Replacement Behaviors: A Strategy for Teaching Social Skills to Children with Behavior Problems

1993 ◽  
Vol 12 (1) ◽  
pp. 33-35
Author(s):  
Richard S. Neel ◽  
K. Kay Cessna
Keyword(s):  
Social Skills ◽  
Behavior Problems ◽  
Teaching Strategies ◽  
Behavioral Outcomes ◽  
Controlling Behavior ◽  
Instructional Component

Children with behavior problems are frustrating to teachers. Most programs for controlling behavior focus on reducing or eliminating behaviors. Instead, teaching appropriate behaviors can become part of the instructional component. Teachers can do this by evaluating the Intent of behavior and helping children achieve their intent In socially acceptable ways. The authors list steps for analyzing behavioral outcomes in order to develop teaching strategies for behavior problems.

scholarly journals Simultaneous assessement of social skills and behavior problems: Education and gender

2016 ◽  
Vol 33 (3) ◽  
pp. 453-464 ◽  
Author(s):  
Alessandra Turini BOLSONI-SILVA ◽  
Sonia Regina LOUREIRO
Keyword(s):  
Social Skills ◽  
Behavior Problems ◽  
Behavior Problem ◽  
Primary Caregivers ◽  
School Age Children ◽  
School Age ◽  
The Social ◽  
And Gender ◽  
And Behavior

Abstract The aim was to compare the social skills of preschool and school-age children, considering groups differentiated by behavior problem indicators, according to the assessment performed by parents and teachers. Children of both genders participated in this study. Parents/primary caregivers assessed 194 children and 294 children were assessed by their teachers. The results indicated that, for the parents and teachers, the children without problems were more socially skilled. The gender of the children distinguished the repertoire of social skills, according to their parents, mainly the school-age children. For the teachers, considering both school periods, girls were more socially skilled and, for both parents and teachers, boys presented more behavior problems. These data have implications for assessment and intervention procedures.

scholarly journals Prenatal smoking and childhood behavior problems: is the association mediated by birth weight?

2016 ◽  
Vol 7 (3) ◽  
pp. 273-281 ◽  
Author(s):  
S. E. Parker ◽  
B. R. Collett ◽  
M. L. Speltz ◽  
M. M. Werler
Keyword(s):  
Birth Weight ◽  
Behavior Problems ◽  
Child Behavior ◽  
Maternal Smoking ◽  
Behavioral Outcomes ◽  
Attention Problems ◽  
Prenatal Smoking ◽  
Teacher Report ◽  
Smoking During Pregnancy ◽  
Maternal Smoking During Pregnancy

Maternal smoking during pregnancy is associated with both reduced birth weight and adverse neurobehavioral outcomes. The aim of this study was to investigate longitudinal associations between maternal smoking during pregnancy and childhood behavioral outcomes, and to determine the role of birth weight in mediating such associations. The study included 489 mother–child pairs. Prenatal exposures were assessed via maternal interviews conducted on average 1 year after delivery and child behavior assessments were completed at 5–12 years of age using the Child Behavior Checklist (CBCL) and Teacher Report Form (TRF). Maternal smoking during pregnancy was associated with externalizing and total behavior problems according to both mother and teacher report. Maternal smoking was also associated with the following percentage increases in scores: 41% (CBCL) and 44% (TRF) for aggressive behavior and 65% (CBCL) and 47% (TRF) for attention problems. Associations with behavior problems were attenuated or no longer observed for mothers that quit smoking in early pregnancy. The proportion of the total effect of maternal smoking on behavioral outcomes explained by differences in birth weight was small and ranged from 6.6% for externalizing behavior on the CBCL to 20.1% for rule-breaking behavior on the CBCL. Our results suggest that birth weight differences explain only a small proportion of the magnitude of association between maternal smoking during pregnancy and selected behavioral outcomes.

Social Competence as a Multifaceted Construct: How do Students with Learning Disabilities Fare?

1994 ◽  
Vol 17 (4) ◽  
pp. 253-266 ◽  
Author(s):  
Sharon Vaughn ◽  
Diane Haager
Keyword(s):  
Learning Disabilities ◽  
Social Skills ◽  
Social Competence ◽  
Behavior Problems ◽  
Peer Acceptance ◽  
Students With Learning Disabilities ◽  
Prospective Longitudinal Study ◽  
The Social ◽  
Students With Ld ◽  
Prospective Longitudinal

This article summarizes and extends the findings from a prospective, longitudinal study that examined the social competence of students with learning disabilities (LD) from kindergarten through fifth grade. Four components that represent a model of social competence were measured: peer relations, social cognition, behavior problems, and social skills. Findings revealed that over time youngsters with LD demonstrated the same trends on all aspects of social competence as nonLD students. Students with LD did not differ significantly from low-achieving (LA) nonLD students on any of the measures of social competence; however, they were significantly different from average/high-achieving (AHA) nonLD students on social skills and behavior problems, but not peer acceptance or self-concept. The discussion addresses the social competence of students with LD from a developmental perspective as well as how they contrast with other achievement groups (LA and AHA). Issues and suggestions for future directions for research on the social-emotional development of youngsters with LD are presented.

scholarly journals Students with ADHD: Social Skills, Behavioral Problems, Academic Performance, and Family Resources

Psico-USF ◽  
2021 ◽  
Vol 26 (3) ◽  
pp. 545-557
Author(s):  
Anaísa Leal Barbosa Abrahão ◽  
Luciana Carla dos Santos Elias
Keyword(s):  
Academic Performance ◽  
Public Schools ◽  
Social Skills ◽  
Elementary Education ◽  
Behavior Problems ◽  
Behavioral Problems ◽  
Reference Sample ◽  
Academic Competence ◽  
Family Resources ◽  
Students With Adhd

Abstract ADHD constitutes a developmental risk. The general aim was to identify social skills, behavior problems, academic performance and family resources of children with ADHD, with the specific aim being to compare students regarding indicators of ADHD and the use or not of medication. Participants were 43 Elementary Education I students (M=9.6 years, SD=1.5), 43 parents (M=39.1 years, SD=7.6) and 38 teachers (M=43.1 years, SD=8.4). The instruments used were the Inventory of Social Skills, Behavior Problems and Academic Competence (SSRS-BR), Conners’ Scale and the Inventory of Family Resources. The collection was carried out in public schools. The results showed that the students had scores higher than the reference sample in Behavior Problems and Social Skills and lower in classes of social skills and Academic Competence; the presence of family resources; and grades above 5.0 as a school mean. We concluded that there is a need for interventions with the studied population.

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