Developmental Origins of Antisocial Behavior

2018 ◽  
Author(s):  
Richard E. Tremblay
Keyword(s):  
At Risk ◽  
Early Childhood ◽  
Young Children ◽  
Antisocial Behavior ◽  
Longitudinal Studies ◽  
Research Area ◽  
Future Research ◽  
Antisocial Behaviors ◽  
Social Perspectives ◽  
Complex Interactions

Most studies conducted on the development of antisocial behavior focused on school children and attempted to understand how children learn to steal and aggress others. Results from longitudinal studies that were initiated in early childhood show that children do not learn to bully, physically aggress, and rob from their environment. These longitudinal studies show that antisocial behaviors are most frequent during early childhood and that children learn from their environment not to bully, not to aggress, and not to rob. In other words, young children are socialized by their environment. Those who do not learn well enough to control these natural tendencies are rejected very early in their development by their environment, unless they are living in an antisocial environment. The further advance of this research area will require that the next generation of researchers integrate theories and methods from the biological, psychological, and social sciences because the development of antisocial behavior involves complex interactions between biological, psychological and sociological causal factors. The lack of an integrated bio-psycho-social perspectives has been a major weakness of research in criminology up to now. Future research needs to concentrate on two central questions: (a) Why a minority of young children fail to learn to inhibit antisocial behaviors, and (b) how we can help these children learn alternatives to antisocial behavior. Valid and effective answers to these questions will come from randomized control trials which target at risk families with intensive and long term preventive interventions during early childhood, preferably at the start of a girl’s first pregnancy, with follow ups until the at risk children have become adults and are having their own children.

PTSD in Children 6 Years and Younger

2018 ◽  
Author(s):  
Alexandra C. De Young ◽  
Michael S. Scheeringa
Keyword(s):  
At Risk ◽  
Posttraumatic Stress Disorder ◽  
Early Childhood ◽  
Young Children ◽  
Posttraumatic Stress ◽  
Stress Disorder ◽  
Treatment Options ◽  
High Risk Population ◽  
Accurate Assessment ◽  
Dsm 5

This chapter is an overview of the new Diagnostic and Statistical Manual of Mental Disorders (fifth edition; DSM-5) subtype “posttraumatic stress disorder for children 6 years and younger” and what is known about posttraumatic stress disorder during early childhood. It outlines issues that complicate the accurate assessment of trauma-related problems in young children and reviews the new DSM-5 category, instruments currently available, and evidence for different treatment options. Young children are a high-risk population for exposure to traumatic events and are likewise at risk of developing trauma- and stressor-related disorders following trauma exposure. Early childhood is associated with unique vulnerabilities that may put young children at risk of poor outcomes and rapid maturational growth that may enhance resilience. Early and accurate assessment and treatment of posttrauma reactions in very young children can be challenging, but, because of these factors, it is critical.

Prevention as Early Intervention for Young Children at Risk: Recognition and Response in Early Childhood

2011 ◽  
Author(s):  
Cathryn Lehman ◽  
Jennifer L. Salaway ◽  
Stephen J. Bagnato ◽  
Robert M. Grom ◽  
Barbara Willard
Keyword(s):  
At Risk ◽  
Early Childhood ◽  
Early Intervention ◽  
Young Children ◽  
Children At Risk ◽  
Risk Recognition ◽  
Recognition And Response

Families of children with disabilities helping inform early childhood education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Katie Swart ◽  
Reem Muharib ◽  
Kristi Godfrey-Hurrell ◽  
Mark M. D’Amico ◽  
Bob Algozzine ◽  
...  
Keyword(s):  
Early Childhood ◽  
Focus Group ◽  
Young Children ◽  
Program Development ◽  
Children With Disabilities ◽  
Early Childhood Educators ◽  
Future Research ◽  
Content Type ◽  
Inclusive Settings ◽  
Young Children With Disabilities

Purpose This paper aims to survey and interview parents of young children with disabilities to document their perspectives on what professionals working with their children need to know. Rather than comparing opinions over time or as part of an outcome study, this paper met with participants at a single point in time for a conversation addressing two questions with implications for training, program development and continuing research, namely, to what extent do families believe the Advancing Community College Efforts in Paraprofessional Training (ACCEPT) standards and topics are important to include in educational programs preparing professionals to work with young children with disabilities in inclusive settings (survey)? How satisfied or dissatisfied are families with the practices of early childhood educators working with their children with disabilities in inclusive and other settings (focus group)? What knowledge and skills do families recommend are important for the preparation of early childhood educators working with children with disabilities in inclusive and other settings (focus group)? Design/methodology/approach An exploratory design was used to gather information for use in future research and program development and research efforts. Descriptive statistics were compiled for the survey data and focus group interviews were content-analyzed for themes consistent with the project’s eight standards and topics. Findings Analyzes of survey and focus group interview data indicated that parents/caregivers held consistent views about information and skills needed to prepare teachers and others to work with children with disabilities in inclusive settings. Parents/caregivers were asked to complete a brief survey prioritizing the importance of the eight ACCEPT standards and topics when preparing early childhood educators for working with children with disabilities in inclusive settings. They all (n = 21) rated each standard and topic as “very important” (4) and provided 184 comments during follow-up interviews that represented positive examples, negative examples and recommendations distributed across the eight focusing standards. Originality/value This research identified the need for educators to understand the high value and importance of communication with parents of children with disabilities. This study further suggests the need for teachers to value each child’s individual needs and differences for their relationships with children and families to thrive.

Social Skills Instruction for Students at Risk for Antisocial Behavior: The Effects of Small-Group Instruction

2003 ◽  
Vol 28 (3) ◽  
pp. 229-248 ◽  
Author(s):  
Kathleen L. Lane ◽  
Joseph Wehby ◽  
Holly M. Menzies ◽  
Georgia L. Doukas ◽  
Sarah M. Munton ◽  
...  
Keyword(s):  
At Risk ◽  
Social Skills ◽  
Antisocial Behavior ◽  
Small Group ◽  
Intervention Program ◽  
Intervention Group ◽  
Future Research ◽  
Group Setting ◽  
Students At Risk ◽  
Social Skills Instruction

This study examined the effectiveness of social skills instruction for seven elementary-age students at risk for antisocial behavior who were unresponsive to a schoolwide primary intervention program. Students received instruction in social skills in a small-group setting over a 10-week period. A comprehensive list of acquisition deficits was generated for each student using an empirically validated assessment tool. These acquisition deficits became the core content of each intervention group. Results revealed lasting decreases in both disruptive behaviors in the classroom and negative social interactions on the playground. Students also experienced increases in percentage of academic engaged time. Findings from a social validity measure indicated that students viewed the intervention procedures as acceptable and reportedly used the newly acquired skills in multiple settings. Limitations are discussed, and directions for future research are provided.

Schedule Thinning During Functional Communication Training in the Home for Young Children With Autism

2021 ◽  
pp. 109830072199420
Author(s):  
Debra A. Prykanowski ◽  
Maureen A. Conroy ◽  
Brian Reichow
Keyword(s):  
At Risk ◽  
Young Children ◽  
Problem Behavior ◽  
Functional Communication Training ◽  
Autism Spectrum ◽  
Communication Training ◽  
Future Research ◽  
Functional Communication ◽  
Communicative Behavior ◽  
Function Based Intervention

Functional communication training (FCT) is a common function-based intervention for young children with or at risk for autism spectrum disorder (ASD) to teach an alternative communicative response to replace problem behavior. While FCT is effective in decreasing problem behavior, often the communicative behavior that is taught occurs at a higher rate than a caregiver can reinforce. For this study, we first examined the effectiveness of an FCT intervention to decrease problem behavior and increase appropriate communication. The intervention was based on a trial-based functional analysis (TBFA) conducted in the home. Next, we applied two approaches for thinning the schedule of reinforcement (i.e., delay to reinforcement and chained schedules) following the FCT. For all three young children (aged 3–5 years) with or at risk for ASD, at least one function of behavior was identified for each participant using TBFA and the subsequent FCT intervention led to a decrease in problem behavior and increase in functional communication. The procedure for thinning the schedule was selected based on the function of the behavior and results showed that both were successful in maintaining low levels of problem behavior following FCT. Implications for research and practice are discussed and suggestions for future research studies are presented.

The Effects of Play-Based Intervention on Vocabulary Acquisition by Preschoolers at Risk for Reading and Language Delays

2017 ◽  
Vol 39 (2) ◽  
pp. 147-160 ◽  
Author(s):  
Ragan H. McLeod ◽  
Jessica K. Hardy ◽  
Ann P. Kaiser
Keyword(s):  
At Risk ◽  
Young Children ◽  
Low Socioeconomic Status ◽  
Vocabulary Instruction ◽  
Vocabulary Knowledge ◽  
Future Research ◽  
Probe Design ◽  
Language Delays ◽  
Children At Risk ◽  
Vocabulary Word

Closing the vocabulary gap for young children at risk for reading and language delays due to low socioeconomic status may have far reaching effects, as the relationship between early vocabulary knowledge and later academic achievement has been well-established. Vocabulary instruction for young children at risk for reading and language delays during classroom play is understudied, but appears to be a useful context for such interventions. A multiple probe design across behaviors replicated across participants was conducted to evaluate the effects of Enhanced Milieu Teaching (EMT) techniques embedded in play sessions on target vocabulary word acquisition for preschool participants. Participants acquired target word sets in an average of 14 sessions, which, in addition to a book with target vocabulary, included interventionist’s use of the words in conversation and prompts to use target words in play routines. Implications for vocabulary instruction during play and future research are included.

scholarly journals The effect of Touch Math multi-sensory program on teaching basic computation skills to young children identified as at risk for the acquisition of computation skills

2020 ◽  
Vol 9 (27) ◽  
pp. 149-156
Author(s):  
Rabab Abdallah ELawady Abdou
Keyword(s):  
At Risk ◽  
Young Children ◽  
Future Research ◽  
Control Groups ◽  
The Social ◽  
Dependent Variables ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control ◽  
Experimental Group

The purpose of this paper was to investigate the effect of Touch Math multi-sensory program on   teaching basic computation skills to young children identified as at risk for the acquisition of computation skills. The children selected for the present study were all kindergarteners from two public kindergarten schools, located at Nasr city, Cairo. 40 children from both schools were included. Of the children who participated in the study (N= 40), 72% were male and 28% were female. Mean age was 5.3 years. A quasi-experimental, two-groups pretest-posttest design was employed, where the same dependent variables (addition skills and subtraction skills) were measured in the two groups of children before (pretest) and after (posttest) a treatment was administered. Using two-way ANOVA, the author analyzed the data from the pre- and post-test.  The data were analyzed using the Statistical Package for the Social Sciences (SPSS) 18.0. The results of the two-way ANOVA and t- test showed that there were differences in post- test mean scores between experimental and control   groups in addition and subtraction skills. In favor of the experimental group, which indicated the effectiveness of Touch Math multi-sensory program. Implications for practice, recommendations for future research and conclusion were included.

scholarly journals Aggression and antisocial behaviors of Teenagers

2015 ◽  
Vol 3 (1) ◽  
pp. 33
Author(s):  
Ida Kruti
Keyword(s):  
Antisocial Behavior ◽  
Individual Development ◽  
Future Research ◽  
Antisocial Behaviors ◽  
Communist Society ◽  
New Man ◽  
Adolescent Aggression ◽  
Methodological Problems ◽  
The Subject ◽  
The Individual

Adolescence, is a period of life that is knowing and studying by many researchers for many years, has always been and remain the subject for many sciences. The adolescence is recognized as one of the most rapid moments of life, full of strong emotions and it is considered as the process of individuals maturing regard to the individual development. In this period of life teenagers will be accompany of the main phenomena as Aggressive and Antisocial behavior, that moment is a disturbing phenomena that is shacked and troubled Albanian family and society, which can appear in the form of verbal or physical. The object of my research is based on literature review of the adolescent aggression and antisocial behavior during development , including theoretical and empirical data in the Albanian society. During valuation is important to identify the functions and forms of aggression and Antisocial Behavior. At the time of dictatorship was talk very little about adolescence, about their desires and emotions. This kind of state cared to grow up the new man, worthy and the service of communist society. While teens studies today are getting more and more spread in our country. The methodology used in this analysis focus on articles, dissertations and current scientific studies of known as well as can the reality and trends of adolescent aggressive behavior in Albanian. Selection criteria include 1. Topics 2. Type of paper (books, magazine, dissertation) 3. Papers methodology 4. Year of publication. Were included in this study 10 books, 30 articles, 30 work degree. Eventually were selected from all of them 5 books, 5 articles and 10 Bachelor and Master degree to be included in this summary. Conclusions: This study is sheds light clearly on the lack of empirical scientific studies on understanding this phenomenon of adolescence Aggression and Antisocial in Albanian society, while these studies are very detailed in the world. The selected current studies have methodological problems and may not be comprehensive for whole Albania areas, where many lifestyle aspects are different. This summary allows raising questions that in the future research may guide right studies in this field

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