scholarly journals Educational Practices and Child Behaviors: Mothers’ and Teachers’ Evaluation

2021 ◽  
Vol 37 ◽  
Author(s):  
Alessandra Turini Bolsoni-Silva ◽  
Sonia Regina Loureiro
Keyword(s):  
Social Skills ◽  
Problem Behaviors ◽  
Child Behavior ◽  
Behavioral Problems ◽  
Home School ◽  
Educational Practices ◽  
Child Behaviors ◽  
Limit Setting ◽  
At Home

Abstract The objective of this study was to describe and compare mothers’ and teachers’ reports concerning their educational social skills and negative practices and children’s behavioral problems and social skills. The mothers and teachers of 81 children participated in this study. The children were assigned to four groups depending on whether they presented problems exclusively at home, school, in both, or none of these contexts. Valid instruments measured educational practices and child behavior. The results show that: (a) mothers and teachers agreed that children with problems in both contexts presented the highest level of impairment; (b) the mothers more frequently reported skills such as affection, adopted negative practices, and identified problem behaviors; (c) the teachers reported more skills such as limit setting. The conclusion is that teachers’ and mothers’ practices differ, and such information can guide preventive programs and interventions.

scholarly journals Behavioral problems and their relationship to maternal depression, marital relationships, social skills and parenting

2020 ◽  
Vol 33 (1) ◽  
Author(s):  
Alessandra Turini Bolsoni-Silva ◽  
Sonia Regina Loureiro
Keyword(s):  
Social Skills ◽  
Maternal Depression ◽  
Child Behavior ◽  
Behavioral Problems ◽  
Externalizing Behavior ◽  
Parenting Practices ◽  
Marital Relationships ◽  
Negative Parenting ◽  
Multiple Variables ◽  
Internalizing And Externalizing

Abstract Behavioral problems have been associated with multiple variables; however, studies simultaneously investigating parenting practices, marital relationships in bi-parental families, maternal depression, and child behavior remain a gap in the literature. The objective was to verify associations between positive and negative parenting practices, marital relationships, social skills, and behavioral problems among children from bi-parental families with and those without maternal depression; to identify the predictive effect of positive and negative parenting practices, marital relationships, children’s social skills, and maternal depression, for internalizing, externalizing behavior problems and internalizing and externalizing comorbidities. A case-control study with a cross-sectional design was adopted to ensure the groups were homogeneous in regard to the children’s, mothers’, and families’ sociodemographic characteristics. A total of 35 mothers currently with depression and 35 without depression indicators participated in the study, while the children were 25 preschoolers and 23 school-aged children. The mothers responded to instruments addressing depression, child behavior, parenting practices, and marital relationships. The results reveal maternal depression associated with marital relationships, positive parenting, and context variables. Maternal depression and marital relationship were found to influence externalizing problems; maternal depression, child-rearing practices, marital relationships, and the children’s behavioral repertoires influence internalizing and externalizing comorbidities; and none of the independent variables influenced the occurrence of internalizing problems.

scholarly journals The Effect of Conjoint Behavioral Consultation Program Related Teaching on Problem Behavior and Communication/Social Skills with a Blind and Autistic Child

2017 ◽  
Vol 6 (4) ◽  
pp. 372 ◽  
Author(s):  
Gul Kahveci ◽  
Aysegul Ataman
Keyword(s):  
Special Education ◽  
Social Skills ◽  
Problem Behaviors ◽  
Multiple Disabilities ◽  
Autism Spectrum ◽  
Home School ◽  
Behavioral Consultation ◽  
Conjoint Behavioral Consultation ◽  
School Teachers ◽  
Validity Indices

Individuals with disabilities display problem behaviors frequently. This case study presents an analysis of the extent to which one student’s pattern of multiple problem behaviors and the potential efficacy of Conjoint Behavioral Consultation (CBC) as a model for linking families, schools, and special education settings to address educational concerns in order to reduce problem behaviors, increasing communication and social skills for a child with visual impairment and Autism Spectrum Disorder (ASD). The child with, multiple disabilities his parents, school teachers, and consultant were involved in conjoint consultation, a model of cross-system collaboration to address shared concerns for educational needs. In this structured educational model, parent, teacher, and special education teacher (consultant) worked collaboratively in interdisciplinary joint decision making with extensive input regarding child’s individuality. The study incorporated a delayed non-concurrent multiple probe design across behaviors using qualitative explanations in mixed design. Outcome measures included parent and school teachers observations of child functioning across home, school and special education settings as a result of consultation-mediated interventions and social validity indices assessing acceptability and consumer satisfaction. Results suggested the impression that CBC is a socially valid procedure for addressing concerns of child with multiple disabilities across home, school and special education systems. Both parents and school teacher reported the consultation process to be highly acceptable although limitations with the methodology of single subject design. Research is needed to determine the contexts and conditions under which the model is more or less effective using increased number of participants.

Trajectory of Externalizing Child Behaviors in a KEEP Replication

2015 ◽  
Vol 27 (3) ◽  
pp. 283-290 ◽  
Author(s):  
Mathew C. Uretsky ◽  
Bethany R. Lee ◽  
Elizabeth J. Greeno ◽  
Richard P. Barth
Keyword(s):  
Behavior Change ◽  
Problem Behaviors ◽  
Child Behavior ◽  
Positive Reinforcement ◽  
Child Outcomes ◽  
Child Behaviors ◽  
Change Over Time ◽  
Child Problem Behaviors ◽  
Parent Training Program ◽  
Over Time

Objective: The purpose of this study is to examine the correlates of child behavior change over time in a replication of the KEEP intervention. Method: The study sample was drawn from the treatment group of the Maryland replication of KEEP (n=65). Change over time was analyzed using multilevel linear mixed modeling. Results: Parents’ use of positive reinforcement relative to discipline was associated with the rate of child behavior change among program participants; parents with the lowest initial levels of reinforcement reported the greatest decrease in child problem behaviors. Other participant characteristics were not associated with child behavior change during the study period. Conclusions: The results indicate the efficacy of an evidence-based foster parent training program for reducing child problem behaviors and underscore the utility of teaching parents to use more positive responses relative to discipline as a robust path to improved child outcomes.

The Effect of Cognitive Remediation Therapy on Social Skills in Institutionalized Elderly Patients with Schizophrenia

2017 ◽  
Vol 12 (3) ◽  
pp. 182-186 ◽  
Author(s):  
Fatemeh Mohammadi ◽  
Yadollah Abolfathi Momtaz ◽  
Seyedeh Ameneh Motalebi ◽  
Shahnaz Boosepasi
Keyword(s):  
Social Skills ◽  
Elderly Patients ◽  
Behavioral Problems ◽  
Psychiatric Patients ◽  
Intervention Group ◽  
Cognitive Remediation ◽  
Control Group ◽  
Cognitive Remediation Therapy ◽  
Chi Square ◽  
Institutionalized Elderly

Background: There are limited scientific investigations on cognitive remediation in elderly patients with schizophrenia. The present study was aimed to examine the efficacy of cognitive remediation therapy on social skills in institutionalized elderly patients with schizophrenia. Methods: The study employed a randomized clinical trial. A total of 60 institutionalized elderly patients with schizophrenia from Razi Psychiatric Hospital, Tehran were selected and randomly allocated into two equal groups (control and intervention). The intervention group attended to cognitive remediation therapy for 8 weeks. The Evaluation of Living Skills Scale for psychiatric patients was used for data collection. The Chi Square, independent and paired t-tests using SPSS, version 22, were employed to analyze the data. Results: The mean age of 60 elderly patients participated in the study was 65.25 &#177; 4.19 years. No significant differences were found between two groups at baseline. However, independent t-tests showed significant differences between the intervention and the control group in social skills after implementation of intervention. Additionally, the results of paired t-tests revealed significant improvements in intervention group on communication skills (t=5.50, p<0.001), behavioral problems with others (t=5.44, p<0.001), and self-care (t=4.70, p<0.001). No significant differences were observed from pretest to post test in control group. Conclusion: The results of the present study may support the efficacy of cognitive remediation therapy on social skills of elderly patients with schizophrenia.

scholarly journals Psychosocial health of school-aged children during the initial COVID-19 safer-at-home school mandates in Florida: a cross-sectional study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Sarah L. McKune ◽  
Daniel Acosta ◽  
Nick Diaz ◽  
Kaitlin Brittain ◽  
Diana Joyce- Beaulieu ◽  
...  
Keyword(s):  
Mental Health ◽  
Depressive Symptoms ◽  
Psychosocial Health ◽  
Cross Sectional Study ◽  
Home School ◽  
Sectional Study ◽  
Cross Sectional ◽  
School Aged Children ◽  
K 12 ◽  
At Home

Abstract Background Given the emerging literature regarding the impacts of lockdown measures on mental health, this study aims to describe the psychosocial health of school-aged children and adolescents during the COVID-19 Safer-at-Home School mandates. Methods A cross-sectional study was conducted in April 2020 (n = 280) among K-12 students at a research school in North Central Florida. Bivariate analysis and logistic and multinomial logistic regression models were used to examine socio-demographic and knowledge, attitude, and practice (KAP) predictors of indicators of anxiety-related, depressive, and obsessive-compulsive disorder(OCD)-related symptoms. Outcomes (anxiety, OCD, and depressive related symptoms) were measured by indices generated based on reported symptoms associated with each psychosocial outcome. Results Loss of household income was associated with increased risk for all three index-based outcomes: depressive symptoms [aOR = 3.130, 95% CI = (1.41–6.97)], anxiety-related symptoms [aOR = 2.531, 95%CI = (1.154–5.551)], and OCD-related symptoms [aOR = 2.90, 95%CI = (1.32–6.36)]. Being female was associated with being at higher risk for depressive symptoms [aOR = 1.72, 95% CI = (1.02–2.93)], anxiety-related symptoms [aOR = 1.75, 95% CI = (1.04–2.97)], and OCD-related symptoms [aOR = 1.764, 95%CI = (1.027–3.028)]. Parental practices protective against COVID-19 were associated with children being at higher risk of depressive symptoms [aOR = 1.55, 95% CI = (1.04–2.31)]. Lower school level was associated with children being at higher risk of anxiety-related and OCD-related symptoms. Conclusions As the COVID-19 pandemic continues, schools should prioritize mental health interventions that target younger, female students, and children of families with income loss. Limiting the spread of COVID-19 through school closure may exacerbate negative psychosocial health outcomes in children, thus school administrators should move quickly to target those at greatest risk.

Silent Victims Revisited: The Special Case of Domestic Violence

PEDIATRICS ◽  
1995 ◽  
Vol 96 (3) ◽  
pp. 511-513
Author(s):  
Barry Zuckerman ◽  
Marilyn Augustyn ◽  
Betsy McAlister Groves ◽  
Steven Parker
Keyword(s):  
Domestic Violence ◽  
Community Violence ◽  
Clinical Experience ◽  
Behavioral Problems ◽  
The Other ◽  
Media Attention ◽  
Witness Violence ◽  
Primary Focus ◽  
Special Case ◽  
At Home

In a commentary published previously, we communicated our concern regarding the plight of children who witness violence.1 Research suggests that children who witness violence suffer significant psychologic and behavioral problems that interfere with their ability to function in school, at home, and with peers. The primary focus of that commentary was children who witnessed community violence. Our ongoing clinical experience, heightened by media attention on domestic violence, including the O.J. Simpson case, leads us to revisit silent victims with a sole focus on those children who witness domestic violence. Domestic violence is a particularly devastating event for a child who, in the presence of danger, typically turns to a parent for protection and for whom there is no comfort or security if one parent is the perpetrator of violence, and the other is a terrified victim.

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