Measuring Problem Behaviors in Young Children

2003 ◽  
Vol 28 (2) ◽  
pp. 111-123 ◽  
Author(s):  
Timothy R. Konold ◽  
Bridget K. Hamre ◽  
Robert C. Pianta
Keyword(s):  
Young Children ◽  
Problem Behaviors ◽  
Child Behavior Checklist ◽  
National Sample ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Primary Methods ◽  
First Order ◽  
Confirmatory Factor ◽  
Screening And Diagnosis

Despite difficulties in measuring problem behaviors in toddlers and preschoolers, there is increased interest in the diagnosis and treatment of emotional and behavioral disorders in young children. One of the primary methods for assessing behavior problems involves having parents and other caretakers complete standardized behavior checklists. The Child Behavior Checklist/1½–5 (CBCL/1½–5; Achenbach & Rescorla, 2000) is commonly used to obtain parents’ ratings of the problem behaviors of young children. This study examined whether the items located on the CBCL/1½–5 provide reasonable indicators of the seven first-order behavioral dimensions purportedly measured by this instrument in a national sample of 2-year-old typically developing children. In addition, multigroup methods of confirmatory factor analysis were used to evaluate the invariance of these item loadings across gender, ethnicity, and socioeconomic status. Results support the presence of six factors that were reasonably invariant for boys and girls. Ethnic and socioeconomic group comparisons failed to reveal factorial invariance on all dimensions. These results are discussed in light of issues related to assessment, screening, and diagnosis of problem behavior in young children.

scholarly journals Altered Metabolism of Mothers of Young Children with Autism Spectrum Disorder: A Case Control Study

2020 ◽  
Author(s):  
Kathryn Hollowood-Jones ◽  
James B. Adams ◽  
Devon M. Coleman ◽  
Sivapriya Ramamoorthy ◽  
Stephan Melnyk ◽  
...  
Keyword(s):  
Young Children ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Conjugated Molecules ◽  
Metabolic Analysis ◽  
Transsulfuration Pathway ◽  
Young Children With Autism ◽  
One Carbon Metabolism

Abstract Background: Previous research studies have demonstrated abnormalities in the metabolism of mothers of young children with autism.Method: Metabolic analysis was performed on blood samples from 30 mothers of young children with Autism Spectrum Disorder (ASD-M) and from 29 mothers of young typically-developing children (TD-M). Targeted metabolic analysis focusing on the folate one-carbon metabolism (FOCM) and the transsulfuration pathway (TS) as well as broad metabolic analysis were performed. Statistical analysis of the data involved both univariate and multivariate statistical methods.Results: Univariate analysis revealed significant differences in 5 metabolites from the folate one-carbon metabolism and the transsulfuration pathway and differences in an additional 48 metabolites identified by broad metabolic analysis, including lower levels of many carnitine-conjugated molecules. Multivariate analysis with leave-one-out cross-validation allowed classification of samples as belonging to one of the two groups of mothers with 93% sensitivity and 97% specificity with five metabolites. Furthermore, each of these five metabolites correlated with 8-15 other metabolites indicating that there are five clusters of correlated metabolites. In fact, all but 5 of the 50 metabolites with the highest area under the receiver operating characteristic curve were associated with the five identified groups. Many of the abnormalities appear linked to low levels of folate, vitamin B12, and carnitine-conjugated molecules.Conclusions: Mothers of children with ASD have many significantly different metabolite levels compared to mothers of typically developing children at 2-5 years after birth.

Behavioral Problems and Psychosocial Strengths: Unique Factors Contributing to the Behavioral Profile of Youth With Down Syndrome

2018 ◽  
Vol 123 (3) ◽  
pp. 212-227 ◽  
Author(s):  
Lisa M. Dieleman ◽  
Sarah S.W. De Pauw ◽  
Bart Soenens ◽  
Geert Van Hove ◽  
Peter Prinzie
Keyword(s):  
Down Syndrome ◽  
Problem Behaviors ◽  
Family Involvement ◽  
Behavioral Problems ◽  
Child Behavior Checklist ◽  
Rating Scale ◽  
Behavioral Profile ◽  
Developmental Age ◽  
Confirmatory Factor ◽  
Emotional Rating

Abstract This study aimed to describe problem behaviors and psychosocial strengths, examine the problem-strength interrelations, and evaluate profiles of problems and strengths in youth with Down syndrome (DS). The community-based sample consisted of 67 parents of children with DS aged between 4 and 19 years. Parents reported about the developmental age (Vineland screener), behavioral problems (Child Behavior Checklist), and psychosocial strengths (Behavioral and Emotional Rating Scale) of their child. Results indicate that attention, social, and thought problems were most prevalent, whereas family involvement and receiving/expressing affection were identified as strengths. A confirmatory factor analysis identified problems and strengths as distinct, yet related, variables. Moreover, a cluster analysis of problems and strengths identified four different profiles. Implications for interventions are discussed.

scholarly journals Comprehension of novel metaphor in young children with Developmental Language Disorder

2018 ◽  
Vol 3 ◽  
pp. 239694151881722 ◽  
Author(s):  
Daniela Bühler ◽  
Alexandra Perovic ◽  
Nausicaa Pouscoulous
Keyword(s):  
Young Children ◽  
Figurative Language ◽  
Language Disorder ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Language Abilities ◽  
Metaphor Comprehension ◽  
Core Deficit ◽  
Language Difficulties ◽  
Everyday Communication

Background and aims Difficulties with aspects of morphosyntax, phonology and/or vocabulary are the hallmark of Development Language Disorder (DLD). Yet, little is known about the linguistic-pragmatic abilities of young children with DLD. Previous studies suggest that children with DLD are experiencing difficulties with idioms, sayings and slang expressions, often interpreting them in a literal or unconventional fashion. However, it is unclear whether this is caused by difficulties to make pragmatic inferences in general or whether it stems from their semantic abilities. We therefore investigated novel metaphor understanding in young children with and without DLD. Methods We assessed novel metaphor comprehension using a reference assignment task with 15 children with DLD diagnoses (ages 42–49 months) as well as typically developing peers matched on chronological age (n = 15) and on language (n = 15). Results Children with DLD performed worse than their age-matched peers but in a comparable manner to the (younger) language-matched typically developing children. Performance was not related to non-verbal intelligence in the children with DLD. Conclusion The findings indicate that young children with DLD have difficulties with metaphor comprehension but also suggest that these difficulties are in line with their general language difficulties and linked to their overall linguistic competence rather than reflecting additional specific issues with deriving pragmatic inferences. Implications Our study adds to a growing body of literature showing that children with low language abilities are also likely to display more difficulties in understanding figurative language independently of any other symptomatology of their clinical diagnosis. It also supports the argument that deficits in the pragmatic domain are a secondary impairment rather than a core deficit in children with DLD. Nonetheless, children with DLD do show difficulties in understanding metaphors. Understanding figurative language is necessary for everyday communication and should therefore be targeted alongside traditional treatments by clinicians treating children with DLD.

Asynchrony in the cognitive and lexical development of young children with Williams syndrome

2005 ◽  
Vol 32 (2) ◽  
pp. 427-438 ◽  
Author(s):  
THIERRY NAZZI ◽  
ALISON GOPNIK ◽  
ANNETTE KARMILOFF-SMITH
Keyword(s):  
Young Children ◽  
Williams Syndrome ◽  
Chance Level ◽  
Chronological Age ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Lexical Development ◽  
Object Selection ◽  
Object Categories

The present study investigates whether five-to-six-year-old children with Williams syndrome (N=8) can form new object categories based on naming information alone, and compares them with five groups of typically developing children aged 2;0 to 6;0 (N=34 children). Children were presented with triads of dissimilar objects; all objects in a triad were labelled, two of them with the same pseudoname. Name-based categorization was evaluated through object selection. Performance was above chance level for all groups. Performance reached a ceiling at about 4;0 for the typically developing children. For the children with Williams Syndrome, performance remained below chronological age level. The present results are discussed in light of previous findings of a failure to perform name-based categorization in younger children with Williams syndrome and the persistent asynchrony between cognitive and lexical development in this disorder.

The Westmead Post-Traumatic Amnesia Scale for Children (WPTAS-C) Aged 4 and 5 Years Old

2008 ◽  
Vol 9 (1) ◽  
pp. 14-21 ◽  
Author(s):  
Antonella Rocca ◽  
Margaret Wallen ◽  
Jennifer Batchelor
Keyword(s):  
Young Children ◽  
Test Period ◽  
Kindergarten Children ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Posttraumatic Amnesia ◽  
Traumatic Amnesia ◽  
Post Traumatic ◽  
Clinical Populations ◽  
Familiar Objects

AbstractAssessment of posttraumatic amnesia (PTA) in young children remains problematic. This article details a version of the Westmead PTA Scale, which was adapted for use with children aged 4 and 5 years, and an evaluation of this scale with typically developing children. The Westmead PTA Scale for Children (WPTAS-C) comprises 2 orientation and 4 memory questions, including 2 items involving remembering pictures of familiar objects. Participants included 55 preschool and kindergarten children aged 4 and 5 years. The scale was administered for 4 consecutive days. Ninety-three per cent of the children achieved a score of 6 out 6 for the final 3 days of the 4-day test period. It is concluded that the WPTAS-C is an appropriate measure of orientation and continuous memory in 4- and 5-year-old typically developing children. Validation of the scale in clinical populations is recommended.

The structure of mother–child play: Young children with Down syndrome and typically developing children.

1998 ◽  
Vol 34 (1) ◽  
pp. 77-87 ◽  
Author(s):  
Mary A. Roach ◽  
Marguerite Stevenson Barratt ◽  
Jon F. Miller ◽  
Lewis A. Leavitt
Keyword(s):  
Down Syndrome ◽  
Young Children ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Children With Down Syndrome ◽  
Child Play

Verbal Regulation of Grip Force in Preschoolers

2009 ◽  
Vol 108 (2) ◽  
pp. 540-548 ◽  
Author(s):  
Koichi Haishi ◽  
Ayumi Komatsu ◽  
Hideyuki Okuzumi ◽  
Mitsuru Kokubun ◽  
Yoshio Kitajima ◽  
...  
Keyword(s):  
Preschool Children ◽  
Young Children ◽  
Grip Force ◽  
Developmental Process ◽  
Healthy Adults ◽  
Developmental Changes ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Preschool Period ◽  
Semantic Aspect

The purpose of this study was to clarify the developmental processes in verbal regulation by preschool children. Participants were 152 typically developing children (74 boys, 78 girls) between 4 and 6 years of age ( M = 5.3, SD =.8), and 30 healthy adults (15 men, 15 women) between 19 and 26 years of age ( M = 20.8, SD = 1.4). In Exp. 1, the task was to regulate grip force based on quantitative instruction which implies using a scale for regulation. Participants were required to produce a half-grip force of the maximum (Task 1). In Exp. 2, the task was grip-force regulation based on nonquantitative instruction. The participants were asked to respond with a slightly weaker grip force than the maximum (Task 2) and then a further weaker grip force (Task 3) than that used on Task 2. The regulation rates produced the extent of regulation and suggest regulation by quantitative instruction may develop earlier than by nonquantitative instruction. Also, precise grip-force regulation based on the semantic aspect of instruction may be difficult for young children. The developmental changes in the rate of performance especially observed in children of 4 to 6 years indicate that the tendency to use too much grip force disappears during this preschool period. In addition, too little grip force in regulation may reflect the developmental process toward fine grasping movements.

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