–74. http://dx.doi.org/10.1016/j.eurpsy.2014.05.005.

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AbstractPurpose:To characterize the perceptions of self, mother and family of prepubertal children and to determine if the perceptions of children with depression and their behavior towards their mothers are different from children with anxiety disorders and nonpsychiatric controls.Methods:Children (aged 7–13 years) with major depressive disorder (n = 30), anxiety disorders (n = 37) and nonpsychiatric controls (n = 32) underwent structured psychiatric evaluations and completed questionnaires on their perceptions of themselves and their relations with their mothers and families. The child–mother dyad was observed during structured interactions.Results:Self-perceptions of depressed children were significantly more negative than those of children with anxiety and controls. Depression severity negatively correlated with the child's self-perception and positively correlated with perceptions of the mother as being more rejecting, controlling, less accepting and less allowing autonomy, and of the family as being less cohesive. Depression severity was also positively associated with the child's hostile attitude towards the mother during the interactions.Conclusion:Our findings of greater negative perceptions of self, mother and family in depressed children compared to children with anxiety disorders and nonpsychiatric children suggest that approaches specifically addressing negative perceptions and targeting familial relationships could be especially effective for treating young children with depression.

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Johnson, Cynthia R., Jeffrey A. Lowengrub, and Martin J. Lubetsky. "Psychiatric and behavior disorders in children with mental retardation and seizure disorder." Journal of Developmental and Physical Disabilities 7, no. 3 (September 1995): 243–52. http://dx.doi.org/10.1007/bf02585429.

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Faadhil, Faadhil. "METODE TOKEN ECONOMY UNTUK MEMODIFIKASI PERILAKU ANAK OPPOSITIONAL DEFIANT DISORDERS." JURNAL ISLAMIKA GRANADA 1, no. 1 (April 1, 2021): 34–42. http://dx.doi.org/10.51849/ig.v1i1.11.

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Children with oppositional defiant disorders (ODD) have a tendency to against authority figures, which is shown by a tendency to argue with parents and teachers, refuse to follow orders from parents and teachers, and intentionally disturb others. This condition of course can hinder the optimal potential of the child and can interfere with the comfort of other children when children with ODD are in public places such as schools, so that effective handling is needed to reduce these unwanted behaviors. The focus of the behavior that wants to be modified in this study is the behavior of annoying friends during learning hours. This study aims to see the effectiveness of the token economy method in modifying disruptive behavior in children with ODD. This study used a single-case experimental design, and the process of analyzing the data was by comparing the average number of annoying behavior to friends before being given treatment and after giving treatment. Participant in this study was a child with ODD. The results of this study indicate that token ecomy can reduce disruptive behavior in children with ODD.

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Soddy, Andrew. "Behaviour disorders in children." Medical Journal of Australia 154, no. 1 (January 1991): 41–43. http://dx.doi.org/10.5694/j.1326-5377.1991.tb112848.x.

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Ahn, Si-nae, and Sujin Hwang. "Cognitive Rehabilitation of Adaptive Behavior in Children with Neurodevelopmental Disorders: A Meta-Analysis." Occupational Therapy International 2018 (September 12, 2018): 1–7. http://dx.doi.org/10.1155/2018/5029571.

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Objectives. Negative behavioral problems often occur following the onset of neurodevelopmental disorders and have an overall impact on the affected children, specifically in terms of their social developmental level. In children, social development behavior has been shown to spontaneously mature over time with the cognitive therapy intervention effects. This study performed a meta-analysis to provide a statistical synopsis of the available evidence of social development behavioral changes following cognitive therapy in children with neurodevelopmental disorders. Methods. Data was collected from two online search engines, including EBSCOhost and PubMed, from January 1, 2006, to August 31, 2016, using the terms “cognition,” “cognitive function,” and “disease including neurodevelopmental disorder with DSM-5.” Two assessors searched the literature using independent inclusion criteria and evaluated the quality of results using the Jadad score. Six articles were chosen using the Comprehensive Meta-Analysis program (version 2.0). Results. Six articles reporting randomized controlled trial studies were included. The effective scores for improving adaptive behavior following cognitive therapy in children with neurodevelopmental disorder were 0.64. The effective score of adaptive behavior was significant in this study (p<0.05). The results showed no significant statistical heterogeneity and publication bias. Conclusions. The findings of the meta-analysis suggest that cognitive interventions are effective at improving adaptive behavior associated with neurodevelopmental disorders.

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SUTO, KUNIHIKO. "Helping Behavior in Children With Autism Spectrum Disorders :." Japanese Journal of Educational Psychology 59, no. 2 (2011): 206–18. http://dx.doi.org/10.5926/jjep.59.206.

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Connery, Andrew R. "Serving rural children with behavior disorders: An introduction." Rural Special Education Quarterly 9, no. 2 (May 1988): 2–3. http://dx.doi.org/10.1177/875687058800900201.

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Sarup Mathur, Heather Griller-Clark, and Carl J. Liaupsin. "Severe Behavior Disorders of Children and Youth: Introduction." Education and Treatment of Children 32, no. 4 (2009): 509–11. http://dx.doi.org/10.1353/etc.0.0078.

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Matthys, Walter. "Residential Behavior Therapy for Children with Conduct Disorders." Behavior Modification 21, no. 4 (October 1997): 512–32. http://dx.doi.org/10.1177/01454455970214007.

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Woods, Thomas S. "Media Review: Behavior Disorders of Children and Adolescents." Behavioral Disorders 11, no. 2 (February 1986): 140. http://dx.doi.org/10.1177/019874298601100211.

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George, Nancy L. "Media Review: Behavior Disorders of Children and Adolescents." Behavioral Disorders 13, no. 3 (May 1988): 218–19. http://dx.doi.org/10.1177/019874298801300302.

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Kahane, Lital, and Mohamed El-Tahir. "Attachment behavior in children with Autistic Spectrum Disorders." Advances in Mental Health and Intellectual Disabilities 9, no. 2 (March 2, 2015): 79–89. http://dx.doi.org/10.1108/amhid-06-2014-0026.

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Purpose – Significance of attachment relationship to the development and impairments among children with autism has been studied. The purpose of this paper is to analyze the literature for studies completed on the attachment and assess the effect of autism on attachment development. Different moderators of attachment are also reviewed. Design/methodology/approach – Systematic reviews were searched for in different databases to establish the necessity and relevance of the current paper. The last systematic review on the topic was published in 2004 so studies done after that year were searched for in electronic databases and experts on the filed were also contacted before choosing the ten studies selected for this review. Findings – Attachment is present among children with Autistic Spectrum Disorders (ASD), however not prevalent as in normally developing children. The security and organization of attachment behavior are affected by the severity of the diagnosis of Autism and the co-morbidities associated. Maternal sensitivity and insightfulness support the development of secure attachment in children with ASD while impairments in joint attention and symbolic play proved to be risk factors for insecurity and disorganization of attachment. Originality/value – The review contributes to the relatively understudied topic of attachment behavior in autism spectrum disorders focussing on the influence brought to the bonding connection by different influencing factors like: mothers’ sensitivity, insightfulness and attachment style, parenting style and symbolic play levels.

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Aghai, Gholamhoseyn, Parvin Dibajnia, Esmat Ashkesh, Mohammadreza Nazari, and Khalil Ghasemi Falavarjani. "Behavior disorders in children with significant refractive errors." Journal of Current Ophthalmology 28, no. 4 (December 2016): 223–25. http://dx.doi.org/10.1016/j.joco.2016.07.007.

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Yamamoto, Jun'ichi. "Preverbal Communicative Behavior in Children with Autistic Disorders." Japan Journal of Logopedics and Phoniatrics 38, no. 3 (1997): 297–303. http://dx.doi.org/10.5112/jjlp.38.297.

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Allen-Meares, Paula. "Assessing Behavior Disorders in Children: An Eclectic Approach." Children & Schools 7, no. 2 (1985): 100–113. http://dx.doi.org/10.1093/cs/7.2.100.

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O'Brien, Bridget S., Paul J. Frick, and Robert D. Lyman. "Reward dominance among children with disruptive behavior disorders." Journal of Psychopathology and Behavioral Assessment 16, no. 2 (June 1994): 131–45. http://dx.doi.org/10.1007/bf02232724.

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Yule, William. "DISRUPTIVE BEHAVIOR DISORDERS IN CHILDREN: TREATMENT-FOCUSED ASSESSMENT." Criminal Behaviour and Mental Health 4, no. 1 (March 1994): 72–73. http://dx.doi.org/10.1002/cbm.1994.4.1.72.

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Li, Hua, Yuehua Lei, Tao Guo, Xiang Zhang, and Hong Zhu. "Functional Imaging in Improving Children’s Mental Health Based on Behavior." Computational and Mathematical Methods in Medicine 2022 (July 16, 2022): 1–12. http://dx.doi.org/10.1155/2022/4774771.

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At present, children’s psychological and behavioral health care is mainly based on the doctor’s observation and diagnosis. On the whole, it is inefficient, and the effect of health care cannot meet the current needs of children’s behavior. Therefore, this paper uses the method of functional imaging to study the key factors of children’s behavioral health care. In this paper, the structure and function of children’s brain are associated with children’s psychological behavior. The brain structure of 64 children in our city is detected by functional image processing, and 64 children are divided into groups according to the detection results. According to the children’s performance, the children were divided into physical disorder (11 cases), emotional disorder (14 cases), cognitive disorder (12 cases), and normal group (42 cases). Among them, 3 cases had three kinds of disorders, 6 cases had both emotional and cognitive disorders, 7 cases had physical and emotional disorders, and 5 cases had physical and cognitive disorders. In this paper, according to the research data of functional imaging on different levels of children’s brain, we use computer to model and simulate through digital conversion technology, draw the neural network Atlas of children’s psychological behavior, compare the children’s representation and image characteristics according to functional imaging, and then, study the relationship between children’s signs and images, to make a plan for improving children’s psychological behavior health care. The study shows that in the above different groups, the linear correlation between the functional imaging results and the representation of 22 abnormal children is 98%, and the fuzzy deviation is only 3.52%, which indicates that functional imaging can be used as the basic judgment basis in improving children’s psychological and behavioral health care and can predict and reasonably prevent children’s potential psychological behavior according to the images.

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Rasoulian-Kasrineh, Marjan, and Seyyed-Mohammad Tabatabaei. "Virtual reality among children with mental disorders: A mini-review." Advances in Health and Behavior 4, no. 1 (2021): 177–81. http://dx.doi.org/10.25082/ahb.2021.01.004.

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Background: Mental disorders are a group of disorders that affect thinking and behavior by causing discomfort or disability to the person. Almost one in eight people aged 5 to 19 deals with these kinds of disorders and his or her growth may be significantly affected. It seems that using novel technologies in such cases are helpful. One of these advanced technologies, which has recently attracted a lot of attention in many fields such as health, is Virtual Reality. Therefore, the present study aimed to provide a brief review about the use of Virtual Reality among children with mental disorders. Methods: In this study, articles in which Virtual Reality were used among children dealing with mental disorders published during 2012 to 2021 were investigated. PsycINFO electronic databases, PubMed Google Scholar, Medline, were searched. Results: Children deal with different types of mental disorders and Virtual Reality has been used for many of them. The most common of them, in which Virtual Reality have been used and caused improvements include Attention Deficit Hyperactivity Disorder, Anxiety Disorder, Conduct Disorder, Autism Spectrum Disorder, Depressive Disorder, Schizophrenia Disorder, and Developmental Disability. Discussion and conclusion: According to the results, Virtual Reality is a very interesting, useful, effective and safe technology for patients dealing with mental disorders especially children and adolescence. It is actually a highly specialized technology which can provide improvement, and in some cases completely new ways of treatment for children suffering from mental disorders.

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Brytek-Matera, Anna, Beata Ziółkowska, and Jarosław Ocalewski. "Symptoms of Avoidant/Restrictive Food Intake Disorder among 2–10-Year-Old Children: The Significance of Maternal Feeding Style and Maternal Eating Disorders." Nutrients 14, no. 21 (October 27, 2022): 4527. http://dx.doi.org/10.3390/nu14214527.

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The aim of the present study was to investigate whether the feeding style and core behavioral features of eating disorders of mothers are related to the symptoms of Avoidant/Restrictive Food Intake Disorder (ARFID) among their children. This study involved 207 mothers of children aged 2 to 10 years (Mage = 5.82 ± 2.59 years), of which 19.32% were children with neurodevelopmental disorders and 22.71% were children with chronic diseases (e.g., allergy, asthma, diabetes). The mothers were asked to complete the ARFID Parents Questionnaire–Parents Report (ARFID-Q-PR), the Parental Feeding Style Questionnaire (PFSQ) and the Eating Disorder Examination Questionnaire (EDE-Q). Our findings revealed that both the maternal feeding style and core behavioral features of eating disorders were associated with ARFID symptoms among their 2–10-year-old children. While biological factors increase the risk of feeding/nutrition difficulties, the maternal attitude towards feeding and eating behavior may play a relevant role in children’s eating behavior.

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Kirov, Roumen. "Spectrum of child psychiatric disorders and ritualized behavior: Where is the link?" Behavioral and Brain Sciences 29, no. 6 (December 2006): 622–23. http://dx.doi.org/10.1017/s0140525x06009435.

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There is a spectrum of child psychiatric and neurological disorders, in all of which a comorbidity with obsessive-compulsive disorder and ritualized behavior is very common. Therefore, they may appear as a basis for the rituals in children that cross into adolescence and adulthood. Resolving the nature of these disorders may help us to better understand “Why ritualized behavior?”

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Kiessling, Louise S., Ann C. Marcotte, and Larry Culpepper. "Antineuronal Antibodies in Movement Disorders." Pediatrics 92, no. 1 (July 1, 1993): 39–43. http://dx.doi.org/10.1542/peds.92.1.39.

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Objective. To determine whether children with recent onset of movement disorders (Tourette syndrome, motor and/or vocal tics, chorea, choreiform movements) show evidence of serological antibodies directed against the human central nervous system as previously documented in research on Sydenham's chorea. Methods. Serum antibodies against previously frozen human caudate nucleus sections were analyzed using a blinded design and immunofluorescent staining methods. The sera of one group of 50 children referred for evaluation of attention deficit hyperactivity disorder, behavior disorders, and learning disabilities (24 with an associated movement disorder) seen between June 1989 and June 1990 were analyzed. The study was replicated in 33 children (21 with an associated movement disorder) seen between June 1990 and November 1990. Results. In the original sample of 50 children, those with movement disorders were significantly more likely to have evidence of antineuronal antibodies than were those without movement disorders (odds ratio [OR] 4.80, 95% confidence interval [CI] 2.58 to 8.93). Results of the replication were similar (OR 6.00, 95% CI 2.56 to 14.03). For the total group, the OR was 5.50, (95% CI 3.54 to 8.99), which is highly significant. The percentage of children with a movement disorder whose sera were strongly positive for antineuronal antibodies (44%) was very similar to that previously found in children with Sydenham's chorea (46%). Children with movement disorders were also more likely than children without movement disorders to have at least one antistreptococcal titer elevated. Conclusions. The data strongly suggest an association between antecedent group A β-hemolytic streptococcal infection as inferred from elevated antistreptococcal titers and the presence of serum antineuronal antibodies, which may, in turn, be linked to childhood movement disorders.

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Bigler, Diana, Kristen Burke, Nicholas Laureano, Kristan Alfonso, Julie Jacobs, and Matthew L. Bush. "Assessment and Treatment of Behavioral Disorders in Children with Hearing Loss: A Systematic Review." Otolaryngology–Head and Neck Surgery 160, no. 1 (September 11, 2018): 36–48. http://dx.doi.org/10.1177/0194599818797598.

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Objective There is evidence that children who are deaf and hard of hearing (DHH) have a higher incidence of behavioral disorders. Assessment of behavioral health in this population is often complicated by language developmental delays, which may result in unrecognized and untreated behavioral problems. The purpose of this study is to assess the association of behavioral disorders among children who are DHH and to explore behavioral interventions for children in this population. Data Sources PubMed, CINALH, PsychINFO, and Web of Science. Review Methods Search terms included the following: problem behavior, child behavior disorders/diagnosis, child behavior disorders/psychology coupled with hearing loss, cochlear implants, hearing aids, or deafness. Studies from the last 30 years (1985-2016) were included. The articles were reviewed independently by 3 reviewers. Results Thirty-six articles met criteria. There was an association between internalizing behaviors and hearing loss among children, which may persist after cochlear implantation. These problems may be more pronounced for children with additional disabilities. Conduct and hyperactivity disorders as well as emotional and executive function problems among children who are DHH may be related to poor language development. There was limited evidence regarding interventions to address the behavioral disorders of DHH children. Conclusions There is a significant body of evidence demonstrating behavioral problems among DHH children but a lack of clear understanding of the mechanisms involved. There is limited evidence on interventions to address the behavioral problems of DHH children. Future research is warranted to mitigate the long-term effects of disruptive behavior among these children.

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