Relevant bibliographies by topics / Conduct disorders in children

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Conduct disorders in children'

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

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Journal articles on the topic "Conduct disorders in children"

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Scott, Stephen. "Conduct disorders in children." BMJ 334, no. 7595 (March 29, 2007): 646. http://dx.doi.org/10.1136/bmj.39161.370498.be.

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Gottlieb, Susan E., and Stanford B. Friedman. "Conduct Disorders in Children and Adolescents." Pediatrics In Review 12, no. 7 (January 1, 1991): 218–23. http://dx.doi.org/10.1542/pir.12.7.218.

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Conduct disorder is the most prevalent psychopathologic condition of childhood. It is characterized by a persistent and repetitive pattern of aggressive, noncompliant, intrusive, and poorly self-controlled behaviors that violate either the rights of others or age-appropriate societal norms.1 These behaviors have a significant impact on the daily functioning of the child or adolescent and on the ability of parents and other adults to manage them. The specific behavioral criteria for the diagnosis of conduct disorder can be conceptualized as either aggressive or nonaggressive in type (Table 1). Examples of aggressive behaviors are physical fighting and bullying, assault, vandalism, purse snatching, physical cruelty to persons or animals, breaking and entering, and arson. More serious aggressive behaviors are armed robbery, rape, and extortion. Nonaggressive behaviors of conduct disorder include substance abuse, persistent truancy, running away from home overnight, frequent lying in a variety of social settings, theft not involving a confrontation with a victim, and chronic violation of rules or the basic rights of others. Three subtypes of conduct disorder are identified in the Diagnostic and Statistical Manual of Mental Disorders, revised 3rd edition.1 These are descriptions of the functional contexts in which the particular behavior problems occur. The group type involves problematic behaviors that occur as part of an activity with peers.
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Gottlieb, S. E., and S. B. Friedman. "Conduct Disorders in Children and Adolescents." Pediatrics in Review 12, no. 7 (January 1, 1991): 218–23. http://dx.doi.org/10.1542/pir.12-7-218.

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Baker, Karen. "Conduct disorders in children and adolescents." Paediatrics and Child Health 19, no. 2 (February 2009): 73–78. http://dx.doi.org/10.1016/j.paed.2008.10.008.

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Baker, Karen. "Conduct disorders in children and adolescents." Paediatrics and Child Health 23, no. 1 (January 2013): 24–29. http://dx.doi.org/10.1016/j.paed.2012.09.007.

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Baker, Karen. "Conduct disorders in children and adolescents." Paediatrics and Child Health 26, no. 12 (December 2016): 534–39. http://dx.doi.org/10.1016/j.paed.2016.08.009.

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Kuty-Pachecka, Marta, and Katarzyna Stefańska. "Conduct disorders in children and adolescents." Family Upbringing 11, no. 1 (August 14, 2023): 291–304. http://dx.doi.org/10.61905/wwr/171068.

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Zaburzenia zachowania są jednym z częstszych dolegliwości u dzieci w szkole. W niniejszym referacie przedstawimy ogóle spojrzenia na problematykę zaburzeń w zachowaniu. Zostaną zaprezentowane kryteria diagnostyczne stosowane przez psychologów w ocenia rodzaju zaburzenia. W dalszej części zostanie opisana epidemiologia i scharakteryzowane czynniki predysponujące do występowania tego zaburzenia u dzieci i młodzieży. Wczesne rozpoznanie zaburzeń zachowania, prawidłowo postawiona diagnoza i kompleksowe postępowanie terapeutyczne przyśpiesza proces zdrowienia oraz utrzymania zdrowia młodych pacjentów. W toku rozważań wskażemy na główne metody terapii zaburzeń zachowania, które powinny znaleźć się w programie terapeutycznym, rozpoczynając od terapii grupowej dziecka, terapii interakcji rodzic – dziecko, treningów behawioralnych dla rodziców i umiejętności rozwiązywania problemów, a także szkolnych programów interwencyjnych. Artykuł ma na celu przybliżenie zaburzeń zachowania w kategoriach dysfunkcji dzieci i młodzieży oraz zaprezentowanie form oddziaływań terapeutycznych.
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Matthys, W., W. Walterbos, L. Njio, and H. Engeland. "Person Perception in Children with Conduct Disorders." Journal of Child Psychology and Psychiatry 30, no. 3 (May 1989): 439–48. http://dx.doi.org/10.1111/j.1469-7610.1989.tb00257.x.

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Vostanis, Panos, Howard Meltzer, Robert Goodman, and Tasmin Ford. "Service utilisation by children with conduct disorders." European Child & Adolescent Psychiatry 12, no. 5 (October 1, 2003): 231–38. http://dx.doi.org/10.1007/s00787-003-0330-6.

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KAZDIN, ALAN E. "Children With Conduct Disorders: A Psychotherapy Manual." American Journal of Psychiatry 149, no. 8 (August 1992): 1110. http://dx.doi.org/10.1176/ajp.149.8.1110.

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Dissertations / Theses on the topic "Conduct disorders in children"

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Kalantari-Darani, Mehrdad. "Conduct disorders in preschool children." Thesis, King's College London (University of London), 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241820.

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Harris, Gene A. "Ecological risk factors and severity of child conduct problems /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/8987.

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Hawes, David Psychology Faculty of Science UNSW. "The treatment of conduct problems in children with callous-unemotional traits." Awarded by:University of New South Wales. School of Psychology, 2004. http://handle.unsw.edu.au/1959.4/20660.

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The aim of this study was to determine the impact of callous-unemotional (CU) traits on treatment outcomes and processes in a 10-week behavioural parent training intervention with young boys referred for conduct problems (n=55, mean age 6.29 years). The study represents the first investigation of this risk factor in an early intervention trial, and extends the body of research examining the predictive utility of childhood CU traits in relation to subsequent antisocial behaviour. As predicted, CU traits were associated with greater conduct problems at pre-treatment, and these traits were related to poor treatment outcomes at 6-month follow-up even when controlling for baseline conduct problem severity. Consistent with the low levels of fearful inhibitions characteristic of the CU temperament, the behaviour of boys with high CU traits was less responsive to time-out discipline than that of boys without CU traits. Boys with high levels of CU traits also reacted with less affect to this discipline. The effects of CU traits on treatment outcomes and processes were not related to differences in treatment implementation by parents. These findings provide evidence that conduct problems in boys with CU traits are less responsive to changes in parenting processes than those of boys without these traits, and present important implications for the role of child temperament in the treatment of conduct problems.
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Comeau, Colleen. "Impact of school context on the relations between deviant peer affiliations and problem behaviors during the middle school years : an exploratory analysis using hierarchical linear modeling /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3190510.

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Thesis (Ph. D.)--University of Oregon, 2005.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 105-113). Also available for download via the World Wide Web; free to University of Oregon users.
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Russell, Deborah Louise. "Adding function-based behavioral support to First Step to Success /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1232419041&sid=3&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2006.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 166-170). Also available for download via the World Wide Web; free to University of Oregon users.
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Rowe, Kindle Anne Perkins. "Direct and collateral effects of the First Step to Success program : replication and extension of findings /." view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3035573.

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Thesis (Ph. D.)--University of Oregon, 2001.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 161-168). Also available for download via the World Wide Web; free to University of Oregon users.
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Wainwright, Anita. "Parental Substance Abuse Attributes to Conduct Disorders and Juvenile Delinquency." Youngstown State University / OhioLINK, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1007582388.

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Willing, Mindy. "Parenting and neurobiology of early childhood conduct problems : an examination of harsh discipline and the HPA-axis." Thesis, The University of Sydney, 2011. https://hdl.handle.net/2123/28863.

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The relationship between negative parenting practices and child conduct problems is well established in the clinical literature. However, there is growing evidence to suggest that the effects of parenting practices on conduct problem outcomes are moderated by a child’s developmental characteristics. Emerging research has implicated stress response systems such as the hypothalamic-pituitary-adrenal (HPA) axis in the development of conduct problems. There is also evidence that different forms and functions associated with conduct problems (e.g., oppositionality, reactive aggression, proactive aggression) are differentially related to environmental risk factors and HPA axis activity. Increasingly, research is focusing on the way in which different parent and child characteristics may uniquely interact to confer risk. There is evidence that temperamental characteristics may interact with harsh parenting to alter the risk for the development of childhood conduct problems (Xu, Farver & Zhang, 2009), and other evidence that HPA axis activity may similarly interact with family environment (Christiansen, Oades, Psychogiou, Hauffa & Sonuga-Barke, 2010). The present study aimed to further examine these relationships, and was also interested in testing these associations as they differentially related to oppositional defiant problems, reactive aggression and proactive aggression. 96 boys aged 2-4 years and their primary caregivers participated in the study. Hierarchical multiple regression analyses were conducted in order to test whether children's salivary cortisol would moderate the association between negative parenting practices and oppositional defiant problems, reactive and/or proactive aggression. Results suggested that cortisol did moderate a positive relationship between negative parenting practices and oppositional defiant problems, and specifically that the association was stronger amongst children with lower levels of cortisol. There was no moderating role for cortisol in the prediction of proactive aggression. While cortisol similarly did not interact with hostile discipline in the prediction of reactive aggression, it was found to interact with over-reactive discipline. Results supported previous research with older children and adolescents which has suggested children with low cortisol are at higher risk of developing conduct problems. In addition, results suggest that this low-cortisol subgroup is particularly vulnerable to the negative effects of harsh and coercive discipline in the early childhood period. Interactions between cortisol and parenting differed depending on which child behaviour outcome was examined. The implications of this finding and limitations of the study are also discussed.
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Antonini, Tanya. "Hot and Cool Executive Functions in Children with ADHD and Comorbid Disruptive Behavior Disorders." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1406821379.

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Schnelling, Kate. "Family connections : a parent-training programme for pre-school age children with conduct disorders." Thesis, Oxford Brookes University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289131.

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Books on the topic "Conduct disorders in children"

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Toth, Michele. Understanding and treating conduct disorders. Austin, Tex: Pro-Ed, 1990.

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Kernberg, Paulina F. Children with conduct disorders: A psychotherapy manual. [New York]: Basic Books, 1991.

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M, Horne Arthur. Treating conduct and oppositional defiant disorders in children. Boston: Allyn and Bacon, 1990.

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Prof, Hill Jonathan, and Maughan Barbara 1946-, eds. Conduct disorders in childhood and adolescence. Cambridge, U.K: Cambridge University Press, 2000.

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V, Sayger Thomas, ed. Treating conduct and oppositional defiant disorders in children. New York: Pergamon Press, 1990.

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Gilliam, James E. Conduct disorder scale: Examiner's manual. Austin, Tex: Pro-ed, 2002.

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Kazdin, Alan E. Conduct disorders in childhood and adolescence. 2nd ed. Thousand Oaks, Calif: Sage Publications, Inc., 1995.

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Matthys, Walter. Oppositional defiant disorder and conduct disorder in childhood. Chichester, West Sussex, UK: Wiley-Blackwell, 2010.

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Matthys, Walter. Oppositional defiant disorder and conduct disorder in childhood. Chichester, West Sussex, UK: Wiley-Blackwell, 2010.

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Gardner, Richard A. Conduct disorders of childhood: Psychodynamics and psychotherapy. Cresskill, N.J: Creative Therapeutics, 1994.

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Book chapters on the topic "Conduct disorders in children"

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Clanton, Roberta L., Rosalind H. Baker, Jack C. Rogers, and Stéphane A. De Brito. "Conduct Disorder." In Handbook of DSM-5 Disorders in Children and Adolescents, 499–527. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-57196-6_26.

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Elliott, Julian, and Maurice Place. "Oppositional defiance, conduct and attachment disorders." In Children in Difficulty, 66–87. 4th ed. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003083603-4.

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Goldstein, Mark L., and Stephen Morewitz. "Conduct Disorder and Oppositional Defiant Disorder." In Chronic Disorders in Children and Adolescents, 131–49. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-9764-7_7.

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Kolko, David J. "Conduct Disorder." In Inpatient Behavior Therapy for Children and Adolescents, 205–37. Boston, MA: Springer US, 1992. http://dx.doi.org/10.1007/978-1-4899-2332-5_8.

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Garrett, Carol J., and Betty K. Marler. "Conduct-Disordered Children and Adolescents." In Residential and Inpatient Treatment of Children and Adolescents, 289–304. Boston, MA: Springer US, 1989. http://dx.doi.org/10.1007/978-1-4899-0927-5_16.

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Goldstein, Sam, Richard Rider, and Alex Velez. "Resilience and Disruptive, Impulse Control, and Conduct Disorders of Childhood." In Handbook of Resilience in Children, 141–60. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-14728-9_8.

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Hogan, Anne E. "Cognitive Functioning in Children with Oppositional Defiant Disorder and Conduct Disorder." In Handbook of Disruptive Behavior Disorders, 317–35. Boston, MA: Springer US, 1999. http://dx.doi.org/10.1007/978-1-4615-4881-2_14.

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Sadek, Joseph. "ADHD and Conduct Disorder (CD)." In Clinician’s Guide to ADHD Comorbidities in Children and Adolescents, 47–59. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-45635-5_6.

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Frick, Paul J., and Bryan R. Loney. "Outcomes of Children and Adolescents with Oppositional Defiant Disorder and Conduct Disorder." In Handbook of Disruptive Behavior Disorders, 507–24. Boston, MA: Springer US, 1999. http://dx.doi.org/10.1007/978-1-4615-4881-2_24.

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LeBuffe, Paul A., Suzanne Robison, and Davida J. Chamberlin-Elliott. "Residential Treatment Centers for Children and Adolescents with Conduct Disorders." In Clinical Handbook of Assessing and Treating Conduct Problems in Youth, 333–64. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-6297-3_13.

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Conference papers on the topic "Conduct disorders in children"

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

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

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The child and adolescent psychopathology have been categorized into two broad classes, emotional (also called internalizing) and behavioral (externalizing) problems (disorders). In this paper, we describe the behavioral disorders in children. Behavioral problems are characterized by behaviors that are harmful and disruptive to others. Disruptive behavior disorders include attention deficit hyperactivity disorder (ADHD), conduct disorder and oppositional defiant disorder. These behavioral disorders, attention deficit hyperactivity disorder (ADHD), oppositional defiant disorder and conduct disorder in childhood and adolescence period will be discussed in more detail.
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Lellis, Caio de Almeida, Marco Alejandro Menacho Herbas, João Cesar Pereira da Cunha, Samyla Coutinho Paniago, and Paulo Sérgio Machado Diniz. "Cannabidiol and the Management of Pediatric Neurological Disorders: A Systematic Review." In XIII Congresso Paulista de Neurologia. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1516-3180.266.

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Introduction: Due to an increase in cases of neurological disorders refractory to conventional treatments in pediatrics patients, other therapies have been sought. Objectives: To analyze the safety and efficacy of CBD in the management of neurological disorders in children. Design and setting: A systematic review conducted at the Pontifical Catholic University of Goiás. Methods: This is a systematic review carried out in PubMed, Lilacs and MedLine databases, with the descriptors: “(Pediatric OR Neurology) AND (Cannabidiol OR Cannabis)”, being selected only the randomized studies, meta-analysis and clinical trials published in the last 10 years. Results: One randomized trial concluded that daily oral CBD solution reduced the frequency of seizures in pediatric patients with Lennox-Gastaut syndrome (LGS). In addition, another study concluded that CBD (20 mg/kg/day) is associated with up to a 50% decrease in seizures in children with SLG and Dravet syndrome. Furthermore, it was pointed out that the association of oral CBD (2 to 5 mg/kg/day) with antiepileptic drugs caused a mean reduction of 36.5% of severe seizures. Finally, CBD enriched with 0.25% THC reduced spasticity, dystonia and pain intensity in children with complex motor disorder. Conclusion: CBD was shown to be safe and effective as a treatment for refractory epilepsies and complex motor disorder in pediatric patients, with no serious side effects reported.
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Bons, Danielle M. A., Floor E. Scheepers, Nanda N. J. Rommelse, and Jan K. Buitelaar. "Motor, emotional and cognitive empathic abilities in children with autism and conduct disorder." In the 7th International Conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1931344.1931348.

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Galfi, Bernadette, Kinga Kalcza-Janosi, Borbala Tamas, Andrea Barta, and Istvan Szamoskozi. "THE RELATIONSHIP BETWEEN CALLOUS-UNEMOTIONAL TRAITS AND SYMPTOMS OF CONDUCT DISORDER: A META-ANALYSIS." In 9th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2022. SGEM WORLD SCIENCE, 2022. http://dx.doi.org/10.35603/sws.iscss.2022/s06.063.

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Several studies point to the relationship between callous-unemotional (CU) traits and symptoms of conduct disorder (CD) across different age groups. In case of young children and adolescents, it was found that in the presence of CU traits, externalizing behaviors are significantly more severe, as opposed to children who do not show CU traits. Integrating results from 11 studies, we analyzed data collected from n = 4381 participants from different age groups, ranging from toddlers to adolescents, to draw attention to the relationship between CU traits and symptoms of CD in this population. There was found a moderate, significant positive correlation (r = 0.37, 95 % CI [0.34, 0.44], p less than 0.001) between CU traits and symptoms of CD. Moderation analysis suggests that gender does not affect the strength of this relationship, as opposed to age and type of informant, which influence the relationship between CU traits and symptoms of CD, as moderator variables. Results support the idea that CU traits should be monitored and paid close attention to starting from a very young age, in order to prevent the development of clinical problems.
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Zalys, Vytautas. "Interactive Multi-Sensory Environments for Children with Autism Spectrum Disorders." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/39.

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The emerging of digital technology not only encourages the development of new tools but also changes traditional approaches to solving emerging problems. The sound, music, art, colors, etc. that prevailed in the 20th-century forms of therapy are being replaced by integrated systems that overcome many of these forms, thanks to digital technology. With the increasing number of people with autism spectrum disorder (ASD) in the world, such systems provide new opportunities for the treatment of these disorders. In this research, the creation of such a system has been chosen as the object of work. The article presents an interactive tool for the education of children with ASD created by audio, video, and computer technologies and assesses its potential impact. The experimental research and its results are presented. This study aims to evaluate an interactive instrument developed for the education of such children. Following the objectives of ensuring the interactivity of the process, provoking all the perceptions of the subject, and developing the subject's ability to respond to the environment, a personalized audiovisual environment was created. For interactivity, the virtual program EyeCon, Webcam and camcorders, video projector, and speaker system were used. The study was conducted with one subject and a case study method was used. The impact of the instrument was established based on a survey of the parents of the child and the findings of childcare experts. The results of the study demonstrated the positive benefits for this child such as increased eye-to-hand coordination, concentration duration, improved communication, and emotional expression. The results obtained show that such interactive multi-sensory environments in special and general education schools can be a supplemental tool for traditional methods.
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GURCOVA, Maria. "Individual and therapeutic approach with students with S.E.N. Establishing an active contact and involvement in interaction in curative-motor classes (kinetotherapy) with elements of psychology and special pedagogy." In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v1.24-25-03-2023.p234-240.

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In the program of the educational curriculum of Republic of Moldova a multidisciplinary team of specialists is working on an individual program of psycho-correctional assistance for each student in auxiliary school No. 6. Not only a speech therapist and a special teacher work with students with ASD, but also a kinetotherapist, with physical exercises, where tasks are set to develop motor skills (movements), coordination, balance, auditory attention and perception, speech activation through oral counting or appeals - requests, the development of interaction between children within the framework of the kinetotherapy lesson, the formation of arbitrary regulation of behavior based on physical exercises, outdoor games, as well as motor tasks that will solve not only important physical, but also psychological developmental tasks. The purpose of the study at this stage was to study the features of the influence of the environmental (therapeutic) environment on the development of psychomotor and communication skills in children with autistic disorder. The objective of this study is to conduct a comparative analysis of the characteristics of the psychomotor skills of children with autistic disorders and children with developmental disabilities. The results obtained in individual lessons become sustainable and extend to other situations, places, people interacting with the student. A student who has established contact in a physical lesson will now more easily interact with a speech therapist or special teacher and in order to provide psycho-corrective work with a child with autism, we are specialists, we understand that creating a therapeutic environment is the key to success.
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Fedosova, Oksana Y., and Anton Y. Gordievsky. "The specifics of speech development of preschoolers with different forms of cerebral palsy." In Специальное образование: методология, практика, исследования. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-532-0-2021-121-130.

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Speech therapy disorders against the background of general motor dysfunction of children with cerebral palsy dramatically reduce their communicative abilities, significantly limiting the possibility of socialization in modern society. In a comprehensive study conducted with the participation of children with cerebral palsy aged six to seven years, the presence of a relationship between the pathological state of the nervous system and the specifics of motor and speech disorders was established. Taking into account the combined symptoms of cerebral palsy in the course of pedagogical work provides early prediction of speech disorders, primarily of a dysarthric nature, and provides an opportunity for a full-fledged choice of the main directions and specific techniques of speech therapy.
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Zirakashvili, Medea, Tamar Mikiashvili, Nana Mebonia, and Maia Gabunia. "PREVALENCE AND COMORBIDITIES OF AUTISM SPECTRUM DISORDERS IN REPUBLIC OF GEORGIA." In 23° Congreso de la Sociedad Española de Patología Dual (SEPD) 2021. SEPD, 2021. http://dx.doi.org/10.17579/sepd2021o011.

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Introduction Autism spectrum disorder (ASD), complex neurodevelopmental condition with lifelong impacts, typically identified in early childhood. Despite the fact that 95% of all <5 years of age with developmental disabilities including ASD live in low- and middle-income countries, the prevalence of ASD in many these countries is unknown. Objectives and goals The study aimed to identify the prevalence and clinical characteristics of ASD and its comorbidities among 8-10 y old schoolchildren in Republic of Georgia. Material and Methods The study conducted in four steps: screening, sampling, diagnostic assessment, and quality control of best-estimate diagnosis with target population of 3rd grade students of five main cities (Tbilisi, Kutaisi, Batumi, Zugdidi, Telavi) of Georgia (N=22,553). To determine children at risk for ASD the Autism Spectrum Screening Questionnaire (ASSQ) was used completed by parents and teachers. Parents of children who screened positive were offered comprehensive assessment using standardized diagnostic procedures. Results and Conclusions 16654 (response rate 74%) parents were agreed to participate in the screening stage. Cut-off scores for 99-95 percentiles (top 1-5%) was defined. For the 1168 sampled screen-positive students 704 (60.3%) consented to participate in the diagnostic assessment, and 215 among them (30.5%) completed full assessment. The control group of 23 children (from non in top 10%) were fully assessed for ASD. The prevalence of ASD was estimated to be 1.34% (95%CI=2.15-4.41). From ASD group 77.5% of cases were undiagnosed to have any neurodevelopmental disorder. Comorbidity of Intellectual disability was in 22.5% of children with ASD (IQ<70), and 31% have IQ>111. The study defined need for the use of broader screening in primary healthcare and school settings to identify children with special needs and ensure their adequate services.
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Кундусова, Линара Раисевна, and Алексей Анатольевич Сергиенко. "MEMORIZATION OF EMOTIONALLY RICH AND NEUTRAL WORDS BY CHILDREN WITH SPEECH DISORDERS." In Современные научные подходы в фундаментальных и прикладных исследованиях: сборник статей международной научной конференции (Санкт­Петербург, Декабрь 2022). Crossref, 2023. http://dx.doi.org/10.37539/221216.2022.44.61.004.

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Нарушения речевого развития вызывают вторичные дефекты в других сторонах психического развития. Общее недоразвитие речи обусловливает специфические особенности формирования эмоциональной сферы, имеющие стойкий характер. Проведено пилотное исследование с помощью методики запоминания эмоционально окрашенных и нейтральных слов у старших дошкольников с общим недоразвитием речи. Disorders of speech development cause secondary defects in other aspects of mental development. The general underdevelopment of speech causes specific features of the formation of the emotional sphere, which are persistent. A pilot study was conducted using the technique of memorizing emotionally colored and neutral words in older preschoolers with general underdevelopment of speech.
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Reports on the topic "Conduct disorders in children"

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Osadchyi, Viacheslav V., Hanna B. Varina, Kateryna P. Osadcha, Olesia O. Prokofieva, Olha V. Kovalova, and Arnold E. Kiv. Features of implementation of modern AR technologies in the process of psychological and pedagogical support of children with autism spectrum disorders. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4413.

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The article deals with the actual issue of the specificity and algorithm of the introduction of innovative AR technologies in the process of psychological and pedagogical support of children with autism spectrum disorders (ASD). An innovative element of theoretical and methodological analysis of the problem and empirical research is the detection of vectors of a constructive combination of traditional psycho-correctional and psycho-diagnostic approaches with modern AR technologies. The analysis of publications on the role and possibilities of using AR technologies in the process of support children with ASD (autism spectrum disorder) and inclusive environment was generally conducted by surfing on the Internet platforms containing the theoretical bases for data publications of scientific journals and patents. The article also analyzes the priorities and potential outcomes of using AR technologies in psycho-correction and educational work with autistic children. According to the results of the analysis of scientific researches, Unified clinical protocol of primary, secondary (specialized), tertiary (highly specialized) medical care and medical rehabilitation “Autism spectrum disorders (disorders of general development)”, approaches for correction, development and education of children with ASD, AR technologies were selected for further implementation in a comprehensive program of psychological and pedagogical support for children with ASD. The purpose of the empirical study is the search, analysis and implementation of multifunctional AR technologies in the psycho-correctional construct of psychological and pedagogical support of children with ASD. According to the results of the pilot study, the priorities and effectiveness of using AR technologies in the development of communicative, cognitive, emotional-volitional, mnemonic abilities of children and actualization of adaptive potential and adaptive, socially accepted behaviors are made. The possibilities and perspectives of using AR technologies as an element of inclusive environment, with regard to nosology and phenomenology, need further investigation.
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Viswanathan, Meera, Jennifer Cook Middleton, Alison Stuebe, Nancy Berkman, Alison N. Goulding, Skyler McLaurin-Jiang, Andrea B. Dotson, et al. Maternal, Fetal, and Child Outcomes of Mental Health Treatments in Women: A Systematic Review of Perinatal Pharmacologic Interventions. Agency for Healthcare Research and Quality (AHRQ), April 2021. http://dx.doi.org/10.23970/ahrqepccer236.

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Background. Untreated maternal mental health disorders can have devastating sequelae for the mother and child. For women who are currently or planning to become pregnant or are breastfeeding, a critical question is whether the benefits of treating psychiatric illness with pharmacologic interventions outweigh the harms for mother and child. Methods. We conducted a systematic review to assess the benefits and harms of pharmacologic interventions compared with placebo, no treatment, or other pharmacologic interventions for pregnant and postpartum women with mental health disorders. We searched four databases and other sources for evidence available from inception through June 5, 2020 and surveilled the literature through March 2, 2021; dually screened the results; and analyzed eligible studies. We included studies of pregnant, postpartum, or reproductive-age women with a new or preexisting diagnosis of a mental health disorder treated with pharmacotherapy; we excluded psychotherapy. Eligible comparators included women with the disorder but no pharmacotherapy or women who discontinued the pharmacotherapy before pregnancy. Results. A total of 164 studies (168 articles) met eligibility criteria. Brexanolone for depression onset in the third trimester or in the postpartum period probably improves depressive symptoms at 30 days (least square mean difference in the Hamilton Rating Scale for Depression, -2.6; p=0.02; N=209) when compared with placebo. Sertraline for postpartum depression may improve response (calculated relative risk [RR], 2.24; 95% confidence interval [CI], 0.95 to 5.24; N=36), remission (calculated RR, 2.51; 95% CI, 0.94 to 6.70; N=36), and depressive symptoms (p-values ranging from 0.01 to 0.05) when compared with placebo. Discontinuing use of mood stabilizers during pregnancy may increase recurrence (adjusted hazard ratio [AHR], 2.2; 95% CI, 1.2 to 4.2; N=89) and reduce time to recurrence of mood disorders (2 vs. 28 weeks, AHR, 12.1; 95% CI, 1.6 to 91; N=26) for bipolar disorder when compared with continued use. Brexanolone for depression onset in the third trimester or in the postpartum period may increase the risk of sedation or somnolence, leading to dose interruption or reduction when compared with placebo (5% vs. 0%). More than 95 percent of studies reporting on harms were observational in design and unable to fully account for confounding. These studies suggested some associations between benzodiazepine exposure before conception and ectopic pregnancy; between specific antidepressants during pregnancy and adverse maternal outcomes such as postpartum hemorrhage, preeclampsia, and spontaneous abortion, and child outcomes such as respiratory issues, low Apgar scores, persistent pulmonary hypertension of the newborn, depression in children, and autism spectrum disorder; between quetiapine or olanzapine and gestational diabetes; and between benzodiazepine and neonatal intensive care admissions. Causality cannot be inferred from these studies. We found insufficient evidence on benefits and harms from comparative effectiveness studies, with one exception: one study suggested a higher risk of overall congenital anomalies (adjusted RR [ARR], 1.85; 95% CI, 1.23 to 2.78; N=2,608) and cardiac anomalies (ARR, 2.25; 95% CI, 1.17 to 4.34; N=2,608) for lithium compared with lamotrigine during first- trimester exposure. Conclusions. Few studies have been conducted in pregnant and postpartum women on the benefits of pharmacotherapy; many studies report on harms but are of low quality. The limited evidence available is consistent with some benefit, and some studies suggested increased adverse events. However, because these studies could not rule out underlying disease severity as the cause of the association, the causal link between the exposure and adverse events is unclear. Patients and clinicians need to make an informed, collaborative decision on treatment choices.
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Riley, Catherine, and Kate Wilson. Anaesthesia for Children with Skin Disorders. World Federation of Societies of Anaesthesiologists, August 2024. http://dx.doi.org/10.28923/atotw.530.

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This tutorial explores the provision of anaesthesia for children with skin disorders, which range from mild to life-threatening. The anaesthetist must balance prevention of skin trauma or infection with the provision of safe anaesthesia, including airway and temperature management.
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Jacobsen, George. Group experience with parents of preschool children with seizure disorders. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2892.

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PELIKHOVA, ANNA. Methodology of health-improving work with preschool children with speech disorders. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/metodika-ozdorovitelnoy-raboty.

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Пособие нацелено на формирование педагогов ДОУ готовности к педагогической деятельности в области здоровьесбережения детей с нарушениями речи, на реализации государственного образовательного стандарта, обогащению профессионального опыта педагогов. Учебно-методическое пособие предназначено для организации учебных занятий в рамках курсовой подготовки и переподготовки педагогов ДОУ по программам: «Педагогическая деятельность в условиях реализации ФГОС ДО» и «Теория и методика воспитания и обучения детей с ОВЗ».
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Wallace, Ina F. Universal Screening of Young Children for Developmental Disorders: Unpacking the Controversies. RTI Press, February 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0048.1802.

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In the past decade, American and Canadian pediatric societies have recommended that pediatric care clinicians follow a schedule of routine surveillance and screening for young children to detect conditions such as developmental delay, speech and language delays and disorders, and autism spectrum disorder. The goal of these recommendations is to ensure that children with these developmental issues receive appropriate referrals for evaluation and intervention. However, in 2015 and 2016, the US Preventive Services Task Force (USPSTF) and the Canadian Task Force on Preventive Health Care issued recommendations that did not support universal screening for these conditions. This occasional paper is designed to help make sense of the discrepancy between Task Force recommendations and those of the pediatric community in light of research and practice. To clarify the issues, this paper reviews the distinction between screening and surveillance; the benefits of screening and early identification; how the USPSTF makes its recommendations; and what the implications of not supporting screening are for research, clinical practice, and families.
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Shin, Su-Jeong Hwang, Brianna Smith, and Kristi Gaines. Investigation of Therapy Clothing Products for Children with Autism Spectrum Disorders. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-1151.

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Mitcham, Sara. Location of Dyspraxic Characteristics in Children with Severe "Functional" Articulation Disorders. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2277.

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Ylvisaker, Mark. Rehabilitation of Children and Adults With Cognitive-Communication Disorders After Brain Injury. Rockville, MD: American Speech-Language-Hearing Association, 2003. http://dx.doi.org/10.1044/policy.tr2003-00146.

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Woodward, Gail. Identification of dyspraxic characteristics in children with moderate and severe articulation disorders. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5998.

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