Temper tantrums among young children

2004 ◽  
Author(s):  
Karin Osterman ◽  
Kaj Bjorkqvist
Keyword(s):  
Young Children ◽  
Temper Tantrums

A Cross-Sectional Study of Onset, Cessation, Frequency, and Duration of Children's Temper Tantrums in a Nonclinical Sample

2010 ◽  
Vol 106 (2) ◽  
pp. 448-454 ◽  
Author(s):  
Karin Österman ◽  
Kaj Björkqvist
Keyword(s):  
Young Children ◽  
Sex Difference ◽  
Age Of Onset ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Cross Sectional ◽  
Nonclinical Sample ◽  
Parents Experiences ◽  
Temper Tantrums

Temper tantrums among young children were investigated with the questionnaire Parents' Experiences of Temper Tantrums in Children. Parents of 132 children (101 mothers, 31 fathers) in a largely Swedish-speaking area of Finland completed the questionnaire. 87% of the parents reported that one or more of their children had had temper tantrums. Of all children in the study, 64.7% began having tantrums when they were 2 or 3 years old; 57.1% did not have tantrums anymore after age five. For 46.5% of the cases, the tantrums lasted between 5 and 10 minutes. There was no sex difference for age of onset of tantrums, age when tantrums ceased, age span during which they occurred, frequency, or duration of episodes.

Temper Tantrums in Young Children: 1. Behavioral Composition

2003 ◽  
Vol 24 (3) ◽  
pp. 140-147 ◽  
Author(s):  
MICHAEL POTEGAL ◽  
RICHARD J. DAVIDSON
Keyword(s):  
Young Children ◽  
Temper Tantrums

Temper Tantrums in Young Children: 2. Tantrum Duration and Temporal Organization

2003 ◽  
Vol 24 (3) ◽  
pp. 148-154 ◽  
Author(s):  
MICHAEL POTEGAL ◽  
MICHAEL R. KOSOROK ◽  
RICHARD J. DAVIDSON
Keyword(s):  
Young Children ◽  
Temporal Organization ◽  
Temper Tantrums

The Time Course of Angry Behavior in the Temper Tantrums of Young Children

1996 ◽  
Vol 794 (1 Understanding) ◽  
pp. 31-45 ◽  
Author(s):  
M. POTEGAL ◽  
M. R. KOSOROK ◽  
R. J. DAVIDSON
Keyword(s):  
Young Children ◽  
Time Course ◽  
Temper Tantrums

The Modification of Hypernasality in Young Children

1984 ◽  
Vol 15 (1) ◽  
pp. 37-43 ◽  
Author(s):  
Moya L. Andrews ◽  
Sarah J. Tardy ◽  
Lisa G. Pasternak
Keyword(s):  
Young Children ◽  
Voice Therapy

This paper presents an approach to voice therapy programming for young children who are hypernasal. Some general principles underlying the approach are presented and discussed.

Lexical Comprehension in Young Children With Developmental Delays

1994 ◽  
Vol 3 (1) ◽  
pp. 79-88 ◽  
Author(s):  
Theresa A. Kouri
Keyword(s):  
Young Children ◽  
Developmental Delays ◽  
Normal Development ◽  
Clinical Applications ◽  
Group Status ◽  
Novel Object ◽  
Related Information ◽  
Comprehension Skills ◽  
Lexical Items ◽  
Lexical Concepts

Lexical comprehension skills were examined in 20 young children (aged 28–45 months) with developmental delays (DD) and 20 children (aged 19–34 months) with normal development (ND). Each was assigned to either a story-like script condition or a simple ostensive labeling condition in which the names of three novel object and action items were presented over two experimental sessions. During the experimental sessions, receptive knowledge of the lexical items was assessed through a series of target and generalization probes. Results indicated that all children, irrespective of group status, acquired more lexical concepts in the ostensive labeling condition than in the story narrative condition. Overall, both groups acquired more object than action words, although subjects with ND comprehended more action words than subjects with DD. More target than generalization items were also comprehended by both groups. It is concluded that young children’s comprehension of new lexical concepts is facilitated more by a context in which simple ostensive labels accompany the presentation of specific objects and actions than one in which objects and actions are surrounded by thematic and event-related information. Various clinical applications focusing on the lexical training of young children with DD are discussed.

Eliciting Verbs From Children With Specific Language Impairment

1996 ◽  
Vol 5 (4) ◽  
pp. 17-30 ◽  
Author(s):  
Diane Frome Loeb ◽  
Clifton Pye ◽  
Sean Redmond ◽  
Lori Zobel Richardson
Keyword(s):  
Young Children ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Syntactic Complexity ◽  
Specific Language ◽  
Lexical Skills

The focus of assessment and intervention is often aimed at increasing the lexical skills of young children with language impairment. Frequently, the use of nouns is the center of the lexical assessment. As a result, the production of verbs is not fully evaluated or integrated into treatment in a way that accounts for their semantic and syntactic complexity. This paper presents a probe for eliciting verbs from children, describes its effectiveness, and discusses the utility of and problems associated with developing such a probe.

Productivity of Emerging Word Combinations in Toddlers With Specific Expressive Language Impairment

1997 ◽  
Vol 6 (4) ◽  
pp. 34-47 ◽  
Author(s):  
Steven H. Long ◽  
Lesley B. Olswang ◽  
Julianne Brian ◽  
Philip S. Dale
Keyword(s):  
Data Collection ◽  
Young Children ◽  
Language Impairment ◽  
Treatment Approach ◽  
Expressive Language ◽  
Semantic Consistency ◽  
Session Analysis

This study investigated whether young children with specific expressive language impairment (SELI) learn to combine words according to general positional rules or specific, grammatic relation rules. The language of 20 children with SELI (4 females, 16 males, mean age of 33 months, mean MLU of 1.34) was sampled weekly for 9 weeks. Sixteen of these children also received treatment for two-word combinations (agent+action or possessor+possession). Two different metrics were used to determine the productivity of combinatorial utterances. One metric assessed productivity based on positional consistency alone; another assessed productivity based on positional and semantic consistency. Data were analyzed session-by-session as well as cumulatively. The results suggest that these children learned to combine words according to grammatic relation rules. Results of the session-by-session analysis were less informative than those of the cumulative analysis. For children with SELI ready to make the transition to multiword utterances, these findings support a cumulative method of data collection and a treatment approach that targets specific grammatic relation rules rather than general word combinations.

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