This document discusses issues related to behavior management for children receiving cochlear implants. It begins by outlining topics covered in pre-implant psychological evaluations, such as family support and expectations. These evaluations help identify children who may benefit from intervention to address behavioral challenges. The document then describes two common childhood disorders, oppositional defiant disorder and ADHD, that can impact success. Finally, it overviews behavioral treatment approaches like modeling, reinforcement, and punishment that can help manage behaviors and facilitate positive implant outcomes.
Sandra Alletto has over 20 years of experience in medical social work, providing case management, discharge planning, assessments, counseling, and care coordination in settings such as hospitals, home health, hospice, and dialysis centers. She has a Master's in Social Work from USC with a concentration in military health and clinical trauma. Her experience includes providing brief therapies, counseling, and care transitions from facility to home. She is skilled in areas such as trauma treatment, grief counseling, and care for elderly patients.
The document discusses resilience from an ecological perspective, recognizing that individual, family, and environmental factors all interact to influence a child's resilience. It defines resilience as the ability to recover from adversity and identifies both risk factors, such as parental mental health issues or discrimination, and protective factors, like strong family support or a sense of cultural belonging, that impact resilience. The document emphasizes that responses to risk are heterogeneous and that understanding a child's full ecological context is important for properly assessing resilience and needs.
Presenter: Gregory Fabiano, Ph.D.
From: UB Alberti Center for Bullying Abuse Prevention, Colloquium Series (April 9, 2015)
More: gse.buffalo.edu/alberticenter
........
Attention-deficit/hyperactivity disorder (ADHD) is a chronic, pervasive childhood mental health disorder with a typical onset during early childhood, and it results in considerable impairments in social, academic, and family functioning.
Evidence-based treatments for ADHD include pharmacological interventions and behavioral interventions. Behavioral interventions typically include teaching parents and teachers how to manipulate and control the antecedents and consequences of behavior to promote increased adaptive functioning and reduce problematic behaviors. Recent innovations in behavioral interventions include using social, recreational activities to engage fathers in treatment programs, combining pharmacological and behavioral interventions to promote appropriate behaviors in schools, and enhancing special education services for youth with ADHD.
Emphasis within the talk will include a discussion of how youth with ADHD and their families can be effectively treated to reduce their roles as both perpetrators and recipients of aggressive, bullying, and other negative social behaviors.
The document discusses children with emotional and behavioral disorders. It notes that there are many potential causes of such disorders and labels used to describe them. It also outlines characteristics that may be exhibited, such as attention problems, aggressive behavior, withdrawn behavior, and hyperactivity. The document emphasizes the importance of specifying teaching objectives based on individual student abilities and selecting strategies and materials to meet those objectives while managing disruptive behaviors.
Behavioral Intervention for ADHD, ASD, ODD and General Behavior IssuesTuesday's Child
Meg Kincaid, PhD, Clinical Director of Tuesday's Child presents at the Illinois Chapter of the American Academy of Pediatrics Annual Conference on September 20, 2014.
Children with internalizing disorders like anxiety and withdrawal tend to not be disruptive in the classroom. They have problems with excessive internal control and may be rigid. Learned helplessness, where children believe nothing they do can change bad outcomes, can result in poor performance after failure due to low self-esteem. Emotional and behavioral disorders impact all aspects of information processing for children from memory to decision making. Effective interventions include positive behavior support, social skills training, self-monitoring strategies, and behavior contracts directed by students. Schools should provide universal, targeted, and intensive supports through the RTI model.
This document summarizes various techniques for managing behaviour in children with ADHD and learning disabilities. It discusses traditional disciplinary tools like yelling and physical punishment and their limitations. It then outlines more constructive approaches including planned ignoring, signaling, proximity and touch, interest boosting, humor, hurdle help, interpretation, regrouping, restructuring, direct appeal, limiting space/tools, physical removal, promises and rewards, threats and punishment. Cautions are provided for each technique regarding appropriate usage. The goal is to help children develop internal structure and control of their own behaviour through supportive relationships and modified environments.
Sandra Alletto has over 20 years of experience in medical social work, providing case management, discharge planning, assessments, counseling, and care coordination in settings such as hospitals, home health, hospice, and dialysis centers. She has a Master's in Social Work from USC with a concentration in military health and clinical trauma. Her experience includes providing brief therapies, counseling, and care transitions from facility to home. She is skilled in areas such as trauma treatment, grief counseling, and care for elderly patients.
The document discusses resilience from an ecological perspective, recognizing that individual, family, and environmental factors all interact to influence a child's resilience. It defines resilience as the ability to recover from adversity and identifies both risk factors, such as parental mental health issues or discrimination, and protective factors, like strong family support or a sense of cultural belonging, that impact resilience. The document emphasizes that responses to risk are heterogeneous and that understanding a child's full ecological context is important for properly assessing resilience and needs.
Presenter: Gregory Fabiano, Ph.D.
From: UB Alberti Center for Bullying Abuse Prevention, Colloquium Series (April 9, 2015)
More: gse.buffalo.edu/alberticenter
........
Attention-deficit/hyperactivity disorder (ADHD) is a chronic, pervasive childhood mental health disorder with a typical onset during early childhood, and it results in considerable impairments in social, academic, and family functioning.
Evidence-based treatments for ADHD include pharmacological interventions and behavioral interventions. Behavioral interventions typically include teaching parents and teachers how to manipulate and control the antecedents and consequences of behavior to promote increased adaptive functioning and reduce problematic behaviors. Recent innovations in behavioral interventions include using social, recreational activities to engage fathers in treatment programs, combining pharmacological and behavioral interventions to promote appropriate behaviors in schools, and enhancing special education services for youth with ADHD.
Emphasis within the talk will include a discussion of how youth with ADHD and their families can be effectively treated to reduce their roles as both perpetrators and recipients of aggressive, bullying, and other negative social behaviors.
The document discusses children with emotional and behavioral disorders. It notes that there are many potential causes of such disorders and labels used to describe them. It also outlines characteristics that may be exhibited, such as attention problems, aggressive behavior, withdrawn behavior, and hyperactivity. The document emphasizes the importance of specifying teaching objectives based on individual student abilities and selecting strategies and materials to meet those objectives while managing disruptive behaviors.
Behavioral Intervention for ADHD, ASD, ODD and General Behavior IssuesTuesday's Child
Meg Kincaid, PhD, Clinical Director of Tuesday's Child presents at the Illinois Chapter of the American Academy of Pediatrics Annual Conference on September 20, 2014.
Children with internalizing disorders like anxiety and withdrawal tend to not be disruptive in the classroom. They have problems with excessive internal control and may be rigid. Learned helplessness, where children believe nothing they do can change bad outcomes, can result in poor performance after failure due to low self-esteem. Emotional and behavioral disorders impact all aspects of information processing for children from memory to decision making. Effective interventions include positive behavior support, social skills training, self-monitoring strategies, and behavior contracts directed by students. Schools should provide universal, targeted, and intensive supports through the RTI model.
This document summarizes various techniques for managing behaviour in children with ADHD and learning disabilities. It discusses traditional disciplinary tools like yelling and physical punishment and their limitations. It then outlines more constructive approaches including planned ignoring, signaling, proximity and touch, interest boosting, humor, hurdle help, interpretation, regrouping, restructuring, direct appeal, limiting space/tools, physical removal, promises and rewards, threats and punishment. Cautions are provided for each technique regarding appropriate usage. The goal is to help children develop internal structure and control of their own behaviour through supportive relationships and modified environments.
The document provides an overview of children with emotional and behavioral disorders (EBD). It begins by introducing Beth Thomas, a child who was diagnosed with reactive attachment disorder after suffering early childhood abuse. It then discusses the historical perspectives on EBD, defining EBD according to federal criteria. It outlines that EBD can be caused by neurology/genetics and environmental factors. Externalizing disorders are characterized by aggression, while internalizing disorders involve anxiety and withdrawal. The document discusses risk factors and various intervention strategies like RTI, social skills training, teacher preparation, and the importance of family involvement.
I. Three factors are considered in determining if a child is seriously emotionally disturbed: intensity, pattern, and duration. Intensity refers to the severity of the problem, pattern refers to when the problem occurs, and duration refers to how long the problem has been present.
II. Emotional and behavioral disorders are characterized by behavioral or emotional responses that differ significantly from cultural norms and adversely impact educational performance. The condition must be present in two settings for a long period of time and be unresponsive to intervention.
III. Several approaches are used to classify and diagnose emotional and behavioral disorders, including the DSM-IV and methods based on direct observation and measurement of behaviors.
This document discusses the effects of multimodal treatment approaches on children with ADHD and co-morbid disorders. It finds that a biopsychosocial approach involving medication, behavioral therapy, parent/teacher education, and family support best manages ADHD symptoms. While stimulant medications are effective, non-stimulant alternatives are needed for those with co-morbid conditions or risk of abuse. More research is still required to determine the most effective interventions for ADHD accompanied by other disorders.
Emotional disturbance is defined by the IDEA as exhibiting one or more characteristics such as an inability to learn, build relationships, or demonstrate appropriate behavior over a long period of time and to a marked degree. It can include conditions such as anxiety, mood disorders, and schizophrenia. Students with emotional disturbance often struggle academically and socially in school due to both biological and environmental factors. Schools use assessments, functional behavior analysis, and behavioral intervention plans to help identify and support these students.
The presentation provides an overview of emotional disorders in students, including defining emotional disturbance, identifying characteristics and causes, assessment and teaching strategies. It discusses challenges students with emotional disorders face, and recommends collaboration between families, schools and community organizations to support these students.
The document provides an overview of a parent training program on behavior management offered by Harbor Regional Center. The program aims to help parents develop skills to effectively manage their child's behaviors through various activities including a weekly classroom training, individual consultations with experts, parent support groups, and groups focused on specific behavior issues. The expected outcome is an increase in desirable behaviors and reduction in undesirable behaviors in children. For parents to succeed, they must be fully committed to consistently applying the skills learned over an extended period of time.
This document discusses emotional disturbances in children, which refers to a variety of mental health disorders that can affect a child's educational performance. It defines emotional disturbance according to federal special education law, outlines common characteristics and behaviors. It also looks specifically at some common disorders like anxiety disorders, bipolar disorder, conduct disorder, eating disorders, obsessive compulsive disorder, and psychotic disorders. The document stresses the importance of support systems and coordinated services between home, school, and healthcare providers to help children with emotional disturbances.
This document discusses the use of a trauma-informed approach for working with children in out-of-home care. It notes that children in care often have high rates of mental health disorders, placement disruptions, and poor outcomes due to unaddressed trauma histories. While these children need services, uptake is low. The document advocates using a trauma lens to understand children's behaviors and difficulties forming attachments with carers. It describes a therapeutic foster care training program developed to address these issues by educating carers on the impacts of trauma, attachment, and effective parenting strategies to meet children's neurodevelopmental and attachment needs.
This document summarizes research on the efficacy of early intervention for toddlers with autism spectrum disorders. It discusses how early intervention can improve social communication and pragmatic skills through a focus on joint attention. Several studies are examined that show parent-mediated intervention is effective at improving joint attention between parents and children with ASD. Interventions involve parents and teachers using toys, games, and activities to elicit responses to and initiation of joint attention. Long-term follow up studies found cognitive and communication improvements even after intervention ended, showing lasting benefits of early intervention for toddlers with autism.
The document discusses the Collaborative Problem-Solving (CPS) approach for treating "explosive" children. CPS assumes these children have lagging skills that cause noncompliance, unlike traditional models that focus on parenting. CPS uses Plan B instead of imposing will (Plan A) or removing expectations (Plan C). Plan B involves the caregiver and child collaboratively solving problems to strengthen the child's skills. The therapist helps identify skills to train, facilitates CPS between family members, and ensures all concerns are addressed to change perceptions and establish therapeutic alliances for change.
This document provides information on effective behavior management strategies for childcare settings. It discusses why children misbehave, including unmet needs, attention-seeking, power struggles, revenge, and feelings of inadequacy. It outlines the components of behavior management, including discipline, behavior modification using rewards and consequences, and encouragement. Specific techniques are presented, such as communicating rules clearly, using natural and related consequences, consistency, routines, working with parents, and developmentally appropriate strategies like redirection for babies and time-outs for older children.
The document summarizes the Collaborative Problem Solving (CPS) approach for treating children with explosive behaviors. It discusses limitations of traditional parent management training and introduces CPS as an alternative. CPS assumes explosive behaviors stem from lagging cognitive skills that impair flexibility, problem solving, and emotion regulation. It aims to identify specific cognitive deficits and situational triggers through clinical interviews and assessments, then address the underlying causes rather than just modifying behavior. The document outlines three approaches to handling problems - Plan A involves parental insistence, Plan C reduces expectations, while Plan B employs CPS's collaborative problem-solving to pursue expectations and teach missing skills, with the goal of reducing explosive episodes.
ADHD is a neurodevelopmental disorder characterized by inattention, hyperactivity, and impulsivity. It is one of the most common childhood disorders. There are three main subtypes - combined, predominantly inattentive, and predominantly hyperactive/impulsive. Evidence-based treatments include pharmacological interventions like stimulants and non-stimulants as well as behavioral therapies targeting things like parenting skills, classroom management, and social skills training. Exercise and physical activity are also important non-pharmacological interventions for managing ADHD symptoms. Consistency, routines, organization, and a structured environment are key to supporting children with ADHD.
Behavior management and elementary students with ADHDguest0634384d
The document outlines a study to determine if behavior management strategies can improve learning and test scores for elementary students with ADHD. The study will take place in two third grade classrooms, with one being the test group that receives teacher training in ADHD management strategies like positive reinforcement and time-outs. The expected outcomes include a 75% reduction in disruptions, improved grades and test scores for students with ADHD, and decreased impact of disruptive students on others. The solution strategies section details the behavior modification techniques and teacher training that will be implemented and evaluated.
ADHD is a common neurodevelopmental disorder affecting approximately 5% of children. It is characterized by inattention, hyperactivity, and impulsivity that interferes with functioning. While it has a biological basis, the specific symptoms and severity can be influenced by environmental factors like exposure to violence. Effective treatment requires an individualized approach including both medication and psychological support.
The document discusses using a trauma-informed lens when working with children in out-of-home care. It notes that children in care often have high rates of mental health disorders and complex needs due to experiencing trauma such as abuse and neglect. While these children need various services and supports, many do not access them. The document advocates for a trauma-informed therapeutic foster care training program that focuses on helping foster carers understand the impact of trauma and how to support children's recovery through safe, nurturing relationships.
The document discusses the emotional impact of mobility on children from military families. It finds that children who move 3 or more times are at greater risk for emotional/behavioral problems and issues at school. Mobility disrupts friendships and increases feelings of isolation. Adjusting to new surroundings can cause anxiety. The document recommends building resilience and self-esteem in children to help them cope with changes. It suggests social and emotional learning strategies to support transitions and reduce anxiety. The goal is to help children feel capable, safe, and included during moves.
The Little Coder Program is an introductory Python programming course for 4th through 9th grade students offered by Baabtra.com. The course aims to build students' confidence and curiosity in writing computer programs by teaching the basics of Python scripting and drawing simple images. Students will learn fundamental programming skills like variables, conditionals, loops and functions through hands-on exercises. By the end of the course, students will have programmed two-dimensional images and patterns in Python. The course requires basic computer skills and can be taken on Windows, Mac or Ubuntu systems with Python installed.
The document provides an overview of children with emotional and behavioral disorders (EBD). It begins by introducing Beth Thomas, a child who was diagnosed with reactive attachment disorder after suffering early childhood abuse. It then discusses the historical perspectives on EBD, defining EBD according to federal criteria. It outlines that EBD can be caused by neurology/genetics and environmental factors. Externalizing disorders are characterized by aggression, while internalizing disorders involve anxiety and withdrawal. The document discusses risk factors and various intervention strategies like RTI, social skills training, teacher preparation, and the importance of family involvement.
I. Three factors are considered in determining if a child is seriously emotionally disturbed: intensity, pattern, and duration. Intensity refers to the severity of the problem, pattern refers to when the problem occurs, and duration refers to how long the problem has been present.
II. Emotional and behavioral disorders are characterized by behavioral or emotional responses that differ significantly from cultural norms and adversely impact educational performance. The condition must be present in two settings for a long period of time and be unresponsive to intervention.
III. Several approaches are used to classify and diagnose emotional and behavioral disorders, including the DSM-IV and methods based on direct observation and measurement of behaviors.
This document discusses the effects of multimodal treatment approaches on children with ADHD and co-morbid disorders. It finds that a biopsychosocial approach involving medication, behavioral therapy, parent/teacher education, and family support best manages ADHD symptoms. While stimulant medications are effective, non-stimulant alternatives are needed for those with co-morbid conditions or risk of abuse. More research is still required to determine the most effective interventions for ADHD accompanied by other disorders.
Emotional disturbance is defined by the IDEA as exhibiting one or more characteristics such as an inability to learn, build relationships, or demonstrate appropriate behavior over a long period of time and to a marked degree. It can include conditions such as anxiety, mood disorders, and schizophrenia. Students with emotional disturbance often struggle academically and socially in school due to both biological and environmental factors. Schools use assessments, functional behavior analysis, and behavioral intervention plans to help identify and support these students.
The presentation provides an overview of emotional disorders in students, including defining emotional disturbance, identifying characteristics and causes, assessment and teaching strategies. It discusses challenges students with emotional disorders face, and recommends collaboration between families, schools and community organizations to support these students.
The document provides an overview of a parent training program on behavior management offered by Harbor Regional Center. The program aims to help parents develop skills to effectively manage their child's behaviors through various activities including a weekly classroom training, individual consultations with experts, parent support groups, and groups focused on specific behavior issues. The expected outcome is an increase in desirable behaviors and reduction in undesirable behaviors in children. For parents to succeed, they must be fully committed to consistently applying the skills learned over an extended period of time.
This document discusses emotional disturbances in children, which refers to a variety of mental health disorders that can affect a child's educational performance. It defines emotional disturbance according to federal special education law, outlines common characteristics and behaviors. It also looks specifically at some common disorders like anxiety disorders, bipolar disorder, conduct disorder, eating disorders, obsessive compulsive disorder, and psychotic disorders. The document stresses the importance of support systems and coordinated services between home, school, and healthcare providers to help children with emotional disturbances.
This document discusses the use of a trauma-informed approach for working with children in out-of-home care. It notes that children in care often have high rates of mental health disorders, placement disruptions, and poor outcomes due to unaddressed trauma histories. While these children need services, uptake is low. The document advocates using a trauma lens to understand children's behaviors and difficulties forming attachments with carers. It describes a therapeutic foster care training program developed to address these issues by educating carers on the impacts of trauma, attachment, and effective parenting strategies to meet children's neurodevelopmental and attachment needs.
This document summarizes research on the efficacy of early intervention for toddlers with autism spectrum disorders. It discusses how early intervention can improve social communication and pragmatic skills through a focus on joint attention. Several studies are examined that show parent-mediated intervention is effective at improving joint attention between parents and children with ASD. Interventions involve parents and teachers using toys, games, and activities to elicit responses to and initiation of joint attention. Long-term follow up studies found cognitive and communication improvements even after intervention ended, showing lasting benefits of early intervention for toddlers with autism.
The document discusses the Collaborative Problem-Solving (CPS) approach for treating "explosive" children. CPS assumes these children have lagging skills that cause noncompliance, unlike traditional models that focus on parenting. CPS uses Plan B instead of imposing will (Plan A) or removing expectations (Plan C). Plan B involves the caregiver and child collaboratively solving problems to strengthen the child's skills. The therapist helps identify skills to train, facilitates CPS between family members, and ensures all concerns are addressed to change perceptions and establish therapeutic alliances for change.
This document provides information on effective behavior management strategies for childcare settings. It discusses why children misbehave, including unmet needs, attention-seeking, power struggles, revenge, and feelings of inadequacy. It outlines the components of behavior management, including discipline, behavior modification using rewards and consequences, and encouragement. Specific techniques are presented, such as communicating rules clearly, using natural and related consequences, consistency, routines, working with parents, and developmentally appropriate strategies like redirection for babies and time-outs for older children.
The document summarizes the Collaborative Problem Solving (CPS) approach for treating children with explosive behaviors. It discusses limitations of traditional parent management training and introduces CPS as an alternative. CPS assumes explosive behaviors stem from lagging cognitive skills that impair flexibility, problem solving, and emotion regulation. It aims to identify specific cognitive deficits and situational triggers through clinical interviews and assessments, then address the underlying causes rather than just modifying behavior. The document outlines three approaches to handling problems - Plan A involves parental insistence, Plan C reduces expectations, while Plan B employs CPS's collaborative problem-solving to pursue expectations and teach missing skills, with the goal of reducing explosive episodes.
ADHD is a neurodevelopmental disorder characterized by inattention, hyperactivity, and impulsivity. It is one of the most common childhood disorders. There are three main subtypes - combined, predominantly inattentive, and predominantly hyperactive/impulsive. Evidence-based treatments include pharmacological interventions like stimulants and non-stimulants as well as behavioral therapies targeting things like parenting skills, classroom management, and social skills training. Exercise and physical activity are also important non-pharmacological interventions for managing ADHD symptoms. Consistency, routines, organization, and a structured environment are key to supporting children with ADHD.
Behavior management and elementary students with ADHDguest0634384d
The document outlines a study to determine if behavior management strategies can improve learning and test scores for elementary students with ADHD. The study will take place in two third grade classrooms, with one being the test group that receives teacher training in ADHD management strategies like positive reinforcement and time-outs. The expected outcomes include a 75% reduction in disruptions, improved grades and test scores for students with ADHD, and decreased impact of disruptive students on others. The solution strategies section details the behavior modification techniques and teacher training that will be implemented and evaluated.
ADHD is a common neurodevelopmental disorder affecting approximately 5% of children. It is characterized by inattention, hyperactivity, and impulsivity that interferes with functioning. While it has a biological basis, the specific symptoms and severity can be influenced by environmental factors like exposure to violence. Effective treatment requires an individualized approach including both medication and psychological support.
The document discusses using a trauma-informed lens when working with children in out-of-home care. It notes that children in care often have high rates of mental health disorders and complex needs due to experiencing trauma such as abuse and neglect. While these children need various services and supports, many do not access them. The document advocates for a trauma-informed therapeutic foster care training program that focuses on helping foster carers understand the impact of trauma and how to support children's recovery through safe, nurturing relationships.
The document discusses the emotional impact of mobility on children from military families. It finds that children who move 3 or more times are at greater risk for emotional/behavioral problems and issues at school. Mobility disrupts friendships and increases feelings of isolation. Adjusting to new surroundings can cause anxiety. The document recommends building resilience and self-esteem in children to help them cope with changes. It suggests social and emotional learning strategies to support transitions and reduce anxiety. The goal is to help children feel capable, safe, and included during moves.
The Little Coder Program is an introductory Python programming course for 4th through 9th grade students offered by Baabtra.com. The course aims to build students' confidence and curiosity in writing computer programs by teaching the basics of Python scripting and drawing simple images. Students will learn fundamental programming skills like variables, conditionals, loops and functions through hands-on exercises. By the end of the course, students will have programmed two-dimensional images and patterns in Python. The course requires basic computer skills and can be taken on Windows, Mac or Ubuntu systems with Python installed.
China was affected by the Cold War in the following ways:
1) China became a communist nation under Mao Zedong in 1949 and aligned with the Soviet Union against the United States.
2) In the 1950s and 1960s, Mao launched ambitious economic programs like the Great Leap Forward and Cultural Revolution that led to millions of deaths but also increased Chinese nationalism.
3) After the Sino-Soviet split in the 1960s, China opened up relations with the United States in the 1970s and adopted more capitalist economic reforms while maintaining communist political rule.
The document contains data on the number of seats available in various postgraduate medical courses across different states in India. It lists 43 states/union territories and their medical colleges along with categories like SC, ST, UR and course codes. The number of seats under each category is provided for each college and course.
This document discusses the harms of smoking. It notes that smoking is strongly discouraged in Islam due to health risks like addiction, deterioration of health, and unpleasant smell. Smoking can cause stained teeth and hair, as well as increased risks of illnesses like cancer, heart disease, and respiratory infections. It is also an air pollutant that negatively impacts non-smokers. Quitting smoking can save lives, as every eight seconds someone dies from tobacco worldwide, and thousands of children start smoking daily. The document encourages living a healthy, happy life without the risks and costs of tobacco addiction.
The document discusses evaluating the diagnostic value of mean platelet volume (MPV) in acute appendicitis in children and adolescents. It notes that while ultrasound and CT scans can help diagnose appendicitis, they are not always sufficient. The study aims to investigate if MPV, which is routinely measured during blood counts, can serve as a marker to distinguish nonspecific abdominal pain from acute appendicitis. It describes a retrospective study of 50 patients under 18 who had appendicitis confirmed through postoperative examination, excluding those with bleeding disorders or infections. The mean MPV will be statistically compared between this test group and a healthy control group under 18 without infections or diseases. The relationship between MPV and acute appendicitis will be established to
Different skills in managing he behaviour at homeSushma Rathee
This lecture related with the introduction to maladptive behaviour , how to manage the maladaptive behaviour, what are the different types of techniqes used in managing the behaviour.
This document discusses children's behaviors and developing behavior awareness. It begins by outlining categories of behaviors as wanted, tolerated, or not to be tolerated. Common behavioral and emotional disorders in children like ADHD, autism, and bipolar disorder are then explained. The importance of behavior awareness is introduced as the ability to recognize behaviors and understand consequences. Several ways to achieve behavior awareness are suggested, such as classes, self-reflection, and community service. The roles of parents in guiding children's behaviors through environment, patience, and seeking help for disorders are also emphasized.
The document discusses various philosophies and techniques for effectively disciplining and guiding children's social behaviors. It defines discipline as a positive approach to teach self-control and confidence, unlike punishment which focuses on misbehavior. It also outlines factors that can influence children's behaviors, such as temperament, environment, and parenting styles. The document advocates using natural and logical consequences, praise, ignoring misbehaviors, and modeling appropriate behaviors to discipline children in a way that helps them learn and develop social skills.
The document summarizes four article reviews written by students about articles on behavioral interventions for children with autism spectrum disorder. The first review discusses how behavior intervention plans are used to address the relationship between learning and behavior for students requiring individualized support. The second review describes how early intensive behavioral intervention and caregiver training can improve language, adaptive, and social skills in children with ASD. The third review explains that behavior plans target problem behaviors through positive reinforcement and establishing rules. The last review discusses how applied behavior analysis teaches skills and reduces problematic behaviors through reinforcement of small, systematically taught skills.
Introduction
Definitions
The goals of behavior guidance
Children’s behavior in the dental office
Documentation of children’s behaviors
Factors affecting children’s behavior
Strategies of the dental team
Preappointment behavior modification
Fundamental of behavior management
Behavior guidance techniques
Basic behavior guidance
Alternative communicative techniques
Advanced behavior guidance techniques
Recent advances in behavior guidance technique
Practical considerations
Behavior guidance for the infants/toddlers
Behavior guidance for the preschoolers
Behavior guidance for the school-aged children
Behavior guidance for the adolescent
Behavior guidance for the child with the previous negative dental experience
Behavior guidance for the special health care need
Behavior guidance for the child with special health care needs
Conclusion
References
Parent management training (PMT) involves educating and coaching parents to change problematic child behaviors using behavior modification techniques. PMT teaches parents positive reinforcement methods to improve behaviors like aggression and tantrums in preschool and school-aged children. PMT has been shown to reduce disruptive child behaviors and improve parental mental health. It was initially developed in the 1960s based on principles of operant conditioning to change parenting behaviors through positive reinforcement of appropriate child behaviors and limiting attention for inappropriate behaviors. Treatment typically involves parents learning these techniques over several weekly sessions focused on monitoring, reinforcing positive behaviors and using time-outs or removal of privileges for negative behaviors.
Behavior modification is a therapeutic technique based on operant conditioning that uses reinforcement and punishment to modify behavior by rewarding desired behaviors and discouraging undesirable ones. It has roots in classical conditioning and is used to treat various disorders and problems by conditioning behaviors through a system of rewards and consequences. Behavior modification techniques for ADHD involve reinforcing positive behaviors, punishing negative ones, and breaking behaviors down into smaller steps to shape behavior through reinforcement.
The document discusses research on resilience in maltreated children. It explores how gene-environment interactions can help explain differences in outcomes for maltreated children. Specifically, it examines how variations in the gene that regulates serotonin levels interacted with experiences of maltreatment or healthy child-rearing. While maltreatment generally led to lower resilience, children with one genotype fared better than others depending on their environment. The research suggests genetics and environment combine to shape children's development in complex ways. Practitioners are encouraged to consider this research and apply it by fostering stable relationships and environments for children in their care.
ADHD is a neurological disorder marked by inattention, impulsiveness, and sometimes hyperactivity. It is more common in boys than girls and symptoms often emerge around age 4. Biological factors like genetics and biochemical imbalances are associated with ADHD. Environmental factors such as prenatal toxic exposure, birth complications, and lead poisoning may also play a role. Diagnosis involves medical evaluation, observation of behaviors, and reports from parents and teachers. Treatment includes stimulant medication, behavioral therapies, education supports, and developing coping strategies.
The document discusses ADHD, including its diagnostic criteria, common difficulties children with ADHD face at home, school and socially, and strategies parents can use to help their children thrive with ADHD. It defines ADHD and explains its symptoms, differentiating it from other conditions. Parents are encouraged to create structured routines, modify tasks, use environmental supports and teach executive functioning skills to help children develop strategies for self-regulation. Both behavioral interventions and medication may help children learn skills and focus on tasks. The goal is to provide enough support for success while not doing the work for the child.
The document discusses strategies for addressing noncompliance in children with behavioral disorders. It identifies noncompliance as the "kingpin behavior" that drives other problem behaviors. Positive parenting approaches that are proactive, responsive and involve inductive control are more effective than negative-coercive styles in reducing externalizing behaviors. The document provides examples of proactive strategies teachers and parents can use to prevent noncompliance, including establishing clear rules, increasing engagement in learning, structuring the environment, and using positive reinforcement and selective attention to shape compliant behaviors.
The document provides an overview of functional behavior assessment (FBA) and positive behavior support planning. It discusses the importance of understanding the underlying reasons or functions of problem behaviors before intervening. Key aspects of an FBA are described, including clear descriptions of behaviors, environmental influences, motivations, and intervention history. Case studies are presented to illustrate how FBAs were used to develop effective behavior support plans by understanding the specific functions of individuals' problem behaviors.
The document discusses various behavioral and emotional problems in children including disruptive behavior, attention deficit/hyperactivity disorder, oppositional problems, emotional problems, eating/feeding problems, tantrums, lying, anxiety, and aggression. It provides tips for using positive discipline with children through understanding behavior, consistency, giving choices/consequences, and changing environments. Interventions for aggressive toddlers and preschoolers include limiting TV/videos, applying empathy/consequences, teaching social skills, and attending to positive behavior. Consulting medical/mental health professionals can help identify causes such as poor parenting, trauma, genetic issues, health problems, or unstable family situations.
This document provides information on Attention Deficit Hyperactivity Disorder (ADHD), including:
- ADHD is a neurological disorder marked by inattention, impulsiveness and sometimes hyperactivity. Left untreated it can lead to conduct disorders, academic/job failure, depression and substance abuse.
- Boys are four times more likely to have ADHD than girls. Risk factors include prenatal drug exposure, birth complications, low birth weight and lead poisoning.
- Symptoms include inattention, impulsiveness and hyperactivity that is more severe when unstructured or boring. Diagnosis involves medical evaluation, psychiatric assessment and observations from parents and teachers.
- Treatment includes stimulant medication, therapy, behavior modification,
This document summarizes a training session on positive behavior management strategies for teachers. The session discussed how childhood stress and trauma can impact brain development and behavior. Various models of behavior were presented, including behavioral, humanistic, ecological, biological, systemic, social, and cognitive models. Teachers were given examples of strategies under each model and an activity to reflect on personal experiences with strong emotions and behavior. As homework, teachers were asked to analyze factors influencing behavior in two specific students using the theories covered.
Running Head LIFE SPAN PARENTING PROJECT1LIFE SPAN PARENTING.docxwlynn1
Running Head: LIFE SPAN PARENTING PROJECT 1
LIFE SPAN PARENTING PROJECT 2
Student's name: Emmanuel Domenech
Professor's name: Dr. Suzi Hundemer
Class: BEHS 343
Topic: Chapter 2: Theoretical Perspectives on Parenting (trait theory) Chapter 3: Approaches to parenting research(Group counseling and psychotherapy with children and adolescents)
Institution: University of Maryland University College
Date: June 9, 2019
Life Span Parenting Project
Children ought to be evaluated when it comes to their entire environment with the inclusion of whatever negative or positive parental influences that could exist, this is according to Group counseling and psychotherapy with children and adolescents. I have learned that one of the most refreshing impacts concerning parents is because mainly we work with their kids who are reaching the adolescent stage in regions of their personal/social, academic success, career development, and realm. Their work comprises of working in intervention and prevention (Denno et al., 2015). Counselors help students like who undergo rough times, for instance, in adolescent and help them in enlightening their skills of resilience to be equipped better in case of hitting tough times in the future.
The adolescent stage is characterized by uneven and dramatic integration of changes that are developmental into the day to day lives of young persons. Simultaneously, teenagers experience growing independence from their families, mood swings, and at times, rapidly increasing sexuality. The tasks of talking to them usually start within the units of the family. Often, as guardians, we tend to view our teens as fragile thus visit our pediatricians or doctors since we see them as people whom to seek advice from regarding both behavioral and physiologic issues (Shechtman, 2017). The ongoing relationship with the pediatrician and the family gives for enough prospects to offer support and guidance that is anticipated as our kids get into and move through the stage of adolescence.
Determinants of Parenting
As we all know, the parent-child relationship has a massive influence on most aspects of the development of a child. When behaviors, parenting skills, and optimal capabilities have a positive effect on the school achievement or self-esteem of a child, there is positive behavior and development on the kids.
Fig: Family-Based Therapy
Some other treatment programs that can be used to work in families include family therapy, family-centered therapy, or family-based therapy. These programs change from one to the other. These are effective when it comes to family counseling and help in coming to terms with the stage or any disorder that could arise in the process.
As far as I am concerned, therapy is vital when looking at parenting approaches. This is because when an individual is a child, through adolescent to when they mature to being adults, they require guideline on being better per.
Comorbidities associated with Learning disabilities-ADHD,ASDjilu123
This document discusses learning disabilities and comorbidities such as ADHD. It defines ADHD according to the DSM and ICD criteria. ADHD is characterized by inattention, hyperactivity, and impulsivity. It has genetic and environmental causes. Treatment involves medication, cognitive behavioral therapy, parent training, social skills training, and educational accommodations. The document provides diagnostic criteria and strategies to manage ADHD symptoms and impairments.
Applied Behavior Analysis is the process of systematically applying interventions based upon the principles of learning theory to improve socially significant behaviors to a meaningful degree, and to demonstrate that the interventions employed are responsible for the improvement in behavior.
The document provides biographical information about Angela Searcy, who has over 20 years of experience in education and specialized training in neurosciences. She is the owner of Simple Solutions Educational Services and works as an educational consultant, professor, and speaker. The document discusses her expertise in developing behavior modification programs and professional development related to adult learning and neuroscience research.
This document discusses trauma and its effects on early childhood brain development. It notes that prolonged exposure to stress hormones from traumatic experiences can impair brain development and functioning. The document then discusses the scope of childhood trauma, noting that a study found most children and adolescents served in a trauma network had experienced multiple traumatic exposures. It also discusses how evidence-based interventions can effectively treat trauma-related mental health conditions. Finally, it discusses how a Positive Behavioral Interventions and Supports (PBIS) approach in schools can help students by establishing a continuum of supports from universal to intensive levels.
1. Children & Cochlear Implants
Issues in Behavior Management
James H. Johnson, Ph.D.
Department of Clinical and Health Psychology
University of Florida
2. Overview and Objectives
The focus of this presentation is on the role of
behavior management and other intervention
approaches in the cochlear implant process.
We will begin by briefly reviewing issues addressed
in the pre-implant psychological evaluation.
Examples of issues raised in this evaluation, that
may suggest the need for intervention, will be
highlighted.
Finally, we will consider the nature of approaches to
intervention that may be of value in addressing pre
and post implant issues.
3. The Pre-Implant Psychological
Evaluation
Knowledge Assessment
Motivation for Implant
Family Agreement/Disagreement
Appropriateness of Expectations
Challenges to Compliance
Parent-Child Communication
Family/Psychological/Behavioral
Issues
Issues of Stress and Coping
Questions/Concerns Regarding the
Implant Process
4. Knowledge Assessment
Do the parents (and child, if older) have reasonable
knowledge of what the implant process involves?
– What surgery will involve and the time necessary for
healing.
– The nature of post-implant activities (e.g., initial
fitting/activation and mapping, auditory training,
speech/language therapy, scheduled follow-ups).
– The need for parental involvement in the child’s therapy?
– What this will require in parental time and effort.
Have parents gone beyond “passive learning” in an
attempt to obtain information (e.g., internet
searches, making contacts with others who have been
implanted)?
Any needed information?
5. Assessing Motivation for
Implantation
Do the parents (and child, if older) indicate a
desire for the implant?
Have they been active in seeking information
regarding the implant?
Have they been active in moving the implant
process along?
Do they show a willingness to do “whatever
is necessary” to make the implant a success?
6. Family Agreement and
Disagreements
Do parent and child agree on the
desirability of the implant?
Do both parents agree on the
desirability of an implant?
Are both willing to be active
participants in the implant
process?
Do other close family members
support the idea of an implant?
7. Assessing Expectations
Do parents and child (if old enough) convey an
understanding that children vary in response to
implants?
Is there understanding that degree of success depends
on parent and child being active participants in the
process (e.g., auditory training, speech/language
therapy, etc)?
Do they understand that the child may not “hear” the
same way as a non-hearing impaired individual?
Is there implied acceptance of outcomes that may not
involve;
– the development of functional speech
– a full understanding of speech without speechreading?
8. Challenges to Compliance
Do parents/child convey a willingness to be an active
participant in the implant process?
Do they have a plan to deal with practical issues
associated with implantation;
– arrangements for surgery,
– travel to doctor appointments,
– auditory training, speech therapy, etc.?
Is there a history of keeping appointments, active
participation in prescribed communication
programs, complying with the use of assistive
devices, and dealing with other required medical
treatments?
9. Assessing Stress and Coping
Isthere evidence of significant family stress?
What are the nature of existing stressors?
Do family members have adequate social
supports to assist them in coping with
ongoing stressors?
Do family members appear to have adequate
skills to cope with existing stressors?
Considering both the level of stress and
coping styles, is stress likely to compromise a
successful outcome?
10. Assessing Other Psychosocial
Factors
Do parents appear to show evidence of deficits
that could compromise successful outcome or
require special assistance?
Does the child show evidence of delays in
development severe enough to compromise
success?
Do either parents or child show evidence of
psychological/behavioral problems that could
compromise success?
11. Psychological and Behavioral Issues:
Implications for Intervention
While not meant to be inclusive, listed below are
selected examples of psychological and family issues,
sometimes highlighted in the pre-implant evaluation,
that may warrant family or behavioral intervention.
– Family Disagreement Regarding Implantation
Parent-child differences
Parent-parent differences
– Externalizing Disorders of Childhood
Oppositional Defiant Disorder
Attention Deficit Hyperactivity Disorder (ADHD)
– Issues of Selective Noncompliance
12. Issues of Family Disagreement
Sometimes parents have markedly different views
regarding the desirability of an implant.
In the case of older children or adolescents, parent
and child may have different views regarding the
implant decision making process.
Such conflicts can potentially represent a significant
challenge to a successful outcome and may, in some
instances, represent a significant contraindication for
implantation.
In other instances, family based interventions may be
recommended in an attempt to resolve issues prior to
implantation.
Case Examples
13. “Externalizing” Disorders
of Childhood
Externalizing disorders of childhood are conditions that
are characterized by a constellation of behaviors that
bring the child into conflict with his/her environment.
Here, we will focus on two such conditions,
– Oppositional Defiant Disorder (ODD)
– Attention Deficit Hyperactive Disorder (ADHD).
Special attention will be given to these conditions, as
both can pose significant challenges for the child being
considered for a cochlear implant.
Discussing these conditions also provide a way to
highlight behavior management approaches that can be
useful in dealing with a range of implant related issues.
14. Oppositional Defiant Disorder
Diagnostic Criteria - A pattern of
negativistic, hostile, and defiant
behavior lasting > 6 months, with four
(or more) of the following present:
– Often loses temper
– Often argues with adults
– Actively defies or refuses to comply
with adults’ requests or rules
– Often deliberately annoys people
– Often blames others for his/her
mistakes or misbehavior
– Is often touchy or easily annoyed by
others
– Is often angry and resentful
– Is often spiteful and vindictive
15. Attention Deficit Hyperactivity
Disorder (ADHD)
ADHD is a frequently occurring and
chronic, neurodevelopmental disorder
of childhood.
Symptoms include developmentally
inappropriate levels of activity,
distractibility, and impulsivity.
Children with ADHD have functional
impairment across multiple settings
including home, school, and peer
relationships.
ADHD has been shown to have long-
term effects on school performance,
vocational success, and social-emotional
development
16. Treatments of Externalizing
Disorders
Treatment typically involves
interventions derived from an operant
behavioral model.
Interventions may involve more general
approaches to teaching parents principles
of behavior modification or more
structured approaches to parent training.
Behavior management is often combined
with other forms of intervention, with
childhood ADHD being a case in point.
17. The Behavioral Model: Basic
Assumptions and Features
Abnormal behavior is learned!
It is learned according the same principles that
govern the acquisition of normal behavior.
The focus is on one’s social learning history and
on overt observable behavior rather than on
putative internal or “intrapsychic” determinants
of behavior.
Emphasis is on those factors in the environment
that elicit and maintain problem behavior.
Much of abnormal behavior can be unlearned.
19. Modeling/Observational
Learning
Involves providing the child with models
where he/she can learn new skills by
observing the behavior of others.
Most useful in teaching new behaviors to
reduce skills deficits - can also be used to
facilitate performance of previously
learned behaviors and to decrease fear
reactions.
Is usually combined with reinforcement
procedures.
20. Reinforcement: Increasing
Behavior for Better or Worse
The principle of Positive
Reinforcement states that
behaviors followed by a
reinforcing state of affairs
(rewards) are increased.
The principle of Negative
Reinforcement states that
behaviors that result in the
reduction of an aversive state of
affairs will be increased.
Example: At The Grocery
21. Using Rewards to Change
Behavior: Some Basics
Rewards need to be individualized to the child.
– Some Children don’t like M&M’s and they do melt
in your hand!
Use a variety of rewards to avoid satiation.
Rewards should be administered in small units.
Rewards should usually be administered
immediately after the desired behavior has
occurred.
If this is not possible, use points or tokens to
bridge the gap between behavior and back-up
reinforcement.
22. Still More Principles of
Reward
Reinforcers should be exclusively under the
parent’s control.
Rewards should be practical!
They should be easily given, not too costly, and easy
to obtain.
Consistency is everything!
Rewards should usually be given on a continuous
reinforcement schedule (at least at the beginning).
After a behavior is well learned you might switch to
a partial reinforcement schedule.
23. Extinction
Extinction: A decrease in
behavior associated with the
withdrawal of reinforcement.
May result in the failure of some
desired behaviors to be
maintained.
Can result in strong emotional
reactions or response “Bursts”.
Can be used to reduce problem
behavior – Case Example.
24. Punishment
Punishment: A decrease in behavior
resulting from behavior being
followed by an aversive state of
affairs.
Punishment can be of the physical
variety, as in example to the right.
It can involve the loss of rewards as in
a loss of points for inappropriate
behavior in token programs or when
a child is put in “Time-Out”.
Punishment procedures, when used,
are generally combined with
reinforcement for desired behavior.
25. Using Punishment: Some
Negative Effects
Used consistently with young children, punishment
results in strong negative emotional responses that
can lead to both avoidant behavior and decreased
levels of attachment.
Punishment is one way of modeling aggression and
is associated with increased aggressive behavior in
the child.
Punishment often results in only a short term
reduction in problem behavior.
26. Punishment: Additional
Issues
Punishment does not teach the child how
to behave – what he or she is supposed to
do.
Punishment is often not needed, as
alternative approaches, such as
rewarding desirable behaviors that are
incompatible with problem behavior can
often bring about desired results.
27. Child Behavior Management:
Two Approaches
There are two primary treatment approaches for
working with children displaying oppositional
defiant behavior.
One can be described as the “Patterson – Living
with Children” Model.
The second is Parent-Child Interaction Therapy,
developed by Dr. Sheila Eyberg of the
University of Florida.
Both are “Empirically-Supported Treatments” as
research has consistently documented their
effectiveness.
28. Living with Children Model
Based on the work of Dr. Gerald
Patterson.
Involves a therapist working with
parents, teaching basic principles of
behavior modification so they can
effectively modify their child’s
behavior.
The program focuses on:
– Targeting Problem Behavior
– Increasing desirable behavior
– Decreasing undesirable behavior
– Documenting effectiveness.
– Helping parents become effective
behavioral trouble-shooters in
managing their children.
29. More About the “Living With
Children” Model
The “Living with Children” Model is less
structured that the Parent Child
Interaction Training Model, to be
described next.
It can be used with parents of children of
all ages, rather than only those below the
ages of 6 or 7, as is the case with Parent
Child Interaction Training.
30. Parent Child Interaction Therapy
PCIT is a treatment for children with disruptive behavior
disorders that emphasizes improving the parent-child
relationship and changing parent-child interaction
patterns.
Parents are taught specific skills to establish a nurturing
and secure relationship with their child while increasing
positive behavior and decreasing negative behavior.
Treatment is usually carried out in a playroom equipped
with a one-way mirror so the therapist can guide the
parent as he/she interacts with the child.
Communication between therapist and parent is via a
bug-in-the-ear device where the therapist can actively
coach the parent in how to respond to the child’s behavior
and reinforce the parents in-therapy behavior.
31. PCIT: Stages of Treatment
In addition to the therapist providing parents with overviews
of different stages of therapy and principles of behavior
management, PCIT involves two stages:
The first stage is Child Directed Interaction (CDI) where the
focus is on parents engaging their child in nondirective play
with the goal of enhancing the parent-child relationship.
Here the child is allowed to take the lead with parents
focusing on communication with the child by:
– Praising the child’s behavior,
– Reflecting the child’s statements,
– Imitating and Describing the child’s play,
– Being Enthusiastic,
– Ignoring any negative behavior, and
– avoiding any attempt to lead the play, give commands, ask
questions or give criticism.
32. PCIT: Stages of Treatment II
Parent Directed Interaction (PDI), where the parent takes a
more active role, is designed to teach parents specific behavior
management techniques for dealing with problem behavior.
Here, the primary goals are increasing compliance and
deceasing inappropriate behaviors.
In PDI the parent learns to give clear and direct commands, to
reward compliance, and to use time-out as a consequence for
non-complaint or other disruptive behavior (while continuing
to use elements of CDI between commands).
Time-out initially involves setting on a chair (3 minutes), with
a Time-out room used as backup, for refusals to stay in the
chair.
A major focus of therapy is on helping parents learn to use the
skills developed in PCIT sessions in the home environment.
33. PCIT: Final Comments
PCIT is generally used with children between the
ages of 3 and 6.
The length of treatment is determined by the length
of time it takes parents to reach criterion in terms of
skills development (usually 12 to 16 session).
Many controlled research studies have provided
strong support for the effectiveness of this approach.
Another strength of this treatment is the “hands on
approach” to teaching basic behavior management
skills (reinforcement, extinction, punishment) that
are easily transportable the home situation.
34. Treatment of ADHD
As children with ADHD often display
disruptive behavior, approaches like
those just described may also be useful
with these children as well.
However, it is often the case that other
approaches will also be necessary. These
may include:
– The use of medication to treat ADHD
core symptoms.
– Other treatments for comorbid
conditions.
– Educational accommodations to
minimize problems with inattention
and distractibility and problems with
academic achievement.
35. Behavior Management: Other
Areas of Applicability
The use of behavioral principles discussed
here is not restricted to children with serious
behavior disorders.
They are also applicable to other situations
where it is desirable to either increase or
decrease specific behaviors.
One example might include a home-based
reinforcement programs for children who
are non-compliant in wearing hearing aids.
Clinic based reward programs might also be
useful with children who are poorly
motivated to participate in auditory
habilitation programs, speech therapy, and
other training necessary for implant success.