scholarly journals Are Relationship Enhancement and Behavior Management “The Golden Couple” for Disruptive Child Behavior? Two Meta-analyses

2018 ◽  
Vol 89 (6) ◽  
pp. 1970-1982 ◽  
Author(s):  
Patty Leijten ◽  
G.J. Melendez-Torres ◽  
Frances Gardner ◽  
Jolien van Aar ◽  
Susanne Schulz ◽  
...  
Keyword(s):  
Child Behavior ◽  
Behavior Management ◽  
Relationship Enhancement ◽  
Meta Analyses ◽  
And Behavior ◽  
Disruptive Child Behavior

scholarly journals Meta-Analyses: Key Parenting Program Components for Disruptive Child Behavior

2019 ◽  
Vol 58 (2) ◽  
pp. 180-190 ◽  
Author(s):  
Patty Leijten ◽  
Frances Gardner ◽  
G.J. Melendez-Torres ◽  
Jolien van Aar ◽  
Judy Hutchings ◽  
...  
Keyword(s):  
Child Behavior ◽  
Parenting Program ◽  
Meta Analyses ◽  
Program Components ◽  
Disruptive Child Behavior

Issues, Strategies, and Perspectives in the Management of Disruptive Child Behavior in the Classroom

1979 ◽  
Vol 161 (2) ◽  
pp. 25-50 ◽  
Author(s):  
Hill M. Walker ◽  
Francine Holland
Keyword(s):  
Behavior Problems ◽  
Child Behavior ◽  
Behavior Management ◽  
Ethical Issues ◽  
Management Strategies ◽  
School Setting ◽  
Child Behavior Problems ◽  
Main Body ◽  
Management Procedures ◽  
Disruptive Child Behavior

This paper focuses upon disruptive child behavior in the classroom. The goals of the paper are twofold: (a) to communicate knowledge and information regarding the dynamics of disruptive child behavior, and (b) to present practical, cost-effective behavior management strategies that teachers can use in remediating such behavior. Initially, the paper addresses the apparent trend toward an increase in both the frequency and the severity of child behavior problems occurring in the school setting. Possible reasons for this trend are presented, and our capacity as educators to respond to the challenge presented by it is discussed. In this section of the paper, factors relating to limitations in the educational setting which prevent or constrain the application of systematic behavior management procedures in the remediation of child behavior problems are also discussed. The main body of the paper deals with the following issues: (a) characteristics of disruptive child behavior in school; (b) teacher attempts to cope with disruptive child behavior; (c) strategies for remedying behavior problems in the classroom; (d) procedures for building in durability and generalization of treatment gains; and (e) limitations and ethical issues associated with the use of behavior management procedures. Behavior management procedures and strategies are presented in such a way, it is hoped, as to maximize their usage by classroom teachers. Considerable attention is given to the issues of practicality and cost-effectiveness in their application. The procedures presented and discussed are applicable in both regular and special classroom settings.

Evidence-Based Behavior Management Strategies for Students With or At Risk of EBD: A Mega Review of the Literature

2021 ◽  
pp. 074193252110479
Author(s):  
Benjamin S. Riden ◽  
Skip Kumm ◽  
Daniel M. Maggin
Keyword(s):  
Behavior Management ◽  
Management Strategies ◽  
Future Research ◽  
Evidence Based ◽  
Review Of The Literature ◽  
Evidence Based Practices ◽  
Management Interventions ◽  
Meta Analyses ◽  
And Behavior

Evidence-based practices (EBPs) are strategies shown through rigorous experimentation to be effective when implemented as designed by educators in the field. The purpose of this review is to (a) describe the state and quality of evidence-based reviews and meta-analyses of studies on classroom and behavior management interventions for students with emotional and behavioral disorders (EBDs) and (b) summarize practices which can be deemed evidence-based. We identified 50 meta-analytic or systematic reviews, encompassing 20 interventions implemented solely or in part with students with EBD. In total, our review identified eight interventions classified as EBPs for supporting students labeled with EBD in the meta-analytic literature. Implications for future research are presented.

Parenting Programs for Disruptive Child Behavior in China: A Meta-Analysis and Systematic Review

2021 ◽  
pp. 104973152110185
Author(s):  
Ningxuan Hua ◽  
Patty Leijten
Keyword(s):  
Child Behavior ◽  
Meta Analysis ◽  
Behavioral Approach ◽  
Parenting Programs ◽  
Behavioral Management ◽  
Total N ◽  
Chinese Families ◽  
Inconsistent Parenting ◽  
Program Effects ◽  
Disruptive Child Behavior

Purpose: To synthesize evidence of parenting program effects on disruptive child behavior in China and compare three program approaches: behavioral, relational, and cognitive. Methods: We searched five databases (four English and one Chinese) and identified 45 studies; 29 studies were included in a multilevel meta-analysis (92 effect sizes; total N total = 3,892; M child age = 6.12 years). Results: We found large overall effects on reduced disruptive child behavior ( d = −1.28, 95% CI [−1.86, −0.70], p < .001), reduced harsh and inconsistent parenting ( d = −1.70, 95% CI [−2.91, −0.49], p <.001), and improved parental warmth and positive behavioral management ( d = 2.67, 95% CI [0.41, 4.93], p <.001). Behavioral programs were more effective than relational programs (Δ d = .89, 95% CI [−1.7, −0.13], p = .034), and cognitive programs were too rare to analyze separately. Conclusions: Parenting programs for disruptive child behavior can effectively support Chinese families, especially those adopting a behavioral approach.

scholarly journals Effectivity of Psychotherapy Interventions for Anxiety in Medical Students: A Systematic Review

2021 ◽  
Vol 9 (F) ◽  
pp. 453-463
Author(s):  
Andrian Fajar Kusumadewi ◽  
Carla Raymondalexas Marchira ◽  
Widyandana Widyandana ◽  
Ronny Tri Wirasto
Keyword(s):  
Systematic Review ◽  
Medical Students ◽  
Systematic Reviews ◽  
Depression And Anxiety ◽  
Inclusion Criteria ◽  
Meta Analyses ◽  
And Behavior ◽  
Anxiety Depression ◽  
Suicidal Ideas ◽  
Psychotherapy Interventions

BACKGROUND: The mental health of medical students has long been a topic of concern in many countries. Much research in Europe reported that around 30% of medical students suffered from anxiety. Anxiety disorders have significant physical and emotional consequences. Various studies show that excessive, unmanaged stress related to poor academic performance in medical students leads to cynical personalities, lack of empathy, and suicidal ideas. AIM: This study aimed to identify studies for psychotherapy interventions carried out in medical students and analyze each impact on anxiety level in medical students. METHODS: This systematic review was conducted with evidence sourced from 2000 to 2020. The review process followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. The study was registered with the Prospective Registering of Systematic Reviews database (Protocol ID: CRD42020180650). RESULTS: Twenty-three studies meet the inclusion criteria, and there are various psychotherapy interventions to deal with anxiety. Most studies reported that students who received mindfulness-based interventions reported lower anxiety, depression, and stress. CONCLUSION: There are various interventions carried out to decrease stress levels, depression, and anxiety in medical students. The most effective psychotherapy was found in cognitive and behavior intervention and mindfulness intervention.

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