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Journal articles on the topic 'Children behavior coding'
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1
Chorney, Jill MacLaren, Edwin T. Tan, Sarah R. Martin, Michelle A. Fortier, and Zeev N. Kain. "Children's Behavior in the Postanesthesia Care Unit: The Development of the Child Behavior Coding System-PACU (CBCS-P)." Journal of Pediatric Psychology 37, no. 3 (December 13, 2011): 338–47. http://dx.doi.org/10.1093/jpepsy/jsr101.
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Abstract Objective To develop and validate a behavioral coding measure, the Children's Behavior Coding System-PACU (CBCS-P), for children's distress and nondistress behaviors while in the postanesthesia recovery unit. Methods A multidisciplinary team examined videotapes of children in the PACU and developed a coding scheme that subsequently underwent a refinement process (CBCS-P). To examine the reliability and validity of the coding system, 121 children and their parents were videotaped during their stay in the PACU. Participants were healthy children undergoing elective, outpatient surgery and general anesthesia. The CBCS-P was utilized and objective data from medical charts (analgesic consumption and pain scores) were extracted to establish validity. Results Kappa values indicated good-to-excellent (κ's > .65) interrater reliability of the individual codes. The CBCS-P had good criterion validity when compared to children's analgesic consumption and pain scores. Conclusions The CBCS-P is a reliable, observational coding method that captures children's distress and nondistress postoperative behaviors. These findings highlight the importance of considering context in both the development and application of observational coding schemes.
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Hardecker, David J. K., Marco F. H. Schmidt, and Daniel B. M. Haun. "Developing a Coding System for Sulking Behavior in Young Children." SAGE Open 11, no. 3 (July 2021): 215824402110092. http://dx.doi.org/10.1177/21582440211009223.
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Children’s sulking behavior is a salient yet understudied emotional phenomenon. It has been hypothesized to result from hurt feelings, humiliation, and anger, and might thus function as a nonverbal measure in the behavioral studies of these emotions. We conducted three studies that served to develop a comprehensive coding system for children’s sulking behavior. The first study explored sulking features in an online survey that used parental and teacher reports. In an event-based parental diary study, we reevaluated the importance of each feature based on its frequency across episodes of sulking behavior and analyzed the time course of sulking episodes. Finally, we analyzed YouTube videos and demonstrated that the coding system could be reliably applied. We also determined a minimal number of necessary features as a classification threshold. The resulting coding system includes the following features: becoming silent, distancing, turning away, gaze avoidance, crossing arms, lowering head, pouting lips, lowered eyebrows, and, probably, utterances of illegitimate devaluation, and relational distancing. Thus, all varieties of sulking seem to have withdrawal from an ongoing interaction in common.
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Westerman, Nancy K., Vanessa E. Cobham, and Brett McDermott. "Trauma-Focused Cognitive Behavior Therapy." Qualitative Health Research 27, no. 2 (July 10, 2016): 226–35. http://dx.doi.org/10.1177/1049732315627795.
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Repeated retelling of trauma narratives within Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) assists participants to habituate to experiences that have precipitated symptoms of post-traumatic stress. In this study, the narratives produced by children and adolescents, who developed post-traumatic stress disorder following a natural disaster, and who were treated with a manualized TF-CBT intervention, were examined. The first author developed a coding system utilizing three major concepts (coherence, elaboration, and evaluation) to identify changes in the narratives as they were retold at each therapeutic session. Analysis using this coding system identified that the internal logic of the stories was maintained as the detail diminished, and that the level of evaluation increased. Compression emerged as a major pattern, alongside the reduction in participant distress over the course of the treatment. Although requiring replication, these trial concepts, developed by the coding system, have potential analyzing trauma narratives and enhancing clinician observations.
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Talwar, Victoria, Susan M. Murphy, and Kang Lee. "White lie-telling in children for politeness purposes." International Journal of Behavioral Development 31, no. 1 (January 2007): 1–11. http://dx.doi.org/10.1177/0165025406073530.
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Prosocial lie-telling behavior in children between 3 and 11 years of age was examined using an undesirable gift paradigm. In the first condition, children received an undesirable gift and were questioned by the gift-giver about whether they liked the gift. In the second condition, children were also given an undesirable gift but received parental encouragement to tell a white lie prior to being questioned by the gift-giver. In the third condition, the child's parent received an undesirable gift and the child was encouraged to lie on behalf of their parent. In all conditions, the majority of children told a white lie and this tendency increased with age. Coding of children's facial expressions using Ekman and Friesen's (1978) Facial Action Coding System revealed significant but small differences between lie-tellers and control children in terms of both positive and negative facial expressions. Detailed parental instruction facilitated children's display of appropriate verbal and nonverbal expressive behaviors when they received an undesirable gift.
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Fagot, Beverly I., and Katherine C. Pears. "Changes in attachment during the third year: Consequences and predictions." Development and Psychopathology 8, no. 2 (1996): 325–44. http://dx.doi.org/10.1017/s0954579400007124.
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AbstractCrittenden has proposed a system for classifying attachment during the preschool years. Ninety-six boys and girls were tested in the Strange Situation at 18 months and 30 months of age. Eighteen-month-olds were coded using the Ainsworth coding system, and the 30-month-olds were coded using Crittenden's preschool attachment coding system. When children changed classification categories, it was not random movement but was in accordance with Crittenden's predictions of reorganization of the child's capacities. Mothers and children were also observed in the home at 18 and 30 months of age, and children were observed in playgroups from 18 to 30 months of age. The children were rated by their teachers on problem behaviors and peer relations and given achievement tests at age 7 years. Parenting of the children and child behaviors at 30 months differed by attachment classification and predicted both children's performance on achievement tests and teacher reports of children's behavior at 7 years. The findings are discussed in terms of reorganization of working models of attachment on the basis of changing child competencies.
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Mayo-Dosayla, Charity Mae, and Dennis V. Madrigal. "A Case Study of the School Behavior of Abused Children with Behavior Modification Intervention." Technium Social Sciences Journal 20 (June 8, 2021): 244–54. http://dx.doi.org/10.47577/tssj.v20i1.3637.
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Child abuse has become prevalent in the society and has reached an alarming state. An experience of abuse creates a domino effect on a child’s learning and socialization in school, and consequently impacts their holistic development. Anchoring on B.F. Skinner’s Operant Conditioning Theory, this study investigates the undesirable school behaviour of abused children and formulates an intervention program for behaviour modification. This case study documented the school behaviour of three primary school children identified as psychologically, physically, and sexually abused by the local Department of Social Welfare and Development. These abused children were selected using purposive sampling. Data collection was conducted through pre, and post-observation using a validated research-made Student Behaviour Inventory, in-depth interview, triangulation, and validated Student Behaviour Intervention Program (SBIP) anchored on Cognitive Behavioural approaches. Data were analysed using recursive textual analysis using Lichtman’s framework: coding, categorizing, and conceptualizing. Results of the study revealed that abused children have opposition, refusal, and resistance to orders; sensitiveness; tendency towards social withdrawal, aloofness, and melancholy; feelings of inferiority; and non-compliance to school requirements. Administration of SBIP to abused children produced slight modification in their behaviour. This study implies a consideration of the SBIP and its administration to children who have experienced abuse as an intervention to modify their school behaviour.
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Olofson, Eric L., and Sarah J. Schoppe-Sullivan. "Same Behaviors, Different Outcomes: Mothers’ and Fathers’ Observed Challenging Behaviors Measured Using a New Coding System Relate Differentially to Children’s Social-Emotional Development." Children 9, no. 5 (May 6, 2022): 675. http://dx.doi.org/10.3390/children9050675.
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This study used a newly developed coding system for measuring the quality of parenting behavior to examine associations with children’s social-emotional development. The Risky Interaction Support and Challenge Scale (RISCS) measures the extent to which parents engage in behaviors that present physical and regulatory challenges to children, as well as parents’ tendency to allow children to pursue action goals autonomously. These behaviors were observed while parents (n = 57 fathers; n = 55 mothers; n = 50 pairs) interacted with their 1-year-olds who played on a structure that included a slide, a small climbing wall, and a tunnel. Trained raters reliably used the RISCS to measure several dimensions of parent behaviors related to children’s exploration, and all but one of the dimensions captured adequate variability in parent behavior. Although mothers and fathers did not differ in any of the dimensions, the associations between parent behavior and children’s social-emotional development did not overlap. Fathers who engaged in greater autonomy allowance and lower overprotection had toddlers with lower levels of internalizing behavior, whereas mothers who challenged children’s regulatory competence had toddlers with lower levels of externalizing behavior and greater competence. We discuss the implications of the findings for the literature on attachment theory and father-child relationships.
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Cress, Cynthia. "Early Differences in Pre-Intentional Communication Patterns between Children with Typical Development and Children with Complex Communication Needs." Perspectives on Augmentative and Alternative Communication 23, no. 4 (September 2014): 166–72. http://dx.doi.org/10.1044/aac23.4.166.
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Although children with complex communication needs (CCN) may be identified during infancy, there is little information on systematic differences in social and communicative interaction patterns from typical expectations, particularly during the pre-intentional period. This article summarizes conclusions drawn from a research study (Cress et al., 2013) that contrasted pre-intentional communication behaviors in typically developing infants at 6–7 months with pre-intentional communication behaviors in children with CCN at an average of 20 months chronological age, and average 6–7 months receptive language age equivalence scores. Behaviors in both groups were analyzed from structured play video samples using coding from the Infant Social and Communication Behavior Scales (ISCBS), a prototype assessment of pre-intentional communication in infants (Cress, Olsen, Sabers, & Wetherby, 2012). Multiple differences emerged in communication patterns between these two groups at similar points in receptive language development that indicate very early divergence of social and communication patterns demonstrated by young children with CCN from typical expectations.
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Coughlan, Barry, Tess Marshall-Andon, Julie Anderson, Sophie Reijman, and Robbie Duschinsky. "Attachment and autism spectrum conditions: Exploring Mary Main’s coding notes." Developmental Child Welfare 1, no. 1 (January 10, 2019): 76–93. http://dx.doi.org/10.1177/2516103218816707.
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Distinguishing autism spectrum behaviors from behaviors relating to disorganized attachment can be challenging. There is, for instance, a notable overlap between both conditions in terms of behaviors deemed stereotypical. In addition, there are also similarities regarding some atypical social overtures. Responding to this overlap has been the subject for much debate in the literature. Disorganized attachment was first introduced and conceptualized by the attachment researcher, Mary Main. Main is considered the leading authority on coding this phenomenon. During the course of archival research, we obtained Main’s notes on coding attachment in a group of 15 children with autism spectrum conditions (hereafter ASC). Drawing on these texts, this article explores Main’s reasoning when making distinctions between ASC and attachment at the behavioral level. Our approach is informed by Chang’s argument for the potential of “history as complementary science.” Analysis indicates that, for Main, frequency and timing were important differential factors when attributing a behavior to either ASC or the child’s attachment pattern.
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Jokić, Claire Sangster, Helene Polatajko, and David Whitebread. "Self-Regulation as a Mediator in Motor Learning: The Effect of the Cognitive Orientation to Occupational Performance Approach on Children With DCD." Adapted Physical Activity Quarterly 30, no. 2 (April 2013): 103–26. http://dx.doi.org/10.1123/apaq.30.2.103.
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Children with developmental coordination disorder (DCD) experience difficulty performing everyday motor tasks. It is has been suggested that children with DCD have fewer self-regulatory (SR) skills with which to acquire motor skills. This article presents the results of an exploratory study examining the development of SR competence among ten 7–9-year-old children with DCD participating in the Cognitive Orientation to daily Occupational Performance (CO-OP) program (Polatajko & Mandich, 2004). Using a quantitative observational coding method, children’s SR behavior was examined and compared across intervention sessions. Results indicate that children demonstrating improved motor performance similarly demonstrated more independent and effective SR behaviors. In contrast, children whose motor performance remained relatively stable failed to demonstrate such a change. These findings suggest that CO-OP enables SR performance among children with motor performance difficulties and, as a result, facilitates improved task performance.
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Kirby, Anne V., Brian A. Boyd, Kathryn L. Williams, Richard A. Faldowski, and Grace T. Baranek. "Sensory and repetitive behaviors among children with autism spectrum disorder at home." Autism 21, no. 2 (July 9, 2016): 142–54. http://dx.doi.org/10.1177/1362361316632710.
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Atypical sensory and repetitive behaviors are defining features of autism spectrum disorder and are thought to be influenced by environmental factors; however, there is a lack of naturalistic research exploring contexts surrounding these behaviors. This study involved video recording observations of 32 children with autism spectrum disorder (2–12 years of age) engaging in sensory and repetitive behaviors during home activities. Behavioral coding was used to determine what activity contexts, sensory modalities, and stimulus characteristics were associated with specific behavior types: hyperresponsive, hyporesponsive, sensory seeking, and repetitive/stereotypic. Results indicated that hyperresponsive behaviors were most associated with activities of daily living and family-initiated stimuli, whereas sensory seeking behaviors were associated with free play activities and child-initiated stimuli. Behaviors associated with multiple sensory modalities simultaneously were common, emphasizing the multi-sensory nature of children’s behaviors in natural contexts. Implications for future research more explicitly considering context are discussed.
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Speltz, Matthew L., Mark T. Greenberg, and Michelle Deklyen. "Attachment in preschoolers with disruptive behavior: A comparison of clinic-referred and nonproblem children." Development and Psychopathology 2, no. 1 (January 1990): 31–46. http://dx.doi.org/10.1017/s0954579400000572.
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AbstractThis study tested the hypothesis that preschool-aged children with significant externalizing behavior problems are more likely to have insecure attachment relationships than nonproblem peers, as measured by separation/ reunion behavior at the time of clinic referral. Fifty children (ages 3–6) and their mothers participated: 25 referred to a child psychiatry clinic for one of the DSM-III-R Disruptive Behavior Disorders, and 25 matched comparison children without behavior problems. Using two new attachment coding systems for children of this age, we found that 84% of the children in the clinic group were classified as insecure, whereas only 28% of the comparison group were so classified (p <.001). Clinic children were also found more frequently to protest their mother's departure and to search for her more often during the separation. The implications of these results for the validity of separation/reunion behavior as an index of attachment at this age are discussed, as well as the methodological and conceptual problems that complicate our study of the link between attachment and behavior disorder.
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Chorney, Jill MacLaren, Carrie Torrey, Ronald Blount, Christine E. McLaren, Wen-Pin Chen, and Zeev N. Kain. "Healthcare Provider and Parent Behavior and Children’s Coping and Distress at Anesthesia Induction." Anesthesiology 111, no. 6 (December 1, 2009): 1290–96. http://dx.doi.org/10.1097/aln.0b013e3181c14be5.
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Background To date, no study has evaluated the impact of specific healthcare provider and parent behaviors on children's distress and coping during anesthesia induction. Method Extensive digital video data were collected on 293 two- to ten-yr-old children undergoing anesthesia induction with a parent present. Anesthesiologist, nurse, and parent behavior and children's distress and coping were coded using the Revised Preoperative Child-Adult Medical Procedure Interaction Scale administered using specialized coding software. Results Anesthesiologists and parents engaged in higher rates of most behaviors than nurses. Overall, adult emotion-focused behavior such as empathy and reassurance was significantly positively related to children's distress and negatively related to children's coping behaviors. Adult distracting behavior such as humor and distracting talk showed the opposite pattern. Medical reinterpretation by anesthesiologists was significantly positively related to children's coping behaviors, but the same behavior by parents was significantly positively related to children's distress. Conclusions The data presented here provide evidence for a relation between adult behaviors and children's distress and coping at anesthesia induction. These behaviors are trainable, and hence it is possible to test whether modifying physician behavior can influence child behavior in future studies.
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Kaczmarek, Louise A., Beverley Cush Evans, and Nike Michaelides Stever. "Initiating Expressive Communication: An Analysis of the Listener Preparatory Behaviors of Preschoolers with Developmental Disabilities in Center-Based Programs." Journal of the Association for Persons with Severe Handicaps 20, no. 1 (March 1995): 66–79. http://dx.doi.org/10.1177/154079699502000107.
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This descriptive study examined the listener preparatory behaviors (LPBs) of selecting a listener, establishing listener proximity, and obtaining listener attention of 16 preschoolers with moderate to severe developmental disabilities within the daily classroom routine. Using an observational coding system, the study identified the patterns of listener preparatory behaviors that were associated with opportunities for the target children's expressive communication. Eighteen distinct listener preparatory behavior patterns were observed, 16 of which described the LPB patterns that children used when initiating expressive communication. These patterns revealed that opportunities for children to display all three listener preparatory behaviors in classrooms were minimal, because almost all expressive communication took place with proximate partners. The results also demonstrated that using specific attention-getters were not significantly more successful than just stating the message. However, target children were significantly more likely to obtain the attention of their communication partners if they first selected them than if they did not.
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Doh, Young Yim, Bugeun Kim, Seul Lee, and Gahgene Gweon. "The Cyclic Value-Context Reinforcement Model of Problematic Internet Use: Empirical Validation Using a Thematic Analysis of Children’s Counseling Data." Journal of Medical Internet Research 22, no. 7 (July 14, 2020): e17996. http://dx.doi.org/10.2196/17996.
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Background Research on problematic internet use has focused on devising diagnostic criteria or describing the factors that influence internet overuse. However, a paradigm shift is necessary in studying the phenomenon of increased internet use not just from a pathological point of view but also from a developmental point of view that considers children’s behavior of adapting to a technology-oriented society. Objective In this paper, we propose the Cyclic Value-Context Reinforcement Model (CVCRM) to understand problematic internet use behavior. The purpose of our study was to construct a developmental process model that provides a holistic understanding of problematic internet use behavior of children and to empirically validate the proposed model by conducting a thematic analysis on actual counseling data. Methods To validate the CVCRM, we conducted thematic analysis using the counseling data from 312 Korean children aged 7-18 years. For the coding process, 7 master’s and doctoral student researchers participated as coders, and 2 professors supervised the coding process and results. Results This project was funded from October 2015 to September 2019 to analyze counseling data from 312 children who participated in counseling sessions during January 2012 to May 2014. Based on the data analysis, we present the CVCRM, which integrates existing theoretical approaches and encompasses the 3 interacting aspects that induce and reinforce problematic internet use in children: psychosocial value, environmental context, and internet utility. Specifically, using counseling data, we empirically ascertained that problematic internet use behavior feeds into children’s psychosocial values and environmental contexts, which in turn facilitates problematic internet use in a cyclical manner. Conclusions Through this empirical validation, the CVCRM can provide a theoretical framework and an integrated perspective on the developmental mechanism of problematic internet use behavior of children.
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Arita, Eny, Havid Surya, and Lira Erwinda. "Peran Guru dalam Penanganan Perilaku Anak Hiperaktif di TK Syamil Kids." Jurnal Syntax Admiration 5, no. 9 (September 30, 2024): 3640–51. http://dx.doi.org/10.46799/jsa.v5i9.1615.
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Hyperactive behavior in children often affects the social-emotional quality of the surrounding environment. For this reason, the importance of conducting research on the role of teachers in handling hyperactive behavior in children at Syamil Kids Kindergarten becomes even more urgent considering that teachers are the figures who interact most with children during the learning process. This research aims to explore the role and challenges faced by teachers in handling the behavior of hyperactive children. This research uses a qualitative approach method. Data collection techniques were carried out by means of interviews with school principals, teachers, parents and direct observation of children. Meanwhile, data analysis in this research was carried out using interview transcripts, observation, coding and thematics. The results of this research show that the role of teachers in handling hyperactive behavior in early childhood is carried out by paying attention to: 1) classroom management strategies 2) taking an individual approach 3) teachers play a role in helping hyperactive children interact with their friends. Meanwhile, the challenges faced by teachers in handling hyperactive children are: 1) classroom management has not been able to facilitate hyperactive children to focus on the tasks given to them 2) there is no accompanying teacher to accompany hyperactive children 3) there is no teacher training on how to handle hyperactive children's behavior in kindergarten. Syamil Kids 4) difficulty in accepting parents regarding weaknesses in children with hyperactive behavior.
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Briguglio, Matteo, Roberta Galentino, Sara De Michele, Bernardo Dell’Osso, Leonardo Fogassi, and Mauro Porta. "The Imitation Game in Children With Tourette Syndrome: A Lack of Impulse Control to Mirror Environmental Stimuli." Motor Control 26, no. 1 (January 1, 2022): 92–96. http://dx.doi.org/10.1123/mc.2021-0064.
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The learning process in humans requires continuous contacts with environmental stimuli, especially during neurodevelopmental growth. These functions are assisted by the coding potential of mirror neurons to serve social interactions. This ability to learn imitating the observed behavior is no longer necessary during adulthood, and control mechanisms prevent automatic mirroring. However, children with Gilles de la Tourette syndrome could encounter coding errors at the level of the mirror neurons system as these cortical regions are themselves the ones affected in the syndrome. Combined with impulsivity, the resulting sign would be a manifest echopraxia that persists throughout adulthood, averting these individuals from the appraisal of a spot-on motor control.
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Royer, David J., Kathleen Lynne Lane, Kristin D. Dunlap, and Robin Parks Ennis. "A Systematic Review of Teacher-Delivered Behavior-Specific Praise on K–12 Student Performance." Remedial and Special Education 40, no. 2 (January 12, 2018): 112–28. http://dx.doi.org/10.1177/0741932517751054.
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Behavior-specific praise (BSP) is a core component of many positive behavioral interventions and supports at each level of prevention, often used to increase student academic outcomes and/or reduce inappropriate behavior. We conducted a systematic literature review to explore this low-intensity, teacher-delivered strategy, applying Council for Exceptional Children (CEC) quality indicators and standards to determine whether BSP can be considered an evidence-based practice (EBP). Included articles ( N = 6) investigated BSP delivered by a classroom teacher in K–12 traditional school-based settings with academic and/or behavioral student outcome measures. Findings indicated using BSP increased student time on task, decreased inappropriate behaviors, and reduced student tardiness. All studies met our 80% weighted coding criterion. We concluded BSP can be categorized as a potentially EBP based on CEC guidelines. Limitations and directions for future inquiry are presented.
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Jung, Miran, and Eunmi Lee. "Specialised Teachers’ Perceptions on the Management of Aggressive Behaviours in Children and Adolescents with Autism Spectrum Disorders." International Journal of Environmental Research and Public Health 17, no. 23 (November 26, 2020): 8775. http://dx.doi.org/10.3390/ijerph17238775.
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This study aimed to explore and describe the perception of specialized teachers regarding the management of aggressive behaviors in children and adolescents with autism spectrum disorders. Data were collected from 13 specialized teachers working in primary and secondary schools, using focus group interviews, and interview data were analyzed using an open coding method. The analysis of the specialized teachers’ perceptions of the management of aggression in children and adolescents with autism revealed the following results. A central theme “consistent practices to smooth edges” was conceptualized along with the categories: educational responses to individual behaviors, which had sub-themes of “identification of aggressive behavior patterns” and “strategic responses to aggressive behaviors observed”; experience in interventions for aggressive behaviors, with sub-themes of “individual intervention practices” and “school-led therapeutic support” and “factors preventing mitigation of aggression”; and acceptance of virtual reality (VR) based intervention model for aggression, with sub-themes of “acceptance of VR-based program applications” and “proposal for VR-based program contents.” Based on the specialized teachers’ perceptions examined in this study, more effective education and training intervention programs and support systems can be developed and provided for the management of aggressive behaviors in children and adolescents with autism.
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Yıldız, Cansu, Nevra Atış Akyol, Selda Ata Doğan, and Berrin Akman. "Experiences of pre-school children and their teachers regarding class rules and behavior management: A case study." Pegem Eğitim ve Öğretim Dergisi 10, no. 3 (July 20, 2020): 725–66. http://dx.doi.org/10.14527/pegegog.2020.024.
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The aim of the study is to determine experiences of children attending a preschool class and their teacher about class rules, desirable and undesirable behaviors and strategies followed by the teacher concerning these behaviors. The study is a case study, which is one of the qualitative research methods. The participants were 14 children attending a class for 5 year-olds in an independent kindergarten and the teacher of the class. Semi-structured interview technique was used in the study. In addition, in two of the questions in the interview, the students were asked to draw pictures to help them describe their experiences in more detail. The data in the study were analyzed by content analysis, categorized by coding, and themes and sub-themes were obtained. As a result of the research, it was found that the opinions of the children and their teachers about class rules and undesirable behaviors were in parallel with each other. The study revealed that the experiences of children and the teacher overlap in terms of behaviors and strategies followed by the teacher in response to desirable behaviors. However, it was found that the experiences of children and their teacher differ with regards to the way class rules are determined, and behaviors and strategies followed by the teacher concerning undesirable behaviors.
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Zewude, Bewunetu, Getahun Siraw, Kibur Engdawork, and Getnet Tadele. "Perceived Susceptibility and Responses to Ill-health Risks among Children of the Street in Addis Ababa, Ethiopia." Comparative Sociology 22, no. 4 (September 8, 2023): 515–38. http://dx.doi.org/10.1163/15691330-bja10088.
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Abstract This study identifies perceptions about susceptibility and responses to health risks among children of the street in Addis Ababa, Ethiopia. Using a qualitative approach, data were collected through in-depth interviews from 22 purposely selected street children. In addition to the field notes, audio was recorded, transcribed and translated into English. After coding the responses, themes and sub-themes were identified, followed by interpretations of responses. The findings showed that children of the street perceive to be highly susceptible for health risks such as HIV/AIDS, skin diseases, malaria, accidental injuries, lung cancer, and ‘Corella’. Whereas most of the health risks have been associated generally with the living situations of the children, engagement in risky behaviors such as unsafe sexual practices, addictions to drugs and other harmful substances, and sharing of sharp materials have also been reported to increase their vulnerability. The extent to which they perceive to be susceptible, the type of disease and its perceived cause were found to influence the preventive health behavior of the street children. The high risk perception among street children opened the way for individual and collective efforts of maintaining health and wellbeing which in turn facilitates interventions aimed at reintegrating street children into the society.
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Leung, Cynthia, Sandra Tsang, Gene S. H. Ng, and S. Y. Choi. "Efficacy of Parent–Child Interaction Therapy With Chinese ADHD Children." Research on Social Work Practice 27, no. 1 (August 3, 2016): 36–47. http://dx.doi.org/10.1177/1049731516643837.
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Purpose: This study aimed to evaluate the efficacy of Parent-Child Interaction Therapy (PCIT) in Chinese children with attention-deficit/hyperactivity disorder (ADHD) or ADHD features. Methods: This study adopted a randomized controlled trial design without blinding. Participants were randomized into either the intervention group ( n = 32) and offered PCIT by trained PCIT practitioners or the waitlist control group ( n = 32) and offered PCIT after the intervention group had completed treatment. Parent participants were requested to complete questionnaires on their children’s behavior and their parental stress. PCIT practitioners observed parent–child interactions according to a coding system. Results: Analysis was by intention to treat. The results indicated a significant decrease in child behavior and attention problems, parental stress, and negative parenting practices and an increase in positive parenting practices in the intervention group at postintervention ( p ≤ .002 in all cases). Conclusion: This study provided promising evidence on the effectiveness of PCIT in Chinese children with ADHD or ADHD features.
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Morell-Azanza, Ojeda-Rodríguez, Giuranna, Azcona-SanJulián, Hebebrand, Marti, and Hinney. "Melanocortin-4 Receptor and Lipocalin 2 Gene Variants in Spanish Children with Abdominal Obesity: Effects on BMI-SDS After a Lifestyle Intervention." Nutrients 11, no. 5 (April 26, 2019): 960. http://dx.doi.org/10.3390/nu11050960.
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Mutations leading to a reduced function of the melanocortin-4 receptor (MC4R) exert a major gene effect on extreme obesity. Recently it was shown that the bone derived hormone lipocalin 2 (LCN2) binds to the MC4R and activates a MC4R dependent anorexigenic pathway. We identified mutations in both genes and screened the effects of MC4R and LCN2 mutations on eating behavior and weight change after a lifestyle intervention. One hundred and twelve children (11.24 ± 2.6 years, BMI-SDS 2.91 ± 1.07) with abdominal obesity participated in a lifestyle intervention. MC4R and LCN2 coding regions were screened by Sanger sequencing. Eating behavior was assessed at baseline with the Children Eating Behavior Questionnaire (CEBQ). We detected three previously described non-synonymous MC4R variants (Glu42Lys, Thr150Ile, and Arg305Gln) and one non-synonymous polymorphism (Ile251Leu). Regarding LCN2, one known non-synonymous variant (Thr124Met) was detected. Eating behavior was described in carriers of the MC4R and LCN2 mutation and in non-carriers. MC4R and LCN2 mutations were detected in 2.42% and 0.84%, respectively, of Spanish children with abdominal obesity. A number of subjects with functional mutation variants in MC4R and LCN2 were able to achieve a reduction in BMI-SDS after a lifestyle intervention.
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Iznardo, Michelle, Maria A. Rogers, Robert J. Volpe, Patrick R. Labelle, and Philippe Robaey. "The Effectiveness of Daily Behavior Report Cards for Children With ADHD: A Meta-Analysis." Journal of Attention Disorders 24, no. 12 (November 14, 2017): 1623–36. http://dx.doi.org/10.1177/1087054717734646.
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Objective: This meta-analysis examined group-design studies investigating the effectiveness of Daily Behavior Report Cards (DBRC) as a school-based intervention to manage the classroom behavior of students with ADHD. Methods: A search of three article databases (PsycINFO, ERIC and Medline) identified seven group design evaluations of DBRC interventions. This meta-analysis included a total of 272 participants, with an average age of 7.9 years old. Three of the studies compared a control group to a treatment group with randomized group assignment, one study compared a control group to three treatment groups, two studies compared pre-and post-treatment scores in the same group, and one study compared pre-and post-treatment results of two intervention groups without random assignment. Dependent measures for these studies were teacher ratings (n = 5) and systematic direct observation of student academic and social behaviour (n = 2). Standardized mean differences ( Hedge’s g) were calculated to obtain a pooled effect size using fixed effects. Results: DBRCs were associated with reductions teacher-rated ADHD symptoms, with a Hedge’s g of 0.36 (95% CI: 0.12-0.60, z=2.93, p ≤ .005) with low heterogeneity (Q-value: 2.40, I2= 0.00). This result excluded two studies that used observational coding instead of standardized tests to evaluate the effects of the intervention. A moderator analysis indicated that the effect size for systematic direct observation was large ( Hedge’s G = 1.05[95% CI: 0.66-1.44, z=5.25, p ≤ .00]), with very high heterogeneity (Q-value: 46.34, I2: 93.53). A second moderator analysis found differences in the effects of DBRCs for comorbid externalizing symptoms with an overall effect size of 0.34 (95%CI: -0.04-0.72, z=1.76 p =0.08) with high heterogeneity (Q-value: 3.98, I2: 74.85). Conclusions: DBRCs effectively reduce the frequency and severity of ADHD symptoms in classroom settings. Additionally, they have a significant effect on co-occuring externalizing behaviors. It appears that systematic direct observation may be a more sensitive measure of treatment effects compared to teacher ratings of ADHD symptoms.
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Wardani, Ika Kusuma, Renie Kumala Dewi, Rosihan Adhani, and Aprilia Garcia. "Toothbrushing Behavior and The Incidence of Dental Caries In Children." Jurnal Berita Ilmu Keperawatan 17, no. 2 (July 30, 2024): 196–201. http://dx.doi.org/10.23917/bik.v17i2.4502.
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One of the most common children's dental health problems is dental caries. Childhood is the beginning of behavior formation, therefore it is hoped that parents can educate their children to behave correctly in maintaining healthy teeth and mouth.This research used descriptive survey research methods. The design of this research is cross sectional. The research was conducted at MIS Cempaka Putih and MIS Sungai Baru, South Kalimantan. The population in this study was all students in grades 4-6 at MIS Cempaka Putih and MIS Sungai Baru, there are 41 people. The sampling technique in this research used the total sampling method. The variables in this study are children's dental health behavior and the DMF-T index. The data that has been collected will be processed through editing, coding, tabulation and descriptive data analysis. This research was conducted at MIS Cempaka Putih and MIS Sungai Baru Banjarmasin in February 2022. Respondents were 10-12 years old. The dental health behavior of children in the good category was 14 people (34.15%), 15 people (36.58%), and 12 people less (29.27%). DMF-T index in the very high category was 3 people (7.32%), high was 4 people (9.76%), medium was 18 people (43.90%), low was 13 people (31.70%), and very low 3 people (7.32%). Based on the research results, it can be concluded that the dental health behavior of children in grades 4-6 at MIS Cempaka Putih and MIS Sungai Baru is mostly adequate for 15 people (36.58%). The class 4-6 DMF-T index in MIS Cempaka Putih and Sungai Baru has an average value of 3.5, including the medium category.
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Zhirkova, A. V. "Development of control over the behavior of younger schoolchildren with different socio-cultural affiliation." Experimental Psychology (Russia) 13, no. 1 (2020): 79–90. http://dx.doi.org/10.17759/exppsy.2020130106.
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The aim of this paper is to study the development of self-control abilities in children of primary school age. The main mechanisms for the formation of self-regulation of children of primary school age are revealed. Such concepts as self-regulation, self-control, processes of mental self-regulation, structural components of self-regulation, behavioral control, ethno-cultural characteristics and styles of family relations are analyzed. The main context of the study is the study of the development of behavioral control within the framework of child-parent relations among the families of the Northern nationalities. The article presents data on behavioral control in children from families with different ethnic and cultural affiliation. The children of primary school age from 129 families took part in the survey: 42 families of Evens living in the native territory of Yakutia, 43 families of the country’s rural area, 44 Russian-speaking families of the city of Yakutsk. The following methods were used: Wechler’s test Children’s version. Subtest 11 “Coding” and the technique “Voluntary control (control actions): neuropsychological tasks” A.R. Luria. It was found that children from urban families, in comparison with rural families and traditional life-style families, are more likely have a low level of cognitive control and control of actions, but a high level of control of actions is observed less often.
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Hurwich-Reiss, Eliana, Colby Chlebowski, Teresa Lind, Kassandra Martinez, Karin M. Best, and Lauren Brookman-Frazee. "Characterizing therapist delivery of evidence-based intervention strategies in publicly funded mental health services for children with autism spectrum disorder: Differentiating practice patterns in usual care and AIM HI delivery." Autism 25, no. 6 (March 28, 2021): 1709–20. http://dx.doi.org/10.1177/13623613211001614.
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This study identified patterns of therapist delivery of evidence-based intervention strategies with children with autism spectrum disorder within publicly funded mental health services and compared patterns for therapists delivering usual care to those trained in AIM HI (“An Individualized Mental Health Intervention for ASD”). Data were drawn from a randomized community effectiveness trial and included a subsample of 159 therapists (86% female) providing outpatient or school-based psychotherapy. Therapist strategies were measured via observational coding of psychotherapy session recordings. Exploratory factor analysis used to examine patterns of strategy delivery showed that among therapists in the usual care condition, strategies loaded onto the single factor, General Strategies, whereas for therapists in the AIM HI training condition, strategies grouped onto two factors, Autism Engagement Strategies and Active Teaching Strategies. Among usual care therapists, General Strategies were associated with an increase in child behavior problems, whereas for AIM HI therapists, Active Teaching Strategies were associated with reductions in child behavior problems over 18 months. Results support the effectiveness of training therapists in evidence-based interventions to increase the specificity of strategies delivered to children with autism spectrum disorder served in publicly funded mental health settings. Findings also support the use of active teaching strategies in reducing challenging behaviors. Lay abstract This study was conducted to identify patterns of therapist delivery of evidence-based intervention strategies with children with autism spectrum disorder receiving publicly funded mental health services and compare strategy use for therapists delivering usual care to those trained to deliver AIM HI (“An Individualized Mental Health Intervention for ASD”), an intervention designed to reduce challenging behaviors in children with autism spectrum disorder. For therapists trained in AIM HI, intervention strategies grouped onto two factors, Autism Engagement Strategies and Active Teaching Strategies, while strategies used by usual care therapists grouped onto a broader single factor, General Strategies. Among usual care therapists, General Strategies were related to an increase in child behavior problems, whereas for AIM HI therapists, Active Teaching Strategies were related with reductions in child behavior problems over 18 months. Findings support the use of active teaching strategies in reducing challenging behaviors in children with autism spectrum disorder and provide support for the effectiveness of training therapists in evidence-based interventions to promote the delivery of targeted, specific intervention strategies to children with autism spectrum disorder in mental health services.
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Anselma, Manou, Mai Chinapaw, and Teatske Altenburg. "“Not Only Adults Can Make Good Decisions, We as Children Can Do That as Well” Evaluating the Process of the Youth-Led Participatory Action Research ‘Kids in Action’." International Journal of Environmental Research and Public Health 17, no. 2 (January 18, 2020): 625. http://dx.doi.org/10.3390/ijerph17020625.
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In Youth-led Participatory Action Research (YPAR), youth collaborate with academic researchers to study a problem, develop actions that align with their needs and interests, and become empowered. ‘Kids in Action’ aimed to develop actions targeting healthy physical activity and dietary behavior among, and together with, 9–12-year-old children as co-researchers. This paper presents the process evaluation of ‘Kids in Action’ based on eight focus groups with children (N = 40) and eight interviews with community partners (N = 11). Interview guides were based on empowerment theory and the RE-AIM framework, in order to evaluate the study on: empowerment, collaborations, reach, effectiveness, adoption, implementation, and maintenance. Transcripts were analyzed using evaluation and provisional coding. Both children and community partners perceived an increased awareness of healthy behaviors and an improvement in confidence, critical awareness, leadership and collaboration skills, which contributed to increased feelings of empowerment. Community partners valued child participation and the co-created actions. Actions were also well-perceived by children and they liked being involved in action development. The strong relationship of researchers with both children and relevant community partners proved an important facilitator of co-creation. Future studies are recommended to attempt closer collaboration with schools and parents to gain even more support for co-created actions and increase their effectiveness.
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Thigpen, Calvin G., and Susan L. Handy. "Effects of Building a Stock of Bicycling Experience in Youth." Transportation Research Record: Journal of the Transportation Research Board 2672, no. 36 (September 11, 2018): 12–23. http://dx.doi.org/10.1177/0361198118796001.
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Travel is difficult without the supportive attitudes, norms, and skills that make up “motility,” the capacity for travel. Travel experiences are critical to developing motility. This study identifies factors that influence the development of bicycling motility through analysis of a prospective panel of 19 children, interviewed at ages 9, 12, and 15. This study is set in Davis, California, USA, where bicycling infrastructure is comprehensive, allowing a focus on the role of bicycle experiences. We analyze the interviews using structural and longitudinal coding techniques and find that bicycling experiences are associated with the types of attitudes held by the participants, especially at age 15, when the children come to value the independence and convenience of bicycling. Parental behavior and rules had important associations with the children’s bicycling behavior, particularly at younger ages. Friends reinforced bicycling behavior directly through the logistical challenges of traveling as a group at age 15. Gender was not associated with bicycling behavior in this setting. This study provides confirmatory evidence for the importance of motility and its behavioral determinants.
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Sidiq, Rapitos, Rina Hasniyati, and Marni Handayani. "Nutrition education and changes in mother's behavior towards fulfillment of vegetable and fruit consumption strategies in preschool children." AcTion: Aceh Nutrition Journal 6, no. 1 (May 28, 2021): 1. http://dx.doi.org/10.30867/action.v6i1.318.
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The nutritional needs of preschool children are very important for their growth and development. However, the problem is the low consumption of preschool children for fruits and vegetables, so it requires special strategies, for that the role of the family is very important. This study aims to determine the impact of nutrition education and changes in mother's behavior towards the fulfillment of vegetable and fruit consumption strategies in pre-school children. This research uses quasi-experimental and observational methods, observations were carried out on 30 September 2019 on 44 preschool children. Data collection was carried out on September 20, 2019, in Early Childhood Education SB in 50 mothers of preschool children. The data is processed in stages; editing, coding, transferring and tabulating. Univariate data analysis in the form of frequency distribution tables, paired t-test statistical test. The results showed an average value of knowledge before the intervention (p= 0,000). Observation results show that after nutrition education was given, only 31,8% of preschool children were given vegetable and fruit supplies or processed food vegetables and fruits by the mother when going to school. The conclusion of the study is nutrition education on maternal strategies in increasing consumption of vegetables and fruit in preschool children in early childhood education effectively changing maternal knowledge but has not had a comprehensive impact on changes in mother’s behavior
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Baker, John, Kathryn Berzins, Krysia Canvin, Sarah Kendal, Stella Branthonne-Foster, Judy Wright, Tim McDougall, Barry Goldson, Ian Kellar, and Joy Duxbury. "Components of interventions to reduce restrictive practices with children and young people in institutional settings: the Contrast systematic mapping review." Health and Social Care Delivery Research 10, no. 8 (May 2022): 1–180. http://dx.doi.org/10.3310/yvkt5692.
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Background Incidents in which children or young people experience severe distress or harm or cause distress or harm to others occur frequently in children and young people’s institutional settings. These incidents are often managed using restrictive practices, such as restraint, seclusion, sedation or constant observation; however, these also present significant risks of physical and psychological harm to children and young people as well as staff. Numerous interventions aim to reduce the use of restrictive techniques, but research is hampered by limited attention to specific intervention components. The behavior change technique taxonomy may improve reporting by providing a common language for specifying the content and mechanisms of behaviour change. This study aimed to identify, standardise and report the effectiveness of components of interventions to reduce restrictive practices in children and young people’s institutional settings. Objectives To map interventions aimed at reducing restrictive practices in children and young people’s institutional settings internationally, to conduct behaviour change technique analysis of intervention components, to identify process elements, and to explore effectiveness evidence to identify promising behaviour change techniques and compare the results with those found in adult psychiatric inpatient settings in a companion review. Design Systematic mapping review with programme content coding using the behavior change technique taxonomy. Review methods Eleven relevant English-language health and social care research databases 1989–2019 [including Applied Social Sciences Index (ASSIA), Criminal Justice Abstracts, Educational Resources Information Center (ERIC), MEDLINE and PsycInfo®], grey literature and social media were searched during 2019 (updated January 2020). Data extraction, guided by Workgroup for Intervention Development and Evaluation Research (WIDER), Cochrane Library and theory coding scheme recommendations, included intervention characteristics and study design and reporting. Screening and quality appraisal used the Mixed Methods Appraisal Tool. The behavior change technique taxonomy was applied systematically, and interventions were coded for behaviour change technique components. Outcomes data were then related back to these components. Results There were 121 records, including 76 evaluations. Eighty-two interventions, mostly multicomponent, were identified. Evaluation approaches commonly used a non-randomised design. There were no randomised controlled trials. Behaviour change techniques from 14 out of a possible 16 clusters were detected. Four clusters (i.e. goals and planning, antecedents, shaping knowledge, and feedback and monitoring) contained the majority of identified behaviour change techniques and were detected in over half of all interventions. Two clusters (i.e. self-belief and covert learning) contained no identified behaviour change techniques. The most common setting in which behaviour change techniques were found was ‘mental health’. The most common procedure focused on staff training. The two most common behaviour change techniques were instruction on how to perform the behaviour and restructuring the social environment. Promising behaviour change techniques included instruction on how to perform the behaviour, restructuring the social environment, feedback on outcomes of behaviour and problem-solving. Compared with the companion review, service user perspectives were more sparse and there was more interest in trauma-informed approaches. Effectiveness evidence, range of interventions and reporting were broadly similar. Limitations Poor reporting may have prevented detection of some behaviour change techniques. The finding that the evidence was weak restricted the feasibility of examining behaviour change technique effectiveness. Literature searches were restricted to English-language sources. Conclusions This study generated, to our knowledge, the first review of evidence on the content and effectiveness of interventions to reduce restrictive practices in children and young people’s institutional settings. Interventions tend to be complex, reporting is inconsistent and robust evaluation data are limited, but some behaviour change techniques seem promising. Future work Promising behaviour change techniques could be further explored. Better evidence could help address the urgent need for effective strategies. Study registration This study is registered as PROSPERO CRD42019124730. Funding This project was funded by the National Institute for Health and Care Research (NIHR) Health and Social Care Delivery Research programme and will be published in full in Health and Social Care Delivery Research; Vol. 10, No. 8. See the NIHR Journals Library website for further project information.
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Kalyoncu, Tuğba, Burcu Özbaran, Sezen Köse, and Hüseyin Onay. "Variation in the Oxytocin Receptor Gene Is Associated With Social Cognition and ADHD." Journal of Attention Disorders 23, no. 7 (May 6, 2017): 702–11. http://dx.doi.org/10.1177/1087054717706757.
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Objective: Children with ADHD show substantial deficits in social cognitive abilities. Oxytocin, mediated through its specific receptor (OXTR), is involved in the regulation of social behavior and social cognition. Method: The entire coding sequence of the human OXT and OXTR genes were sequenced to identify mutations and single nucleotide polymorphisms (SNPs) in 151 children with ADHD (ADHD-combined, n = 51; inattentive subtype, n = 50; ADHD-C plus conduct disorder [CD], n = 50; 11-18 years) and 100 healthy controls. Results: We examined the association of three detected SNPs of OXTR with social cognition deficits. A significant association was shown between the children with ADHD and children with CT/TT genotypes of rs4686302 (χ2 = 3.695; p = .037). ADHD children with CT/TT genotype for the OXTR rs4686302 performed significantly lower on the facial emotion recognition task than those with CC genotype. Conclusion: OXTR rs4686302 polymorphism was shown to be a genetic marker in social cognition deficits in ADHD children.
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Spooner, Fred, Mary Lynne Calhoun, and Terry L. Rose. "An Observational Coding Strategy for the Socially Reciprocal Interactions of Infants with Severe Disabilities and Their Caregivers." Journal of Special Education Technology 10, no. 1 (September 1989): 44–53. http://dx.doi.org/10.1177/016264348901000105.
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A discussion of the application of computer technology for the measurement and analysis of social reciprocity for young children with severe disabilities and their parents is presented. Four major areas are discussed: (a) social reciprocity, (b) behavior code development, (c) computer hardware and software requirements, and (d) observer training and reliability. The interface between computer technology and behavioral technology is stressed Practical application is delineated in light of potential data analyses.
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Kim, Jae-Jung, Young Mi Hong, Sin Weon Yun, Kyung-Yil Lee, Kyung Lim Yoon, Myung-Ki Han, Gi Beom Kim, et al. "Identification of rare coding variants associated with Kawasaki disease by whole exome sequencing." Genomics & Informatics 19, no. 4 (December 31, 2021): e38. http://dx.doi.org/10.5808/gi.21046.
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Kawasaki disease (KD) is an acute pediatric vasculitis that affects genetically susceptible infants and children. To identify coding variants that influence susceptibility to KD, we conducted whole exome sequencing of 159 patients with KD and 902 controls, and performed a replication study in an independent 586 cases and 732 controls. We identified five rare coding variants in five genes (FCRLA, PTGER4, IL17F, CARD11, and SIGLEC10) associated with KD (odds ratio [OR], 1.18–4.41; p = 0.0027–0.031). We also performed association analysis in 26 KD patients with coronary artery aneurysms (CAAs; diameter > 5 mm) and 124 patients without CAAs (diameter < 3 mm), and identified another five rare coding variants in five genes (FGFR4, IL31RA, FNDC1, MMP8, and FOXN1), which may be associated with CAA (OR, 3.89–37.3; p = 0.0058–0.0261). These results provide insights into new candidate genes and genetic variants potentially involved in the development of KD and CAA.
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McGuirt, Jared T., Natalie K. Cooke, Marissa Burgermaster, Basheerah Enahora, Grace Huebner, Yu Meng, Gina Tripicchio, Omari Dyson, Virginia C. Stage, and Siew Sun Wong. "Extended Reality Technologies in Nutrition Education and Behavior: Comprehensive Scoping Review and Future Directions." Nutrients 12, no. 9 (September 22, 2020): 2899. http://dx.doi.org/10.3390/nu12092899.
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The use of Extended Reality (XR) (i.e. Virtual and Augmented Reality) for nutrition education and behavior change has not been comprehensively reviewed. This paper presents findings from a scoping review of current published research. Articles (n = 92) were extracted from PubMed and Scopus using a structured search strategy and selection approach. Pertinent study information was extracted using a standardized data collection form. Each article was independently reviewed and coded by two members of the research team, who then met to resolve any coding discrepancies. There is an increasing trend in publication in this area, mostly regarding Virtual Reality. Most studies used developmental testing in a lab setting, employed descriptive or observational methods, and focused on momentary behavior change like food selection rather than education. The growth and diversity of XR studies suggest the potential of this approach. There is a need and opportunity for more XR technology focused on children and other foundational theoretical determinants of behavior change to be addressed within nutrition education. Our findings suggest that XR technology is a burgeoning approach in the field of nutrition, but important gaps remain, including inadequate methodological rigor, community application, and assessment of the impact on dietary behaviors.
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Belešová, Mária. "Predchádzanie rizikového a problémového správania žiakov v základných školách pohľadom učiteľov primárneho vzdelávania." Studia Scientifica Facultatis Paedagogicae Universitas Catholica Ružomberok 23, no. 3 (2024): 65–72. http://dx.doi.org/10.54937/ssf.2024.23.3.65-72.
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Risk factors for problem behavior occur throughout a child's development, and children face new risks at each developmental period. Children's environments become more complex as they grow older, making early intervention more difficult. Some manifestations of risky behavior are repeated in children and may erupt in a more serious form at a later time. Reducing the occurrence of these risks has the possibility of preventing the occurrence of several problems. It's true that preventing problems takes time and some resources, but the alternative can be even more expensive. We know from practice that reacting to challenging student behavior with clear consequences, for example a visit to the principal's office or a reduced behavior grade, may seem like a simple solution, but it is not effective. In the article, we present the qualitative view of primary education teachers (n = 65) on the prevention of risky and problematic behavior of pupils in Slovak schools. Data collection was ensured through a questionnaire with open items, which allowed teachers to create their own meaningful answers. We evaluated these based on open coding and categorized them according to the relatedness of the answers. We believe that the varied spectrum of these answers and proposals will encourage schools to participate in the elimination of risky and problematic behavior among pupils.
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Babaei, Zahra, Talieh Zarifian, Atieh Ashtari, and Enayatolah Bakhshi. "Development of Communicative Functions in Normal Persian-speaking Children from 12 to 18 Months of Age: A Longitudinal Study." Journal of Rehabilitation 21, no. 2 (July 1, 2020): 220–35. http://dx.doi.org/10.32598/rj.21.2.2956.1.
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Objective: Communication can affect the personal and social life of people. According to International Classification of Functioning, Disability and Health (ICF), communication is one of the most important components of social participation and can have different functions such as behavior regulation (regulating the behavior of others to achieve a particular goal), social interaction (drawing attention of others to the self) and joint attention (attracting the attention of others to an event or particular object). Having knowledge of the development of communicative functions is so important in assessment, diagnosis, prognosis, and early intervention. Despite the importance and effect of communicative functions in language and communication development, no study has been conducted yet that examines the communicative function development of normal Persian-speaking toddlers. The purpose of this study was to investigate the development of communicative functions in normal Persian-speaking children from 12 to 18 months of age, regardless of communicative expressions (such as gestures, vocalization, and words). Materials & Methods: This is a longitudinal observational study. The communicative function of 11 monolingual Persian-speaking 12-month-old children (7 boys and 4 girls) living in Tehran, Iran was investigated for 7 months. Sampling was done by using purposive and snowball non-probability sampling methods. All children had healthy medical history and normal growth, were from a family with a moderate socioeconomic status, and their parents had at least a high school diploma. The participants’ developmental status was assessed by Ages and Stages Questionnaire. A demographic form with acceptable content validity was also used to determine their demographic characteristics. For 7 months (once a month, each session for one hour), the examiner filmed the child-mother interaction during a semi-structured play with a set of toys at the child’s home. Afterwards, the recorded videos were coded according by the researcher and then entered into the SPSS V. 22 software. Descriptive statistics including mean and standard deviation were used to describe the data. The Shapiro-Wilk test was used to determine the normality of data distribution, and repeated measures ANOVA (within-subject comparison) was used to analyze the data. Two raters were taught about the coding and rating of the communicative functions. To verify the validity of the data coding, 20% of the recorded samples were given to them to code communicative functions. The coding validity was determined by calculating the Intra-class Correlation Coefficient (ICC). Results: The mean frequency of behavior regulation and social interaction was constant from 12 to 18 months of age (P<0.05), while the mean frequency of joint attention was constant from 12 to 15 months of age (P<0.05) and then significantly increased at months 16 (P= 0.019), 17 (P= 0.023) and 18 (P= 0.003) compared to the 12th month. The ICC value as the criterion for coding validity was reported 90%. Conclusion: The mean frequency of joint attention increased significantly from 12 to 18 months of age, while it was constant for behavior regulation and social interaction. Our findings are consistent with the ICF’s social participation, stating that a child uses a particular type of communicative function to increase its participation in the society.
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Alwendi, Alwendi, and Andi Saputa Mandopa. "IMPLEMENTASI APLIKASI SISTEM PAKAR MENGGUNAKAN METODE FORWARD CHAINING." JURNAL SATYA INFORMATIKA 8, no. 01 (June 14, 2023): 11–20. http://dx.doi.org/10.59134/jsk.v8i01.232.
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The Expert System is a solution that helps parents diagnose possible hyperactivity in their children from an early age. This expert system is designed for several stages including system requirements analysis, design, coding and testing. This expert system is represented in the form of rules and its reasoning method is forward chaining, namely H. concludes hyperactivity from several symptoms. The result of the system is a kind of hyperactivity from diagnosis and solution to diagnosis. In operation, this system has two user rights, namely expert users and ordinary users. Experts in this system are child development experts. This system can process disease information, symptoms and context. The result of this system is the result of a diagnosis of hyperactivity based on the presence of symptoms.
Hyperactivity Disorder is a pattern of behavior in someone who doesn't want to relax. Hyperactive children are children with attention deficit disorder. Hyperactivity or Attention Deficit Hyperactivity Disorder (ADHD) or also known as Hyperkinetic Disorder. Hyperactivity is a combination of attention problems, hyperactivity and impulsive behavior. The diagnosis of hyperactivity is usually made by a doctor or child development specialist. In fact, parents can also diagnose early the possibility of hyperactivity in children by observing their child's behavior in everyday life, especially through the way they communicate and interact socially. with peers and children's imagination.
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Hadayat Ali, Hina, Muhammad Nazir, and Muhammad Usman Zia. "Impediments to Administer Behavior Management Techniques Over Children and Adults Diagnosed with Autism Spectrum Disorder: Views of Academic Psychologists." Journal of Asian Development Studies 13, no. 4 (December 1, 2024): 633–48. https://doi.org/10.62345/jads.2024.13.4.52.
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Autism Spectrum Disorder (ASD) presents unique challenges in behaviour management, requiring tailored approaches. This paper explores the impediments academic psychologists face in administering Behavior Management Techniques (BMTs) for children and adults diagnosed with ASD. Qualitative research was employed to discover the views of academic psychologists. The investigator selected the participants through a purposive sampling technique and performed semi-structured interviews to accumulate the views. Academic psychologists within the Punjab province, Pakistan, were taken as the population of the study. The group of five academic psychologists was selected purposefully to discover the phenomenon. Academic psychologists were recruited from the Govt. Special Education Centers, along with the experience of diverse clinical settings, hospital practices and clinical sessions with children and adults diagnosed with ASD. Twelve open-ended questions were designed to inquire from the respondents and to facilitate a deeper dialogue about the phenomenon of the study. Reflexive thematic analysis was employed over the views of academic psychologists. The analysis process involved coding the data to perceive the patterns of the data. Patterns were prepared into broader themes and then sub-themes to increase the complete understanding of the statistics. Key impediments were identified, including communication challenges, sensory sensitivities, individualized needs, and lack of parental involvement. Understanding these impediments is crucial for developing effective interventions and improving outcomes for children and adults diagnosed with ASD.
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Salako, Ibraheem Abiodun, Mofeyisara Oluwatoyin Omobowale, and Olukemi K. Amodu. "Integrating the HBM and the PEN-3 model to explain the health behavior of persons with DLD." Journal of Interactional Research in Communication Disorders 15, no. 1 (January 31, 2024): 15–35. http://dx.doi.org/10.1558/jircd.25592.
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Background: Investigating factors that dictate the health-seeking process in persons with developmental language disorders (DLDs) is critical for enhancing early intervention and effective utilization of treatment services among persons with DLDs. This study sought to understand factors that determine health seeking in persons with DLDs using the Health Belief Model (HBM) and the PEN-3 model. Methods: A qualitative study of 36 semi-structured interviews explored health-seeking behavior among stakeholders involved in the management of children with DLDs. Interviews were conducted with parents, teachers, and speech-language therapists on health behaviors and factors that dictate health behavior during intervention seeking. Data coding was done inductively, and analysis was carried out using qualitative content analysis. Results: Findings revealed that both the HBM and the PEN-3 model were well represented in the dataset, and that integration of both models contributes to a systematic understanding of health behavior in persons with DLDs. Conclusion: The study details how demographic, psychological, and sociocultural variables interact to shape the health-seeking process among persons with DLDs and the resulting impact of these interactions on the effective management of DLDs.
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Alfina Fatwa Khasanah, Alfiah Maulia, Wirdah Syifa Fauziah, and Fidrayani Fidrayani. "Meta Analisis: Pengaruh Lingkungan Keluarga dan Sekolah Terhadap Perilaku Sosial-Emosional Pada Anak Usia Dini." Ta'rim: Jurnal Pendidikan dan Anak Usia Dini 5, no. 3 (June 11, 2024): 12–21. http://dx.doi.org/10.59059/tarim.v5i3.1319.
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This research aims to analyze the influence of family environment interactions on the social-emotional behavior of early childhood. The aim of this research is to find out how much influence family environment interactions have on the social-emotional behavior of early childhood. The method used is meta-analysis, by describing the results of analysis from various studies that have been published nationally in Indonesia, then calculating the effect size. The research sample consisted of ten articles published in accredited national journals in the 2017-2021 period. The instrument used is a coding sheet containing data and information on findings from each article. The results of the analysis show that the average correlation value between family environment interactions and early childhood social-emotional behavior is 0.71, which is included in the high category. These findings indicate that interactions in the family environment have a significant influence on the development of social-emotional behavior in early childhood, and play an important role in forming positive behavior in children.
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Agustina, Nadia, and Annisa Rahmani Qastharin. "Develop Marketing Strategy Based on Parents’ Behavior to Increase Willingness to Buy Children’s Educational Event: A Case Study of Fulola." Proceedings International Conference on Business, Economics & Management, no. 1 (August 15, 2023): 1–11. http://dx.doi.org/10.47747/icbem.v1i1.1254.
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Based on the Programme for International Student Assessment (PISA) results in 2018, the quality of education in Indonesia is still underdeveloped compared to other international countries. However, Indonesia has the potential to achieve the Sustainable Development Goals by improving the quality of education. The fact shows children who use interactive learning media get 84.83% higher results than other children. As a startup engaged in children' education, Fulola offers innovation for interactive learning in the form of children' educational events that can hone multiple intelligences. Unfortunately, based on the pilot event that Fulola held in February 2023, parents don't have the willingness to buy this event. Therefore, this study aims to explore the factors that influence parents in choosing children' educational events as a basis to provide marketing strategy recommendations to increase parents' willingness to buy. This research was conducted using a qualitative method through semi-structured interviews with high economic-class parents who live in Bandung and have previous experience participating in children' educational events. Data were analyzed using the coding method. The result show social factor as the factor that most influence customer behavior in choosing Children Educational Event. The next order from the ranking result is psychological, personal, and cultural. The marketing strategy that proposed based on customer behavior was made in the form of 7Ps which consist of Product, Price, Place, Promotion, People, Process, and Physical Evidence. Hopefully, the results can contribute to making Fulola become a sustainable startup that gives impacts for the economy and education in Indonesia.
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Dadzie, Adwoa, Lindsay Master, Emily Hohman, Erika Hernandez, Sara Tauriello, Ian Paul, Jennifer Savage, Stephanie Anzman-Frasca, and Orfeu Buxton. "0105 INSIGHT Study associations between sleep health and child behavior at age 6 years." SLEEP 46, Supplement_1 (May 1, 2023): A47. http://dx.doi.org/10.1093/sleep/zsad077.0105.
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Abstract Introduction Sub-optimal sleep duration, quality and timing are associated with the presence of disruptive behaviors in childhood. Previous studies have largely utilized parent-/teacher-report of children’s behaviors and focused on mean sleep duration and quality measures, ignoring sleep variability. This analysis uses actigraphy and standardized laboratory behavioral tasks to examine the associations of average levels and variability (SD) of sleep duration, timing, and quality with child behavior. Methods The Intervention Nurses Start Infants Growing on Healthy Trajectories (INSIGHT) Study randomized families with firstborn newborns to a responsive parenting intervention or a safety control shortly after delivery. At age 6 years, children wore a wrist actigraphy device (Spectrum Plus) for 7 days to measure sleep and completed frustration (Transparent Box) and parent-child interaction (Picture Frame) tasks. Tasks were recorded and coded using global behavioral coding schemes; inter-rater reliability was sufficient (Transparent Box ICCs=.83-.97; Picture Frame=.83-1). Children with data on sleep (≥3 valid days) and both behavioral tasks were included in this secondary data analysis (n=143). Separate linear regression models examined associations between 10 sleep variables (M/SD of onset, offset, and midpoint of sleep timing, sleep maintenance efficiency, and total sleep time) and 4 behavioral variables (Transparent Box: emotion regulation, impulsivity; Picture Frame: prosocial and antisocial behavior). Models controlled for child sex and age, household income, and study group. Results Children were aged 6.7 ± 0.3 years and predominantly White, non-Hispanic (95%). Sleep onset (timing) variability was positively associated with impulsivity (B=.85, p=.004) and negatively associated with emotion regulation (B=-.65, p=.01). Sleep midpoint (timing) variability was positively associated with impulsivity (B=.80, p=.03). Mean sleep timing, sleep duration, and sleep maintenance efficiency were not associated with any of the behavioral variables. Conclusion The regularity of sleep timing (onset and midpoint) at age 6 had a greater role in behavioral and emotional regulation than duration and quality of sleep. These findings support existing literature that highlight the importance of parents implementing consistent routines (e.g., consistent bedtime) and how such routines play a key role in socioemotional outcomes among children. Support (if any) R01DK088244
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Hakiim, Tamira Iqlima, and Annisa Rahmani Qastharin. "Study of Parent Behavior Factor in Engaging to Content on Social Media Instagram: Study Case of Fulola." Proceedings International Conference on Business, Economics & Management, no. 1 (August 14, 2023): 494–505. http://dx.doi.org/10.47747/icbem.v1i1.1263.
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The quality of education in Indonesia is classified as low based and it is important to instill education from an early age. Parents are one of the main educators of children in providing basic values of life. Unfortunately, in Indonesia, parents' awareness of children's education is lacking. Based on these problems, Fulola exists as a business engaged in early childhood education to support parents in terms of knowledge and experience in guiding and educating their children in the right and fun way. Currently, Fulola is focused on spreading these values online through Instagram but there are difficulties in increasing engagement on Fulola’s Instagram which results in a less optimal spread of Fulola values to parents. Aim of this study is discussing the behavior of parents as Fulola customers in engaging with content on Instagram. This study was conducted qualitatively with semi-structured interviews to parents who have children aged 4-6 years, are active on Instagram, and follow at least one account on the topic of parenting and children's education. Data analysis carried out by coding from the results of the interview. The expected results from this study are expected to be able to explore parent behavior in engaging with content on Instagram based on customer behavior factors such as personal, psychological, social, and cultural. Because understanding the behavior of the parents can be used to generate Fulola's social media Instagram strategy.
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Zieffle, T. H., and D. M. Romney. "Comparison of Self-Instruction and Relaxation Training in Reducing Impulsive and Inattentive Behavior of Learning Disabled Children on Cognitive Tasks." Psychological Reports 57, no. 1 (August 1985): 271–74. http://dx.doi.org/10.2466/pr0.1985.57.1.271.
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30 learning disabled children aged 8.0 to 12.5 yr. were assigned at random to one of three groups: a self-instruction group, a progressive muscle relaxation group, or a no-treatment group. Both treatment groups were given 10 half-hour sessions over four weeks. All three groups were assessed before and after the treatment period on cognitive tasks requiring deliberation (Porteus Mazes and Matching Familiar Figures) and concentration (Coding and Digit Span). Only the two treated groups showed a significant over-all improvement in performance on the tasks. Neither form of intervention was superior to the other when a direct comparison between the two was made.
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Huaiquián-Billeke, Claudia, Marianne Padilla-Marchant, Jorge Oyarce S, and Ximena Gutiérrez-Saldivia. "Perception On the Quality of Life of Families with Children With ASD Condition." International Journal of Membrane Science and Technology 10, no. 5 (October 5, 2023): 131–42. http://dx.doi.org/10.15379/ijmst.v10i5.2429.
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This is a qualitative study that addresses the perceptions on the quality of life of families with children with Autism Spectrum Disorder (ASD), who are cared for in an early care center of a regional university in Temuco, Chile. The research is based on a constructivist paradigm with a single case design. Semi-structured, in-depth interviews were used for data collection, and the analysis was carried out through open and axial coding, using ATLAS.ti 8.0 software. The results show that the ways in which families cope with this are conditioned by the diagnosis and level of support according to the DSM-5 that their son or daughter with ASD needs, which has repercussions on their family dynamics, which in turn conditions the expectations on the development, on their achievements and, especially, on the self-realization of their son or daughter. Given that extremes are chosen, overprotection stands out, where there is a lot of dependence and, on the other hand, a very permissive parenting style, where parents or caregivers associate all behavior to the condition and do not understand that not all behaviors are due to the condition, but that it also depends on the upbringing, routines and access to support networks.
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Lubis, Dina Putri Utami, Kaidahu Yanie Hanifa, Wiwin Priyantari, Istichomah Istichomah, and Sri Handayani. "Pengaruh Media Edukasi Cuci Tangan Terhadap Perilaku Cuci Tangan pada Anak Usia Pra Sekolah di TK ABA Gedongkiwo Yogyakarta." HEALTHY BEHAVIOR JOURNAL 1, no. 2 (December 30, 2023): 63–70. http://dx.doi.org/10.30989/hbj.v1i2.1215.
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Background: Hand washing is cleaning hands using soap and running water if hands are visibly dirty or using an alcohol-based liquid if hands are not visibly dirty. Pre-school-aged children have less awareness about hand washing behavior. Audio visual media is one of the media used to provide hand washing education. Objective: The purpose of this study is to analyze the effect of providing hand washing education using audio-visual media on hand washing behavior in pre-school children Method: The research design was a one group pretest-posttest design. The population of this study were all students at the TK ABA Gedongkiwo, Yogyakarta, 52 students in total using a total sampling technique. The independent variable was education with audio-visual media and the dependent variable was hand washing behavior. Data collection used an observation sheet according to the six steps of hand washing and four minimum hand washing time at school. Data management techniques by means of editing, coding, scoring, tabulation, data entry and data cleaning. Statistical test used the Paired Sample T-Test. Result: The results of the study from 52 respondents before being given hand washing education using audio visual media, most of the respondents behaved badly, 48 children (92.3%), after being given hand washing education using audio visual media, most of the respondents behaved well, 41 children (78.8 %). The Paired Sample T Test statistical test obtained a Sig value. (2 tailed) = 0.001 where the Sig. value (2 tailed) was less than 0.005 therefore H0 is rejected and H1 is accepted Conclusion: The conclusion is that there is an effect of providing hand washing education using audio visual media on hand washing behavior in pre-school aged children at TK ABA Gedongkiwo, Yogyakarta.
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Ha, Pham Bich, Margaret E. Bentley, Helena Pachón, Teerada Sripaipan, Laura E. Caulfield, David R. Marsh, and Dirk G. Schroeder. "Caregiver Styles of Feeding and Child Acceptance of Food in Rural Viet Nam." Food and Nutrition Bulletin 23, no. 4_suppl2 (December 2002): 92–98. http://dx.doi.org/10.1177/15648265020234s213.
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Style of child feeding may be an important determinant of child nutrition and health outcomes. Responsive feeding refers to the level and kind of interaction between caregiver and child that lead to a positive feeding experience, adequate dietary intake, and enhanced developmental opportunities. Responsive feeding behaviors may include active physical help and verbalization during feeding, role-playing, persistence, and positive feeding strategies. The aim of this study was to investigate styles of feeding among Vietnamese children 12 or 18 months of age from a rural province in northern Viet Nam. Forty child/mother pairs were videotaped during two, two-hour feeding episodes. Caregiver and child behaviors were coded at the level of the “intended bite” as observed through the videotape analysis of feeding episodes to assess caregiver behavior and the child's interest and acceptance of food. We found it feasible to use videotape and the modified coding and analysis scheme, originally developed for work in Peru, in Viet Nam. In Viet Nam, caregivers provided physical help to eat nearly all of the time in the younger children, and about 70% of the time among 18 month olds. Caregivers verbalized during only 30% of intended bites, and only half of these verbalizations were responsive in tone or words. Positive caregiver behaviors were significantly associated with higher child's acceptance of food, while non-responsive feeding behaviors were associated with child rejection of food. Future analyses of this data set will evaluate the degree to which an integrated nutrition program positively modified caretaker behaviors. More research is needed to demonstrate the relationships among the promotion of responsive feeding behaviors, acceptance of food, and improved nutrition and health status of children.
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Herschell, Amy D., Sarah M. Taber-Thomas, David J. Kolko, Bryce D. McLeod, and Carrie B. Jackson. "Treatment-as-Usual for Child Physical Abuse in Community Mental Health Centers: Therapist Characteristics, Client Profiles, and Therapy Processes." Journal of Emotional and Behavioral Disorders 28, no. 4 (August 23, 2019): 223–34. http://dx.doi.org/10.1177/1063426619866188.
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There is a growing emphasis on utilizing evidence-based treatments in community settings; yet little is known about treatment practices in usual care. The first aim of this study sought to describe treatment-as-usual (TAU) for children at risk of physical abuse, and identify elements of one evidence-based treatment, Alternatives for Families: A Cognitive Behavior Therapy (AF-CBT), present in usual care. A second aim was to identify how contextual variables influenced treatment practices. Participants included 44 practitioners and 64 families that presented with concerns of risk of physical abuse. The Therapy Process Observational Coding System for Child Psychotherapy–Strategies Scale and AF-CBT Adherence Coding System were used to understand treatment practices in 278 therapy sessions. Similar to other studies on TAU, families received treatment for an extensive time ( M = 19 sessions), and practitioners delivered a wide array of therapeutic techniques and some elements of AF-CBT; however, they did not utilize many techniques in great depth. An analysis of contextual factors indicated that there was variation based upon agency, practitioner, and family characteristics in the delivery of treatment practices. These findings are an important step in understanding treatment practices and contextual influences on usual care for children at risk of physical abuse.
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Stredler-Brown, Arlene. "Examination of Coaching Behaviors Used by Providers When Delivering Early Intervention via Telehealth to Families of Children Who Are Deaf or Hard of Hearing." Perspectives of the ASHA Special Interest Groups 2, no. 9 (January 2017): 25–42. http://dx.doi.org/10.1044/persp2.sig9.25.
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The Individuals with Disabilities Education Act (IDEA, 2004) states that infants and toddlers with disabilities, and their family members, are to receive family-centered early intervention (FCEI). This study investigated providers' use of FCEI strategies when intervention was delivered to young children who were deaf or hard of hearing via telehealth. Telehealth is the use of telecommunication technologies to provide health services to people who are located at some distance from a provider. Telehealth also offers access to specialists and eliminates barriers of geography and weather. This study examined the frequency of occurrence of desired FCEI provider behaviors during telehealth sessions and contrasted them with the same behaviors used during in-person therapy. The use of FCEI provider behaviors was measured by observing and coding digitally recorded intervention sessions. Results demonstrated that selected FCEI provider behaviors occur in the telehealth condition more frequently than in the in-person condition reported in the literature. Three of the provider behaviors studied (i.e., observation, parent practice with feedback, and child behavior with provider feedback) were used more frequently in the telehealth condition. Direct instruction was used in similar amounts in both treatment conditions. This study affirms that the use of FCEI strategies may be enhanced through telehealth.