Journal articles: 'Problem behaviour'

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Loosemore, Martin. "Problem behaviour." Construction Management and Economics 12, no. 6 (November 1994): 511–20. http://dx.doi.org/10.1080/01446199400000062.

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Durand, V. Mark. "Problem Behaviour as Communication." Behaviour Change 10, no. 4 (December 1993): 197–207. http://dx.doi.org/10.1017/s0813483900005301.

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Individuals with intellectual disabilities commonly engage in a variety of problematic behaviours such as aggression and self-injury. This paper discusses the value of using a communicative model to study these behaviour problems. First, the reciprocal nature of behaviour problems is outlined. Next, research on the use of functional communication training as a treatment for behaviour problems is reviewed in terms of its initial effectiveness, generalisation, and maintenance, as well as the mechanisms responsible for behaviour change. Finally, recommendations are made for future research and training efforts aimed at reducing severe behaviour problems.

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Martin, Andrew J., Ken W. Linfoot, and Jennifer Stephenson. "Problem Behaviour and Associated Risk Factors in Young Children." Australian Journal of Guidance and Counselling 15, no. 1 (July 1, 2005): 1–16. http://dx.doi.org/10.1375/ajgc.15.1.1.

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AbstractThere is increasing concern about the number of preschool children displaying problem behaviour. This study examines the relative contribution of potential risk factors, particularly those related to families, to problem behaviour in the lives of a sample of western Sydney three- to five-year-old children. Problem behaviour was assessed using the Child Behavior Checklist (Achenbach & Edelbrock, 1991), encompassing measures of anxious, depressed, uncommunicative, obsessive, somatic complaint, social withdrawal, hyperactive, aggressive, and delinquent behaviours. Particularly salient risk factors associated with problem behaviour were found to be children's behaviour when very young (an indicant of temperament), personal stress in parents associated with concerns about the family and economic worries, and parenting characterised by guilt and anxiety.

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Bradshaw, John. "Normal feline behaviour: … and why problem behaviours develop." Journal of Feline Medicine and Surgery 20, no. 5 (April 30, 2018): 411–21. http://dx.doi.org/10.1177/1098612x18771203.

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Practical relevance: Cats are descended from a solitary, territorial ancestor, and while domestication has reduced their inherited tendency to be antagonistic towards all animals larger than their typical prey, they still place more reliance on the security of their territory than on psychological attachments to people or other cats, the exact opposite to dogs. Many feline problem behaviours stem from perceived threats to this security, often due to conflicts with other cats. Others are more developmental in origin, often caused by inadequate exposure to crucial stimuli, especially people, during the socialisation period. Strongly aversive events experienced at any age can also contribute. A third category comprises normal behaviour that owners deem unacceptable, such as scratching of furniture. Evidence base: This review identifies three areas in which basic research is inadequate to support widely employed concepts and practices in feline behavioural medicine. First, classification of cats’ problem behaviours relies heavily on approaches derived from studies of their behavioural ecology and, to some extent, extrapolation from canine studies. Few studies have focused on cats in the home, the environment in which most behavioural disorders are expressed. Secondly, cats’ chemical senses (olfactory and vomeronasal) are far more sensitive than our own, making it difficult for owners or clinicians to fully comprehend the sensory information upon which they base their behaviour. Thirdly, although the concept of psychological distress is widely invoked as an intervening variable in behavioural disorders, there are still no reliable measures of distress for pet cats in the home. Global importance: Psychological distress of some kind is the primary cause of many of the behavioural problems presented to clinicians, but surveys indicate that many more cats display the same clinical signs without their owners ever seeking help. The welfare of this ‘invisible’ group could be improved by veterinarians taking a more proactive approach to educating their clients about the behavioural needs of pet cats.

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M. R., Othman, Mohammad Roose, A.R., Abdullah S., Abdul Majid, N. N., Mohd Razali I. S., and Wan Husin W.N.I. "Use of Adolescent Problems and Risk Behaviours Inventory (IPERI) to Predict the Influence of Personal Problems on Risky Behaviour among Adolescent in Sarawak, Malaysia." Journal of Cognitive Sciences and Human Development 4, no. 1 (November 1, 2018): 35–40. http://dx.doi.org/10.33736/jcshd.1060.2018.

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This study explores the use of Adolescent Problems and Risk Behaviours Inventory (IPERI)to predict the relationship of personal problems on risky behaviour among adolescence aged14 to 17. The objective of this research is to analyse the influence of personal problems suchas study problems, family support, financial problems, career indecision, peer influence,spiritual management and health condition on the development of risky behaviours amongadolescents. The risky behaviours comprise of eight (8) behaviours which include disciplineproblems, physical bulling, suicidal thoughts, free sex, tobacco consumption, alcohol abuse,drug abuse and media influence. A survey using Adolescent Problems and Risk BehavioursInventory (IPERI) is administered to three hundred and seventy-nine (379) respondents, agebetween 14 to 17. The analysis of Pearson Correlation Coefficient and Standard MultipleRegression showed the existence of significance between all the problem variables, studyproblems (r = .316), family support (r = .256), financial problems (r = .240), health condition(r = .134), peer influence (r = .189), career indecision (r = .185) and spiritual management(r = .242), with the risky behaviour variables. This research contributes to the profilingof adolescents’ risky behaviours which can guide the development of interventions in tacklingadolescent’s risky behaviours. Keywords: Personal problem; risky behavior; adolescent; spiritual; sexual

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Keady, John. "What Behaviour? Whose Problem?" Nursing Older People 12, no. 3 (May 1, 2000): 31. http://dx.doi.org/10.7748/nop.12.3.31.s38.

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Tustin, R. Don, Malcolm J. Bond, and Paivi Forsaith. "Antecedents of Problem Behaviour of People with Intellectual Disability." Behaviour Change 14, no. 3 (September 1997): 155–65. http://dx.doi.org/10.1017/s0813483900003454.

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The study examined associations reported by carers between problem behaviour of 92 adults with intellectual disability and 169 antecedent events, which were either environmental situations or prior behaviours of the client. Factor analyses were used to identify groupings of antecedents, providing a basis for constructing 19 sets of antecedents of problem behaviours. Assessments were made of the psychometric properties of these sets of items or scales. Of the 19 scales, 18 were associated with an increased likelihood of problem behaviour, showing that carers reported that the problem behaviours of this sample occurred in a wide range of defined situations. The preliminary analysis suggests that the scales may be useful for inquiring more systematically about antecedents, for developing descriptions of situations where problems occur, and for identifying situations that warrant further analysis in individual cases.

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Hagekull, Bent, and Gunilla Bohlin. "Behavioural Problems and Competences in 4-year-olds: Dimensions and Relationships." International Journal of Behavioral Development 17, no. 2 (June 1994): 311–27. http://dx.doi.org/10.1177/016502549401700205.

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The study explored the dimensionality of parental ratings of positive and negative aspects of behaviour in a sample of 4-year-olds (n = 377). The children were described using the Preschool Behaviour Questionnaire (PBQ) with items added to include ego strength/effectance and social competence. Factor analytic results showed a 2-factor structure in the PBQ behaviour problem area: factor 1 describing externalised conduct behaviour problems; and factor 2 encompassing the internalised anxious-fearful problems. Factor analysis of both positive and negative behavioural aspects yielded a 3-factor structure with externalised problem behaviours as the first factor, a second broad social inhibition factor, and an ego strength/effectance factor. Correlations showed a low positive relationship between the two problem areas; a stronger relationship was found between the positive aspects, peer competence, and ego strength/effectance. There was a weak significant negative correlation between peer competence behaviours and outgoing conduct problems. Peer competence was more strongly negatively related to anxiousfearful behaviour problems. Conceptual and methodological aspects were discussed and the results were related to the inhibition-disinhibition construct in temperament research.

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Skoog, Therése, Håkan Stattin, Zdena Ruiselova, and Metin Özdemir. "Female pubertal timing and problem behaviour." International Journal of Behavioral Development 37, no. 4 (July 2013): 357–65. http://dx.doi.org/10.1177/0165025413486761.

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We tested the peer-socialization/contextual-amplification explanation for the link between early female puberty and problem behaviour. We propose that in cultures with high tolerance for adolescent heterosexual involvement, early puberty should be linked with problem behaviour—not in other cultures. We compared girls in two cultures (Slovakia and Sweden) that differ in acceptance of adolescent girls’ heterosexual involvement. Findings supported the hypothesis by showing that in Sweden, a culture that facilitates adolescent heterosexual involvement, early-maturing girls reported more problem behaviours than in Slovakia. The mediation link (heterosexual involvement as the mechanism linking early puberty with problem behaviour) was moderated by culture. The findings expand our understanding of the role of macro-cultural contexts in the developmental significance of female puberty.

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Schmitz, Stephanie, David W. Fulker, Robert Plomin, Carolyn Zahn-Waxler, Robert N. Emde, and John C. DeFries. "Temperament and Problem Behaviour during Early Childhood." International Journal of Behavioral Development 23, no. 2 (June 1999): 333–55. http://dx.doi.org/10.1080/016502599383856.

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Some evidence exists for the phenotypic association of problem behaviour in early childhood with temperament in infancy, but little is known about the genetic and environmental mechanisms mediating this association. At the ages of 14, 20, 24, and 36 months, mothers of twins completed the Colorado Childhood Temperament Inventory (CCTI; Buss & Plomin, 1984; Rowe & Plomin, 1977). At age 4, problem behaviour was assessed using maternal reports on the Child Behavior Checklist (CBCL/4-18; Achenbach, 1991). The temperamental trait of Emotionality at all four prior age points correlated significantly with the CBCL Total Problem Score at 4 years as well as with the broad-band groupings of Internalising the Externalising. In addition, Shyness at all four ages correlated significantly with the broad-band grouping of Internalising. Longitudinal behavioural genetic analyses indicated that these phenotypic predictions from early temperament to later behaviour problems are largely due to genetic factors.

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Harisman, Yulyanti, Muchamad Subali Noto, and Wahyu Hidayat. "INVESTIGATION OF STUDENTS' BEHAVIOR IN MATHEMATICAL PROBLEM SOLVING." Infinity Journal 10, no. 2 (July 28, 2021): 235. http://dx.doi.org/10.22460/infinity.v10i2.p235-258.

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This study is a qualitative research by using the descriptive method that aims to examine the behaviour of eighteen students in Bandung, Indonesia. Six issues related to geometry were given to eighteen of second-grade junior high school students with heterogeneous abilities. The problems given to the students contained all of the problem-solving strategies such as guessing and checking, make a picture, make a list, make a table, working backwards, looking patterns, and using a logical reason, solving simple problems and making questions. Data collection was conducted through mathematical problem-solving tests, recording students’ presentations, and interviewing among researchers and students after doing the problems. The result of recording was a video during the presentation process, and the interview would explore their understanding of the given problems to see the behaviour used by subjects of the research. The data in this research showed that many students’ behaviour identified; in the relevant literature, there are terms of the behaviour of problem-solving naive, routine, and sophisticated. However, the category "naïve," "routine," and "sophisticated" did not fully draw various behaviours observed, it was obtained additional category termed behavioural problem solver "naïve," "routine," "semi-sophisticated" and "sophisticated". It was due to the category of regular students can be divided into two, some students can be directed, and some of them cannot be directed to sophisticated behaviour. Thus, the routine category can be classified into two categories: routine and semi-sophisticated.

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Tyrer, Peter, Jessica Nagar, Rosie Evans, Patricia Oliver, Paul Bassett, Natalie Liedtka, and Aris Tarabi. "The Problem Behaviour Checklist: short scale to assess challenging behaviours." BJPsych Open 2, no. 1 (January 2016): 45–49. http://dx.doi.org/10.1192/bjpo.bp.115.002360.

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BackgroundChallenging behaviour, especially in intellectual disability, covers a wide range that is in need of further evaluation.AimsTo develop a short but comprehensive instrument for all aspects of challenging behaviour.MethodIn the first part of a two-stage enquiry, a 28-item scale was constructed to examine the components of challenging behaviour. Following a simple factor analysis this was developed further to create a new short scale, the Problem Behaviour Checklist (PBCL). The scale was subsequently used in a randomised controlled trial and tested for interrater reliability. Scores were also compared with a standard scale, the Modified Overt Aggression Scale (MOAS).ResultsSeven identified factors – personal violence, violence against property, self-harm, sexually inappropriate, contrary, demanding and disappearing behaviour – were scored on a 5-point scale. A subsequent factor analysis with the second population showed demanding, violent and contrary behaviour to account for most of the variance. Interrater reliability using weighted kappa showed good agreement (0.91; 95% CI 0.83–0.99). Good agreement was also shown with scores on the MOAS and a score of 1 on the PBCL showed high sensitivity (97%) and specificity (85%) for a threshold MOASscore of 4.ConclusionsThe PBCL appears to be a suitable and practical scale for assessing all aspects of challenging behaviour.

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GOYAL, MADHU. "ATTITUDE CYCLE FOR PROBLEM SOLVING TEAMS IN A DYNAMIC WORLD." International Journal on Artificial Intelligence Tools 13, no. 04 (December 2004): 945–59. http://dx.doi.org/10.1142/s0218213004001910.

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In this paper, a mental attribute called attitude is introduced and its importance in agent problem solving is discussed. It presents the various properties of agents describing how the attitudes of the agents affect the behavior of the agents. The paper also discusses how the attitudes could be described computationally in terms of various attributes. This paper formalizes the team as a collective abstract attitude of participating agents. This concept especially has been very useful in formalising the behaviour of complex teams. The team model grounds the team attitude as the individual attitude of its member agents, which in turn is further divided into the attitudes and behaviours towards the various team attributes. In this paper a team problem solving methodology is also presented, which has the notion attitude and team cycle as its core to allow robust and coherent team behavior. It also shows how these various attitudes ultimately result into various team behaviors in a fire world. The application and implementation of this methodology to a virtual fire-fighting domain has revealed a promising prospect in developing problem solving team agents.

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Prinzie, P., P. Onghena, W. Hellinckx, H. Grietens, P. Ghesquière, and H. Colpin. "Parent and child personality characteristics as predictors of negative discipline and externalizing problem behaviour in children." European Journal of Personality 18, no. 2 (March 2004): 73–102. http://dx.doi.org/10.1002/per.501.

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Negative discipline has been linked to childhood externalizing behaviour. However, relatively little attention has been given to the potential effect of individual personality characteristics of children and parents. Using the Five Factor Model, we examined the extent to which parents' and children's personality characteristics were related to parenting and children's externalizing behaviour in a proportional stratified general population sample (N=599) of elementary‐school‐aged children. Based on Patterson's macromodel of parenting, an initial model was built, hypothesizing that the impact of parents' and child's personality dimensions on externalizing problems was fully mediated by negative discipline. Results supported a modified model that added direct pathways between parent and child personality characteristics and externalizing problem behaviour. For the mother data, as well as for the father data, children's Extraversion and Imagination were positively related to children's externalizing problem behaviours. Children's Benevolence and Conscientiousness and parents' Emotional Stability were negatively related to externalizing problem behaviours. For the mother data, maternal Agreeableness was positively related to externalizing problem behaviours too. Copyright © 2003 John Wiley & Sons, Ltd.

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DiBenedetto, Emmanuele, and Avner Friedman. "Periodic behaviour for the evolutionary dam problem and related free boundary problems Evolutionary dam problem." Communications in Partial Differential Equations 11, no. 12 (January 1986): 1297–377. http://dx.doi.org/10.1080/03605308608820466.

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Camacho, Regina, Angelika Anderson, Dennis W. Moore, and Brett Furlonger. "Conducting a Function-Based Intervention in a School Setting to Reduce Inappropriate Behaviour of a Child With Autism." Behaviour Change 31, no. 1 (February 27, 2014): 65–77. http://dx.doi.org/10.1017/bec.2013.33.

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Although function-based interventions have been shown to be effective, the methods utilised to carry out functional behaviour assessments (FBA) have practical limitations. This study explored the relative utility and feasibility of three FBA methods in a school setting to inform a function-based intervention to reduce problem behaviour in a boy with autism. The study consisted of (1) indirect and direct assessments, (2) a modified functional analysis, and (3) the intervention. New video technology, Behavior Capture, was trialled to facilitate data collection in the classroom. All methods contributed to identifying the function of the problematic behaviour, though only the functional analysis provided conclusive results. A peer-mediated intervention based on these findings conducted in the school playground reduced the problem behaviours. All FBA methods could be applied in the school setting and provided useful information. Novel technology was helpful in facilitating data collection. A naturalistic intervention was successful in reducing problem behaviours and increasing play skills.

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Yıldırım, Yener. "Öğretmenlerin Eğitim Kurumlarında Yaşadığı Problemlerle Başaçıkmada Uyguladığı Yöntemlerin İncelenmesi." International Journal of Social Sciences 6, no. 24 (February 25, 2022): 259–73. http://dx.doi.org/10.52096/usbd.6.24.15.

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Do the task for educational institutions or teachers in the classroom environment in which the behavior seen in the form of problematic behavior, this is his behavior, causal attributions, behavior intervention to determine the method chosen in order to this end, teachers in classroom management can be critical to success, and this behavior to deal with, providing the continuity of being and prevent this behaviour to occur again in terms of providing ethical behavior is important. The symptoms of occupational burnout in teachers are seen as psychophysiological, psychological and behavioral. The methods and techniques applied by teachers in coping with problem behavior are usually influenced by opinions about why problem behavior arises. It is a very important stage for teachers to see the cause of problem behavior primarily in themselves and to take responsibility for the source of problem behaviors in terms of coping with problem behaviors. Keywords: Problem Behaviors, Professional Burnouts, Coping Methods

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Zemančíková, Vladimíra, and Ivana Mikulová. "Problem Behaviour of Pupils with Specific Learning Disabilities in Teachers’ Reflections." New Educational Review 70, no. 4 (2022): 145–55. http://dx.doi.org/10.15804/tner.2022.70.4.12.

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The research aimed to find out the manifestations and rate of occurrence of problem behaviour among pupils with specific developmental learning disabilities in teachers’ reflections. Differences in the rate of occurrence of pupils’ problem behaviour were compared with regard to their current level of education, position in the class, and academic achievement. Data were gathered by content analysis of text documents – pupil pedagogical profiles including the Conners Rating Scale for teachers (1969, 1999). Data were processed by SPSS, the method of statistical inference, Mann-Whitney U-test, and Kruskal-Wallis analysis of variance. A variability of SLD pupils’ behaviours was discovered. The most pronounced manifestations included internalising problem behaviours; externalising problem behaviours were mostly disruptive and inattentive behaviours. SLD pupils with poor academic achievement were characterised by significantly more frequent manifestations of problem behaviour.

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Visser, Jeroen Heijmens, Jan Van Der Ende, Hans M. Koot, and Frank C. Verhulst. "Predictors of psychopathology in young adults referred to mental health services in childhood or adolescence." British Journal of Psychiatry 177, no. 1 (July 2000): 59–65. http://dx.doi.org/10.1192/bjp.177.1.59.

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BackgroundFor children referred to mental health services future functioning may be hampered.AimsTo examine stability and prediction of behavioural and emotional problems from childhood into adulthood.MethodA referred sample (n=789) aged 4–18 years was followed up after a mean of 10.5 years. Scores derived from the Child Behavior Checklist, Youth Self-Report and Teacher Report Form were related to equivalent scores for young adults from the Young Adult Self-Report and Young Adult Behavior Checklist.ResultsCorrelations between first contact (T1) and follow-up (T2) scores were 0.12–0.53. Young adult psychopathology was predicted by corresponding TI problem scores. Social problems and anxious/depressed scores were predictors of general problem behaviour.ConclusionsProblem behaviour of children and adolescents referred to outpatient mental health services is highly predictive of similar problem behaviour at young adulthood. Stability is higher for externalising than for internalising behaviour and for intra-informant than for inter-informant information. Stabilities are similar across gender. To obtain a comprehensive picture of the young adult's functioning, information from related adults may prove valuable.

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Bongers, I. M. B., H. F. L. Garretsen, and H. A. M. van Oers. "Help-seeking behaviour of problem drinkers." Journal of Substance Misuse 1, no. 4 (January 1996): 216–21. http://dx.doi.org/10.3109/14659899609081960.

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Warnes, Caroline. "Hypothyroidism and problem behaviour in dogs." BSAVA Companion 2016, no. 3 (March 1, 2016): 4–8. http://dx.doi.org/10.22233/20412495.0316.4.

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Volokitina, A. V., M. A. Sofronov, and M. A. Korets. "Problem of Wildland Fire Behaviour Prediction." Пожаровзрывобезопасность 19, no. 4 (August 2010): 41–48. http://dx.doi.org/10.18322/pvb.2010.19.04.41-48.

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Mills, Daniel S. "Recognising the nature of problem behaviour." Veterinary Journal 176, no. 2 (May 2008): 127–28. http://dx.doi.org/10.1016/j.tvjl.2007.05.016.

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Dahle, Anne Elisabeth, Ann-Mari Knivsberg, and Anne Brit Andreassen. "Coexisting problem behaviour in severe dyslexia." Journal of Research in Special Educational Needs 11, no. 3 (December 28, 2010): 162–70. http://dx.doi.org/10.1111/j.1471-3802.2010.01190.x.

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Leadbetter, David. "Challenging behaviour: Whose problem is it?" Nursing and Residential Care 9, no. 9 (September 2007): 438–40. http://dx.doi.org/10.12968/nrec.2007.9.9.24441.

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Andreou, Eleni, and Apostolia Rapti. "Teachers' Causal Attributions for Behaviour Problems and Perceived Efficacy for Class Management in Relation to Selected Interventions." Behaviour Change 27, no. 1 (April 1, 2010): 53–67. http://dx.doi.org/10.1375/bech.27.1.53.

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AbstractThe general aim of this study was to examine the predictive value of both teachers' causal attributions for behavior problems and perceived efficacy for class management for forms of intervention used in the classroom and cooperations preferred in order to get help for students' problem behaviour. Primary school teachers (N= 249) were asked to rate 12 factors as the possible cause of the behaviour problem described in a vignette, and evaluate 19 statements referring to the intervention strategies they would use, as well as the cooperations they would prefer in order to respond effectively to the problem in the vignette. They also completed an 8-item questionnaire measuring perceived efficacy for class management. The teachers' responses were found to be associated with their teaching experience. Both causal attributions for behaviour problems and perceived efficacy for class management predicted specific interventions. Results are discussed in terms of their implications for future research and teacher education.

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Soley, Fernando G., Rafael Lucas Rodríguez, Gerlinde Höbel, and William G. Eberhard. "Insightful behaviour in arthropods?" Behaviour 158, no. 8-9 (March 15, 2021): 781–93. http://dx.doi.org/10.1163/1568539x-bja10077.

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Abstract Arthropod behaviour is usually explained through ‘hard-wired’ motor routines and learning abilities that have been favoured by natural selection. We describe observations in which two arthropods solved rare and perhaps completely novel problems, and consider four possible explanations for their behaviours: (i) the behaviour was a pre-programmed motor routine evolved to solve this particular problem, or evolved for other functions but pre-programmed to be recruited for this function under certain conditions; (ii) it was learned previously; (iii) it resulted by chance; or (iv) it was the result of insightful behaviour. Pre-programmed solutions can be favoured by natural selection if they provide solutions to common or crucial problems. Given the apparent rarity of the problems that these animals solved, the solutions they employed are unlikely to represent innate behaviour. Learning and random chance seem unlikely, although we cannot rule them out completely. Possibly these animals employed some degree of insight.

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Manders, Willeke A., Ron H. J. Scholte, Jan M. A. M. Janssens, and Eric E. J. De Bruyn. "Adolescent personality, problem behaviour and the quality of the parent–adolescent relationship." European Journal of Personality 20, no. 3 (April 2006): 237–54. http://dx.doi.org/10.1002/per.574.

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The relationship between adolescent personality and problem behaviour has been well established. However, relatively little attention has been given to the role of the social environment in the association between adolescent personality and problem behaviour. We tested the mediating and moderating role of the quality of the parent–adolescent relationship in the associations between adolescents' personality traits and problem behaviour. The sample consisted of 140 adolescents (11 to 18 years of age) and both their parents. Results supported a mediating role of the father/mother–adolescent relationship in the associations between Agreeableness, Emotional Stability, and Conscientiousness and externalizing problem behaviour. The father/mother–adolescent relationships did not mediate the associations between personality traits and internalizing problem behaviour. We also found support for a moderating role of the father/mother–adolescent relationships in the association between Emotional Stability and both externalizing and internalizing problem behaviours. Other moderated effects were specific for parent, personality trait and type of problem behaviour. Copyright © 2006 John Wiley & Sons, Ltd.

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O'Neill, Sue, and Jennifer Stephenson. "One Year on: First-Year Primary Teachers’ Perceptions of Preparedness to Manage Misbehaviour and Their Confidence in the Strategies They Use." Australasian Journal of Special Education 37, no. 2 (October 10, 2013): 125–46. http://dx.doi.org/10.1017/jse.2013.15.

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This article reports the findings of a one-year follow-up study of Australian beginning primary teachers’ perceived preparedness to manage a variety of problematic student behaviours, and their confidence and use of behaviour management strategies based on their preservice coursework in classroom behaviour management. A total of 216 primary teachers in their first year of employment located across Australia responded to the online survey. Based on their coursework preparation in classroom behaviour management, the first-year teachers felt, at best, only somewhat prepared to manage disruption, noncompliance and disorganisation problems, and closer to not at all prepared to manage aggressive, antisocial, or destructive behaviours. Their perceptions of preparedness to manage all categories of problem behaviours had decreased significantly since course completion in the past year. First-year teachers were aware of a wide range of strategies for responding to problem behaviours, and felt somewhat confident in using most of the strategies. Their confidence in use had increased for most strategies, but only minimally, since completing their teacher education programs. Issues with current preservice coursework in classroom behaviour management in teacher education programs are discussed, and suggestions for addressing preparation and confidence issues are offered.

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Niewiadomska, Iwona, Rafał P. Bartczuk, Joanna Chwaszcz, Stanisław Fel, Weronika Augustynowicz, Agnieszka Palacz-Chrisidis, and Michał Wiechetek. "Religiosity as a factor protecting against problem behaviour in adolescence." Journal for Perspectives of Economic Political and Social Integration 21, no. 1-2 (December 1, 2015): 63–89. http://dx.doi.org/10.2478/pepsi-2015-0003.

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Abstract This article explores the question, to what degree religiosity contributes, as a protecting factor against a broad category of socially deviant adolescent and youth behaviours. It also tests the hypothesis that gender plays a moderating role in the relationship between religiosity and problem behaviour. It employs a modified version of the Problem Behaviour Syndrome Measure (PBSM), in concert with Jessor and Jessor’s conceptual work. It also makes use of the Duke Religion Index (DUREL) to assess religiosity. The empirical study deals with a representative group of 960 students of upper-secondary schools in the Lubelskie province, Poland. The results were analyzed using canonical analysis and ANOVA. The achievements of the article are twofold. First, it identifies significant correlations between the different levels of religiosity among youth, and the occurrence and intensification of problem behaviours, particularly in regard to organized activity. Organized and intrinsic religiosity play principal protective roles, while the impact of personal religious practices is less significant. Secondly, while analyzing the moderating role of gender in the relationship between religiosity and the intensity of problem behaviour, it was found that gender does not have a significant interactive impact. An affirmative conclusion was confirmed in only two instances.

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Mishkulynets, Olena O., Nadiya Y. Bryzhak, and Kateryna O. Doktor. "INFLUENCE OF NEGATIVE BEHAVIOR OF ELEMENTARY SCHOOL CHILDREN ON EDUCATIONAL ACTIVITY AS A PSYCHOLOGICAL AND PEDAGOGICAL PROBLEM." Scientific Notes of Ostroh Academy National University: Psychology Series 1 (January 28, 2021): 51–56. http://dx.doi.org/10.25264/2415-7384-2021-12-51-56.

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Today, the number of children whose behavior is contrary to social, moral, and legal norms in society is increasing. The article consideredthat understanding the mechanisms of formation of behavioural disorders will contribute to the introduction on this basis of the preventive component in the pedagogical process at all levels of education. Particular attention is paid to the problem of negative behaviour among younger pupils, because the main stereotypes of behaviour are laid down at this age. It has been shown that the problem faced by primary school teachers is the formation of certain behaviours in children to improve the performance of pupils who lag behind in learning. The question of the relationship between the behaviour and success of junior high school pupils in learning is especially relevant. The purpose of the study is to substantiate the features of negative behaviour and its impact on the educational activities of primary school children. To test the methodological effectiveness, it had been studied and analysedseveral scientific papers on specific issues. Methods of research used: theoretical: analysis of scientific literature, generalization, classification (for clarification of key concepts of research), systematisation, grouping (for conceptualisation of the main provisions of the study). The results of the study substantiate and specify the factors on which the manifestations of behavioural disorders depend, analyse the psychological characteristics of children of this age, clarify the pedagogical conditions by which to ensure the preventive nature of raising children with negative behaviours; the theoretical bases of the process to prevent negative manifestations of behaviour in junior schoolchildren are revealed. The factors of negative behaviourhave been singled out. It has been noted that negative behaviour influences the educational activity of students. It has been established that the problem of negative behaviour should be considered in the plane of personal development of the child and the formation of her social behaviour. It has been noted that the understanding of behavioural mechanisms in children helps not only to identify the causes of deviations in behaviour, but also to find means of influence, to determine the main directions of psychological and pedagogical correction in behaviour. Attention is drawn to the need for preventive work and pedagogical correction in the behaviour of the emerging personality at all levels of education. It is stated that negative behaviour leads to the formation of persistent behavioural disorders that prevent the pupil’s success in learning as a necessary condition for the development of the child’s personality. Further prospects of the study include the study of the peculiarities of the manifestation and conditions of negative behaviour of primary school agechildren.

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Kanagasabai, Lenin. "Passerine swarm optimization algorithm for solving optimal reactive power dispatch problem." International Journal of Advances in Applied Sciences 9, no. 2 (June 1, 2020): 101. http://dx.doi.org/10.11591/ijaas.v9.i2.pp101-109.

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<span>This paper presents Passerine Swarm Optimization Algorithm (PSOA) for solving optimal reactive power dispatch problem. This algorithm is based on behaviour of social communications of Passerine bird. Basically, Passerine bird has three common behaviours: search behaviour, adherence behaviour and expedition behaviour. Through the shared communications Passerine bird will search for the food and also run away from hunters. By using the Passerine bird communications and behaviour, five basic rules have been created in the PSOA approach to solve the optimal reactive power dispatch problem. Key aspect is to reduce the real power loss and also to keep the variables within the limits. Proposed Passerine Swarm Optimization Algorithm (PSOA) has been tested in standard IEEE 30 bus test system and simulations results reveal about the better performance of the proposed algorithm in reducing the real power loss and enhancing the static voltage stability margin</span>

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Farrelly, Simone, Christine Ffrench, Rowan P. Ogeil, and James G. Phillips. "Coping Strategies and Problem Gambling." Behaviour Change 24, no. 1 (March 1, 2007): 14–24. http://dx.doi.org/10.1375/bech.24.1.14.

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AbstractIn DSM-IV, problem gambling is associated with symptoms such as escape, denial, and chasing. However, these symptoms could actually be underlying coping strategies that contribute to the problems associated with gambling behaviour. To address relationships between coping strategies and gambling problems, 65 participants (37 males and 28 females) with a mean age of 37 completed the South Oaks Gambling Screen (SOGS), and questionnaires addressing coping strategies, mood states, and dissociative experiences. Specific subscales addressing coping strategies relevant to DSM-IV symptoms were examined, namely Distancing, Escape-Avoidance and Confrontative Coping. Although fantasy and denial feature in the behaviours of problem gamblers, dissociative tendencies were only indirectly linked to problem gambling status. Instead, problem gambling status was related to depression and greater tendencies towards Confrontative Coping and Distancing. The present data demonstrates several distinct factors associated with gambling problems and suggests confrontation could have a role in problem gambling.

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Hanisch, Charlotte, Inez Freund-Braier, Christopher Hautmann, Nicola Jänen, Julia Plück, Gabriele Brix, Ilka Eichelberger, and Manfred Döpfner. "Detecting Effects of the Indicated Prevention Programme for Externalizing Problem Behaviour (PEP) on Child Symptoms, Parenting, and Parental Quality of Life in a Randomized Controlled Trial." Behavioural and Cognitive Psychotherapy 38, no. 1 (December 8, 2009): 95–112. http://dx.doi.org/10.1017/s1352465809990440.

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Background: Behavioural parent training is effective in improving child disruptive behavioural problems in preschool children by increasing parenting competence. The indicated Prevention Programme for Externalizing Problem behaviour (PEP) is a group training programme for parents and kindergarten teachers of children aged 3–6 years with externalizing behavioural problems. Aims: To evaluate the effects of PEP on child problem behaviour, parenting practices, parent-child interactions, and parental quality of life. Method: Parents and kindergarten teachers of 155 children were randomly assigned to an intervention group (n = 91) and a nontreated control group (n = 64). They rated children's problem behaviour before and after PEP training; parents also reported on their parenting practices and quality of life. Standardized play situations were video-taped and rated for parent-child interactions, e.g. parental warmth. Results: In the intention to treat analysis, mothers of the intervention group described less disruptive child behaviour and better parenting strategies, and showed more parental warmth during a standardized parent-child interaction. Dosage analyses confirmed these results for parents who attended at least five training sessions. Children were also rated to show less behaviour problems by their kindergarten teachers. Conclusions: Training effects were especially positive for parents who attended at least half of the training sessions. Abbreviations: CBCL: Child Behaviour Checklist; CII: Coder Impressions Inventory; DASS: Depression anxiety Stress Scale; HSQ: Home-situation Questionnaire; LSS: Life Satisfaction Scale; OBDT: observed behaviour during the test; PCL: Problem Checklist; PEP: prevention programme for externalizing problem behaviour; PPC: Parent Problem Checklist; PPS: Parent Practices Scale; PS: Parenting Scale; PSBC: Problem Setting and Behaviour checklist; QJPS: Questionnaire on Judging Parental Strains; SEFS: Self-Efficacy Scale; SSC: Social Support Scale; TRF: Caregiver-Teacher Report Form

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Krneta, Dragoljub, and Aleksandra Šević. "Problem behaviour at early age: Basis for prediction of asocial behaviour." Research in Pedagogy 5, no. 2 (2015): 1–12. http://dx.doi.org/10.17810/2015.01.

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van der Valk, JC, FC Verhulst, TM Stroet, and DI Boomsma. "Quantitative genetic analysis of Internalising and Externalising Problems in a large sample of 3-year-old twins." Twin Research 1, no. 1 (February 1, 1998): 25–33. http://dx.doi.org/10.1375/twin.1.1.25.

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AbstractFor a quantitative genetic study of pre-school problem behaviours, we have collected data with the Child Behavior Checklist for 2 and 3-year-old children (CBCL 2/3). Questionnaires were completed by mothers of 3620 twin pairs: 633 monozygotic males, 581 dizygotic males, 695 monozygotic females, 519 dizygotic females and 1192 dizygotic opposite sex twin pairs. The genetic and environmental influences on the Externalising and Internalising Problem scales were estimated, simultaneously with sex differences and sibling interaction effects. Genetic factors explained most of the observed variance for both Externalising and Internalising Problems. Cooperative sibling interactions were found for Externalising Problems, indicating that twins reinforce each other's behaviour. Sex differences in genetic architecture were found for Externalising Problems. Genetic factors explained 75% of the variance in girls and 50% in boys. Shared environmental influences were only of importance in boys. For both problem scales, non-shared environmental factors accounted for 25 to 32% of the variance. The observed variances of Internalising Problems could be adequately explained by genetic and nonshared environmental factors, with genetic factors accounting for 68% of the variance.

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Zbroszczyk, Dorota. "SUICIDE EXTREME ACT OF PATHOLOGICAL BEHAVIOUR." Kultura Bezpieczeństwa. Nauka – Praktyka - Refleksje 32, no. 32 (December 31, 2018): 293–306. http://dx.doi.org/10.5604/01.3001.0012.8106.

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Contemporary times pose many threats to life and health. The type of changes in many areas of human life, e.g. changes in the economy, value loss, consumerism causes unexpected intensification of extreme social problems, e.g. suicides. Suicide is an extremely complex phenomenon in its aetiology, which is a problem not only of individual but also of social pathology. Due to their size, structure and dynamics, and above all the social consequences of suicidal behaviour, suicidal behaviour is an important social problem that cannot remain unnoticed.

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Halls, Vicky. "Tools for managing feline problem behaviours: Environmental and behavioural modification." Journal of Feline Medicine and Surgery 20, no. 11 (October 30, 2018): 1005–14. http://dx.doi.org/10.1177/1098612x18806757.

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Practical relevance: Problem feline behaviour can be managed successfully by early diagnosis and intervention, good first-aid advice in veterinary practice and then, if necessary, a referral to a suitably qualified behaviourist for those cases that are complex. There are a number of tools available to assist in the resolution of problem feline behaviour and this article will cover environmental modification and behavioural modification. Clinical challenges: Problem feline behaviours are not uncommon and the veterinary team often have to rely on their own knowledge to assist clients if a specialist behaviourist is not available. Evidence base: There is a lack of evidence-based information regarding how best to work-up and treat cases of problem feline behaviour in practice; therefore, some recommendations within this article are based on the author’s experience of treating cases in a cat-specific behaviour referral practice over the past 20 years. However, there is evidence available regarding how best to enrich a cat’s environment and how to ensure a cat’s environmental needs are met. Audience: Any veterinarians, veterinary nurses or technicians who are involved in the diagnosis or treatment of problem feline behaviour in practice would benefit from understanding the principles of environmental and behavioural modification.

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Semarco, Stanley KM, and Seokhee Cho. "The predictive influence of headteachers’ task-oriented managerial leadership behaviours on teachers’ retention intentions in Ghana." Educational Management Administration & Leadership 46, no. 6 (June 15, 2017): 908–25. http://dx.doi.org/10.1177/1741143217714252.

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The study examined if significant dynamic and reciprocal relationships exist among the task-oriented managerial behaviours of headteachers, and how these behaviours specifically and jointly influence teachers’ retention intention. Out of the multistage sampled 350 schools, suitable questionnaires from 279 schools representing 558 questionnaires filled by teachers provided data on 279 headteachers. The analysis showed that headteachers’ problem-solving behaviour, clarifying behaviour and monitoring operations behaviour influenced their planning activities as leaders. The planning behaviour significantly predicted retention intention and had a significant mediating effect on the relationships between clarifying, monitoring, and problem- solving behaviours on one hand and teachers’ retention intention on the other. The implications of the study’s findings and future research directions are discussed.

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Hayes, Louise. "Problem Behaviours in Early Primary School Children: Australian Normative Data using the Strengths and Difficulties Questionnaire." Australian & New Zealand Journal of Psychiatry 41, no. 3 (March 2007): 231–38. http://dx.doi.org/10.1080/00048670601172715.

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Objective: This study provides normative and clinical levels of problem behaviours from a large community sample of Australian early primary school children. Method: From a large community sample (n = 1928) of children aged 5 to 10 years (mean = 7.70, SD = 0.89) normative data are provided using the teacher-reported version of the Strengths and Difficulties Questionnaire (SDQ). A response rate of 88% ensures the data are representative. Results: Mean scores on total difficulties between this Australian sample and UK norms were comparable. Some differences in the clinical cut-off scores are evident in the Australian sample, and adjusted clinical cut-offs are provided. Australian teacher reports of problem behaviour revealed lower clinical levels of emotional problems. Boys had significantly greater problems than girls on the Conduct, Hyperactivity, Peer and Prosocial scales. Overall, 5.3% of boys had scores in the clinical range on four of the five subscales. Comparisons of the factor structure revealed that for boys the Peer scale has two interpretations, with two items loading with Conduct problems and associated with greater problem behaviours. For girls, conduct problems are more strongly associated with poorer prosocial skills. Conclusions: Teachers are able provide valuable predictive information on externalizing behaviours. Australian normative comparisons reveal minor variations in teacher interpretation of items. The present data is representative of the Australian community and should be used to assess behaviour difficulties in early primary school children. Future studies on older age children are required to understand the developmental progression of problem behaviours in the community.

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Quin, Daniel. "Levels of problem behaviours and risk and protective factors In suspended and non-suspended students." Educational and Developmental Psychologist 36, no. 01 (May 24, 2019): 8–15. http://dx.doi.org/10.1017/edp.2019.4.

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External suspension from school is a common disciplinary practice in traditionally English-speaking countries. Few studies have sought student perceptions of school suspension, as well as measures of problem behaviours and emotional problems, and known factors that influence the development of antisocial behaviour, to examine associations between these variables. Three hundred and four adolescents, aged 12–17 years, from five schools in southern Australia completed a self-report questionnaire that asked about behavioural and mental health problems, and risk and protective factors known to be associated with suspension. Seventy-four of the participants had been previously suspended from school at least once. Having been previously suspended was associated with a greater level of problem behaviours and emotions, poor family management, low school commitment, reduced supportive teacher relationships, and interactions with antisocial peers. School suspension appears likely to be applied to students who lack the ability to self-regulate their behaviours and emotional problems in the classroom. By excluding students from school, pre-existing behavioural problems may be exacerbated by diminishing school protective factors and increasing exposure to known risk factors. Adolescents most at risk of being suspended would benefit from alternative school behaviour management policies and procedures that maintain the school as a protective factor.

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Clay-Williams, Robyn, and Jeffrey Braithwaite. "Reframing implementation as an organisational behaviour problem." Journal of Health Organization and Management 29, no. 6 (September 21, 2015): 670–83. http://dx.doi.org/10.1108/jhom-11-2013-0254.

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Purpose – The purpose of this paper is to report on a process evaluation of a randomised controlled trial (RCT) intervention study that tested the effectiveness of classroom- and simulation-based crew resource management courses, alone and in combination, and identifies organisational barriers and facilitators to implementation of team training programmes in healthcare. Design/methodology/approach – The RCT design consisted of a before and after study with a team training intervention. Quantitative data were gathered on utility and affective reactions to training, and on teamwork knowledge, attitudes, and behaviours of the learners. A sample of participants was interviewed at the conclusion of the study. Interview responses were analysed, alongside qualitative elements of the classroom course critique, to search for evidence, context, and facilitation clues to the implementation process. Findings – The RCT method provided scientifically robust data that supported the benefits of classroom training. Qualitative data identified a number of facilitators to implementation of team training, and shed light on some of the ways that learning was diffused throughout the organisation. Barriers to successful implementation were also identified, including hospital time and resource constraints and poor organisational communication. Originality/value – Quantitative randomised methods have intermittently been used to evaluate team training interventions in healthcare. Despite two decades of team training trials, however, the authors do not know as well as the authors would like what goes on inside the “black box” of such RCTs. While results are usually centred on outcomes, this study also provides insight into the context and mechanisms associated with those outcomes and identifies barriers and facilitators to successful intervention implementation.

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Lloyd-Smith, Mel. "Problem Behaviour, Exclusions and the Policy Vacuum." Pastoral Care in Education 11, no. 4 (December 1993): 19–24. http://dx.doi.org/10.1080/02643949309470852.

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Zarcone, J., D. Napolitano, and M. Valdovinos. "Measurement of problem behaviour during medication evaluations." Journal of Intellectual Disability Research 52, no. 12 (December 2008): 1015–28. http://dx.doi.org/10.1111/j.1365-2788.2008.01109.x.

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Karakhanyan, A. L., and H. Shahgholian. "Boundary behaviour for a singular perturbation problem." Nonlinear Analysis 138 (June 2016): 176–88. http://dx.doi.org/10.1016/j.na.2015.12.024.

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Paunonen, Lassi, and David Seifert. "Asymptotic behaviour in the robot rendezvous problem." Automatica 79 (May 2017): 127–30. http://dx.doi.org/10.1016/j.automatica.2017.02.015.

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Mukiawa, Soh Edwin. "Asymptotic behaviour of a suspension bridge problem." Arab Journal of Mathematical Sciences 24, no. 1 (January 2018): 31–42. http://dx.doi.org/10.1016/j.ajmsc.2017.07.002.

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Marcou, Andri. "Coding strategic behaviour in mathematical problem solving." Research in Mathematics Education 10, no. 1 (March 2008): 99–100. http://dx.doi.org/10.1080/14794800801916929.

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Watts, Geoff. "Understanding challenging behaviour: Whose problem is it?" FPOP Bulletin: Psychology of Older People 1, no. 84 (October 2003): 16–17. http://dx.doi.org/10.53841/bpsfpop.2003.1.84.16.

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Ross, Kate. "The thorny problem of challenging behaviour units." FPOP Bulletin: Psychology of Older People 1, no. 96 (November 2006): 17–21. http://dx.doi.org/10.53841/bpsfpop.2006.1.96.17.

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Journal articles on the topic 'Problem behaviour'

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