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.

Common Problem Behaviors of Children and Adolescents in General Education Classrooms in the United States

2012 ◽  
Vol 20 (1) ◽  
pp. 55-64 ◽  
Author(s):  
Judith R. Harrison ◽  
Kimberly Vannest ◽  
John Davis ◽  
Cecil Reynolds
Keyword(s):  
United States ◽  
Behavior Problems ◽  
General Education ◽  
Children And Adolescents ◽  
Problem Behaviors ◽  
Behavioral Problems ◽  
Teacher Educators ◽  
Rating Scale ◽  
The United States ◽  
Specific Behavior

The majority of incidence and prevalence studies on childhood behavioral problems report the occurrence of mental health disorders under diagnostic categories. A few studies report prevalence of specific behavior problems identified through direct observation, teacher surveys, or analyses of office discipline referrals. However, each possesses limitations that may be informed by data that report the occurrence of specific behavior problems at the classroom level. The rapidly increasing use of multitiered models of prevention and intervention will benefit from data of prevalence of problem behaviors. The purpose of this study was to identify the “most common” problem behaviors in classrooms in the United States as reported by teachers on a broadband rating scale with a demographically representative sample of 3,600 children and adolescents. Results indicate 17 common problem behaviors of children and adolescents, each in four behavioral domains. Interesting findings include behaviors associated with anxiety, learning problems, and distractibility as the most commonly addressed by teachers in the classroom as opposed to the most frequently addressed by administrators, such as aggression. Implications are discussed for policy makers, teacher educators, administrators, and teachers.

scholarly journals Associations between frontal lobe structure, parent-reported obstructive sleep disordered breathing and childhood behavior in the ABCD dataset

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Amal Isaiah ◽  
Thomas Ernst ◽  
Christine C. Cloak ◽  
Duncan B. Clark ◽  
Linda Chang
Keyword(s):  
Frontal Lobe ◽  
Problem Behaviors ◽  
Behavioral Problems ◽  
Sleep Disordered Breathing ◽  
Child Behavior Checklist ◽  
Behavioral Measures ◽  
Structural Alterations ◽  
Obstructive Sleep ◽  
Obstructive Sleep Disordered Breathing ◽  
Disordered Breathing

AbstractParents frequently report behavioral problems among children who snore. Our understanding of the relationship between symptoms of obstructive sleep disordered breathing (oSDB) and childhood behavioral problems associated with brain structural alterations is limited. Here, we examine the associations between oSDB symptoms, behavioral measures such as inattention, and brain morphometry in the Adolescent Brain Cognitive Development (ABCD) study comprising 10,140 preadolescents. We observe that parent-reported symptoms of oSDB are associated with composite and domain-specific problem behaviors measured by parent responses to the Child Behavior Checklist. Alterations of brain structure demonstrating the strongest negative associations with oSDB symptoms are within the frontal lobe. The relationships between oSDB symptoms and behavioral measures are mediated by significantly smaller volumes of multiple frontal lobe regions. These results provide population-level evidence for an association between regional structural alterations in cortical gray matter and problem behaviors reported in children with oSDB.

scholarly journals Increased Behavioral Problems in Children with Sleep-Disordered Breathing

2021 ◽  
Author(s):  
Eszter Csabi ◽  
Veronika Gaál ◽  
Emese Hallgató ◽  
Rebeka Anna Schulcz ◽  
Gábor Katona ◽  
...  
Keyword(s):  
Behavioral Problems ◽  
Sleep Disturbances ◽  
Sleep Disordered Breathing ◽  
Child Behavior Checklist ◽  
Rating Scales ◽  
Rating Scale ◽  
Apnea Hypopnea Index ◽  
Primary Snoring ◽  
Obstructive Sleep ◽  
Disordered Breathing

Abstract Introduction: Healthy sleep is essential for children’s cognitive, behavioral, and emotional development. Therefore, this study was aimed to assess the behavioral consequences of sleep disturbances examining children with sleep-disordered breathing compared to control participants. Methods: 78 children with SDB (average age: 6.7 years (SD = 1.83); 61 had OSA and 17 had primary snoring) and 156 control subjects (average age: 6.57 years (SD = 1.46) participated in the study. We matched the groups in age (t(232) = 0.578, p = 0.564) and gender (χ2(1) = 2.192, p = 0.139). In the SDB group, the average Apnea-Hypopnea Index was 3.44 event/h (SD = 4.00), the average desaturation level was 87.3 % (SD = 6.91). Parent-report rating scales were used to measure the children’s daytime behavior including Attention Deficit Hyperactivity Disorder Rating Scale, Strengths and Difficulties Questionnaire, and Child Behavior Checklist. Results: Our results showed that children with SDB exhibited a higher level of inattentiveness and hyperactive behavior. Furthermore, the SDB group demonstrated more internalizing (anxiety, depression, somatic complaints, social problems) (p < 0.001) and externalizing (aggressive and rule-breaking behavior) problems compare to children without SDB, irrespective of severity. Conclusion: Based on our findings we supposed that even snoring and mild OSA had a risk for developing behavioral and emotional dysfunctions as much as moderate-severe OSA. Therefore, clinical research and practice need to focus more on the accurate assessment and treatment of sleep disturbances in childhood, particularly primary snoring, and mild obstructive sleep apnea.

scholarly journals THE SCALE OF DETERMINING THE PROBLEM BEHAVIORS OF CHILDREN IN PRESCHOOL PERIOD: A VALIDITY AND RELIABILITY STUDY

2021 ◽  
Vol 10 (3) ◽  
Author(s):  
Oğuz Keleş ◽  
Tuğba Emiroğlu
Keyword(s):  
Factor Analysis ◽  
Preschool Children ◽  
Problem Behaviors ◽  
Peer Relationships ◽  
Behavioral Problems ◽  
Academic Skills ◽  
Validity And Reliability ◽  
Developmental Behavior ◽  
Preschool Period ◽  
Confirmatory Factor

This study was aimed to develop a scale to determine the problem behaviors of 3-6 aged preschool children. A systematic process was carried out during the development of the scale. A total of 305 preschool teachers filled in the scale development study. Based on the results of exploratory factor analysis (EFA), it was identified that the scale consists of 30 items and three factors, explaining 52.13% of the total variance. These factorsare named academic skills problems, peer relationship problems, and developmental-behavioral problems in accordance with the literature. Confirmatory factor analysis (CFA) was used to examine whether the collected data confirmed the determining factor structure. The whole scale’s Cronbach’s alpha reliability coefficient was found as .94. Cronbach alpha coefficients were .91 for “academic skills problems”, .89 for “peer relationships problems”, and .83 for “developmental behavior problems”. As a result of the analysis, the scale is valid and reliable to determine the problem behaviors of preschool children.

Strength-Based Assessment of African-American Adolescents with Behavioral Disorders

2003 ◽  
Vol 96 (2) ◽  
pp. 667-673 ◽  
Author(s):  
Philip Friedman ◽  
Karen A. Friedman ◽  
Virginia Weaver
Keyword(s):  
African American ◽  
Behavioral Disorders ◽  
Behavioral Problems ◽  
Family Life ◽  
Rating Scale ◽  
African American Adolescents ◽  
School Activities ◽  
Strength Based ◽  
Emotional Rating

The study examined consistencies and differences between 60 parents and their adolescent children with behavioral problems when rating the adolescents' strengths. The parents and teenagers agreed on most of the strength categories of the Behavior and Emotional Rating Scale. However, caretakers rated the adolescents as more involved in family life, while the adolescents rated themselves as more involved in school activities.

Cosleeping in a Community Sample of 2- and 3-Year-Old Children

PEDIATRICS ◽  
1990 ◽  
Vol 86 (2) ◽  
pp. 197-203
Author(s):  
Deborah Madansky ◽  
Craig Edelbrock
Keyword(s):  
Problem Behaviors ◽  
Child Behavior ◽  
Child Behavior Checklist ◽  
Rating Scale ◽  
Sleep Problems ◽  
Community Sample ◽  
Initial Assessment ◽  
Child Sleep ◽  
The Family ◽  
Family Routine

A randomly selected community sample of 303 parents of 2- and 3-year-olds were interviewed about child sleep behaviors and completed the Child Behavior Checklist for Ages 2-3, a standardized rating scale for child problem behaviors. Most parents (55%) reported that the child slept in their bed at least occasionally and for at least part of the night, particularly during periods of minor stress or disruption of the family routine. The prevalence of cosleeping did not vary by the child's age or sex, but frequent cosleeping (more than once per week) was more common among nonwhite families and singlemother households. Cosleeping was not significantly related to child behavior problems, but frequent cosleepers were more likely to report sleep problems, including difficulty getting to sleep and night waking. Children who were still cosleeping frequently 1 year after the initial assessment maintained high levels of sleep problems, compared with those who stopped cosleeping and noncosleepers. Cosleeping is common at this age and is not related to general maladjustment. However, frequent cosleeping is closely intertwined with child sleep problems.

Problem Behaviors of Children from Multicultural and Mono-cultural Families in Korea: Differences in Behavior Evaluations between Parents and Teachers

2021 ◽  
pp. 60-81
Keyword(s):  
Problem Behaviors ◽  
Behavioral Problems ◽  
Child Behavior Checklist ◽  
Attention Problems ◽  
School Students ◽  
Interpersonal Difficulties ◽  
Problematic Behaviors ◽  
Korean Child ◽  
Teacher’S Report Form ◽  
Rule Breaking

In recent years, multicultural families are increasing in Korea. In such multicultural families, there may be language and interpersonal difficulties that affect the children. Given the possibility of real problems affecting academics and the potential for bias, the perceptions of parents and teachers is of vital importance. In this study, parents' and teachers’evaluations of problem behaviors of 405 elementary school students were collected on the Korean Child Behavior Checklist and the Korean Teacher's Report Form. Studies have shown that parents in multicultural families tend to rate their children's problems more seriously than in mono cultural families in the areas of Withdrawal/Depressed, Attention Problems, and Rule-Breaking Behaviors.Teachers rated boys from multicultural families as more problematic with Withdrawal/Depressed, Attention Problems, Rule-Breaking Behaviors, and overall scores than boys from monocultural families. Parents tended to take their child's problematic behaviors more seriously than teachers.In general, younger students were found to be more vulnerable to behavioral problems. This may indicate that an intervention is needed to help the children acculturate.

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.

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