scholarly journals COMPREHENSIVE DIAGNOSIS OF SELF-DIRECTION IN MIDCHILDHOOD CHILDREN WITH BEHAVIOR DISORDERS

2020 ◽  
pp. 241-248
Author(s):  
Анастасия Олеговна Чижова
Keyword(s):  
Behavioral Disorders ◽  
Behavior Disorders ◽  
Medical Diagnosis ◽  
Psychological Tools ◽  
Comprehensive Diagnosis ◽  
Diagnostic Complex ◽  
Conscious Activity

Исследуется проблема саморегуляции поведения младших школьников. Отобран комплекс диагностических методик для изучения саморегуляции детей младшего школьного возраста с нормативным и нарушенным поведением (различной этиологии). Изложены результаты эмпирического исследования по диагностике саморегуляции у детей младшего школьного возраста с нарушениями поведения и нормативным поведением. Приведён качественно-количественный анализ полученных данных. Результаты исследования показали саморегуляции. This article considers the problem of self-direction diagnostics in midchildhood students with behavior disorders. The idea of importance of self-direction as an important component of conscious activity is confirmed. It is known that researchers lack the united psychological tools that can be used for both groups of children: those-ones that have ADHD medical diagnosis and those in whom behavioral disorders can be shown up phenomenologically using their parents observations. The diagnostic complex for the study of self-direction of midchildhood children is presented.

scholarly journals Assessment and Treatment of Behavioral Disorders in Children with Hearing Loss: A Systematic Review

2018 ◽  
Vol 160 (1) ◽  
pp. 36-48 ◽  
Author(s):  
Diana Bigler ◽  
Kristen Burke ◽  
Nicholas Laureano ◽  
Kristan Alfonso ◽  
Julie Jacobs ◽  
...  
Keyword(s):  
Hearing Loss ◽  
Child Behavior ◽  
Behavioral Disorders ◽  
Hearing Aids ◽  
Behavioral Problems ◽  
Behavior Disorders ◽  
Future Research ◽  
Clear Understanding ◽  
Limited Evidence ◽  
Child Behavior Disorders

Objective There is evidence that children who are deaf and hard of hearing (DHH) have a higher incidence of behavioral disorders. Assessment of behavioral health in this population is often complicated by language developmental delays, which may result in unrecognized and untreated behavioral problems. The purpose of this study is to assess the association of behavioral disorders among children who are DHH and to explore behavioral interventions for children in this population. Data Sources PubMed, CINALH, PsychINFO, and Web of Science. Review Methods Search terms included the following: problem behavior, child behavior disorders/diagnosis, child behavior disorders/psychology coupled with hearing loss, cochlear implants, hearing aids, or deafness. Studies from the last 30 years (1985-2016) were included. The articles were reviewed independently by 3 reviewers. Results Thirty-six articles met criteria. There was an association between internalizing behaviors and hearing loss among children, which may persist after cochlear implantation. These problems may be more pronounced for children with additional disabilities. Conduct and hyperactivity disorders as well as emotional and executive function problems among children who are DHH may be related to poor language development. There was limited evidence regarding interventions to address the behavioral disorders of DHH children. Conclusions There is a significant body of evidence demonstrating behavioral problems among DHH children but a lack of clear understanding of the mechanisms involved. There is limited evidence on interventions to address the behavioral problems of DHH children. Future research is warranted to mitigate the long-term effects of disruptive behavior among these children.

Treatment of Behavioral Symptomatology of Alzheimer's Disease, With Emphasis on Aggression: Current Clinical Approaches

1992 ◽  
Vol 4 (3) ◽  
pp. 117-130 ◽  
Author(s):  
Gabe J. Maletta
Keyword(s):  
Alzheimer’S Disease ◽  
Alzheimer's Disease ◽  
Behavior Problems ◽  
Psychiatric Disorders ◽  
Behavioral Disorders ◽  
Behavior Disorders ◽  
Scientific Information ◽  
Term Care ◽  
High Prevalence ◽  
Assaultive Behavior

A scientific information base is developing which focuses on understanding and managing behavior problems in geriatric populations, especially those with dementing illnesses such as Alzheimer's disease. Many of these behavior problems occur in long-term care settings, which have a high prevalence of residents exhibiting emotional and behavioral disorders, often secondary to psychiatric illness. Prior to beginning treatment, behavior disorders must be systematically evaluated and understood to insure optimum care planning. One approach to effectively treating these disorders is to first separate them into two categories: those not amenable to psychotherapeutic medication treatment (nonpsychiatric disorders) and those that are amenable (psychiatric disorders). Specific nonpharmacological treatments may benefit those nonpsychiatric behavioral disorders and include behavioral and environmental paradigms. The psychiatric disorders, especially aggression and assaultive behavior, may be treated beneficially using a variety of psychopharmacological agents, including antianxiety agents, neuroleptics, carbamazapine, ß-blockers, and lithium. The most effective approach toward treating the psychiatric behavior disorders often combines both medication and nonmedication strategies.

scholarly journals Minimizing behavioral disorders in victims and bullying in perpetrators by providing counseling groups in MI Roudlotul Banat Taman-Sidoarjo, Indonesia

2019 ◽  
Author(s):  
Wesiana Heris Santy ◽  
Machmudah Machmudah
Keyword(s):  
Behavioral Disorders ◽  
Behavior Disorders ◽  
Group Counseling ◽  
Group Discussion ◽  
Behavior Disorder ◽  
School Level ◽  
Significance Level ◽  
Average Value ◽  
Counseling Groups ◽  
Paired T Test

Bullying is known as a social problem, which can be found at the elementary school level. The purpose of this study was to investigate the effect of group counseling in minimizing the behavior disorders among victims and perpetrators of bullying. The design in this study uses Pre- Experiment with approach one group preposttest design. The population in this study was all children in grades V and VI who experience bullying. The results of the study before counseling groups at MI Roudlotul Banat Sidoarjo obtained an average value (mean) of 76.23 and after counseling groups obtained an average value (mean 89.14). The Paired T-Test got the value p = 0.000 with significance level α = 0.05, meaning that there is an influence of group counseling on the reduction of victim behavior disorder and perpetrators bullying. The conclusion of this study is that group discussion can minimize behavior disorders, therefore it is expected that teachers can apply group counseling methods as a program to reduce behavioral disorders in victims and actors bullying.

scholarly journals The Study of Role of Stress in Children with Behavior Disorders and Orofacial Lesions

2012 ◽  
Vol 13 (4) ◽  
pp. 559-561
Author(s):  
RK Baad ◽  
Kiran Jagtap
Keyword(s):  
Behavioral Disorders ◽  
Behavior Disorders ◽  
Dental Treatment ◽  
Behavior Disorder ◽  
Early Evaluation ◽  
Pediatric Dentist ◽  
Child Psychiatric ◽  
Underlying Disorder ◽  
Behavior Characteristics

ABSTRACT Aim (1) To study the behavior disorders in children between 5 to 15 years. (2) To study the role of stress in causing behavior disorders. (3) To interpret the orofacial findings in children with behavior disorders. (4) Correlate the orofacial findings with behavior disorder. Materials and methods Ninty children with behavior problems between age of 5 to 15 years along with their parents who visited the Department of Child-Guidance Clinic, BYL Nair Charitable Hospital, Mumbai. Intraoral examinations were conducted. Behavioral disorders and factors predisposing to those disorders were recorded. Results Behavior disorders with orofacial lesions was more common in age group of 8 to 10 years. The children were continuously under stress, which manifested in the form of various orofacial disorders or oral lesions. Most common orofacial condition was bruxism. Conclusion Awareness of behavior disorders in dental treatment should guide the pediatric dentist to seek child psychiatric consultation for behavioral disorders to enable early evaluation of the underlying disorder. Clinical significance The present study suggested that orofacial and behavior characteristics can serve as markers to diagnose children with behavioral disorders. It also serves as a guide to dental clinicians to refer such children to psychiatrists or pediatricians for early identification, prevention and treatment. How to cite this article Baad RK, Jagtap K. The Study of Role of Stress in Children with Behavior Disorders and Orofacial Lesions. J Contemp Dent Pract 2012;13(4):559-561.

Behavioral Disorders as Vocational Disabilities

1975 ◽  
Vol 6 (3) ◽  
pp. 154-158
Author(s):  
Jack M. Sink ◽  
Thomas M. Culligan
Keyword(s):  
Behavioral Disorders ◽  
Mentally Ill ◽  
Behavior Disorders ◽  
Mentally Retarded ◽  
Rehabilitation Services ◽  
Physically Handicapped

For seven years public offenders were considered to be eligible for rehabilitation services on the basis of the presence of behavioral disorders. Since 1974 cases which had been treated as behavior disorders will have to be classified as mentally ill, mentally retarded or physically handicapped. The effects of this decision will be services to fewer offenders, and the increase of tim.e required for client evaluation and consequently the delay of services to the client.

Guidelines for Providing Appropriate Services to Culturally Diverse Students with Emotional and/or Behavioral Disorders

1996 ◽  
Vol 21 (2) ◽  
pp. 137-144 ◽  
Author(s):  
Thomas Mcintyre
Keyword(s):  
Behavioral Disorders ◽  
Behavior Disorders ◽  
Culturally Diverse ◽  
Ad Hoc ◽  
Task Force ◽  
Diverse Students ◽  
Cultural Issues ◽  
Culturally Diverse Students

In 1991 The Council for Children with Behavior Disorders (CCBD) etablished The Ad Hoc Committee on Ethnic and Multicultural Concerns. A Task Force was formed by this Committee in 1993 to develop a paper that would offer direction to the field with regard to cultural issues. This document reflects the efforts of that task force.

Effects of Task Difficulty on the Disruptive and On-Task Behavior of Students with Severe Behavior Disorders

1996 ◽  
Vol 21 (3) ◽  
pp. 216-225 ◽  
Author(s):  
Paris A. Depaepe ◽  
Richard E. Shores ◽  
Susan L. Jack ◽  
R. Kenton Denny
Keyword(s):  
Behavioral Disorders ◽  
Behavior Disorders ◽  
Task Difficulty ◽  
Difficulty Level ◽  
Single Subject ◽  
Time On Task ◽  
Academic Tasks ◽  
Task Behavior ◽  
On Task Behavior ◽  
Task Conditions

It has been proposed that academic materials presented to students with emotional and behavioral disorders may serve in some situations as aversive stimuli that increase escape and/or avoidance responses. The results from two single subject studies using ABAB designs that were conducted to examine the effects of the difficulty level of academic tasks (i.e., easy versus difficult) on both the disruptive and on-task behaviors of students with severe behavior disorders are presented. Results indicated that difficult tasks were generally associated with lower percentages of time on-task and higher percentages of time engaged in disruptive behavior than were easy task conditions. Implications for teachers of students with severe behavioral disorders are discussed.

Clinical and psychopathological aspect of electrophysiological abnormalities in adolescents with behavior disorders

2017 ◽  
Vol 41 (S1) ◽  
pp. S446-S446
Author(s):  
I. Leshchyna ◽  
T. Mozgova ◽  
S. Fedorchenko
Keyword(s):  
Behavioral Disorders ◽  
Behavior Disorders ◽  
Preventive Intervention ◽  
Seizure Activity ◽  
Clinical Manifestations ◽  
Diagnostic Methods ◽  
Social Significance ◽  
Competing Interest ◽  
The Brain

Medical and social significance of behavioral disorders in adolescents and their consequences makes the relevance of the study of clinical manifestations and causes the need for early preventive intervention.AimStudying the role of neurophysiological disorders in the formation of behavior disorders in adolescents.Two hundred and two adolescents aged 11–15 years with behavior disorders were observed. The diagnostic methods included electrophysiological, clinical psychopathological and statistical methods.In the structure of behavioral disorders, psychopathological syndromes in adolescents have been identified: psychopathic (n = 106), asthenoneurotic (n = 50), asthenoabulic (n = 26) and anxiety-depressive (n = 20).As a result, it was found that high seizure activity commonly observed in adolescents with anxiety-depressive syndrome (66.67 ± 10.33%); less frequently in adolescents with asthenoneurotic (40.00 ± 6.79%), psychopathic (38.71 ± 4.64%), asthenoabulic (28.57 ± 8.68%) syndromes.At the same time, diffuse changes with dysregulation of the diencephalic-stem structures were observed in the majority of adolescents with psychopathic (61.29 ± 4.64%), asthenoneurotic (60.00 ± 6.79%), asthenoabulic (57.15 ± 9.51%) syndromes and much less frequently in adolescents with anxiety-depressive symptoms (33.33 ± 10.33%).Dystonic rheoencephalography type was observed in a third of adolescents with psychopathic (35.48 ± 4.55%), asthenoneurotic (30.00 ± 6.35%) and anxiety-depressive (33.33 ± 10.33%) syndromes, while the hypertensive rheoencephalography type was prevailed in adolescents with astenoabulic symptoms (14.29 ± 6.73%).Liquor hypertension in adolescents with asthenoneurotic (15.00 ± 4.95%) and psychopathic (9.67 ± 2.81%) syndromes was more common.The statistical analysis indicated that violations of bioelectric properties of the brain with high seizure activity and dysfunction of the low stem structures and disorders of cerebral hemodynamics by dystonic type are risk factors for the formation of behavioral disorders in adolescents.Detection of neurophysiological disorders in adolescents is an informative diagnostic method of early signs of behavioral disorders.Disclosure of interestThe authors have not supplied their declaration of competing interest.

scholarly journals Science Instruction for Secondary Students with Emotional or Behavioral Disorders: A Guide for Curriculum Development

2018 ◽  
Vol 21 (1) ◽  
pp. 1-13
Author(s):  
Tal Slemrod ◽  
◽  
Leah Wood ◽  
Shelley Hart ◽  
William Coleman ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Curriculum Development ◽  
Secondary Students ◽  
Behavioral Disorders ◽  
Behavior Disorders ◽  
Science Classroom ◽  
Science Instruction ◽  
Behavioral Performance ◽  
High Stakes ◽  
Practice Guide

This article provides a step-by-step guide for the organization and development of science lessons and units, to support the academic and behavioral performance of secondary students with challenges with related disabilities. This clinical practice guide provides a process for curriculum development for students with emotional or behavior disorders (EBD) in the science classroom. Steps include recommendations, goals, and examples for administrators and educators to discover appropriate plans and interventions to promote engagement and learning, including supporting success on State mandated High Stakes Assessments.

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