Breakfast and Adult and Child Behaviors

2011 ◽  
pp. 53-70 ◽  
Author(s):  
Andrew Smith
Keyword(s):  
Child Behaviors

Discriminating early and late onset aggression from early child behaviors and family conflict

2010 ◽  
Author(s):  
Lisabeth F. DiLalla ◽  
S. J. W. Biebl ◽  
S. S. Long ◽  
S. Gheyara ◽  
K. Otto
Keyword(s):  
Family Conflict ◽  
Late Onset ◽  
Child Behaviors ◽  
Early Child

Child Diagnosis of Autism - How It Can Change the Family Life

2017 ◽  
Vol 5 (1) ◽  
pp. 498
Author(s):  
Maria Stănescu
Keyword(s):  
Early Intervention ◽  
Family Life ◽  
Social Life ◽  
Decisive Role ◽  
Autistic Children ◽  
Child Behaviors ◽  
High Quality ◽  
Child Diagnosis ◽  
The Family

The article is about the role of the family in the education and formation of children and, especially, in the life and development of autistic children. It describes the problems their family is facing and the need for counseling to parents with autistic children. The reaction to finding the diagnosis of autism varies from one family to another and may encounter a large variety: from disbelief, anger, guilt, helplessness, devastation, surprise, or even rejection of the child, to understanding and relief when finally the parents have an explanation for their child behaviors. Early intervention is important in psychological sustaining of the parent, as parent involvement in the recovery of the child with autism has a determinant role in his development and in ensuring a high quality of life of the child and the life of the hole family. The response to a child's autism diagnosis varies from one family to another. The family goes through a variety of disbelief, anger, guilt, helplessness, devastation, surprise, or even rejection of the child, to understanding and relief. Early intervention is very important in the psychological support of the parent. Because any change disturbs the family equilibrium. A diagnosis of autism changes not only the life of the diagnosed child, but also the life of family members. All the resources are focused on the need of the child. Although each parent is different, after diagnosing the child with autism, all parents are overwhelmed by confusion, shock and denial. Parents' feelings can be influenced by how their children's situation affects different aspects of life - it has an impact on service, on social life and all their personal life. If we look at the family as a system and when a disturbing factor appears, all parts of the system are affected. The involvement of parents in the recovery of the child with autism has a decisive role in its development and in ensuring a high quality of child's life and family life.

The Effectiveness of Training and Supervising Urban Elementary School Teachers in Child–Teacher Relationship Training: A Trauma-Informed Approach

2020 ◽  
Vol 23 (1_part_2) ◽  
pp. 2156759X1989918
Author(s):  
Kristie K. Opiola ◽  
Daniel M. Alston ◽  
Brandi L. Copeland-Kamp
Keyword(s):  
Emotional Intelligence ◽  
Child Behaviors ◽  
School Teachers ◽  
Student Stress ◽  
Teacher Student ◽  
Urban Elementary School ◽  
Effectiveness Of Training ◽  
Charter School Teachers ◽  
The Impact ◽  
Child Teacher Relationship Training

This case study explored three urban elementary teachers’ experiences with Child–Teacher Relationship Training (CTRT) and the impact of CTRT on the teachers’ emotional intelligence, perception of students’ behaviors, and teacher–student stress. The three charter school teachers from the Southeastern United States received 22 weeks of CTRT curriculum and completed assessments to track changes in teacher stress, child behaviors, and teacher emotional intelligence. The teachers also engaged in debrief sessions every week. They reported a decrease in teacher–student stress; greater understanding and categorization of child behaviors; and reflection on their own level of ability to perceive, understand, and generate emotions.

Effects of filial therapy on parent and child behaviors.

2000 ◽  
Vol 9 (2) ◽  
pp. 19-37 ◽  
Author(s):  
Robyn Rennie ◽  
Garry Landreth
Keyword(s):  
Filial Therapy ◽  
Child Behaviors

An Economic Assessment of Parents' Self-Composure: The Case of Physical Child Abuse

2004 ◽  
Vol 4 (1) ◽  
Author(s):  
Mark D Agee ◽  
Thomas Crocker ◽  
Jason F Shogren
Keyword(s):  
Child Abuse ◽  
Unobserved Heterogeneity ◽  
Economic Assessment ◽  
Child Behaviors ◽  
Physical Child Abuse ◽  
Policy Interventions ◽  
Ex Post ◽  
Maximum Likelihood Procedure ◽  
Child Violence ◽  
Parent Child

Abstract This paper uses a maximum likelihood procedure that accounts for unobserved heterogeneity in the sample to implement a preference-based model to assess factors that influence parents' likelihood of losing their composure and physically abusing their children. A basic supposition of the model is that parents prefer to deal with parent-child conflict by choosing tactics and behaviors that do not exceed a specified level of violence; however, endogenous parent and child behaviors and exogenous circumstances may arouse parents' emotions that cause this level to be exceeded. Our results suggest policy interventions that influence such circumstances and associated behaviors may strongly influence the incidence of physical child abuse. We estimate the ex ante annual value parents attach to risk reductions of self-composure losses associated with excessive parent-child violence. This value is shown to be greater than currently estimated annual savings in ex post costs associated with a comparable decrease in U.S. physical child abuse incidence.

Precision Techniques in the Management of Teacher and Child Behaviors

1970 ◽  
Vol 37 (2) ◽  
pp. 129-135 ◽  
Author(s):  
Marie Gaasholt
Keyword(s):  
Practical Method ◽  
Teacher Behavior ◽  
Precision Teaching ◽  
Teaching Skills ◽  
Child Behaviors ◽  
Teaching Techniques ◽  
Proficiency Levels

A practical method of evaluating teaching skills through precision teaching techniques is presented. Specific topics include: (a) measuring teacher contacts with various pupils; (b) measuring the effects of teacher behavior on pupil performance: and (c) establishing proficiency levels in writing and arithmetic.

Conceptual Tempo and Mother-Child Interaction: Results from a Longitudinal Intervention Program

1977 ◽  
Vol 41 (3) ◽  
pp. 995-1002 ◽  
Author(s):  
Carol A. Falender ◽  
Rick Heber
Keyword(s):  
Intervention Program ◽  
Positive Interactions ◽  
Child Behaviors ◽  
Child Interaction ◽  
General Dimension ◽  
Mother Child Interaction ◽  
Teaching Interaction ◽  
Structured Teaching ◽  
Patterns Of Interaction ◽  
Conceptual Tempo

The purpose of the present study was to assess the effects of the child's participation in longitudinal intervention upon his conceptual tempo and to assess the relation of maternal and child latencies to their structured teaching interaction. Results indicated some effects of treatment upon tempo, but ruled out the effect of mother/child matching or differing latencies upon patterns of interaction. Instead both maternal and child behaviors were affected by maternal latency. Mothers with short latencies and children of mothers with short latencies exhibited more positive interactions and fewer negative interactions. Findings were interpreted in terms of the general dimension of tempo.

Extending Caregiver Training Via Telecommunication for Rural Icelandic Children With Autism

2018 ◽  
Vol 38 (1) ◽  
pp. 26-42 ◽  
Author(s):  
Kristín Guðmundsdóttir ◽  
Shahla Ala’i-Rosales ◽  
Zuilma Gabriela Sigurðardóttir
Keyword(s):  
Rural Families ◽  
Children With Autism ◽  
Behavioral Parent Training ◽  
Multiple Baseline ◽  
Caregiver Training ◽  
Single Subject ◽  
Training Methods ◽  
Child Behaviors ◽  
Viable Approach ◽  
Training Protocol

This study describes the development and evaluation of a behavioral parent training protocol via telecommunication for three parents of preschool children with autism, with limited access to behavioral expertise. A single-subject, multiple baseline experimental design across child behaviors, replicated across parents, was used to evaluate the effects of the training protocol. Dependent measures were collected via telecommunication for most assessments and included parent and child responses during naturalistic play. During intervention, the parents were taught methods to increase their child’s sociocommunicative behavior. All targeted skills increased during intervention. The increase was maintained with two families and some generalization to other settings occurred. The results indicate that training via telecommunication is a viable approach for rural families with low speed Internet connection. Continued development and refinement of telehealth training methods is discussed in context of technological challenges and procedures that fit telecoaching for rural families.

Recommending Intervention for Toddlers With Specific Language Learning Difficulties

1998 ◽  
Vol 7 (1) ◽  
pp. 23-32 ◽  
Author(s):  
Lesley B. Olswang ◽  
Barbara Rodriguez ◽  
Geralyn Timler
Keyword(s):  
Risk Factors ◽  
Language Learning ◽  
Language Impairment ◽  
Language Change ◽  
Learning Difficulties ◽  
Review Of The Literature ◽  
Child Behaviors ◽  
Specific Language ◽  
Learning Language ◽  
Predictors Of Change

This paper presents a review of the literature designed to identify child behaviors that shape a profile of toddlers who should receive intervention. The review presents empirically documented predictors of language change and risk factors for language impairment. It examines research addressing the children having difficulty learning language and children developing typically. The argument presented is that toddlers who exhibit few positive predictors of change and many risk factors are more likely to have a true impairment and need intervention than toddlers who exhibit many predictors of change and few risk factors. The review attempts to paint a profile of toddlers for whom treatment should be recommended and those for whom a watch and see approach should be followed.

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