Students With or At Risk for Problem Behavior: Betwixt and Between Teacher and Parent Expectations

2005 ◽  
Vol 49 (2) ◽  
pp. 10-17 ◽  
Author(s):  
Margaret Beebe-Frankenberger ◽  
Kathleen Lynne Lane ◽  
Kathleen M. Bocian ◽  
Frank M. Gresham ◽  
Donald L. MacMillan
Keyword(s):  
At Risk ◽  
Problem Behavior ◽  
Parent Expectations

scholarly journals Risk Factors Predictive of the Problem Behavior of Children at Risk for Emotional and Behavioral Disorders

2007 ◽  
Vol 73 (3) ◽  
pp. 367-379 ◽  
Author(s):  
J. Ron Nelson ◽  
Scott Stage ◽  
Kristin Duppong-Hurley ◽  
Lori Synhorst ◽  
Michael H. Epstein
Keyword(s):  
Risk Factors ◽  
At Risk ◽  
Problem Behavior ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Children At Risk

Time Spent with Child and Parental Agreement about Preschool Children's Behavior

1994 ◽  
Vol 79 (1) ◽  
pp. 336-338 ◽  
Author(s):  
Hiram E. Fitzgerald ◽  
Eugene T. Maguin ◽  
Robert A. Zucker ◽  
Eve E. Reider
Keyword(s):  
At Risk ◽  
Problem Behavior ◽  
Antisocial Behavior ◽  
Common Core ◽  
Parental Perceptions ◽  
Preschool Age ◽  
Children's Behavior ◽  
Other Substances

Although there is a common core of agreement in parental perceptions of their preschool-age sons' problem behavior, perceptions of 107 parents became more concordant as fathers increased the amount of time they spent with their sons. At least within the context of a sample who were at risk for developing abuse of alcohol or other substances and antisocial behavior, fathers who spent less time with their sons perceived them to be less troubled than mothers perceived them to be.

Forecasting Accuracy of Earliest Assessment Versus Transitional Change in Early Education Classroom Problem Behavior Among Children at Risk

2020 ◽  
Vol 49 (1) ◽  
pp. 47-59 ◽  
Author(s):  
Roland S. Reyes ◽  
Paul A. McDermott ◽  
Marley W. Watkins ◽  
Michael J. Rovine ◽  
Jessica L. Chao
Keyword(s):  
At Risk ◽  
Problem Behavior ◽  
Early Education ◽  
Children At Risk ◽  
Forecasting Accuracy

scholarly journals Διερεύνηση εξελικτικών χαρακτηριστικών σχολικής και ψυχοκοινωνικής προσαρμογής παιδιών προσχολικής και σχολικής ηλικίας με βάση το σταθμισμένο τεστ Ψυχοκοινωνικής Προσαρμογής

2020 ◽  
Vol 18 (4) ◽  
pp. 503
Author(s):  
Χρυσή Χατζηχρήστου ◽  
Φωτεινή Πολυχρόνη ◽  
Ηλίας Μπεζεβέγκης ◽  
Κώστας Μυλωνάς
Keyword(s):  
At Risk ◽  
Elementary School ◽  
Problem Behavior ◽  
Psychosocial Adjustment ◽  
School Children ◽  
Rating Scales ◽  
Standardized Test ◽  
Emotional Adjustment ◽  
Kindergarten Children ◽  
Adjustment Difficulties

Empirical evidence shows that specific psychosocial factors are linked to the learning process, school achievement and, in general, with students’ adjustment in the school and the family. The aim of the present study is to examine school, social and emotional adjustment of children attending Kindergarten and Elementary School and to identifygroups who are at risk of psychosocial adjustment difficulties. In order to achieve this aim, the teacher rating scales for preschool and school children were used from the standardized Test of Psychosocial Adjustment (Hatzichristou, Polychroni, Besevegis, & Mylonas, 2008). The sample consisted of teacher ratings for 432 Kindergarten children and 800 Elementary School children collected from different parts of Greece. Results showed more positive psychosocial adjustment for the younger age group in Elementary School, especially for the subscales “academic skills” and “problem behavior” and their relative dimensions. Moreover, gender differences were found especially in terms of the dimensions of school and emotional adjustment, with girls scoring higher while the reverse was found for problem behavior. Finally, similar profiles were found for the preschool and school age groups who were at risk for school and psychosocial adjustment difficulties. The results of this study contribute to our understanding of the risk and resilience factors of school and psychosocial adjustment of preschool and school aged children and have implications for the design and implementation of prevention and intervention programs in the school setting.

Classroom Behavior of Students With or At Risk of EBD: Student Gender Affects Teacher Ratings But Not Direct Observations

2020 ◽  
pp. 019874292091165
Author(s):  
Amanda W. Sheaffer ◽  
Caitlyn E. Majeika ◽  
Allison F. Gilmour ◽  
Joseph H. Wehby
Keyword(s):  
Gender Differences ◽  
At Risk ◽  
Problem Behavior ◽  
Classroom Behavior ◽  
Critical Factor ◽  
Teacher Ratings ◽  
Behavioral Disorder ◽  
Teachers Perceptions ◽  
Student Gender ◽  
Direct Observations

As the field moves toward adaptive and individualized behavior intervention, it is important to identify and consider relevant student characteristics as potential levers (i.e., critical factors) for improving intervention effectiveness. Motivated by previous findings suggesting that behavioral profiles and teachers’ perceptions of students with problem behavior vary by student gender, we evaluated gender differences in teacher ratings and direct observations of classroom problem behavior for elementary students with or at risk of emotional and behavioral disorder (EBD; N = 352). We found significant gender differences for teacher ratings of problem behavior, social skills, and academic competence. However, we did not find significant differences between male and female students on direct observation measures of behavior or reading skills. These findings provide evidence suggesting that student gender may be a critical factor in addressing classroom problem behavior. Future work in this area will help guide researchers and practitioners in considering how student gender and related teachers’ perceptions may inform intervention selection and implementation for students with or at risk of EBD.

Preschool Children with Behavioral Problems: Observation in Instructional and Free Play Contexts

1994 ◽  
Vol 19 (3) ◽  
pp. 221-232 ◽  
Author(s):  
Melissa Ann Del'homme ◽  
Esther Sinclair ◽  
Connie Kasari
Keyword(s):  
At Risk ◽  
Preschool Children ◽  
Problem Behavior ◽  
Low Income ◽  
Behavioral Problems ◽  
Free Play ◽  
Children At Risk ◽  
Instructional Context ◽  
Head Start Programs ◽  
Play Context

Task-related and social behaviors of teacher-identified preschool children at risk for behavior problems were examined in two school settings, a structured instructional context and an unstructured free play context. Participating as study subjects were 42 preschoolers from low-income, minority families attending local Head Start programs, 21 from a teacher-identified problem behavior group and 21 from a nonidentified comparison group. The problem behavior group was composed of approximately equal numbers of children at risk for externalizing and internalizing behavioral problems. Results demonstrated that on-task behavior was significantly higher in the instructional context in the free play context, and group differences in on-task, aggressive, and prosocial behavior depended on context.

Schedule Thinning During Functional Communication Training in the Home for Young Children With Autism

2021 ◽  
pp. 109830072199420
Author(s):  
Debra A. Prykanowski ◽  
Maureen A. Conroy ◽  
Brian Reichow
Keyword(s):  
At Risk ◽  
Young Children ◽  
Problem Behavior ◽  
Functional Communication Training ◽  
Autism Spectrum ◽  
Communication Training ◽  
Future Research ◽  
Functional Communication ◽  
Communicative Behavior ◽  
Function Based Intervention

Functional communication training (FCT) is a common function-based intervention for young children with or at risk for autism spectrum disorder (ASD) to teach an alternative communicative response to replace problem behavior. While FCT is effective in decreasing problem behavior, often the communicative behavior that is taught occurs at a higher rate than a caregiver can reinforce. For this study, we first examined the effectiveness of an FCT intervention to decrease problem behavior and increase appropriate communication. The intervention was based on a trial-based functional analysis (TBFA) conducted in the home. Next, we applied two approaches for thinning the schedule of reinforcement (i.e., delay to reinforcement and chained schedules) following the FCT. For all three young children (aged 3–5 years) with or at risk for ASD, at least one function of behavior was identified for each participant using TBFA and the subsequent FCT intervention led to a decrease in problem behavior and increase in functional communication. The procedure for thinning the schedule was selected based on the function of the behavior and results showed that both were successful in maintaining low levels of problem behavior following FCT. Implications for research and practice are discussed and suggestions for future research studies are presented.

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