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Добірка наукової літератури з теми "Behavior disorders in children"

Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 31 липня 2024

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Статті в журналах з теми "Behavior disorders in children"

Sherifi, Edo, and Ardita Prendi. "Treatment of Children with Attention and Hyperactivity Disorders." Journal of Educational and Social Research 12, no. 2 (March 5, 2022): 314. http://dx.doi.org/10.36941/jesr-2022-0054.

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ADHD is one of the most common disorders described, studied and treated over the last decade. Attention Deficit Hyperactivity Disorder is a massive psychological problem encountered in children 2-11 years old. The purpose of this paper is the identification of attention disorders and hyperactive behaviors in children, and the main causes of attention deficit hyperactivity disorder in children. Identifyig therapeutic treatments used to manage attention disorders and hyperactive behavior in children is also a goal of our article. The case study and qualitative analyzes were applied to conduct this study and to achieve some objectives such as: Presentation of the main problems that children with ADHD revealed; identification of the causes and factors that cause hyperactivity; exploration of the impact of early intervention of treatment therapies; identification of the role of the psychologist in the treatment of hyperactivity disorder in children. The instruments for data collection used in the study were: Case study; vertical grille observation; interview; focus groups. The results show that the treatment of children with ADHD, with Therapy and Individual Education Plans, improved the parameters of these children such are the improvement of motor parameters, cognitive training and communication training. Therapies and Individual Education Programs (IEPs) applied to children with attention disorders and hyperactive behavior positively affects their attention span, and management of their hyperactive behavior. Medication, Cognitive behavioral therapy, Psychotherapy and social behavior therapy, positively affect cognitive development and social skills, reducing hyperactivity, and focusing attention of children with ADHD. Received: 24 December 2021 / Accepted: 7 February 2022 / Published: 5 March 2022

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Olson, Patricia M., and Mary Rae Pacheco. "Bipolar Disorder in School-Age Children." Journal of School Nursing 21, no. 3 (June 2005): 152–57. http://dx.doi.org/10.1177/10598405050210030501.

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This article examines the individual components of bipolar disorder in children and the behaviors that can escalate as a result of misdiagnosis and treatment. The brain/behavior relationship in bipolar disorders can be affected by genetics, developmental failure, or environmental influences, which can cause an onset of dramatic mood swings and dysfunctional behavior. School is often the site where mental health disorders are observed when comparing behaviors with other children. Assessing the emotional, academic, and health needs of a student with a bipolar disorder is a critical step in designing effective interventions and school accommodations. Without appropriate medical, psychological, pharmaceutical, and academic interventions, a child is at risk for uncontrolled mania, depression, substance abuse, or suicide. The school nurse is part of the multidisciplinary team and plays a key role in facilitating case management to potentially reverse this possible negative trajectory. Successful case management provides children with bipolar disorder the opportunity to reach their academic potential.

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Baad, RK, and Kiran Jagtap. "The Study of Role of Stress in Children with Behavior Disorders and Orofacial Lesions." Journal of Contemporary Dental Practice 13, no. 4 (2012): 559–61. http://dx.doi.org/10.5005/jp-journals-10024-1186.

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ABSTRACT Aim (1) To study the behavior disorders in children between 5 to 15 years. (2) To study the role of stress in causing behavior disorders. (3) To interpret the orofacial findings in children with behavior disorders. (4) Correlate the orofacial findings with behavior disorder. Materials and methods Ninty children with behavior problems between age of 5 to 15 years along with their parents who visited the Department of Child-Guidance Clinic, BYL Nair Charitable Hospital, Mumbai. Intraoral examinations were conducted. Behavioral disorders and factors predisposing to those disorders were recorded. Results Behavior disorders with orofacial lesions was more common in age group of 8 to 10 years. The children were continuously under stress, which manifested in the form of various orofacial disorders or oral lesions. Most common orofacial condition was bruxism. Conclusion Awareness of behavior disorders in dental treatment should guide the pediatric dentist to seek child psychiatric consultation for behavioral disorders to enable early evaluation of the underlying disorder. Clinical significance The present study suggested that orofacial and behavior characteristics can serve as markers to diagnose children with behavioral disorders. It also serves as a guide to dental clinicians to refer such children to psychiatrists or pediatricians for early identification, prevention and treatment. How to cite this article Baad RK, Jagtap K. The Study of Role of Stress in Children with Behavior Disorders and Orofacial Lesions. J Contemp Dent Pract 2012;13(4):559-561.

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D, Darshan, Bilvashree C, and Harshavardhan P. "Clinical Observation of Mealtime Behavior in Children with Autism Spectrum Disorder of Different Severity." International Journal of Health Sciences and Research 13, no. 7 (July 15, 2023): 228–31. http://dx.doi.org/10.52403/ijhsr.20230733.

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Introduction: Autistic children often search for predictability while eating. Yet, mealtimes are often a challenging task for parents. The mealtime behaviors of children with autism spectrum disorders make parents or caregivers burdensome as eating is vital and every parent expects their child to have nutritious and healthy growth. As a consequence, this altered mealtime may risk the social skills and well-being of the child and their family’s stability. Need for the study: There are very few studies available that talk about feeding problems in children with autism spectrum disorders and the association between the severity of autistic symptoms and feeding issues was not targeted. Thus, to examine the feeding abilities of autism spectrum disorders children across severity the present study was carried out. Method: A total of 45 children with autism spectrum disorder between the age range of 4 to 7 years participated in the study. All the children attending the therapy for more than 6 months in an institutional setup. Participants of the study were divided into three groups based on their severity. All the parents were given the Brief Autism Mealtime Behaviour Inventory questionnaire and informed to complete the questionnaire by considering the child’s behaviour from the last 6 months. Results & discussion: The findings of the present study suggest that children with severe autism showed higher mealtime disruptive behaviors in comparison to milder severity. Thus, the present study also suggests that there is an association between severity and feeding behaviour that autistic child exhibits in their daily life and severe autism children show higher issues compare to milder severity. Conclusion: The association between severity and mealtime behaviors can help parents and caregivers to reduce their burden during mealtime if identified and counseled earlier with professional support. Key words: autism, autism spectrum disorders, mealtime behavior, children.

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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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Azzara, Lutfia Fausta, and Alfi Purnamasari. "INTERVENSI MODIFIKASI PERILAKU PADA ANAK YANG MENGALAMI GANGGUAN SIKAP MENENTANG DENGAN KONDISI KELUARGA YANG DISFUNGSIONAL." Jurnal Ilmiah Psyche 16, no. 2 (December 1, 2022): 125–36. http://dx.doi.org/10.33557/jpsyche.v16i2.2096.

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A dysfunctional family is one of the factors that can trigger children to experience defiant behavior disorders. This disorder is characterized by defiant behavior, disobedience to orders, and provocative behavior. The purpose of this study was to determine the success of behavior modification interventions in children with behavioral disorders of defiance with dysfunctional family conditions. This study uses a quantitative approach with an experimental method using a single case pre test post test design. The participant of this research is one child who is 12 years old and has a behavior disorder of defiance. The assessment techniques used in this study were observation, interviews, and psychological test tools to assist researchers in writing a description of psychological dynamics. Researchers used behavior modification interventions to overcome defiant behavior disorders in children, the intervention was given in 3 sessions with a duration of approximately 60 minutes. The results of this study indicate that behavior modification interventions are appropriate for children who experience defiant behavior disorder with dysfunctional family conditions

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Chekaleva, N., Z. Kulsharipova, L. Syrymbetova, B. Matayev та D. Omarova. "Сomprehensive support of children with autistic spectrum disorders". Bulletin of the Karaganda University. Pedagogy series 101, № 1 (29 березня 2021): 33–40. http://dx.doi.org/10.31489/2021ped1/33-40.

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Today, autism is a significant social problem that is becoming more widespread, affecting children who have the same type of developmental problems, but with different options for overcoming them. This is what causes the idea of autism as a set of autism spectrum disorders. Children with ASD are a polymorphic group, which manifests itself in psychological and pedagogical features, which complicates social adaptation. In psychological and pedagogical terms, children with ASD are allocated to a special group, since interaction is built differently due to qualitative communication disorders. In many cases, children with ASD who come to school have unformed learning behaviors. For the successful development of the program material in children with ASD, it is necessary to form a stereotype of educational behavior, on which all school education is based. Deficits in the formation of these skills can lead to a longer period of adaptation of the child in school and to difficulties in mastering the program. In this article, we consider the necessary skills, the formation of which is aimed at psychological and pedagogical assistance to a child with ASD in preparation for school.

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Szymanski, L. S. "Behavior disorders in children and adolescents." Current Opinion in Psychiatry 2, no. 5 (October 1989): 629–32. http://dx.doi.org/10.1097/00001504-198910000-00009.

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Lombardo, Victor S. "Behavior Disorders in Children (3rd Ed.)." Remedial and Special Education 6, no. 4 (July 1985): 60–61. http://dx.doi.org/10.1177/074193258500600410.

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Nela, Alfred. "Psychological Effects of Armed Conflicts on Children." Global Psychotherapist 4, no. 1 (January 20, 2024): 132–38. http://dx.doi.org/10.52982/lkj227.

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Armed conflicts have caused extreme social crises worldwide, where children represent the most vulnerable group, often experiencing severe trauma and violence in war zones. Globally, one in four children lives in a country affected by armed conflicts, natural disasters, or epidemics. This study aims to provide an overview of research on the psychological impact of armed conflicts on children, including the types of mental disorders that result after war trauma and interventions to minimize psychological damage after exposure to war and conflict. The research was based on a systematic review of the literature, using the Elsevier, Google Scholar, and PubMed databases. Key terms used in the research include: war and mental health or armed conflict, children or refugees and trauma or exposure to war trauma; and post-traumatic stress disorder. Children’s continued exposure to war trauma is associated with mental health problems including post-traumatic stress disorder (PTSD), depression, suicidal thoughts or behaviors, dissociative disorders, depersonalization, derealization, numbing, catatonia, and behavior disorders, especially aggression and violent criminal behavior. Based on the studies used, the results show that the crises caused in children by wars has significant effects on mental health, such as anxiety, depression, post-traumatic stress, sleep disorders, and suicidal thoughts. The cited studies recommend increasing human resources for the identification, diagnosis, rehabilitation, and psychosocial support of children who are evacuated from war zones to other countries.

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Дисертації з теми "Behavior disorders in children"

Phillips, Deborah. "Developmental Pathways for Children with Disruptive Behavior Disorders." ScholarWorks@UNO, 2003. http://scholarworks.uno.edu/td/67.

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The purpose of this study was to incorporate attachment theory and psychopathy into a transactional model to explain the development of disruptive behavior disorders in children. The model tested in this study proposed two broad pathways leading to the development of disruptive behavior disorders. Each pathway was characterized by an atrisk child temperament, negative reactivity and psychopathy, which when embedded in an at-risk environment, would result in conduct problems. Hyperactivity and negative life events were hypothesized to be broad band risk factors for both pathways. The first pathway, characterized by callous-unemotional traits (CU), was hypothesized to be positively associated with thrill seeking behavior and proactive aggression in the child, and insecure attachment in the caregiver. A second pathway, characterized by child negative reactivity, was hypothesized to be positively associated with reactive aggression in the child and disorganized attachment in the caregiver. Data was collected from 48 low income caregiver/child dyads. Children were between the ages of 6 and 12 (mean age=9.3, SD=1.85), and received services from a state mental health clinic. A series of hierarchical regression analyses were performed to evaluate the relationship between the predictor variables and conduct problems. A primary finding was an extremely strong positive correlation between CU traits and conduct problems. Also, several distinct differences were found between groups of children low and high on CU traits. For those children low on CU traits, thrill seeking behaviors were positively associated with conduct problems, while negative life events, attachment insecurity, and attachment disorganization were all negatively associated with conduct problems. For the children high on CU traits, thrill seeking and attachment insecurity had no meaningful impact on conduct problems, while negative life events and attachment disorganization were positively associated with conduct problems. Hyperactivity, proactive aggression, reactive aggression, and negative reactivity were all broad risk factors for conduct problems in this study. The findings of this study suggest that several developmental pathways do exist for children who develop conduct problems, and that future research should utilize developmental models that include a number of broad risk factors, as well as factors that may be specific to certain developmental pathways.

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

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Increasing numbers of children being referred for mental health services are exhibiting problematic behaviors that can be subsumed under the category of Disruptive Behavior Disorders. This study with its foundations in a post-positivist approach was designed to explore treatment effectiveness of cognitive behavioral intervention applied to adolescents at Oak Grove Institute, a residential treatment facility. This study hypothesized that Wexler's PRISM Model, with its integration of affect, would be instrumental in modifying disruptive behavior as measured at Oak Grove Institute. Although the small sample size precluded statistically significant findings, there were interesting results with respect to two dependant variables. Findings approached significance on measures of impulsivity and verbal aggression. That is, impulsivity and verbal aggression scores were lowered.

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Pidruzny, Jacquelyn N. "Children with Autism Spectrum Disorders and Violent Media." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1404317555.

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

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McIntosh, Kent. "Academic, behavioral, and functional predictors of chronic problem behavior in elementary grades /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3181113.

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Thesis (Ph. D.)--University of Oregon, 2005.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 106-117). Also available for download via the World Wide Web; free to University of Oregon users.

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Baker, Pamela 1962. "The Use of Self-Management Strategies in the Treatment of Children with Emotional and Behavioral Disorders." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278089/.

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The purpose of this study was to investigate the effects of self-management strategies as a means of reducing off-task and disruptive behaviors of elementary school children identified as emotionally disturbed or behavior disordered (E/BD). This study provided a practical approach for classroom teachers to implement self-management strategies in classes that include children identified as having E/BD. Five elementary school children who were formally evaluated and enrolled in a special education classroom for students with E/BD were selected to participate in the study. The study also examined the effects of the self-management procedures when targeted behaviors were monitored by peers. Four resource students from the regular education class served as peer monitors. An ABAB reversal design was used to assess the effectiveness of the self-management strategy in the special education classroom. A behavior rating scale was used at the beginning of the study to develop a baseline of student behavior and during the final phase of the intervention to measure progress. The data indicated that the self-management strategies decreased the levels off-task and disruptive behaviors for all participating students. The findings of this study substantiates previous research that suggests self-management techniques help student to manage their own behaviors.

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Stephens, Robyn J. "Aggressive behavior in children with Tourette's Syndrome and associated disorders." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0024/MQ34003.pdf.

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Farmer, Cristan A. "Characterization of Aggressive Behavior in Children with Autism Spectrum Disorders." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1312893747.

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Tallent, Ron. "The construct validity of DSM-IV attention deficit hyperactivity disorder." Thesis, The Author [Mt. Helen, Vic.] :, 2003. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/41746.

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Chung, Po-Yee. "Functional behavioral assessment-based intervention for children with food refusal behavior /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3113006.

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Thesis (Ph. D.)--University of Oregon, 2003.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 155-172). Also available for download via the World Wide Web; free to University of Oregon users.

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Книги з теми "Behavior disorders in children"

T, Erickson Marilyn, ed. Behavior disorders of children and adolescents. Englewood Cliffs, N.J: Prentice-Hall, 1987.

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Perlmutter, Inc Alvin H. Behavior disorders of childhood. S. Burlington, VT: Annenberg/CPB Collection, 1992.

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

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Michael, Farrell. The effective teacher's guide to behavioural and emotional disorders: Disruptive behaviour disorders, anxiety disorders and depressive disorders and attention deficit hyperactivity disorder. 2nd ed. Milton Park, Abingdon, Oxon: Routledge, 2011.

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S, Rosenberg Michael, ed. Educating students with behavior disorders. 2nd ed. Boston: Allyn and Bacon, 1997.

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M, Reisman John, ed. Behavior disorders in infants, children, and adolescents. New York: Random House, 1986.

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1943-, Rutherford Robert Bruce, Nelson C. Michael 1941-, Forness Steven R, and Teacher Educators for Children with Behavioral Disorders (U.S.). Conference, eds. Severe behavior disorders of children and youth. Boston: Little, Brown, 1987.

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1949-, Hendren Robert L., ed. Disruptive behavior disorders in children and adolescents. Washington, DC: American Psychiatric Press, 1999.

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M, Bauer Anne, ed. Teaching children and youth with behavior disorders. 2nd ed. Englewood Cliffs, N.J: Prentice-Hall, 1987.

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Gelfand, Donna M. Understanding child behavior disorders. 4th ed. Belmont, CA: Wadsworth/Thomson Learning, 2003.

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Частини книг з теми "Behavior disorders in children"

Frick, Paul J., Cyd C. Strauss, Benjamin B. Lahey, and Mary Anne G. Christ. "Behavior Disorders of Children." In Comprehensive Handbook of Psychopathology, 765–89. Boston, MA: Springer US, 1993. http://dx.doi.org/10.1007/978-1-4615-3008-4_30.

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Tolan, Patrick H., and Bennett L. Leventhal. "Introduction: Connecting Brain Development, Disruptive Behavior, and Children." In Disruptive Behavior Disorders, 1–11. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-7557-6_1.

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Machalicek, Wendy, Tracy Raulston, Christen Knowles, Traci Ruppert, Amarie Carnett, and Fahad Alresheed. "Challenging Behavior." In Comorbid Conditions Among Children with Autism Spectrum Disorders, 137–70. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-19183-6_6.

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Pfeffer, Cynthia R. "Suicidal Behavior Among Children and Adolescents." In New Directions in Affective Disorders, 308–11. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3524-8_67.

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Davis, Thompson E., Melissa S. Munson, and Erin V. Tarcza. "Anxiety Disorders and Phobias." In Social Behavior and Skills in Children, 219–43. New York, NY: Springer New York, 2009. http://dx.doi.org/10.1007/978-1-4419-0234-4_11.

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Gössler, Alja, and Karel Krafka. "Gastrointestinal Disorders in Neurologically Impaired Children." In Handbook of Behavior, Food and Nutrition, 1353–73. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-92271-3_87.

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Benson, Betsey A., and Michael G. Aman. "Disruptive Behavior Disorders in Children with Mental Retardation." In Handbook of Disruptive Behavior Disorders, 559–78. Boston, MA: Springer US, 1999. http://dx.doi.org/10.1007/978-1-4615-4881-2_26.

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Vause, Tricia, Nicole Neil, and Maurice Feldman. "Functional Behavior-Based Cognitive-Behavioral Therapy for Obsessive-Compulsive Behavior in Children with ASD." In Encyclopedia of Autism Spectrum Disorders, 1–9. New York, NY: Springer New York, 2019. http://dx.doi.org/10.1007/978-1-4614-6435-8_102481-1.

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Vause, Tricia, Nicole Neil, and Maurice Feldman. "Functional Behavior-Based Cognitive-Behavioral Therapy for Obsessive-Compulsive Behavior in Children with ASD." In Encyclopedia of Autism Spectrum Disorders, 2114–22. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_102481.

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Dixon, Dennis R., Jonathan Tarbox, and Adel Najdowski. "Social Skills in Autism Spectrum Disorders." In Social Behavior and Skills in Children, 117–40. New York, NY: Springer New York, 2009. http://dx.doi.org/10.1007/978-1-4419-0234-4_7.

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Тези доповідей конференцій з теми "Behavior disorders in children"

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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CIOBANU, Adriana. "Educational strategies for improving emotional regulation in children with autistic spectrum disorders." In Probleme ale ştiinţelor socioumanistice şi ale modernizării învăţământului. "Ion Creanga" State Pedagogical University, 2022. http://dx.doi.org/10.46728/c.v1.25-03-2022.p127-133.

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Emotion regulation is an important component of emotional competence, which develops in the first years of life and is of particular importance for the development of appropriate and flexible social behavior. Emotional regulation can be defined as the ability of an individual to regulate their emotions, both positive and negative, by attenuating, intensifying or simply maintaining them. Autism Spectrum Disorders are neurodevelopmental disorders characterized by deficits in social communication and repetitive and restricted patterns of behavior, with early onset in the child's developmental trajectory. This type of child also shows an intensified emotional reactivity, with varying degrees of difficulty in emotional regulation.

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Сальникова, Екатерина Петровна. "FEATURES OF PARENTAL RELATIONSHIPS IN FAMILIES WITH CHILDREN WITH DISORDERS AUTISTIC SPECTRUM." In Psychology, Sports science and Medicine (Психология. Спорт. Здравоохранение): сборник статей LXXII International scientific conference (Санкт-Петербург, Декабрь 2023). Crossref, 2024. http://dx.doi.org/10.37539/231220.2023.64.14.002.

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Представлены результаты исследования, направленного на выявление особенностей родительских отношений в семьях, имеющих детей с расстройствами аутистического спектра. Выявлено, что в семьях, имеющих детей с проблемами в развитии, в частности с расстройствами аутистического спектра, часто наблюдаются неправильные формы поведения, которые препятствуют нормальной социализации детей. The results of a study aimed at identifying the characteristics of parental relationships in families with children with autism spectrum disorders are presented. It has been revealed that in families with children with developmental problems, in particular with autism spectrum disorders, abnormal forms of behavior are often observed that interfere with the normal socialization of children.

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"Inducing Behavior Change in Children with Autism Spectrum Disorders by Monitoring their Attention." In International Conference on Physiological Computing Systems. SCITEPRESS - Science and and Technology Publications, 2014. http://dx.doi.org/10.5220/0004698401310136.

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Aguiar-Pulido, Vanessa, Elliot Huang, Lemuel Mojica, Nicolas Echevarrieta-Catalan, Laura Vitale, and Daniel Messinger. "Behavioral Classification and Characterization of Autism Spectrum Disorder in Naturalistic Settings using Classical Machine Learning." In LatinX in AI at Neural Information Processing Systems Conference 2023. Journal of LatinX in AI Research, 2023. http://dx.doi.org/10.52591/lxai202312105.

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Autism Spectrum Disorder (ASD) is a group of complex neurodevelopmental disorders that affects about 1% of the world’s population, impacting the quality of life of not only the diagnosed individuals but also their communities. Early detection and intervention are paramount to limit its effect on a child’s development, however overlap with other disorders and medical comorbidities make these tasks challenging. The present study explores the use of a novel multimodal, interpretable approach to characterize ASD children’s behavior in a naturalistic environment. Spatial (real-time location tracking), audio and demographic data from children in a classroom setting are integrated and analyzed to identify traits potentially connected to ASD. Our findings point to the use of this type of approach as a potential tool for screening individuals in a naturalistic setting, allowing for further evaluation and, ultimately, earlier diagnosis by a clinician. Results show good classification performance and suggest vocalization, speech, proximity and certain movement-related features to be impacted in ASD.

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Udachina, Polina. "Interconnection of self-attitude and eating behavior of women 30-35 years old in the positive period." In Safety psychology and psychological safety: problems of interaction between theorists and practitioners. «Publishing company «World of science», LLC, 2020. http://dx.doi.org/10.15862/53mnnpk20-31.

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The study is devoted to the problem of dependence of eating disorders in women on their psychological characteristics and indicators of self-attitude in particular. Empirical research has revealed the specificity of eating disorders and self-attitude indicators of women 30-35 years old, with children and are on maternity leave. The relationship of specific eating disorders with the components of self-attitude was also revealed.

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Kohli, Manu, and Swati Kohli. "Increasing target behavior of children with developmental disorders by designing innovative multistage tablet games." In 2016 IEEE Region 10 Humanitarian Technology Conference (R10-HTC). IEEE, 2016. http://dx.doi.org/10.1109/r10-htc.2016.7906786.

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Chovanova, Erika, Tatiana Dubayova, and Maria Majherova. "THE TREATMENT OF BEHAVIOR DISORDERS AND THE DEVELOPMENT OF MOTOR ABILITIES IN PREPUBERTAL CHILDREN SHOWING OPPOSITIONAL BEHAVIOR THROUGH PHYSICAL ACTIVITIES." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0836.

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Pleshkova, N. L., T. V. Tatarenko, and D. V. Sevryugin. "Behavioral promlems and mother-child interaction in children with autism spectrum disorder." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.928.9.

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Results of the emotional and behavioral problems among children with autism spectrum disorder (ASD) in connection with mother-child interaction is presented. 29 children aged 52.9 ± 8.7 months old with ASD took part in the study. Mother-child interaction was studied by PCERA (Clark, 1985), the behavioral problems assessed by CBCL/1½-5 (Achenbach & Rescorla, 2000). Results showed that children demonstrate a lower level withdrawal, aggressive behavior, and attention if their mothers have a high level of positive involvement in the interaction. A high level of emotional reactivity, anxiety and oppositional behavior are observed if there were no reciprocity and mutuality in the dyadic interaction.

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Звіти організацій з теми "Behavior disorders in children"

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

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Review question / Objective: To elucidate the literature available regarding the nutritional status and feeding behavior in children with Autism Spectrum Disorder (ASD) in Middle East and North Africa (MENA) region. Condition being studied: Autism spectrum disorder (ASD), a neurodevelopmental condition characterized by persistent challenges in social interaction, speech, nonverbal communication, and repetitive/restrictive behavior. Eligibility criteria: Children from the MENA region diagnosed with ASD, of both genders, ages 2-19 years. Outcomes reporting either anthropometrics, serum nutrient levels, nutrient intakes, and/or feeding behaviors. Other inclusion criteria include the availability of full-length published articles in either English or Arabic. Articles presented in conferences, magazines, or newspapers are excluded. If the data are reported in more than one publication, the more recent is included.

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Li, Yinhua, Wanting Lan, and Xiaohui Hou. The effectiveness of physical activities on children with autism spectrum disorder: A systematic review and network meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2022. http://dx.doi.org/10.37766/inplasy2022.4.0034.

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Review question / Objective: The purpose of this meta-analysis was to evaluate the efficacy of different physical activity interventions and to determine which physical activity interventions are most effective for children with autism spectrum disorder. Condition being studied: Autism is a set of heterogeneous neurodevelopmental conditions, characterized by early-onset difficulties in social communication and unusually restricted, repetitive behavior and interests. Autism affects more male than female individuals, and comorbidity is common (>70% have concurrent conditions). Exercise has increasingly emerged as one of the promising compensation methods that can positively affect autistic symptoms. The positive effects of various physical activity interventions have been reported, but it is unclear which interventions are most effective at improving symptoms of autism.

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Peterson, Bradley S., Joey Trampush, Margaret Maglione, Maria Bolshakova, Morah Brown, Mary Rozelle, Aneesa Motala, et al. ADHD Diagnosis and Treatment in Children and Adolescents. Agency for Healthcare Research and Quality (AHRQ), March 2024. http://dx.doi.org/10.23970/ahrqepccer267.

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Objective. The systematic review assessed evidence on the diagnosis, treatment, and monitoring of attention deficit hyperactivity disorder (ADHD) in children and adolescents to inform a planned update of the American Academy of Pediatrics (AAP) guidelines. Data sources. We searched PubMed®, Embase®, PsycINFO®, ERIC, clinicaltrials.gov, and prior reviews for primary studies published since 1980. The report includes studies published to June 15, 2023. Review methods. The review followed a detailed protocol and was supported by a Technical Expert Panel. Citation screening was facilitated by machine learning; two independent reviewers screened full text citations for eligibility. We abstracted data using software designed for systematic reviews. Risk of bias assessments focused on key sources of bias for diagnostic and intervention studies. We conducted strength of evidence (SoE) and applicability assessments for key outcomes. The protocol for the review has been registered in PROSPERO (CRD42022312656). Results. Searches identified 23,139 citations, and 7,534 were obtained as full text. We included 550 studies reported in 1,097 publications (231 studies addressed diagnosis, 312 studies addressed treatment, and 10 studies addressed monitoring). Diagnostic studies reported on the diagnostic performance of numerous parental ratings, teacher rating scales, teen/child self-reports, clinician tools, neuropsychological tests, EEG approaches, imaging, and biomarkers. Multiple approaches showed promising diagnostic performance (e.g., using parental rating scales), although estimates of performance varied considerably across studies and the SoE was generally low. Few studies reported estimates for children under the age of 7. Treatment studies evaluated combined pharmacological and behavior approaches, medication approved by the Food and Drug Administration, other pharmacologic treatment, psychological/behavioral approaches, cognitive training, neurofeedback, neurostimulation, physical exercise, nutrition and supplements, integrative medicine, parent support, school interventions, and provider or model-of-care interventions. Medication treatment was associated with improved broadband scale scores and ADHD symptoms (high SoE) as well as function (moderate SoE), but also appetite suppression and adverse events (high SoE). Psychosocial interventions also showed improvement in ADHD symptoms based on moderate SoE. Few studies have evaluated combinations of pharmacological and youth-directed psychosocial interventions, and we did not find combinations that were systematically superior to monotherapy (low SoE). Published monitoring approaches for ADHD were limited and the SoE is insufficient. Conclusion. Many diagnostic tools are available to aid the diagnosis of ADHD, but few monitoring strategies have been studied. Medication therapies remain important treatment options, although with a risk of side effects, as the evidence base for psychosocial therapies strengthens and other nondrug treatment approaches emerge.

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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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Zhang, Hui. A systematic review of factors influencing immigrant parents' service choices for children with ASD. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, October 2022. http://dx.doi.org/10.37766/inplasy2022.10.0019.

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Review question / Objective: What main concerns/factors influenced immigrant parents when deciding on an intervention, service, or agency? Condition being studied: The systematic review aims at understanding immigrant parents' service choices for their children with the diagnosis of ASD(autism spectrum disorder), which is a complex neurobehavioral disorder characterized by impairment in reciprocal social interaction, impairment in communication, and the presence of repetitive and stereotypic patterns of behaviors, interests, and activities developmental disability.

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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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