Conduct Problems Across Home and School

2000 ◽  
Vol 17 (2) ◽  
pp. 69-77 ◽  
Author(s):  
Emma Little ◽  
Alan Hudson ◽  
Ray Wilks
Keyword(s):  
Conduct Problems ◽  
Total Sample ◽  
Child Behaviour ◽  
Behavioural Problems ◽  
Child Behaviour Checklist ◽  
School Settings ◽  
School Sample ◽  
Teacher Report Form ◽  
Home And School ◽  
At Home

AbstractMany children are reported by parents to exhibit problems of conduct at home, and similarly many children are reported by teachers to exhibit conduct problems at school. Surprisingly, very little research has examined the extent to which children exhibit behavioural problems in the clinical range at both home and school. The current study examined the co-occurrence of problems at home and school in a sample of 189 children in schools in Victoria. The total sample consisted of (a) 124 children whose parents responded to invitations to participate distributed through schools, and (b) 65 children who had been referred to various agencies because of conduct problems. The occurrence of problems at home was assessed using the Child Behaviour Checklist (Achenbach & Edelbrock, 1983), and problems at school were assessed using the Teacher Report Form (Achenbach & Edelbrock, 1986). For the school sample, 7 children (5.6%) exhibited conduct problems in both settings (scores in the borderline/ clinical range), with 27 children (21.7%) exhibiting them in one setting only. For the clinic sample, 39 children (60.0%) exhibited problems in both settings, with 21 children (32.3%) exhibiting them in one setting only. The results of this study indicate the need for interventions that can be used consistently across home and school settings, as well as independently in single settings when warranted.

scholarly journals Relation between Early Over- and Undertreatment and Behavioural Problems in Preadolescent Children with Congenital Hypothyroidism

2018 ◽  
Vol 90 (4) ◽  
pp. 247-256 ◽  
Author(s):  
Jacoba J. Bongers-Schokking ◽  
Wilma C.M. Resing ◽  
Wilma Oostdijk ◽  
Yolanda B. de Rijke ◽  
Sabine M.P.F. de Muinck Keizer-Schrama
Keyword(s):  
Congenital Hypothyroidism ◽  
Attention Problems ◽  
Child Behaviour ◽  
Behavioural Problems ◽  
Steady State Concentration ◽  
Child Behaviour Checklist ◽  
Teacher’S Report Form ◽  
Per Se ◽  
Design And Methods ◽  
State Concentration

Objective: Congenital hypothyroidism (CH) per se, when not treated or undertreated, may lead to severe behavioural problems (cretinism), whereas overtreatment of CH seems associated with attention problems. Design and Methods: For 55 CH patients, prospectively followed from birth until 11 years, parents rated the Child Behaviour Checklist and teachers the Teacher’s Report Form at children’s ages 6 and 11 years. We related scores regarding Attention, Delinquency, and Aggression (ADA scores, indicative for attention deficit hyperactivity syndrome, ADHD), and scores regarding Withdrawn, Anxious, Social, and Thought problems (WAST scores, indicative for autism) to the occurrence of over- and undertreatment in five age periods. Over- and undertreatment were defined as free thyroxine (fT4) concentrations above/below the range of the patient’s individual fT4 steady state concentration. Results: ADA scores at 6 and 11 years for patients overtreated in the period 1–3 months postnatally were higher than those for patients who were not overtreated. Patients with severe CH undertreated in the period 3–6 months postnatally had higher WAST scores at 6 and 11 years than all other patients. Conclusions: This is the first study suggesting that permanent ADHD as well as autism in CH patients at ages 6 and 11 years are the result of early overtreatment and undertreatment, respectively.

Conduct Problems and Treatment across Home and School: A Review of the Literature

1998 ◽  
Vol 15 (4) ◽  
pp. 213-227 ◽  
Author(s):  
Emma Little ◽  
Alan Hudson
Keyword(s):  
Classroom Management ◽  
Conduct Problems ◽  
Empirical Support ◽  
Past Research ◽  
Treatment Programs ◽  
Comparable Amount ◽  
Home Setting ◽  
Managerial Skills ◽  
School Settings ◽  
Home And School

Treatment of conduct problems in the home setting has received much attention in the literature, and there are well established, empirically derived treatment programs that have been demonstrated to be effective. However, treatment for conduct problems in the classroom has not received a comparable amount of attention, and the intervention programs are diverse, occasionally lacking empirical support, and often not consistent with strategies used in the home setting. As past research has demonstrated that conduct problems in multiple settings is related to poorer prognosis, it is logical to suggest that interventions should focus on as many of the settings as possible in which a child displays the behaviour problems. This paper reviews the literature on the effects of conduct problems in the classroom, on teacher managerial skills, and on interventions across the home and school settings. It is concluded that classroom management of conduct problems could be improved by providing a hierarchical system of intervention strategies.

scholarly journals Physical Activity of Children with Physical Disabilities: Associations with Environmental and Behavioral Variables at Home and School

2019 ◽  
Vol 16 (8) ◽  
pp. 1394 ◽  
Author(s):  
Cindy Sit ◽  
Ru Li ◽  
Thomas L. McKenzie ◽  
Ester Cerin ◽  
Stephen Wong ◽  
...  
Keyword(s):  
Physical Activity ◽  
Evaluation System ◽  
Physical Disabilities ◽  
Vigorous Physical Activity ◽  
Personal Factors ◽  
Special Schools ◽  
School Settings ◽  
Behavioral Variables ◽  
Home And School ◽  
At Home

The purpose of this study was to examine the physical activity (PA) of children with physical disabilities (PD) and its associated environmental and behavioral factors at home and at school. One hundred and forty-seven Hong Kong children (mean age = 13.5 ± 2.5 years) with PD from three special schools participated. We used BEACHES (Behaviors of Eating and Activity for Children’s Health: Evaluation System) to assess their PA and associated variables at home (before dinner) and during four school settings (before classes, recess, lunch breaks, after classes) on four school days. Overall, the children were typically inactive and spent little time in moderate-to-vigorous physical activity (MVPA), range = 6.3% to 17.0% across settings. At home, children were more active when fathers were present (p < 0.001). At school, prompts to be active contributed to their MVPA% before classes (p < 0.01) and during recess and lunch breaks (both p < 0.001). The presence of a child’s mother was positively associated with MVPA% before classes (p < 0.001) and the presence of other children was associated with MVPA% during recess and lunch breaks (both p < 0.05). With children with PD accruing small amounts of MVPA in both home and school settings, multifaceted interventions reflecting both contextual and personal factors should be considered in order to increase the health-enhancing PA of this population.

Involving Parents in Improving Children's Learning at School: Policy Issues for Behavioural Research

1992 ◽  
Vol 9 (3) ◽  
pp. 178-185 ◽  
Author(s):  
Ted Glynn ◽  
Rachel Fairweather ◽  
Steven Donald
Keyword(s):  
School Policy ◽  
Educational Inequalities ◽  
Policy Issues ◽  
School Settings ◽  
Children’S Learning ◽  
Behavioural Research ◽  
School Issues ◽  
Home And School ◽  
Children's Learning ◽  
At Home

This paper examines some of the policy issues arising from behavioural approaches to involving parents in improving their children's learning at school. Issues raised include (a) the researcher's role in establishing equitable partnerships between parents and teachers, (b) reducing educational inequalities, and (c) designing research to examine generalisation of children's learning across home and school settings, and the effects of implementing components of intervention at home and at school. The paper discusses particular challenges for applied behavioural research presented by each of these issues.

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