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Artículos de revistas sobre el tema "Behavioral problems"

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Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 21 de febrero de 2023

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1

Anonymous. "Treating Behavioral Problems". Journal of Gerontological Nursing 16, n.º 11 (noviembre de 1990): 46. http://dx.doi.org/10.3928/0098-9134-19901101-18.

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Ohgi, Shohei, Tatsuya Takahashi, J. Kevin Nugent, Kokichi Arisawa y Tomitaro Akiyama. "Neonatal Behavioral Characteristics and Later Behavioral Problems". Clinical Pediatrics 42, n.º 8 (octubre de 2003): 679–86. http://dx.doi.org/10.1177/000992280304200803.

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Reddy, Bheemreddy Raghu Nandan. "Study of Behavioral Problems in Preschool Children". Journal of Medical Science And clinical Research 04, n.º 12 (15 de diciembre de 2016): 14641–49. http://dx.doi.org/10.18535/jmscr/v4i12.56.

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Smith, Amanda G. "Behavioral problems in dementia". Postgraduate Medicine 115, n.º 6 (junio de 2004): 47–56. http://dx.doi.org/10.3810/pgm.2004.06.1536.

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5

DUNGY, CLAIBOURNE I., LINDA COOPER y DAVID WACKER. "Behavioral Problems among Twins". Journal of Developmental & Behavioral Pediatrics 14, n.º 5 (octubre de 1993): 336???339. http://dx.doi.org/10.1097/00004703-199310000-00008.

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6

Frumin, Melissa, Terry Chisholm, Chandlee C. Dickey y Kirk R. Daffner. "PSYCHIATRIC AND BEHAVIORAL PROBLEMS". Neurologic Clinics 16, n.º 2 (mayo de 1998): 521–44. http://dx.doi.org/10.1016/s0733-8619(05)70075-x.

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7

Benton, David. "Sucrose and Behavioral Problems". Critical Reviews in Food Science and Nutrition 48, n.º 5 (8 de mayo de 2008): 385–401. http://dx.doi.org/10.1080/10408390701407316.

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Volicer, Ladislav. "Behavioral Problems and Dementia". Clinics in Geriatric Medicine 34, n.º 4 (noviembre de 2018): 637–51. http://dx.doi.org/10.1016/j.cger.2018.06.009.

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9

G., Prashantha Kumar y Kumaravel K. S. "A cross-sectional study of behavioural disorders in children with human immunodeficiency virus / acquired immuno deficiency syndrome attending an anti-retroviral therapy centre". International Journal of Contemporary Pediatrics 6, n.º 5 (23 de agosto de 2019): 2156. http://dx.doi.org/10.18203/2349-3291.ijcp20193744.

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Background: HIV is a chronic disease which also significantly affects the behavior. This study aims at evaluating behavioral disorders in children with HIV/AIDS.Methods: This Cross-sectional study utilized the Child Behaviour Check List.Results: The overall prevalence of borderline and clinically significant behavioral problems were 69.3% (n=104). The prevalence of behavioral disorders were observed in the eight categories - anxious/depressed (borderline-7.7%, clinically significant-18.3%), withdrawn/depressed (6.7%, 18.3%), somatic problems (7.7%, 6.7%), rule-breaking behavior (7.7%, 18.3%), aggressive behavior (10.6%, 21.1%), attention problems (15.4%, 2.9%) and thought problems (9.6%, 2.9%). No social problems were observed. Internalizing problems were common in girls and externalizing problems were common in boys. As age advanced a simple linear progression in prevalence of Behavior Problems was found. There were 47.1% of Orphans in study and behavioral problems were more common in them.Conclusions: High prevalence of behavioural abnormalities warrants comprehensive management including Behavioural counselling and therapy and not just drugs for these children.
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10

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

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

Sieron, Arkadiusz. "Some Problems of Behavioral Economics". EUROPEAN RESEARCH STUDIES JOURNAL XXIII, Issue 4 (1 de noviembre de 2020): 336–62. http://dx.doi.org/10.35808/ersj/1687.

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Millichap, J. Gordon. "Behavioral Problems in Tourette Syndrome". Pediatric Neurology Briefs 3, n.º 2 (1 de febrero de 1989): 13. http://dx.doi.org/10.15844/pedneurbriefs-3-2-6.

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13

Zins, Joseph E. "Helping Students With Behavioral Problems". Contemporary Psychology: A Journal of Reviews 35, n.º 1 (enero de 1990): 74–75. http://dx.doi.org/10.1037/028190.

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14

Alderman, Elizabeth M. y Stanford B. Friedman. "Behavioral Problems of Affluent Youth". Pediatric Annals 24, n.º 4 (1 de abril de 1995): 186–91. http://dx.doi.org/10.3928/0090-4481-19950401-06.

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15

Haroun, Ansar M. "Recurrent Behavioral Problems in Children". Pediatric Annals 33, n.º 5 (1 de mayo de 2004): 282–84. http://dx.doi.org/10.3928/0090-4481-20040501-04.

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16

Rescorla, Leslie A., Thomas M. Achenbach, Masha Y. Ivanova, Niels Bilenberg, Gudrun Bjarnadottir, Silvia Denner, Pedro Dias et al. "Behavioral/Emotional Problems of Preschoolers". Journal of Emotional and Behavioral Disorders 20, n.º 2 (27 de marzo de 2012): 68–81. http://dx.doi.org/10.1177/1063426611434158.

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17

Duvdevany, Ilana y Yael Harel. "Behavioral Problems of Asthmatic Children". Illness, Crisis & Loss 8, n.º 2 (abril de 2000): 152–65. http://dx.doi.org/10.1177/105413730000800204.

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Behavioral problems of 116 children with asthma were studied at the Linn Medical Center in Haifa, Israel, where they were under treatment. Parents were administered a medical questionnaire and the Achenbach Child Behavior Checklist. The study examines the relationship between asthmatic children of various levels of severity of the illness and behavioral problems. A comparison was made among the Achenbach scale, level of compliance with treatment procedures, and level of severity of the illness. Another comparison was made between age groups and level of behavioral problems. Significant differences were found between all three illness severity groups and two variables—somatic complaints and social problems. Differences were also found between age groups for the withdrawn variable.
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18

Peters, Lieke H. J., Carel G. B. Maathuis y Mijna Hadders-Algra. "Children with behavioral problems and motor problems have a worse neurological condition than children with behavioral problems only". Early Human Development 90, n.º 12 (diciembre de 2014): 803–7. http://dx.doi.org/10.1016/j.earlhumdev.2014.09.001.

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19

Romero, Aminta Lourdes Chunga. "THE PRACTICE OF VALUES AND BEHAVIORAL PROBLEMS IN STUDENTS". International Journal of Psychosocial Rehabilitation 24, n.º 4 (28 de febrero de 2020): 4749–58. http://dx.doi.org/10.37200/ijpr/v24i4/pr201573.

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20

Alshaibani, Mai A. y Saddiga Al-Ghalib. "Child’s Behavioral Problems in Relation to Early Maternal Employment". International Journal of Psychosocial Rehabilitation 24, Special Issue 1 (28 de febrero de 2020): 52–58. http://dx.doi.org/10.37200/ijpr/v24sp1/pr201133.

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21

Kafle, Tara Kumari, Tika Kumari Kafle, Saidur Mashreky, Hem Sagar Rimal, Durga Sapkota y Archana Pokhrel. "Behavioral Problems among School Going Adolescents in Eastern Development Region of Nepal". Birat Journal of Health Sciences 4, n.º 2 (4 de septiembre de 2019): 712–17. http://dx.doi.org/10.3126/bjhs.v4i2.25442.

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Introduction: The public health relevance of mental health conditions including behavioural problems in children and adolescents has been a growing concern over the past decades. There are negligible studies found in mental health domains of adolescents in developing countries; studies with regional or national coverage are lacking in Nepal. Therefore, present study has been designed to explore the magnitude and risk factors of behavioral disorders among adolescents. Objective: The objective of this study is to examine the prevalence of behavioral disorders and its determinants among school going adolescence in Eastern Development Region of Nepal. Methodology: The study adopts analytical cross-sectional design with sample size 1500 involving 11 to 17 year school going adolescents and carried out in Eastern Development Region of Nepal during August to December 2016. Multistage probability sampling technique was used to draw the sample and validated self-report SDQ was used to estimate the behavioral problems. Ethical approval was taken from ERB of Nepal Health Research Council. Written informed consent was taken from each participant before collecting the information. Collected information were entered using Epi Data software and processed to SPSS version 16 for analysis. Both bivariate and multivariate analysis were carried out. Results: The prevalence of total (overall) behavioral problem was found among 35.0 % adolescents. While classifying, 13.3% were suffering from emotional disorder, 11.20% from conduct problem, 7.2% from hyperactivity/inattention, 4.9% from peer relationship problem and 2.1% from prosocial activities. In multivariate analysis, female adolescents, adolescents of uneducated or less educated parents (less than 10+2), residing in mountain ecological belt and adolescents without parents (dead or separated) were found positively associated with behavioral disorders. Conclusion: Total behavioral problem was found among 35.0% adolescents. adolecents of less educated parents, female sex, Mountain ecological belt and those without parents were more vulnerable to behavioral problem. Therefore, parental care seems to be very much essential to reduce the behavioural problems among children.
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22

Burke, James R. y Joel C. Morgenlander. "Managing common behavioral problems in dementia". Postgraduate Medicine 106, n.º 5 (enero de 1999): 131–40. http://dx.doi.org/10.3810/pgm.1999.10.15.748.

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23

Durisic, Masa. "School Climate and Student Behavioral Problems". Journal of Education and Culture Studies 6, n.º 3 (9 de agosto de 2022): p34. http://dx.doi.org/10.22158/jecs.v6n3p34.

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In recent decades, the world’s scientific and professional literature has been increasingly interested in contextual factors at the school level that support the academic and psychosocial outcomes of schooling. One of the constructs that is considered to be the key to improving the overall development of students is school climate. Although the available empirical material abounds in evidence of the effects of school climate on the academic and psychosocial outcomes of education, this link continues to attract the attention of researchers.The aim of this paper is to systematically consider the connection between school climate and student behavioral problems. Upon having an insight into numerous studies dealing with the issue, one can notice the connection between different forms of externalizing and internalizing behavioral problems, along with the indicators of a negative school climate, such as: vaguely set rules of conduct, teachers who do not motivate nor monitor students’ work and progress, lack of disciplinary measures, teaching without the use of modern forms and methods of work, inadequate reward for student achievements, negative classroom climate, bad relationships, poor cooperation with parents, etc.It is quite certain that the school environment, along with all its characteristics, climate and the way its is organized, directly or indirectly contributes to a specific manner of behaving. In addition to identifying school climate as a factor associated with various forms of externalized and internalized problems in student behavior, we must underscore its importance in reducing and preventing behavioral problems.
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24

Millichap, J. Gordon. "Behavioral Problems in Learning Disabled Children". Pediatric Neurology Briefs 13, n.º 4 (1 de abril de 1999): 26. http://dx.doi.org/10.15844/pedneurbriefs-13-4-3.

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25

Spara, Lauren, Teresa Balawejder y Joseph Cautilli. "Behavioral insights underlying mental health problems." International Journal of Behavioral Consultation and Therapy 4, n.º 1 (2007): 115–18. http://dx.doi.org/10.1037/h0100836.

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26

Enserink, M. "BEHAVIORAL GENETICS:Fickle Mice Highlight Test Problems". Science 284, n.º 5420 (4 de junio de 1999): 1599a—1600. http://dx.doi.org/10.1126/science.284.5420.1599a.

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27

Jerome, Laurence. "Pharmacotherapy of Eating and Behavioral Problems". Journal of the American Academy of Child & Adolescent Psychiatry 30, n.º 5 (septiembre de 1991): 854. http://dx.doi.org/10.1097/00004583-199109000-00038.

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28

Dech, Bert. "Pharmacotherapy of Eating and Behavioral Problems". Journal of the American Academy of Child & Adolescent Psychiatry 30, n.º 5 (septiembre de 1991): 854. http://dx.doi.org/10.1097/00004583-199109000-00039.

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29

Jarrett, Pamela G., Kenneth Rockwood y Laurie Mallery. "Behavioral problems in nursing home residents". Postgraduate Medicine 97, n.º 5 (mayo de 1995): 189–96. http://dx.doi.org/10.1080/00325481.1995.11946000.

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30

Novriska, Dora, Retno Sutomo y Amalia Setyati. "Behavioral problems in children with epilepsy". Paediatrica Indonesiana 54, n.º 6 (30 de diciembre de 2014): 324. http://dx.doi.org/10.14238/pi54.6.2014.324-9.

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Background Epilepsy is a neurological disorder that most oftenaffects children. Most cases of epilepsy are found in developingcountries. Children with epilepsy are at risk of behavioral disordersthat can affect their quality of life. Studies on behavioral problemsin children with epilepsy have been limited in Indonesia.Objective To compare behavioral disorders in children withepilepsy to those in normal children, and to assess for possiblefactors associated with the occurrence of behavioral disorders.Methods We conducted a cross-sectional study involving 47children with epilepsy and 46 children without epilepsy, aged 3-16years. Behavioral problems were screened with the Strength andDifficulty Questionnaire (SDQ), Indonesian version. Informationabout EEG description, medication, onset, and duration of epilepsywere obtained from medical records.Results Behavioral problems were found in 19.1% of childrenwith epilepsy and only in 2.2 % of children without epilepsy (PR8.8; 95%CI 1.16 to 66.77; P= 0.015). Significant differences werealso found in the percentage of conduct problems and emotionaldisorders. Multivariate analysis with logistic regression revealedthat the factors associated with behavioral disorders in childrenwith epilepsy were uncontrolled epilepsy (PR 13.9; 95%CI 1.45 to132.4; P=0.023) and focal EEG appearance (PR 19; 95%CI 1.71to 214.43; P=0.017). We also found that uncontrolled epilepsywas a factor related to emotional (PR 6.7; 95%CI 1.66 to 26.76;P=0.007) and conduct problems (PR 6.1; 95%CI 1.35 to 27.29;P=0.019).Conclusion Uncontrolled epilepsy and focal EEG results arefactors associated with increased risk of behavioral problems inchildren with epilepsy. Children with epilepsy should undergobehavioral disorder screening, followed by diagnosis confirmationand treatment.
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31

MECHANIC, DAVID. "Coming Problems in Behavioral Health Care". Milbank Quarterly 95, n.º 2 (junio de 2017): 233–36. http://dx.doi.org/10.1111/1468-0009.12256.

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32

Jerome, Laurence. "Pharmacotherapy of eating and behavioral problems". Journal of the American Academy of Child & Adolescent Psychiatry 30, n.º 5 (septiembre de 1991): 854. http://dx.doi.org/10.1016/s0890-8567(10)80040-1.

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33

Copeland, Linda. "Identifying and Addressing Developmental–Behavioral Problems". Journal of Developmental & Behavioral Pediatrics 38, n.º 7 (septiembre de 2017): 537. http://dx.doi.org/10.1097/dbp.0000000000000472.

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34

Normando, Simona, Elisabetta Canali, Valentina Ferrante y Marina Verga. "Behavioral problems in Italian saddle horses". Journal of Equine Veterinary Science 22, n.º 3 (marzo de 2002): 117–20. http://dx.doi.org/10.1016/s0737-0806(02)70123-8.

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35

Greendyke, Robert M., Jonathan P. Berkner, Joseph C. Webster y Aladar Gulya. "Treatment of Behavioral Problems with Pindolol". Psychosomatics 30, n.º 2 (mayo de 1989): 161–65. http://dx.doi.org/10.1016/s0033-3182(89)72297-0.

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36

Mahoney, Michael J. y M. Teresa Nezworski. "Cognitive-behavioral approaches to children's problems". Journal of Abnormal Child Psychology 13, n.º 3 (septiembre de 1985): 467–76. http://dx.doi.org/10.1007/bf00912729.

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37

Ruff, Ronald M. "Understanding Behavioral Problems Following Brain Trauma". Contemporary Psychology: A Journal of Reviews 38, n.º 2 (febrero de 1993): 155. http://dx.doi.org/10.1037/033033.

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Greendyke, R., J. Berkner, J. Webster y A. Gulya. "Treatment of behavioral problems with pindolol". Journal of Head Trauma Rehabilitation 4, n.º 4 (diciembre de 1989): 87. http://dx.doi.org/10.1097/00001199-198912000-00016.

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39

Sommerfelt, Kristian, Kari Troland, Bjørn Ellertsen y Trond Markestad. "BEHAVIORAL PROBLEMS IN LOW-BIRTHWEIGHT PRESCHOOLERS". Developmental Medicine & Child Neurology 38, n.º 10 (12 de noviembre de 2008): 927–40. http://dx.doi.org/10.1111/j.1469-8749.1996.tb15049.x.

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40

Silverman, Hirsch Lazaar. "Behavioral Problems in Obsessive—Compulsive Disorder". Contemporary Psychology: A Journal of Reviews 43, n.º 6 (junio de 1998): 440. http://dx.doi.org/10.1037/001700.

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41

Glascoe, Frances Page. "Screening for developmental and behavioral problems". Mental Retardation and Developmental Disabilities Research Reviews 11, n.º 3 (2005): 173–79. http://dx.doi.org/10.1002/mrdd.20068.

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42

Benesova, O., H. Tejkalova y A. Pavlik. "Drugs and problems of behavioral teratology". Reproductive Toxicology 6, n.º 2 (enero de 1992): 178. http://dx.doi.org/10.1016/0890-6238(92)90122-a.

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43

Rosenberg, Leon A., Janice Brown y Harvey S. Singer. "Behavioral problems and severity of tics". Journal of Clinical Psychology 51, n.º 6 (noviembre de 1995): 760–67. http://dx.doi.org/10.1002/1097-4679(199511)51:6<760::aid-jclp2270510606>3.0.co;2-s.

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44

SMITH, D. "Behavioral Problems and Symptoms in Dementia". Journal of the American Medical Directors Association 9, n.º 9 (noviembre de 2008): 622–25. http://dx.doi.org/10.1016/j.jamda.2008.08.016.

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45

Guénolé, Fabian, Jacqueline Louis, Christian Creveuil, Jean-Marc Baleyte, Claire Montlahuc, Pierre Fourneret y Olivier Revol. "Behavioral Profiles of Clinically Referred Children with Intellectual Giftedness". BioMed Research International 2013 (2013): 1–7. http://dx.doi.org/10.1155/2013/540153.

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It is common that intellectually gifted children—that is, children with an IQ ≥ 130—are referred to paediatric or child neuropsychiatry clinics for socio-emotional problems and/or school underachievement or maladjustment. These clinically-referred children with intellectual giftedness are thought to typically display internalizing problems (i.e., self-focused problems reflecting overcontrol of emotion and behavior), and to be more behaviorally impaired when “highly” gifted (IQ ≥ 145) or displaying developmental asynchrony (i.e., a heterogeneous developmental pattern, reflected in a significant verbal-performance discrepancy on IQ tests). We tested all these assumptions in 143 clinically-referred gifted children aged 8 to 12, using Wechsler’s intelligence profile and the Child Behavior Checklist. Compared to a normative sample, gifted children displayed increased behavioral problems in the whole symptomatic range. Internalizing problems did not predominate over externalizing ones (i.e., acted-out problems, reflecting undercontrol of emotion and behavior), revealing a symptomatic nature of behavioral syndromes more severe than expected. “Highly gifted” children did not display more behavioral problems than the “low gifted.” Gifted children with a significant verbal-performance discrepancy displayed more externalizing problems and mixed behavioral syndromes than gifted children without such a discrepancy. These results suggest that developmental asynchrony matters when examining emotional and behavioral problems in gifted children.
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Roberts, Clare, Trevor Mazzucchelli, Lisa Studman y Matthew R. Sanders. "Behavioral Family Intervention for Children With Developmental Disabilities and Behavioral Problems". Journal of Clinical Child & Adolescent Psychology 35, n.º 2 (mayo de 2006): 180–93. http://dx.doi.org/10.1207/s15374424jccp3502_2.

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47

Miniutti, Ann M. "Language Deficiencies in Inner-City Children With Learning and Behavioral Problems". Language, Speech, and Hearing Services in Schools 22, n.º 2 (abril de 1991): 31–38. http://dx.doi.org/10.1044/0161-1461.2202.31.

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The language skills of 27 learning disabled (LD), 27 behaviorally disordered (BD), and 26 normal achieving (NA) 6- to 9-year-old children were compared on the Clinical Evaluation of Language Fundamentals-Revised (CELF-R). A series of ANOVA procedures for the CELF-R standard scores revealed significant differences between the NA group and both special education groups on all subtests, clusters, and the total language score, but no significant differences were found between the LD and BD groups. The behavioral deviancy of a language-deficient special education subgroup, a language-competent special education subgroup, and the NA group was compared on the Behavioral Evaluation Scale (BES). Analysis of variance for the BES total standard scores showed significantly higher behavioral deviancy for the language-deficient subgroup than the NA group, but no significant difference between the language-competent subgroup and the NA group.
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48

Tamimi, N. "Behavioral Problems in Domestic Cats of Tehran". Iraqi Journal of Veterinary Medicine 36, n.º 0E (4 de abril de 2012): 194–99. http://dx.doi.org/10.30539/iraqijvm.v36i0e.416.

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Behavioral problems are very important because they are one of the most common reasons for the relinquishment of cats. In this study, the frequency of behavioral problems in 167 cats attending Small Animal Hospital, Faculty of Veterinary Medicine, University of Tehran, was evaluated with the use of a questionnaire. Interaction with other animals and people, outdoor access, breed, and sex of the cats were evaluated for association with the occurrence of the behavioral problems. Aggression towards people and other cats, Elimination problems, Scratching objects, Fearfulness, Attention seeking, Excessive grooming, Chasing small animals, Hiding, Vocalization in owner's absence, Obsessive behaviors and Eating fiber material were the behavioral problems evaluated in this study. Results showed that 94.6% of the cats were reported to have at least one behavioral problem with the mean number of behavioral problems for one cat being 2.71. Fearfulness, attention seeking, Aggression towards other cats/people, scratching, and Elimination problems were the most prevalent behavioral complaints reported by cats owners respectively whereas; obsessive behaviors were the least common behavioral complaints.Data analysis revealed that inappropriate elimination is significantly more common in cats with outdoor access while interaction with other cats and people showed an association with scratching in cats. Intact female cats tended to seek less attention from their owners than their other counterparts. Breed assessment, on the other hand, showed that Persian cats are reported to have more elimination problems and less aggression problems towards people than DSH cats.
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49

Morales, Santiago, Natalie V. Miller, Sonya V. Troller-Renfree, Lauren K. White, Kathryn A. Degnan, Heather A. Henderson y Nathan A. Fox. "Attention bias to reward predicts behavioral problems and moderates early risk to externalizing and attention problems". Development and Psychopathology 32, n.º 2 (6 de marzo de 2019): 397–409. http://dx.doi.org/10.1017/s0954579419000166.

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AbstractThe current study had three goals. First, we replicated recent evidence that suggests a concurrent relation between attention bias to reward and externalizing and attention problems at age 7. Second, we extended these findings by examining the relations between attention and behavioral measures of early exuberance (3 years), early effortful control (4 years), and concurrent effortful control (7 years), as well as later behavioral problems (9 years). Third, we evaluated the role of attention to reward in the longitudinal pathways between early exuberance and early effortful control to predict externalizing and attention problems. Results revealed that attention bias to reward was associated concurrently and longitudinally with behavioral problems. Moreover, greater reward bias was concurrently associated with lower levels of parent-reported effortful control. Finally, attention bias to reward moderated the longitudinal relations between early risk factors for behavioral problems (gender, exuberance, and effortful control) and later externalizing and attention problems, such that these early risk factors were most predictive of behavioral problems for males with a large attention bias to reward. These findings suggest that attention bias to reward may act as a moderator of early risk, aiding the identification of children at the highest risk for later behavioral problems.
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Kausar, Noreena, Maria Mazhar y Sonia . "INTERNET ADDICTION AND EMOTIONAL BEHAVIORAL PROBLEMS AMONG ADOLESCENTS". Pakistan Journal of Social Research 04, n.º 01 (31 de marzo de 2022): 621–28. http://dx.doi.org/10.52567/pjsr.v4i1.928.

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The present study aimed to find the relationship between internet addiction and emotional-behavioral problems among adolescents through a cross-sectional survey research design. A sample of 1000 students from Gujrat and Lalamusa, Pakistan, were chosen using a multistage stratified sampling technique. Data were gathered by using the Internet Addiction Test (IAT) and the Emotional and Behavioral Problem Scale (EBPS). The findings disclosed that there is a significant correlation between internet addiction and emotional-behavioral problems among adolescents (r=.81, p=.01). Results show boys were more addicted to the internet than girls, hence the former experience more emotional-behavioral problems than the later ones. Moreover, adolescents studying in private institutes and using the internet for entertainment purposes were also more addicted to the internet and had higher levels of emotional-behavioral problems than the others. The results exhibited that internet addiction significantly predicted emotional-behavioral problems among adolescents [R 2 =.68; F (1, 998) = 2150.22, p=.01]. The outcome of the study highlighted the negative effects of excessive internet usage and concluded that internet addiction can trigger emotional and behavioral problems among adolescents. Hence, unhealthy use of the internet interferes with the healthy emotional and behavioral functioning of adolescents. Keywords: Internet Addiction; emotional-behavioral problems; adolescents; gender; social media
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