scholarly journals Behavioral Profiles of Clinically Referred Children with Intellectual Giftedness

2013 ◽  
Vol 2013 ◽  
pp. 1-7 ◽  
Author(s):  
Fabian Guénolé ◽  
Jacqueline Louis ◽  
Christian Creveuil ◽  
Jean-Marc Baleyte ◽  
Claire Montlahuc ◽  
...  
Keyword(s):  
Behavioral Problems ◽  
Internalizing Problems ◽  
Behavioral Syndromes ◽  
Gifted Children ◽  
Clinically Referred ◽  
Performance Discrepancy ◽  
Developmental Asynchrony ◽  
And Behavior ◽  
Verbal Performance ◽  
Intellectual Giftedness

It is common that intellectually gifted children—that is, children with an IQ ≥ 130—are referred to paediatric or child neuropsychiatry clinics for socio-emotional problems and/or school underachievement or maladjustment. These clinically-referred children with intellectual giftedness are thought to typically display internalizing problems (i.e., self-focused problems reflecting overcontrol of emotion and behavior), and to be more behaviorally impaired when “highly” gifted (IQ ≥ 145) or displaying developmental asynchrony (i.e., a heterogeneous developmental pattern, reflected in a significant verbal-performance discrepancy on IQ tests). We tested all these assumptions in 143 clinically-referred gifted children aged 8 to 12, using Wechsler’s intelligence profile and the Child Behavior Checklist. Compared to a normative sample, gifted children displayed increased behavioral problems in the whole symptomatic range. Internalizing problems did not predominate over externalizing ones (i.e., acted-out problems, reflecting undercontrol of emotion and behavior), revealing a symptomatic nature of behavioral syndromes more severe than expected. “Highly gifted” children did not display more behavioral problems than the “low gifted.” Gifted children with a significant verbal-performance discrepancy displayed more externalizing problems and mixed behavioral syndromes than gifted children without such a discrepancy. These results suggest that developmental asynchrony matters when examining emotional and behavioral problems in gifted children.

WISC-III Verbal/Performance Discrepancies Among a Sample of Gifted Children

2006 ◽  
Vol 50 (1) ◽  
pp. 7-10 ◽  
Author(s):  
John D. Sweetland ◽  
Jacqueline M. Reina ◽  
Anne F. Tatti
Keyword(s):  
Gifted Children ◽  
Verbal Performance

585 The Relationship between Napping and Behavioral Problems among Vocational High School Students in China

SLEEP ◽  
2021 ◽  
Vol 44 (Supplement_2) ◽  
pp. A231-A231
Author(s):  
Jing Han ◽  
Rendong Huang ◽  
Lei Yue ◽  
Naixue Cui ◽  
Fenglin Cao
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Problems ◽  
Behavioral Problems ◽  
Internalizing Behavior ◽  
Individual Development ◽  
Vocational High School ◽  
School Students ◽  
And Behavior ◽  
The Relationship

Abstract Introduction Although napping is very common and related to the outcome of individual development, the relationship between napping and health is not the same in different social and cultural contexts. In China, napping is considered as a healthy lifestyle and is often associated with better adolescent development outcomes. As a special group of teenagers (the academic level does not meet the requirements of ordinary high school), vocational high school students have a higher incidence of behavioral problems than ordinary high school students. Therefore, the purpose of this study is to explore the characteristics of napping and its relationship with behavioral problems in vocational high school students. Methods The napping questionnaire, Youth Self Report (YSR), general information questionnaire and other tools for covariates were used to measure 2505 high school students (62.04% boys, 37.96% girls, 16.71±0.02 years), recruited by convenient sampling. The relationship between nappingand behavioral problems was analyzed by multiple linear regression. Results 72.58% of the participants reported taking a midday nap at least three days per week during the past month, and 55.79% of our sample reported naps more than 30 minutes. Multiple regression analysis showed that nap frequency was negatively associated with high school students’ behavior problems after controlling for general characteristics and other important covariates. Compared with high school students who did not nap or napped less than 1 time/week, high school students who napped 1–2 times/week or 3–4 times/week had lower level of both internalizing behavior problems and externalizing behavior problems. There was no statistically significant association between nap duration and behavior problems. Conclusion This study finds that when napping is allowed, moderate frequency of napping is associated with lower level of internalizing and externalizing behavioral problems in vocational high school students, while nap duration is not significantly associated with behavioral problems. Further research is needed to explore the mechanism of the relationship between napping and behavior problems. Support (if any):

scholarly journals Jak měřit metakognici (nejen) u nadaných dětí

2021 ◽  
Author(s):  
Ondřej Straka
Keyword(s):  
Time Lag ◽  
Gifted Children ◽  
Metacognitive Monitoring ◽  
Specific Group ◽  
Intellectually Gifted ◽  
On Line ◽  
Intellectual Giftedness

The publication deals with the topic of measuring metacognition, with special emphasis on a specific group of intellectually gifted children. It briefly presents the construct of metacognition itself, its relation to intellectual giftedness, together with a taxonomy of metacognitive phenomena. Next, the most important methods developed to assess metacognition are discussed and critically appraised. The monography covers both the methods, in which the data are registered during the execution of the stimulus task (on-line methods), and the methods, where the data are recorded with some time lag (off-line methods). The most extensive part of the publication is devoted to the topic of various measures, used to express the level of metacognitive monitoring.

Children With Adaptation and Behavior Problems

2020 ◽  
pp. 117-138
Author(s):  
Ebru Hasibe Tanju Aslişen
Keyword(s):  
Eating Disorders ◽  
Behavior Problems ◽  
Sleep Disorders ◽  
Behavioral Problems ◽  
Behavior Problem ◽  
Causal Factors ◽  
Preschool Period ◽  
Nail Biting ◽  
Thumb Sucking ◽  
And Behavior

In this chapter, the adaptation and behavior problem is explained conceptually, and detailed information is given about causal factors related to biology, family, and school. Particularly in the preschool period, adaptation and behavioral problems such as thumb-sucking, nail-biting, enuresis, encopresis, masturbation, lying, aggression, stubbornness, jealousy, fear, anxiety, stealing, sleep disorders, and eating disorders are explained in this chapter, and precautions to reduce/prevent these problems are mentioned.

Smith-Lemli-Opitz Syndrome

2016 ◽  
Author(s):  
Christopher Cunniff ◽  
Raoul C. Hennekam
Keyword(s):  
Behavioral Problems ◽  
Postnatal Growth ◽  
Clinical Severity ◽  
Metabolic Disturbances ◽  
Physical Problems ◽  
Associated Malformations ◽  
Opitz Syndrome ◽  
Cholesterol Supplementation ◽  
Sun Sensitivity ◽  
And Behavior

Smith-Lemli-Opitz syndrome (SLOS) is characterized by prenatal and postnatal growth retardation, characteristic face, genital and distal limb anomalies, and intellectual disability. There is a weak correlation between the metabolic disturbances with clinical severity and with genotype, but wide ranges exist within each group. SLOS is infrequently described in adults. The associated malformations are usually treated in infancy and childhood and have only limited influences in adulthood. Main physical problems are scoliosis and pectus formation, sun sensitivity, and disturbed hearing and vision. Rarely adrenal insufficiency is present. Marked cognitive impairment and behavioral problems including self-harm and aggressive outbursts may have a significant impact on quality of life. Cholesterol supplementation decreases sun sensitivity, but cognition and behavior seem to respond less well.

scholarly journals The Melatonin Receptor Agonist Ramelteon Effectively Treats Insomnia and Behavioral Symptoms in Autistic Disorder

2014 ◽  
Vol 2014 ◽  
pp. 1-5 ◽  
Author(s):  
Kentaro Kawabe ◽  
Fumie Horiuchi ◽  
Yasunori Oka ◽  
Shu-ichi Ueno
Keyword(s):  
Autistic Disorder ◽  
Behavioral Problems ◽  
Receptor Agonist ◽  
Sleep Problems ◽  
Sleep Onset ◽  
Autism Spectrum ◽  
Melatonin Receptor ◽  
Spectrum Disorders ◽  
And Behavior ◽  
Clinical Global Impression Improvement

Children with autism spectrum disorders (ASD), including autistic disorder, frequently suffer from comorbid sleep problems. An altered melatonin rhythm is considered to underlie the impairment in sleep onset and maintenance in ASD. We report three cases with autistic disorder in whom nocturnal symptoms improved with ramelteon, a selective melatonin receptor agonist. Insomnia and behavior, assessed using the Clinical Global Impression-Improvement Scale, improved in two cases with 2 mg ramelteon and in the third case with 8 mg ramelteon. Our findings demonstrate that ramelteon is effective not only for insomnia, but for behavioral problems as well, in patients with autistic disorder.

scholarly journals Teacher-rated aggression and co-occurring behaviors and emotional problems among schoolchildren in four population-based European cohorts

PLoS ONE ◽  
2021 ◽  
Vol 16 (4) ◽  
pp. e0238667
Author(s):  
Alyce M. Whipp ◽  
Eero Vuoksimaa ◽  
Koen Bolhuis ◽  
Eveline L. de Zeeuw ◽  
Tellervo Korhonen ◽  
...  
Keyword(s):  
Prosocial Behavior ◽  
Aggressive Behavior ◽  
Behavioral Problems ◽  
Internalizing Problems ◽  
School Setting ◽  
Emotional Problems ◽  
Population Based ◽  
Externalizing And Internalizing Problems ◽  
And Gender ◽  
The Uk

Aggressive behavior in school is an ongoing concern. The current focus is on specific manifestations such as bullying, but the behavior is broad and heterogenous. Children spend a substantial amount of time in school, but their behaviors in the school setting tend to be less well characterized than at home. Because aggression may index multiple behavioral problems, we used three validated instruments to assess means, correlations and gender differences of teacher-rated aggressive behavior with co-occurring externalizing/internalizing problems and social behavior in 39,936 schoolchildren aged 7–14 from 4 population-based cohorts from Finland, the Netherlands, and the UK. Correlations of aggressive behavior were high with all other externalizing problems (r: 0.47–0.80) and lower with internalizing problems (r: 0.02–0.39). A negative association was observed with prosocial behavior (r: -0.33 to -0.54). Mean levels of aggressive behavior differed significantly by gender. Despite the higher mean levels of aggressive behavior in boys, the correlations were notably similar for boys and girls (e.g., aggressive-hyperactivity correlations: 0.51–0.75 boys, 0.47–0.70 girls) and did not vary greatly with respect to age, instrument or cohort. Thus, teacher-rated aggressive behavior rarely occurs in isolation; boys and girls with problems of aggressive behavior likely require help with other behavioral and emotional problems. Important to note, higher aggressive behavior is not only associated with higher amounts of other externalizing and internalizing problems but also with lower levels of prosocial behavior.

scholarly journals Theory of mind and problem behavior in people with intellectual disability

2020 ◽  
Vol 19 (4) ◽  
pp. 263-278
Author(s):  
Marija Cvijetić ◽  
Mirjana Đorđević
Keyword(s):  
Intellectual Disability ◽  
Theory Of Mind ◽  
Intellectual Disabilities ◽  
Behavioral Problems ◽  
Social Inclusion ◽  
Social Acceptance ◽  
Adaptive Functioning ◽  
Adolescents And Adults ◽  
Adults With Intellectual Disabilities ◽  
And Behavior

Introduction. Behavioral problems are more common in people with intellectual disability than in typical population and present an obstacle to their adaptive functioning and social inclusion. Since adjusted social behavior requires, among other things, an adequate understanding and interpretation of thoughts and behavior of others, theory of mind could be one of the factors of adjusted behavior and behavioral problems in people with intellectual disability. Objective. The aim of this paper is to single out the research in which the issue of the relationship between the ability of theory of mind and behavioral problems of people with intellectual disabilities has been addressed, through a literature review. Methods. Insight into the available literature was performed by searching the electronic databases that are available through the services of the Serbian Library Consortium for Coordinated Acquisition - KOBSON, as well as through Google Scholar and Research Gate. Results. Based on the analyzed research results, it can be concluded that there is a negative correlation between theory of mind and behavioral problems, both in children and in adolescents and adults with intellectual disabilities. While some studies have found a direct link between theory of mind and behavioral problems, others have found that this link is indirect, whereby the role of intermediaries tend to have executive functions, social acceptance, quality of parental interaction and resilience. Conclusion. Since the results of several studies suggest that more advanced theory of mind enables more successful social interactions and more adjusted behavior, it is necessary to enrich the education of people with intellectual disability with contents related to understanding thoughts, emotions, desires and intentions, as one of the elements of approach to treatment, in order to prevent problematic behaviors.

scholarly journals PATHWAYS FROM PAIN TO RESILIENCE

2019 ◽  
Vol 10 (2-3) ◽  
pp. 5-24
Author(s):  
Larry K. Brendtro
Keyword(s):  
Behavioral Problems ◽  
Unmet Needs ◽  
Large Body ◽  
Emotional And Behavioral Problems ◽  
Emotional Pain ◽  
Abraham Maslow ◽  
Brain Science ◽  
And Behavior ◽  
Experience Pain

Abraham Maslow was among the first to hypothesize that most emotional and behavioral problems stem from unmet needs. Now, a large body of research on brain science, trauma, and resilience validates this concept. Humans experience emotional pain when their needs are frustrated. The most basic biosocial needs are for attachment, achievement, autonomy, and altruism. When these needs are met, children thrive. When they are not met, children experience pain-based emotions, thinking, and behavior. This article explores research and practical strategies for responding to the needs beneath pain-based behavior instead of reacting to problems.

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