Relevant bibliographies by topics / Behavioral disorders

Academic literature on the topic 'Behavioral disorders'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Behavioral disorders"

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Maggin, Daniel M., and Bryan G. Cook. "Behavioral Disorders." Behavioral Disorders 42, no. 2 (February 2017): 37–40. http://dx.doi.org/10.1177/0198742917690506.

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HARADA, YUZURU, YURI SATOH, AYAKO SAKUMA, JUNKO IMAI, TUNEMI TAMARU, TOHRU TAKAHASHI, and NAOJI AMANO. "Behavioral and developmental disorders among conduct disorder." Psychiatry and Clinical Neurosciences 56, no. 6 (December 2002): 621–25. http://dx.doi.org/10.1046/j.1440-1819.2002.01065.x.

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Hill, John W., and Kathy L. Coufal. "Emotional/Behavioral Disorders." Communication Disorders Quarterly 27, no. 1 (December 2005): 33–46. http://dx.doi.org/10.1177/15257401050270010401.

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Barrickman, Les. "Disruptive behavioral disorders." Pediatric Clinics of North America 50, no. 5 (October 2003): 1005–17. http://dx.doi.org/10.1016/s0031-3955(03)00078-6.

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Benbadis, Selim R. "Nonepileptic Behavioral Disorders." CONTINUUM: Lifelong Learning in Neurology 19 (June 2013): 715–29. http://dx.doi.org/10.1212/01.con.0000431399.69594.de.

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Kesuma, Yudianita, Rismarini Rismarini, Theodorus Theodorus, and Mutiara Budi Azhar. "Association between specific language impairment and behavioral disorders among preschool children." Paediatrica Indonesiana 54, no. 1 (February 28, 2014): 22. http://dx.doi.org/10.14238/pi54.1.2014.22-7.

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BackgroundSpecific language impairment (SU) is the mostcommon developmental disorder in preschool children, causingserious impairmentE on behavioral development. To date, there havebeen few studies on SU and behavioral disorders in Palembang.ObjectiveTo assess for an association between SU and behavioraldisorders in preschool children in Palembang.MethodsSubjects in this cross-sectional study were childrenwho attended kindergarten. Their general characteristics,developmental history and physical examination results (includingweight and height) were recorded. We administered the SpecificLanguage Impairment checklist for language impairment and thePediatric Symptom Checklist 17 (PSC 17) for behavioral disorders.Data was analyzed by Chi-square test.ResultsWe studied 1,340 children from21 kinderg:irtens in Palembang.Prevalence of SU was 12.9%, consisting of expressive languageimpairment (10.2%), receptive impairment (0.5%) and mixed languageimpairment (2 .2%). The prevalence of behavioral disorders was15.1 %, consisting of internalization disorder (6.0%), externalizationdisorder (5.0%), attentive disorder (0.4%), and various combinationsof three disorders (3. 7%). A highly significant association was foundbetween SU and behavioral disorders (P=0.000; OR=2.082; 95%CI 1. 419-3 .053. Expressive language impairment was associated withexternalization and mixed behavioral disorders. Mixed languageimpairment was associated with internalization, attentive, and mixedbehavioral disorders. Howevei; receptive language disorder was notassociated with any behavioral disorders.ConclusionSU is significantly as sociated with behavioraldisorders. With regards to the individual SU types, expressivelanguage impairment is associated with externalization and mixedbehavioral disorders; mixed language impairment is associatedwith internalization, attentive and mixed behavioral disorders;but receptive language disorder is not associated with behavioraldisorders.
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Leclair, Norma J., Steven W. Leclair, and Christopher R. Brigham. "Multiaxial Diagnosis of Mental and Behavioral Disorders." Guides Newsletter 7, no. 6 (November 1, 2002): 1–3. http://dx.doi.org/10.1001/amaguidesnewsletters.2002.novdec01.

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Abstract Most health care professionals who diagnose and treat mental disorders use the diagnostic criteria outlined in the Diagnostic and Statistical Manual for Mental Disorders, Fourth Edition–Text Revised (DSM-IV-TR), which uses a multiaxial system to ensure a comprehensive assessment and evaluation of the patient's presenting symptoms, general medical condition, psychosocial and environmental problems, and level of function. The five axes are mental disorders; personality and mental disorders; general medical conditions; psychosocial and environmental problems, and global assessment of functioning (GAF) scale. Psychosocial and environmental problems may affect diagnosis, treatment, and prognosis of mental disorders; the problems or stressors can contribute to the development of a mental disorder or can be the result of a mental disorder. The multiaxial assessment process should result in the following; documentation of the primary and any secondary mental and behavioral disorders; definition of physical disorders that may be present and indication if they are related to or influence the mental and behavioral disorders; identification of environmental stressors that may affect, contribute to, complicate, or exacerbate the mental and behavioral disorder; and a rating of the person's psychological, social, and occupational functioning. A table shows the GAF scale (ratings by deciles from 1 to 100; higher numbers indicate fewer problems) and does not include impairments that result from physical or environmental limitations.
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HASHIMOTO, Toshiaki. "Behavioral Disorders Complicating Developmental Anomalies of the Brain: Sleep Behavioral Disorders." Congenital Anomalies 25, no. 4 (December 1985): 383–92. http://dx.doi.org/10.1111/j.1741-4520.1985.tb00650.x.

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Reeb-Sutherland, Bethany C. "What Environmental Factors Contribute to the Development of Anxiety in Temperamentally Inhibited Children? Insight From Animal Research Models." Policy Insights from the Behavioral and Brain Sciences 5, no. 1 (December 21, 2017): 126–33. http://dx.doi.org/10.1177/2372732217743990.

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Anxiety is one of the most prevalent and costly mental disorders. A temperament style known as behavioral inhibition has been strongly linked to the later development of anxiety disorders. Behavioral inhibition appears early in toddlerhood and is characterized by extreme wariness in novel situations, particularly social situations. Although behavioral inhibition is relatively stable, not all behaviorally inhibited children develop an anxiety disorder. Environmental factors may contribute to the stability of behavioral inhibition, so identifying them can inform interventions to decrease the development of anxiety within this high-risk population. Scientific research using animal research models has identified both maternal and nonmaternal factors that may contribute to behavioral inhibition. High-quality maternal care, as well as exposure to new non–maternal care environments, particularly early in life, may buffer against the later development of anxiety in behaviorally inhibited children. Here, parallels are drawn between scientific literature from both animals and humans. Policy implications are briefly discussed.
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Zinner, Samuel H., and Barbara J. Coffey. "Developmental and Behavioral Disorders Grown Up: Touretteʼs Disorder." Journal of Developmental & Behavioral Pediatrics 30, no. 6 (December 2009): 560–73. http://dx.doi.org/10.1097/dbp.0b013e3181bd7f3e.

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Dissertations / Theses on the topic "Behavioral disorders"

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Rice, Judy A. "Pediatric Behavioral Health Disorders." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etsu-works/7610.

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Beaudoin, Kathleen Mary. "Epistemic reasoning and adolescent egocentrism among adolescent boys with behavioral disorders and their peers without behavioral disorders." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0027/NQ38855.pdf.

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Burnett, Steven Wayne. "School achievement for students with behavioral disorders." Lynchburg, Va. : Liberty University, 2010. http://digitalcommons.liberty.edu.

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Elizondo, Leigh A. "Behavior Management Techniques Used by Teachers of Emotionally/behaviorally Disordered Students in Various Educational Settings." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc278609/.

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Clark, Shaunna Lynn. "Mixture modeling with behavioral data." Diss., Restricted to subscribing institutions, 2010. http://proquest.umi.com/pqdweb?did=2023764131&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Silva, Kathryn Joanne Morin. "Cognitive behavioral intervention for children with disruptive behavior disorders in residential treatment." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1698.

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Increasing numbers of children being referred for mental health services are exhibiting problematic behaviors that can be subsumed under the category of Disruptive Behavior Disorders. This study with its foundations in a post-positivist approach was designed to explore treatment effectiveness of cognitive behavioral intervention applied to adolescents at Oak Grove Institute, a residential treatment facility. This study hypothesized that Wexler's PRISM Model, with its integration of affect, would be instrumental in modifying disruptive behavior as measured at Oak Grove Institute. Although the small sample size precluded statistically significant findings, there were interesting results with respect to two dependant variables. Findings approached significance on measures of impulsivity and verbal aggression. That is, impulsivity and verbal aggression scores were lowered.
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Hinkel, Patricia L. "Perspectives on Educating Students with Emotional-behavioral Disorders." Kent State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=kent1227380078.

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Banks, Oakley Dean. "Emotional and Behavioral Disorders Screening in Utah Schools." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7509.

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This descriptive study provides insight on the prevalence of Emotional and Behavioral Disorders (EBD) screening and school psychologists' roles in that screening process in Utah schools. EBD screening plays an important role in implementing Multi-Tiered System of Supports (MTSS). An electronic questionnaire was sent to 260 practicing Utah school psychologists. A total of 89 of those school psychologists completed the survey resulting in a 34% participation rate. Twelve percent (n=11) of participants reported that EBD screening was happening in their schools. Participants reported that the lack of resources to address student needs, the lack of administrative support, and the school having too many other concerns were barriers to EBD screening implementation. Survey results also reported that successful EBD screening consisted of a combined effort consisting of teams, administration, and school districts. Additionally, school psychologists reported that their role in EBD screening should mainly be focused on data interpretation and intervention implementation. The goal of this thesis project was to increase awareness of how universal EBD screening was occurring in Utah schools.
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Troughton, Leonard Charles Wiedow. "Implementation of a cognitive-behavioral-based intervention for students with emotional/behavioral disorders." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6513.

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The purpose of this study was to determine if there was a functional relation between the Cognitive-Behavioral Therapy-Based intervention curriculum, Tools for Getting Along (Smith & Daunic, 2012), and Externalizing Behaviors exhibited by students with EBD served in special education. Four students, nominated by their teacher and principal and receiving services in special education for behavioral goals addressing Externalizing Behaviors, participated in this single-subject, multiple-baseline study. Data collected to answer the research question were Systematic Direct Observations, Direct Behavior Ratings, The Strengths and Difficulties Questionnaire (Goodman, 1997), and the Social Problem-Solving Inventory-Revised (D’Zurilla et al. 2002). Participants began receiving Tools for Getting Along instruction in staggered intervals based on their baseline SDO, DBR, and consulting with their special education teacher. The SDQ and SPSI-R:S were administered pre- and post-intervention. Data indicated that although two students showed some improvements on DBR, there was not a functional relation between TFGA and Externalizing Behaviors. However, SDQ and SPSI-R:S sub-scale data did indicate some individual improvements. In addition to individual participant improvements, a number of implications for future research were noted from social validity data completed by the special education teacher, treatment fidelity observations, and in order to address the limitations of the study.
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Taliaferro, Linda Kay. "Psychiatric Disorders as Potential Predictors in Medical Disease Development." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/939.

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Millions of individuals suffer disability or death from immune-based inflammatory diseases. If psychiatric disorders could be empirically linked to the prediction of immune-based inflammatory diseases, there would be a basis for promoting disease prevention measures for individuals diagnosed with one of four psychiatric disorders. Psychoneuroimmunology provided the theoretical base for understanding emotionally induced medical disease development. In this quantitative study, a parallel archival research design was used to investigate the degree to which generalized anxiety disorder, posttraumatic stress disorder, major depression recurrent, and dysthymic disorder predicted the presence of atherosclerosis, cardiovascular heart disease, rheumatoid arthritis, cancer, and type II diabetes. There were 1,209 electronic medical records of adult patients obtained through purposive stratified sampling. A secondary data analysis was employed using descriptive cross tabulation, chi-square test of independence, and multinomial logistic regression. The findings revealed major depression recurrent was a statistically significant predictor for atherosclerosis, rheumatoid arthritis, type II diabetes and cancer. Generalized anxiety disorder was a statistically significant predictor for cancer. The results can promote positive social change by providing information that could be used to develop assessment plans that identity individuals who are at risk of developing the comorbid diseases. The prevention programs could effectively be used to minimize the subsequent development of inflammatory diseases, which in turn could decrease the onset of the medical diseases among individuals with psychiatric disorders.
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Books on the topic "Behavioral disorders"

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Gerdes, Louise I. Behavioral disorders. Detroit: Greenhaven Press, 2010.

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1953-, Gerdes Louise I., ed. Behavioral disorders. Detroit: Greenhaven Press, 2009.

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Nash, Maureen, and Sarah Foidel, eds. Neurocognitive Behavioral Disorders. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11268-4.

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Gottlieb, Marvin I., and John E. Williams, eds. Developmental-Behavioral Disorders. Boston, MA: Springer US, 1988. http://dx.doi.org/10.1007/978-1-4613-0939-0.

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Gottlieb, Marvin I., and John E. Williams, eds. Developmental-Behavioral Disorders. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4615-3714-4.

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Latanick, Maureen Rogan. Behavioral and neurological disorders. Columbus, Ohio (456 Clinic Dr., Columbus 43210): Dept. of Family Medicine, College of Medicine, Ohio State University, 1985.

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Creer, Thomas L. Respiratory Disorders and Behavioral Medicine. Edited by Adrian A. Kaptein. Abingdon, UK: Taylor & Francis, 1988. http://dx.doi.org/10.4324/9780203221570.

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Adan, Roger A. H., and Walter H. Kaye, eds. Behavioral Neurobiology of Eating Disorders. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-15131-6.

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J, Mash Eric, and Terdal Leif G. 1937-, eds. Behavioral assessment of childhood disorders. 2nd ed. New York: Guilford Press, 1988.

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1943-, Kaye Walter H., and SpringerLink (Online service), eds. Behavioral Neurobiology of Eating Disorders. Berlin, Heidelberg: Springer-Verlag Berlin Heidelberg, 2011.

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Book chapters on the topic "Behavioral disorders"

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Scholten, Dirk J. "Anxiety Disorders." In Behavioral Pediatrics, 151–66. New York, NY: Springer New York, 1992. http://dx.doi.org/10.1007/978-1-4612-2774-8_12.

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Sigman, Garry S., and Randall C. Flanery. "Eating Disorders." In Behavioral Pediatrics, 257–79. New York, NY: Springer New York, 1992. http://dx.doi.org/10.1007/978-1-4612-2774-8_19.

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Loening-Baucke, Vera. "Elimination Disorders." In Behavioral Pediatrics, 280–97. New York, NY: Springer New York, 1992. http://dx.doi.org/10.1007/978-1-4612-2774-8_20.

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Barrickman, Les. "Disruptive Behavior Disorders." In Behavioral Pediatrics, 245–56. New York, NY: Springer New York, 1992. http://dx.doi.org/10.1007/978-1-4612-2774-8_18.

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Norton, Carrie Z. "Academic Skills Disorders." In Behavioral Pediatrics, 399–413. New York, NY: Springer New York, 1992. http://dx.doi.org/10.1007/978-1-4612-2774-8_29.

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Sanzone, Marla. "Eating Disorders." In Cognitive Behavioral Psychopharmacology, 217–42. Chichester, UK: John Wiley & Sons, Ltd, 2017. http://dx.doi.org/10.1002/9781119152606.ch10.

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McCue, Robert E., and Mary Kelleher. "Geriatric Disorders." In Cognitive Behavioral Psychopharmacology, 285–324. Chichester, UK: John Wiley & Sons, Ltd, 2017. http://dx.doi.org/10.1002/9781119152606.ch12.

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Merritt, Mikel. "Mood Disorders." In Cognitive Behavioral Psychopharmacology, 39–59. Chichester, UK: John Wiley & Sons, Ltd, 2017. http://dx.doi.org/10.1002/9781119152606.ch3.

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Welton, Randon, and Brenda J. B. Roman. "Mood Disorders." In Cognitive Behavioral Psychopharmacology, 61–84. Chichester, UK: John Wiley & Sons, Ltd, 2017. http://dx.doi.org/10.1002/9781119152606.ch4.

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McGuinness, Kevin, Samuel Dutton, and Peter Smith. "Mood Disorders." In Cognitive Behavioral Psychopharmacology, 85–106. Chichester, UK: John Wiley & Sons, Ltd, 2017. http://dx.doi.org/10.1002/9781119152606.ch5.

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Conference papers on the topic "Behavioral disorders"

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Georgoulas, Nikolaos. "Behavioral disorders in children." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.17201g.

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The child and adolescent psychopathology have been categorized into two broad classes, emotional (also called internalizing) and behavioral (externalizing) problems (disorders). In this paper, we describe the behavioral disorders in children. Behavioral problems are characterized by behaviors that are harmful and disruptive to others. Disruptive behavior disorders include attention deficit hyperactivity disorder (ADHD), conduct disorder and oppositional defiant disorder. These behavioral disorders, attention deficit hyperactivity disorder (ADHD), oppositional defiant disorder and conduct disorder in childhood and adolescence period will be discussed in more detail.
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Georgoulas, Nikolaos. "Behavioral disorders in children." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.17201g.

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The child and adolescent psychopathology have been categorized into two broad classes, emotional (also called internalizing) and behavioral (externalizing) problems (disorders). In this paper, we describe the behavioral disorders in children. Behavioral problems are characterized by behaviors that are harmful and disruptive to others. Disruptive behavior disorders include attention deficit hyperactivity disorder (ADHD), conduct disorder and oppositional defiant disorder. These behavioral disorders, attention deficit hyperactivity disorder (ADHD), oppositional defiant disorder and conduct disorder in childhood and adolescence period will be discussed in more detail.
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Damian, Maria-Cristina, Mihai Terpan, Doina Carina Voinescu, Alexandru Paul Baciu, Carmen Gavrila, Alexia Balta, and Anamaria Ciubara. "EATING DISORDERS ASSOCIATED WITH MOOD [AFFECTIVE] DISORDERS." In The European Conference of Psychiatry and Mental Health "Galatia". Archiv Euromedica, 2023. http://dx.doi.org/10.35630/2022/12/psy.ro.27.

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Introduction: Eating disorders are mental illnesses characterised by abnormal eating habits that have a negative impact on a person's physical or mental health. In the last decade hospitalizations which included eating disorders increased among all age groups. The assessment of eating disorders associated with affective disorders has important clinical implications, but the standard psychiatric classification DSM-5 (American Psychiatry Association, 2013) and ICD-10 (World Health Organization, 1993) are limited. Objectives: The current study aims to broaden the evaluation of this association and better understand its clinical implications. In addition, the study's goal is to comprehend the implications of eating disorders in Galaţi County. Method: We conducted a retrospective study on 147 patients with eating disorders and mood [affective] disorders who were admitted to the Psychiatry Hospital "Elisabeta Doamna" Galati between January 1 and February 1, 2019.We used ICD-10 (Classification of Mental and Behavioral Disorders) and DSM-5 criteria for diagnosis (Diagnostic and Statistical Manual of Mental Disorders). Results: In the period from 1 January 2019 - 1 February 2019 a total of 1131 patients was admitted in the Psychiatry Hospital, Of these, 147 were diagnosed with mood (affective) disorders, of whom 17 patients (12%) associated disorder and food as well as the independent disorder. Among these patients, the percentage of women with eating disorders associated with the affective disorder was 82 % and the percentage of men was 18 %. Conclusions: According to the findings, women are more likely to associate eating disorders with mood [affective] disorders. We also found a poor relationship between eating disorders and affective disorders, with eating disorders being associated with a high percentage of other psychiatric disorders, which is represented by alcohol and substance use, but also by high-impact diseases like Alzheimer's disease and schizophrenia.
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Dinh, Nguyen Trang Thu, and Van Hung Nguyen. "UNDERSTANDING BEHAVIORAL PROBLEMS AND SUPPORTING BEHAVIORAL MANAGEMENT OF CHILDREN WITH DEVELOPMENTAL DISORDERS." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1736.

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"The Ontology of Mental Disorders and Behavioral Deviations." In Congress on mental health meeting the needs of the XXI century. Gorodets, 2016. http://dx.doi.org/10.22343/mental-health-congress-compendium259-262.

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Amato, Federica, Marianna Di Gregorio, Clara Monaco, Monica Sebillo, Genoveffa Tortora, and Giuliana Vitiello. "The Therapeutic Use of Humanoid Robots for Behavioral Disorders." In AVI '20: International Conference on Advanced Visual Interfaces. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3399715.3399960.

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Brasileiro, Maria Eduarda Galdino de Araújo, Bruna Barbosa de Almeida, Clara Campêlo Lucena Vieira, and Islany de Sousa Porto Diniz Ramalho. "Literature review of behavioral disorders after encephalic skull traumatisms." In XIII Congresso Paulista de Neurologia. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1516-3180.438.

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Background: The traumatic brain injury (TBI) consists of a lesion in the skull region caused by an external force, which can cause sequelae in several clinical scenarios, with dysfunctions in the cognitive and behavioral spheres being one of the most disabling. These include: impaired memory, attention and concentration; slowing psychomotor speed and mental processing; in addition to personality changes. Objectives: To understand the relationship between short and long-term cognitive impairments caused by traumatic brain injuries. In addition to analyzing the repercussion that these sequels bring to the patient. Methods: This is a review of the literature in the PubMed, Scielo and UpToDate databases. Review articles, full texts, in the last 5 years, in humans were selected. Results: Patients affected by trauma have more prevalent cognitive impairments in the spheres of attention and concentration, processing speed, memory and executive function. The severity of neurocognitive impairments depends on a variety of factors, including: aspects in relation to brain injury such as its extent, location, severity of the trauma, as well as variables such as age and pre-morbid personality characteristics. Associated with the abovementioned alterations, biochemical alterations and accumulation of chronic neurotoxic proteins after TBI occur, which triggers biochemical processes of neurodegeneration in the long term. Conclusion: It’s clear that comprehensive neuropsychological assessments in each case of TBI are important to identify impaired and preserved functions, whether short or long term; thus allowing a better prognosis through rehabilitation programs and clinical and surgical therapeutic measures in emergency situations, usually involving fast decisions.
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Jaeger, Antônio, Eduarda Carreira, Natália Gama, Paulo Caramelli, and Leonardo Souza. "CONTROLLED EPISODIC RETRIEVAL IN BEHAVIORAL VARIANT FRONTOTEMPORAL DEMENTIA AND ALZHEIMER DISEASE." In XIII Meeting of Researchers on Alzheimer's Disease and Related Disorders. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1980-5764.rpda012.

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Background: Recent studies showed that episodic memory is impaired in behavioral variant of Frontotemporal dementia (bvFTD), but in contrast to Alzheimer disease (AD) it is assumed to be caused primarily by deficits in executive control. Objective: Our goal was to probe this possibility by testing bvFTD and AD patients in a source memory task which manipulated executive control. Methods: We assessed 14 healthy controls (HC), 20 bvFTD patients, and 18 AD patients in a source memory task for spatial location in which objects were first seen at the left or right side of the screen, and at test in the center of the screen, when participants were asked to indicate in which side of the screen each object was studied. Importantly, at test, predictive arrow cues (66.7% valid/33.3% invalid) indicated the likely prior location of each object. Results: BvFTD and AD patients showed indistinguishable overall memory performances, although both showed significantly poorer performances than HC. Furthermore, although both HC and bvFTD participants had their memory judgments affected by cueing, showing poorer memory accuracy after invalid than after valid cues, AD patients showed equivalent performance for both cue types. Conclusion: The current findings support the notion that episodic memory is impaired in bvFTD, and suggests that such impairment can be as severe as in AD. The cause of this impairment, however, was not related to the executive dysfunctions manipulated in the current source memory task, but rather to further mechanisms in the bvFTD memory deficits.
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Toole, Aidan, Allison Nicole Spiller, Karina Caro, and Gabriela Marcu. "Designing Gamification Technology for and with Students with Behavioral Disorders." In PervasiveHealth '18: 12th EAI International Conference on Pervasive Computing Technologies for Healthcare. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3240925.3240934.

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Beheshti, Amin, Vahid Moraveji-Hashemi, Shahpar Yakhchi, Hamid Reza Motahari-Nezhad, Seyed Mohssen Ghafari, and Jian Yang. "personality2vec: Enabling the Analysis of Behavioral Disorders in Social Networks." In WSDM '20: The Thirteenth ACM International Conference on Web Search and Data Mining. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3336191.3371865.

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Reports on the topic "Behavioral disorders"

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Bogdanov, S. I. Additional professional development program Urgent care for mental and behavioral disorders". SIB-Expertise, November 2021. http://dx.doi.org/10.12731/er0493.22112021.

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"Программа повышения квалификации «Неотложная помощь при психических расстройствах и расстройствах поведения» составлена в соответствии с федеральным государственным образовательным стандартом по специальности 31.08.20 Психиатрия. Данная программа направлена на совершенствование имеющихся компетенций, необходимых для профессиональной деятельности, и повышения профессионального уровня в рамках имеющейся квалификации. Программа разработана в соответствии с описанием трудовых функций, входящих в профессиональный стандарт (функциональная карта вида профессиональной деятельности) «Врач-психиатр» дать слушателям теоретический и практический спектр современных знаний по оказанию неотложной помощи при психических расстройствах и расстройствах поведения в соответствие с трудовыми функциями врача-психиатра. Содержание программы построено в соответствии с модульным принципом, структурными единицами модуля являются разделы. Каждый раздел модуля подразделяется на темы, каждая тема на элементы, каждый элемент на подэлементы."
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2

Madu, Laura, Jacqueline Sharp, and Bobby Bellflower. Efficacy of Integrating CBT for Mental Health Care into Substance Abuse Treatment in Patients with Comorbid Disorders of Substance Abuse and Mental Illness. University of Tennessee Health Science Center, April 2021. http://dx.doi.org/10.21007/con.dnp.2021.0004.

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Abstract: Multiple studies have found that psychiatric disorders, like mood disorders and substance use disorders, are highly comorbid among adults with either disorder. Integrated treatment refers to the treatment of two or more conditions and the use of multiple therapies such as the combination of psychotherapy and pharmacotherapy. Integrated therapy for comorbidity per numerous studies has consistently been superior to the treatment of individual disorders separately. The purpose of this QI project was to identify the effectiveness of Cognitive Behavioral Therapy (CBT) instead of current treatment as usual for treating Substance Use Disorder (SUD) or mental health diagnosis independently. It is a retrospective chart review. The review examines CBT's efficacy for engaging individuals with co-occurring mood and substance u se disorders in treatment by enhancing adherence and preventing disengagement and relapse. Methods: Forty adults aged 26-55 with a DSM-IV diagnosis of a mood disorder of Major Depressive Disorder and/or anxiety and concurrent substance use disorder (at least weekly use in the past month). Participants received 12 sessions of individual integrated CBT treatment delivered with case management over a 12-week period. Results: The intervention was associated with significant improvements in mood disorder, substance use, and coping skills at 4, 8, and 12 weeks post-treatment. Conclusions: These results provide some evidence for the effectiveness of the integrated CBT intervention in individuals with co-occurring disorders. Of note, all psychotherapies are efficacious; however, it would be more advantageous to develop a standardized CBT that identifies variables that facilitate treatment outcomes specifically to comorbid disorders of substance use and mood disorders. It is concluded that there is potentially more to be gained from further studies using randomized controlled designs to determine its efficacy.
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Manoach, Dara. Neural Correlates of Restricted, Repetitive Behaviors in Autism Spectrum Disorders. Fort Belvoir, VA: Defense Technical Information Center, October 2013. http://dx.doi.org/10.21236/ada612865.

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Manoach, Dara. Neural Correlates of Restricted, Repetitive Behaviors in Autism Spectrum Disorders. Fort Belvoir, VA: Defense Technical Information Center, December 2014. http://dx.doi.org/10.21236/ada614050.

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Manoach, Dara, and Susan Santangelo. Neural Correlates of Restricted, Repetitive Behaviors in Autism Spectrum Disorders. Fort Belvoir, VA: Defense Technical Information Center, October 2012. http://dx.doi.org/10.21236/ada575709.

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Santangelo, Susan L., and Dara Manoach. Neural Correlates of Restricted, Repetitive Behaviors in Autism Spectrum Disorders. Fort Belvoir, VA: Defense Technical Information Center, October 2012. http://dx.doi.org/10.21236/ada583969.

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Kittana, Monia, Asma Ahmadani, Keith Williams, and Amita Attlee. Nutritional status and feeding behavior of children with autism spectrum disorder in the Middle East and North Africa Region: A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, January 2023. http://dx.doi.org/10.37766/inplasy2023.1.0066.

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Review question / Objective: To elucidate the literature available regarding the nutritional status and feeding behavior in children with Autism Spectrum Disorder (ASD) in Middle East and North Africa (MENA) region. Condition being studied: Autism spectrum disorder (ASD), a neurodevelopmental condition characterized by persistent challenges in social interaction, speech, nonverbal communication, and repetitive/restrictive behavior. Eligibility criteria: Children from the MENA region diagnosed with ASD, of both genders, ages 2-19 years. Outcomes reporting either anthropometrics, serum nutrient levels, nutrient intakes, and/or feeding behaviors. Other inclusion criteria include the availability of full-length published articles in either English or Arabic. Articles presented in conferences, magazines, or newspapers are excluded. If the data are reported in more than one publication, the more recent is included.
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Anthony, Laura, Bruno Anthony, and Lauren Kenworthy. Improving Classroom Behaviors Among Students With Symptoms of Autism Spectrum Disorder or Attention Deficit Hyperactivity Disorder. Patient-Centered Outcomes Research Institute® (PCORI), May 2020. http://dx.doi.org/10.25302/04.2020.ad.13047379.

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Anthony, Laura, Bruno Anthony, and Lauren Kenworthy. Improving Classroom Behaviors Among Students With Symptoms of Autism Spectrum Disorder or Attention Deficit Hyperactivity Disorder. Patient-Centered Outcomes Research Institute (PCORI), June 2020. http://dx.doi.org/10.25302/06.2020.ad.13047379.

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Spira, James L., Laurel A. King, Patricia J. Jordan, and Claudio Nigg. Computerized Tailored Intervention for Behavioral Sequelae of Post-Traumatic Stress Disorder in Veterans. Fort Belvoir, VA: Defense Technical Information Center, October 2012. http://dx.doi.org/10.21236/ada590380.

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