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Journal articles on the topic 'Behavioral assessment'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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1

Fee, Virginia E. "Behavioral assessment." Research in Developmental Disabilities 10, no. 2 (January 1989): 214. http://dx.doi.org/10.1016/0891-4222(89)90009-7.

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2

Scrignar, C. B. "Behavioral assessment in behavioral medicine." Journal of Behavior Therapy and Experimental Psychiatry 16, no. 4 (December 1985): 355. http://dx.doi.org/10.1016/0005-7916(85)90011-4.

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3

Jahanshahi, M. "Behavioral assessment in behavioral medicine." Behaviour Research and Therapy 23, no. 6 (1985): 717. http://dx.doi.org/10.1016/0005-7967(85)90094-4.

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4

Johnson, LeAnne D., and Emily Monn. "Bridging Behavioral Assessment and Behavioral Intervention." Young Exceptional Children 18, no. 3 (July 17, 2014): 19–35. http://dx.doi.org/10.1177/1096250614542708.

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5

Costas i Moragas, Carme. "Neonatal Behavioral Assessment." Quaderns de Psicologia, no. 19 (October 20, 2009): 71. http://dx.doi.org/10.5565/rev/qpsicologia.606.

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6

Carta, Judith J., and Charles R. Greenwood. "Eco-Behavioral Assessment." Topics in Early Childhood Special Education 5, no. 2 (July 1985): 88–104. http://dx.doi.org/10.1177/027112148500500209.

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7

Newcomer, Lori L., and Timothy J. Lewis. "Functional Behavioral Assessment." Journal of Emotional and Behavioral Disorders 12, no. 3 (July 2004): 168–81. http://dx.doi.org/10.1177/10634266040120030401.

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8

Darrell, Schapmire. "Objective Behavioral Assessment." Professional Case Management 15, no. 5 (2010): 293–96. http://dx.doi.org/10.1097/ncm.0b013e3181f5a8d2.

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9

Franzini, Louis R. "Changing Behavioral Assessment." Contemporary Psychology: A Journal of Reviews 34, no. 11 (November 1989): 1018–19. http://dx.doi.org/10.1037/030743.

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10

Yamasaki, Takao, and Shuzo Kumagai. "Nonwearable Sensor-Based In-Home Assessment of Subtle Daily Behavioral Changes as a Candidate Biomarker for Mild Cognitive Impairment." Journal of Personalized Medicine 12, no. 1 (December 24, 2021): 11. http://dx.doi.org/10.3390/jpm12010011.

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Patients show subtle changes in daily behavioral patterns, revealed by traditional assessments (e.g., performance- or questionnaire-based assessments) even in the early stage of Alzheimer’s disease (AD; i.e., the mild cognitive impairment (MCI) stage). An increase in studies on the assessment of daily behavioral changes in patients with MCI and AD using digital technologies (e.g., wearable and nonwearable sensor-based assessment) has been noted in recent years. In addition, more objective, quantitative, and realistic evidence of altered daily behavioral patterns in patients with MCI and AD has been provided by digital technologies rather than traditional assessments. Therefore, this study hypothesized that the assessment of daily behavioral changes with digital technologies can replace or assist traditional assessment methods for early MCI and AD detection. In this review, we focused on research using nonwearable sensor-based in-home assessment. Previous studies on the assessment of behavioral changes in MCI and AD using traditional performance- or questionnaire-based assessments are first described. Next, an overview of previous studies on the assessment of behavioral changes in MCI and AD using nonwearable sensor-based in-home assessment is provided. Finally, the usefulness and problems of nonwearable sensor-based in-home assessment for early MCI and AD detection are discussed. In conclusion, this review stresses that subtle changes in daily behavioral patterns detected by nonwearable sensor-based in-home assessment can be early MCI and AD biomarkers.
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11

Allbritten, Dorothy J., and March of Dimes. "Neonatal Behavioral Assessment Scale." American Journal of Nursing 86, no. 12 (December 1986): 1436. http://dx.doi.org/10.2307/3470547.

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12

Snyder, Mariah. "HANDBOOK OF BEHAVIORAL ASSESSMENT." Journal of Psychosocial Nursing and Mental Health Services 25, no. 8 (August 1987): 35. http://dx.doi.org/10.3928/0279-3695-19870801-18.

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13

Allbritten, Dorothy J. "Neonatal Behavioral Assessment Scale." AJN, American Journal of Nursing 86, no. 12 (December 1986): 1436. http://dx.doi.org/10.1097/00000446-198612000-00039.

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14

Serpell, Lucy. "Essentials of behavioral assessment." Behaviour Research and Therapy 41, no. 4 (April 2003): 505. http://dx.doi.org/10.1016/s0005-7967(02)00142-0.

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15

Sayrs, Jennifer H. R., and Shireen L. Rizvi. "Behavioral Assessment in DBT." Cognitive and Behavioral Practice 27, no. 1 (February 2020): 1–3. http://dx.doi.org/10.1016/j.cbpra.2019.06.004.

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16

Rowland, L. "Handbook of behavioral assessment." Behaviour Research and Therapy 26, no. 3 (1988): 287–88. http://dx.doi.org/10.1016/0005-7967(88)90024-1.

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17

Brown, Elizabeth R. "Neonatal Behavioral Assessment Scale." JAMA: The Journal of the American Medical Association 257, no. 2 (January 9, 1987): 251. http://dx.doi.org/10.1001/jama.1987.03390020117041.

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18

Fernández-Ballesteros, Rocio, and Arthur W. Staats. "Paradigmatic behavioral assessment, treatment, and evaluation: Answering the crisis in behavioral assessment." Advances in Behaviour Research and Therapy 14, no. 1 (January 1992): 1–27. http://dx.doi.org/10.1016/0146-6402(92)90009-d.

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19

Bachorowski, Jo-Anne, Joseph P. Newman, Sharon L. Nichols, Dian A. Gans, Alfred E. Harper, and Steve L. Taylor. "Sucrose and Delinquency: Behavioral Assessment." Pediatrics 86, no. 2 (August 1, 1990): 244–53. http://dx.doi.org/10.1542/peds.86.2.244.

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In this study, a double-blind challenge design was used to evaluate the hypothesis that sucrose ingestion may compromise the behavioral performance of juvenile delinquents. Subjects were 58 white delinquents, 57 black delinquents, and 39 white nondelinquents. The behavioral assessment included tasks that are relevant to delinquency and that might be expected to be disrupted following sucrose ingestion. The results provide no evidence that sucrose ingestion impairs the performance of juvenile delinquents. In fact, the results of several analyses indicated that the sucrose breakfast was associated with improved performance. In additional analyses the effect of sucrose on particular subgroups of juvenile delinquents was evaluated. Statistical interactions indicated that the performance of delinquents rated as more behaviorally disturbed benefited from sucrose ingestion, whereas those delinquents with less pronounced behavior problems tended to show impaired performance following a sucrose-loaded breakfast. These results indicate that simple statements regarding the effects of sucrose ingestion on behavior are likely to be misleading and highlight the need to consider individual difference variables when investigating the effects of sucrose on juvenile delinquents.
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20

Choi, JinHyeok, and Minyoung Kim. "A Meta-Analysis of Problem Behaviors for Students with Developmental Disabilities." Journal of Behavior Analysis and Support 6, no. 2 (August 2019): 101–30. http://dx.doi.org/10.22874/kaba.2019.6.2.101.

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The main purpose of this study was to analysis trends in single-target studies that mediate problem behavior for students with developmental disabilities and to focus on whether to perform functional behavioral assessments. In this study, 74 single-target research papers published in the Korean Special Education Journal from 2008 to 2018 were selected as analytical papers. As a result of the analysis, the journal of problem behavioral interventions in students with developmental disabilities continued to increase. The study subjects showed the highest number of elementary school students, regardless of whether a functional behavioral assessment was conducted. The research environment was most often performed in special schools in the case of papers conducting functional behavioral assessments, and papers that did not perform functional behavioral assessments were performed the most in treatment agency. Research design was the most common use of the multiple baseline design that performed functional behavioral evaluations, as well as those that performed functional behavioral evaluations. Indirect assessment mainly conducted in the papers that performed functional behavioral evaluation was a literature review, MAS. Direct assessment was the most used ABC record. Independent variability in the papers conducting functional behavioral evaluations was mainly an intervention package, and studies that did not conduct functional behavioral evaluations were analyzed as being used by a variety of independent varians. Dependents were most often disturbed behavior in papers conducting functional behavioral assessments, and the non-functional behavioral assessment showed the highest proportion of homomorphic behavior. Based on the results of these analyses, we discussed and suggested the future direction of research.
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21

Caballo, Vicente E., and Gualberto Buela. "Molar/Molecular Assessment in an Analogue Situation: Relationships among Several Measures and Validation of a Behavioral Assessment Instrument." Perceptual and Motor Skills 67, no. 2 (October 1988): 591–602. http://dx.doi.org/10.2466/pms.1988.67.2.591.

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The molar/molecular problem has been present for a long rime within behavioral assessment and especially in the field of social skills. Our study performed a series of molar and molecular assessments based not only on amount/frequency measures but also on measures of adequacy. The study concerned the behavior showed by a group of 65 university subjects in an analogue situation of extended interaction with a member of the opposite sex. To achieve the molecular assessment of behavior based on adequacy, an assessment instrument (the Social Skill Behavioral Assessment System) was constructed. This instrument was composed of 21 elements which are widely used in the literature of social skills. A series of relationships was found between the assessments based on adequacy and those based on amount/frequency. Our data also lend criterion validity to the behavioral assessment test constructed in this study (Social Skill Behavioral Assessment System). The application of this instrument in assessing situations different from those used in the present work could evaluate its wider validity and also assist in finding the most significant molecular elements within those situations.
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22

Ollendick, Thomas H., and Neville J. King. "Child behavioral assessment and cognitive-behavioral interventions in schools." Psychology in the Schools 36, no. 5 (September 1999): 427–36. http://dx.doi.org/10.1002/(sici)1520-6807(199909)36:5<427::aid-pits6>3.0.co;2-h.

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23

Kolodizieva, Tetiana. "Assessment of behavioral factors influencing cooperation in logistics." Economics of Development 18, no. 3 (January 13, 2020): 34–44. http://dx.doi.org/10.21511/ed.18(3).2019.04.

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The article explores theoretical and methodical aspects of managing dual relationships that arise between participants in logistic cooperation in the process of formation and functioning of supply chains. The use of a behavioral approach to defining supply chains has allowed identifying and justifying the priority role of behavioral factors that influence modern logistics entities and determine the effectiveness and long-term satisfaction with logistics cooperation. Given the literature summary, the study has classified types of cooperation in logistic activity and proved that among the behavioral factors influencing the of logistical cooperation efficiency, the trust is of particular importance, which remains a limitation, a bottleneck in the process of formation and development of dual relationships in logistics chains. It is proposed to introduce a generic indicator, namely the level of confidence in the supply chain to assess the social, economic and strategic aspects of logistics interaction. A methodological approach to assessing the level of trust in logistic cooperation was adjusted based on determining the composition of criteria that directly affect this indicator and using the expert survey of supply chain participants. The study proposes to use the confidence indicator to form and improve networks and supply chains, taking into account its value when constructing a generalized outsourcing model.
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24

Kahnau, Pia, Anne Habedank, Kai Diederich, and Lars Lewejohann. "Behavioral Methods for Severity Assessment." Animals 10, no. 7 (July 3, 2020): 1136. http://dx.doi.org/10.3390/ani10071136.

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It has become mandatory for the application for allowance of animal experimentation to rate the severity of the experimental procedures. In order to minimize suffering related to animal experimentation it is therefore crucial to develop appropriate methods for the assessment of animal suffering. Physiological parameters such as hormones or body weight are used to assess stress in laboratory animals. However, such physiological parameters alone are often difficult to interpret and leave a wide scope for interpretation. More recently, behavior, feelings and emotions have come increasingly into the focus of welfare research. Tests like preference tests or cognitive bias tests give insight on how animals evaluate certain situations or objects, how they feel and what their emotional state is. These methods should be combined in order to obtain a comprehensive understanding of the well-being of laboratory animals.
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25

Allday, R. Allan, J. Ron Nelson, and Caroline S. Russel. "Classroom-Based Functional Behavioral Assessment." Journal of Disability Policy Studies 22, no. 3 (March 18, 2011): 140–49. http://dx.doi.org/10.1177/1044207311399380.

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Functional behavioral assessments (FBA) have been mandated for use in schools since the reauthorization of the Individuals with Disabilities Education Act in 1997. Prior to this time, FBA were under-utilized in schools because of the complexity of the process. Translating this tool into an applied use in the schools has proven challenging to practicing teachers. We examined data-based and practical articles related to key components of FBA, including data collection, hypothesis development, brief functional analysis, and behavior intervention plan development and how these components are utilized and disseminated.Computer database searches returned 45 articles related to teacher involvement in the FBA process. Results suggest that each component is being disseminated in both data-based and practical articles to varying degrees; however, there remains a gap in the research-to-practice application of FBA.
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26

Eisler, Richard M. "Specialized Assessment for Behavioral Medicine." Contemporary Psychology: A Journal of Reviews 31, no. 3 (March 1986): 186. http://dx.doi.org/10.1037/024574.

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27

Mash, Eric J. "Behavioral Assessment: Method and Process." Contemporary Psychology: A Journal of Reviews 32, no. 8 (August 1987): 702–4. http://dx.doi.org/10.1037/027381.

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28

Dunlap, Glen, and Lee Kern. "Perspectives on Functional (Behavioral) Assessment." Behavioral Disorders 43, no. 2 (January 17, 2018): 316–21. http://dx.doi.org/10.1177/0198742917746633.

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In the 25 years since the publication of the article reprinted in this issue of Behavioral Disorders, a tremendous amount of research and opinion has been published on the topics of functional analysis, functional assessment, and assessment-based interventions. In this commentary, we reflect on the context in which our original work was conducted and briefly consider changes that have occurred and challenges that remain.
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29

Wolke, Dieter. "Behavioral Assessment of the Infant." Child and Adolescent Mental Health 8, no. 2 (April 1, 2003): 102. http://dx.doi.org/10.1111/1475-3588.00053_6.

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30

Nelson-Gray, R. O., and R. F. Farmer. "Behavioral assessment of personality disorders." Behaviour Research and Therapy 37, no. 4 (April 1999): 347–68. http://dx.doi.org/10.1016/s0005-7967(98)00142-9.

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31

Taylor, Steven. "Behavioral assessment: review and prospect." Behaviour Research and Therapy 37, no. 5 (May 1999): 475–82. http://dx.doi.org/10.1016/s0005-7967(98)00161-2.

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32

Barnhill, Gena P. "Functional Behavioral Assessment in Schools." Intervention in School and Clinic 40, no. 3 (January 2005): 131–43. http://dx.doi.org/10.1177/10534512050400030101.

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33

May, D. Scott. "Brazelton Neonatal Behavioral Assessment Scale." Journal of the American Academy of Child Psychiatry 24, no. 3 (May 1985): 372–73. http://dx.doi.org/10.1016/s0002-7138(09)61113-4.

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34

SPLETE, HEIDI. "Functional Assessment Helps Behavioral Treatment." Pediatric News 42, no. 6 (June 2008): 18. http://dx.doi.org/10.1016/s0031-398x(08)70258-3.

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35

Marafiote, Richard A. "Conceptual foundations of behavioral assessment." Journal of Behavior Therapy and Experimental Psychiatry 18, no. 4 (December 1987): 388–89. http://dx.doi.org/10.1016/0005-7916(87)90055-3.

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36

Landrum, Mary S., and Sandra B. Ward. "Behavioral assessment of gifted learners." Journal of Behavioral Education 3, no. 3 (September 1993): 211–15. http://dx.doi.org/10.1007/bf00961551.

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37

Mitchell, James E., and Tricia Cook Myers. "Behavioral Assessment and Treatment Overview." Psychiatric Clinics of North America 28, no. 1 (March 2005): 105–16. http://dx.doi.org/10.1016/j.psc.2004.10.002.

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38

Steele, Craig. "Behavioral Assessment of Aquatic Pollutants." Ethics, Policy & Environment 16, no. 2 (June 2013): 177–87. http://dx.doi.org/10.1080/21550085.2013.801204.

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39

Barry, Tammy D., and John E. Lochman. "Behavioral Assessment: Principle Over Practice?" Contemporary Psychology 47, no. 2 (April 2002): 145–48. http://dx.doi.org/10.1037/001072.

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40

Annau, Zoltan. "Behavioral toxicology and risk assessment." Neurotoxicology and Teratology 12, no. 5 (September 1990): 547–51. http://dx.doi.org/10.1016/0892-0362(90)90021-4.

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41

Keefe, Francis J. "Behavioral assessment of chronic pain." Pain 30 (1987): S220. http://dx.doi.org/10.1016/0304-3959(87)91505-3.

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42

Tkachuk, Gregg, Adrienne Leslie-Toogood, and Garry L. Martin. "Behavioral Assessment in Sport Psychology." Sport Psychologist 17, no. 1 (March 2003): 104–17. http://dx.doi.org/10.1123/tsp.17.1.104.

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We suggest that expanded use of behavioral assessment strategies in sports by researchers and practitioners will be beneficial for researchers, practitioners, athletes, and coaches. Behavioral assessment involves the collection and analysis of information and data in order to identify and describe target behaviors, identify possible causes of the behaviors, select appropriate treatment strategies to modify the behaviors, and evaluate treatment outcomes. In this paper, we summarize characteristics of traditional approaches to assessment in sport psychology, describe differences between behavioral assessment and traditional assessment, examine components of behavioral assessment for sport psychology practitioners and researchers, and discuss future directions in behavioral assessment in sport psychology.
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43

Gelinas, Bethany L., and Heather Hadjistavropoulos. "“Am I Becoming a Serial Killer?” A Case Study of Cognitive Behavioral Therapy for Mental Illness Anxiety." Behavioural and Cognitive Psychotherapy 44, no. 3 (August 21, 2015): 374–79. http://dx.doi.org/10.1017/s1352465815000417.

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Background: Although mental illness anxiety is described in the literature, there is very little information on which to draw when treating individuals who present with fears and worries about mental health. In fact, we identified no previous case descriptions focused on this form of anxiety and treated from a cognitive behavioral perspective. Aims: The current case study aims to advance the understanding of the clinical picture of mental illness anxiety, and facilitate the understanding of how cognitive behavioral techniques for health anxiety can be effectively adapted and implemented for such a case. Method: A case study approach was adopted in which a baseline condition and repeated assessments were conducted during an 8-week treatment and 2-month follow-up period. In the current case study, we discuss the assessment, conceptualization, and cognitive behavioral treatment of a 24-year old woman who presented with mental illness anxiety. Several common health anxiety assessment tools and cognitive behavioural techniques were adapted for her particular clinical presentation. Results: Consistent with research evidence for health anxiety, significant improvements in health anxiety and anxiety sensitivity were seen after eight sessions of therapy and maintained at 2-month follow-up. Conclusions: The results provide preliminary evidence that cognitive behavioral techniques for health anxiety can be effectively and efficiently adapted for mental illness anxiety. However, the lack of available research pertaining to mental illness anxiety contributes to challenges in conceptualization, assessment and treatment.
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44

Dostovic Hamidovic, L. "Emotional and Behavioral Problems in Early Adolescents and Association with Socio-demographic Risk Factors." European Psychiatry 41, S1 (April 2017): S128. http://dx.doi.org/10.1016/j.eurpsy.2017.01.1941.

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AimThe aim is to analyse the frequency emotional and behavioural problems early adolescents and association with socio-demographic risk factors.Subject and methodsWe analysed a group of 240 early adolescents (11–15 years) from the area of Tuzla Canton, Bosnia and Herzegovina, in the general population. For the assessment of children's emotional and behavioural problems, the Strength and Difficulties Questionnaire – SDQ is used. Data were processed by descriptive statistics. For the assessment association between socio-demographic risk factors and emotional and behavioural problems in early adolescents we used Pearson correlation test.ResultsThe result show that the frequency of emotional and behavioural problems are present in 3% of cases, The results of correlation sociodemographic risk factors and emotional and behavioral problems, showed that unemployed mothers have a significant increased risk of developing behavioral disorders in early adolescents (P < 0.05). Low family economic status leads to a significantly higher frequency of emotional symptoms in early adolescents, poor attitude towards society and significantly higher overall difficulties (P < 0.05). Higher levels of parental education was significantly associated with a higher frequency of behavioral problems and illness in the family leads to a much more emotional problems (P < 0.05).ConclusionThe obtained results of this study indicate that early adolescents showed low levels of emotional and behavioral problems. There is a significant correlation between socio-demographic risk factors and emotional and behavioral problems early adolescents.Disclosure of interestThe author has not supplied his/her declaration of competing interest.
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45

Safwat Abdelhameed, Rehab, Nesreen Fathi Mahmoud, Shimaa Ahmed Saleh, Ahmed Ali Abdelmonem, and Mohamed Sherif Ahmed. "Behavioral feeding assessment in autistic children." Egyptian Journal of Medical Research 2, no. 1 (January 1, 2021): 116–26. http://dx.doi.org/10.21608/ejmr.2021.146065.

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46

Graney, Daniel. "Behavioral Intervention Teams Using Threat Assessment." Journal of Campus Behavioral Intervention 2 (November 1, 2014): 48–63. http://dx.doi.org/10.17732/jbit2014/4.

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47

Gigilashvili, Davit, Jean-Baptiste Thomas, Jon Yngve Hardeberg, and Marius Pedersen. "Behavioral Investigation of Visual Appearance Assessment." Color and Imaging Conference 2018, no. 1 (November 12, 2018): 294–99. http://dx.doi.org/10.2352/issn.2169-2629.2018.26.294.

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48

Nakahara, Kazushige, Seiichi Morokuma, and Kiyoko Kato. "Recent Topics in Fetal Behavioral Assessment." Donald School Journal of Ultrasound in Obstetrics and Gynecology 15, no. 3 (September 30, 2021): 240–44. http://dx.doi.org/10.5005/jp-journals-10009-1703.

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49

Guinsburg, Ruth, Rita de Cássia X. Balda, Rosevânia C. Berenguel, Maria Fernanda Branco de Almeida, Jaqueline Tonelloto, Amélia M. N. Santos, and Benjamin I. Kopelman. "Behavioral pain scales assessment in neonates." Jornal de Pediatria 73, no. 6 (November 15, 1997): 411–18. http://dx.doi.org/10.2223/jped.571.

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50

Barone, Francesca, Eleonora Nannoni, Alberto Elmi, Carlotta Lambertini, Diana Gerardi Scorpio, Domenico Ventrella, Marika Vitali, et al. "Behavioral Assessment of Vision in Pigs." Journal of the American Association for Laboratory Animal Science 57, no. 4 (July 1, 2018): 350–56. http://dx.doi.org/10.30802/aalas-jaalas-17-000163.

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