Parental Stress, Care Demands, and Use of Support Services for School-Age Children with Disabilities and Behavior Problems

1997 ◽  
Vol 46 (4) ◽  
pp. 359 ◽  
Author(s):  
Frank J. Floyd ◽  
Erin M. Gallagher
Keyword(s):  
Behavior Problems ◽  
Support Services ◽  
Parental Stress ◽  
Children With Disabilities ◽  
School Age Children ◽  
School Age ◽  
And Behavior ◽  
Care Demands

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.

Sleep, Neurobehavioral Functioning, and Behavior Problems in School-Age Children

2002 ◽  
Vol 73 (2) ◽  
pp. 405-417 ◽  
Author(s):  
Avi Sadeh ◽  
Reut Gruber ◽  
Amiram Raviv
Keyword(s):  
Behavior Problems ◽  
School Age Children ◽  
School Age ◽  
And Behavior

Language and Behavior Disorders in School-Age Children: Comorbidity and Communication in the Classroom

2012 ◽  
Vol 13 (4) ◽  
pp. 111-119 ◽  
Author(s):  
Alexandra Hollo
Keyword(s):  
Language Impairment ◽  
Mental Health Problems ◽  
Language Disorder ◽  
School Age Children ◽  
School Age ◽  
Social Emotional ◽  
Behavioral Support ◽  
School Professionals ◽  
Development Characteristic ◽  
And Behavior

Language development is the foundation for competence in social, emotional, behavioral, and academic performance. Although language impairment (LI) is known to co-occur with behavioral and mental health problems, LI is likely to be overlooked in school-age children with emotional and behavioral disorders (EBD; Hollo, Wehby, & Oliver, in press). Because language deficits may contribute to the problem behavior and poor social development characteristic of children with EBD, the consequences of an undiagnosed language disorder can be devastating. Implications include the need to train school professionals to recognize communication deficits. Further, it is critically important that specialists collaborate to provide linguistic and behavioral support for students with EBD and LI.

Correlates of Attachment at School Age: Maternal Reported Stress, Mother-Child Interaction, and Behavior Problems

1998 ◽  
Vol 69 (5) ◽  
pp. 1390 ◽  
Author(s):  
Ellen Moss ◽  
Denise Rousseau ◽  
Sophie Parent ◽  
Diane St-Laurent ◽  
Julie Saintonge
Keyword(s):  
Behavior Problems ◽  
School Age ◽  
Child Interaction ◽  
Mother Child Interaction ◽  
And Behavior
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