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Descriptors:
Behavior Problems; Timeout; Scheduling; Critical Incidents Method; Discipline; Discipline Policy; Discipline Problems; Punishment; Cognitive Restructuring; Behavior Modification; Outcomes of Treatment

Abstract:
Few studies have evaluated ways to thin punishment schedules. The purpose of this study was to examine the effects of using variable ratio (VR) schedules to thin the time-out schedule gradually. Warnings were used in some conditions to assist potentially with schedule thinning, but this analysis was limited. Participants were 3 young students who engaged in problem behavior during enriched time-in periods. Dense schedules of intermittent time-out were effective at reducing problem behavior. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Mothers; Structural Equation Models; Child Behavior; Punishment; Developmental Stages; Depression (Psychology); Fathers; Parent Influence; At Risk Persons; Behavior Problems; Discipline; Young Children; Age Differences; Parenting Styles; Child Rearing

Abstract:
Examined a cognitive-behavioral pathway by which depressive symptoms in mothers and fathers increase risk for later child externalizing problem behavior via parents' appraisals of child behavior and physical discipline. Participants were 245 children (118 girls) at risk for school-age conduct problems, and their parents and teachers. Children were approximately 3 years old at Time 1 (T1) and 5 1/2 years old at Time 2 (T2). At T1, mothers and fathers reported their depressive symptoms, perceptions of their child's reciprocal affection and responsiveness, frequency of physical punishment, and child externalizing problems. Mothers, fathers, and teachers provided ratings of externalizing behavior at T2. Structural equation modeling revealed that parents' negative attributions mediated positive relations between their depressive symptoms and frequency of physical punishment for both fathers and mothers. More frequent physical punishment, in turn, predicted increased child externalizing behavior at T2. In future research, transactional mechanisms underlying effects of clinical depression on child conduct problems should be explored at multiple stages of development. For parents showing depressive symptoms, restructuring distorted perceptions about their children's behavior may be an important component of intervention programs. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Behavior Disorders; Politics of Education; School Psychologists; Hearings; Investigations; Federal Legislation; Behavior Modification; Positive Reinforcement; Teaching Methods; Disabilities; Student Behavior; Child Safety; Discipline; Behavior Problems; Intervention; Safety; Discipline Policy; Students; School Safety; Injuries; Timeout; Discipline Problems; Advocacy

Abstract:
Over the past several years, allegations of abuse and death related to seclusion and restraint, media coverage of these events, subsequent federal investigations, and Congressional hearings about this topic have resulted in increased pressure on Congress to pass legislation to address the use of seclusion and restraint in the school setting. Currently, there are two pieces of federal legislation that are intended to regulate state and local policy regarding seclusion and restraint, and the U.S. Department of Education recently released a resource document related to this issue. Although the National Association of School Psychologists (NASP) does not have a formal position regarding seclusion and restraint, the association actively promotes the use of preventive measures and positive behavioral supports (PBS) with all students. This article will provide background information relating to this legislation as well as NASP's response. The article will also highlight key recommendations from the U.S. Department of Education's (2012) "Restraint and Seclusion: Resource Document," and summarize the behavioral practices that NASP promotes, including the role of the school psychologist in ensuring that all students' behavior is properly supported. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Aggression; Shyness; Child Rearing; Mothers; Structural Equation Models; Parent Role; Parent Attitudes; Antisocial Behavior; Behavior Problems; Correlation; Preschool Children; Self Efficacy; Parenting Styles; Questionnaires; Punishment; Discipline; Behavior Modification; Locus of Control

Abstract:
This study assesses the relationships between children's shy and antisocial/aggressive behaviors and maternal beliefs, and concomitant parenting behaviors. Structural equation models examined 199 mothers' perceptions of aggression and shyness in their preschool-age children (average age = 59.63 months); maternal beliefs (i.e., locus of control, perceived harm, efficacy) about shyness and aggression, respectively; and maternal reported parenting behaviors (i.e., authoritarian, authoritative, permissive). Results suggest both shyness and aggression are negatively associated with maternal efficacy in dealing with shy and aggressive behavior. Lower levels of parenting efficacy beliefs in dealing with child aggression are related to greater levels of authoritarian parenting and less easygoing parenting behavior. Further, child aggression is related to multiple maternal beliefs (e.g., perceived harm, efficacy), whereas child shyness is related only to efficacy beliefs. Taken together, our findings suggest that aggression, though not shyness, may relate to mothers' parenting through associations with maternal beliefs. Findings extend our understanding of the child's role in contributing to the socialization environment associated with maternal beliefs and behaviors. (Contains 2 figures, 4 tables and 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Behavior Problems; Child Behavior; Discipline; Positive Reinforcement; Young Children; Early Childhood Education; Teacher Role; Behavior Disorders; Behavior Modification; Elementary School Students; Foreign Countries

Abstract:
Increasingly, early childhood practitioners are faced with children who present with significant levels of oppositional and defiant behaviour. The management of this behaviour is often difficult and stressful. Efforts to minimise disruptive behaviour and to encourage more prosocial behaviour have very much revolved around the teaching of appropriate behaviour and the acknowledgement and reward of it when it occurs. More and more schools are using approaches like School Wide Positive Behaviour Support (SWPBS) to achieve a better positive acknowledgement to correction balance in teacher-child interactions. Just how successful schools are in this respect and with particular reference to interactions with children who display oppositional and defiant behaviours was the subject of two exploratory investigations, results of which are reported in this paper. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Intervention; Behavior Problems; Parent Child Relationship; Child Behavior; Control Groups; Play; Siblings; Caregivers; Child Rearing; Home Visits; Self Control; Parenting Styles; Behavior Modification; Family Programs; Young Children; At Risk Persons; Questionnaires; Parents; Emotional Response; Check Lists

Abstract:
This study examines the role of one component of emotion regulation, behavioral control, in the growth of children's early behavior problems by examining whether increases in parental positive behavior support brought about by a family-centered intervention were associated with greater child behavioral control, and whether greater behavioral control at age 3 mediated the association between improvements in aspects of positive behavior support from ages 2 to 3 and decreases in growth of behavior problems from ages 2 to 4. The sample included 713 at-risk children (50% female) and their primary caregivers (50% European American, 28% African American, 13% biracial, 9% other) who were randomly assigned to the intervention or control group. Children had a mean age of 29.91 months at the initial assessment. Data were collected through home visits at child ages 2 to 4, which involved questionnaires for primary caregivers and structured and unstructured play activities for children with primary and alternative caregivers and siblings. Results indicated that the intervention improved parental positive behavior support and reduced growth of child behavior problems. One dimension of positive behavior support, proactive parenting, was modestly associated with behavioral control at age 3, which in turn was significantly associated with growth in behavior problems from ages 2 to 4, with greater behavioral control related to lower levels of growth in behavior problems. Results provide support for the notion that proactive parenting is an important factor in the development of children's behavioral control and that behavioral control plays an important role in the growth of behavior problems. (Contains 1 table, 3 figures and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Health Services; Mothers; Mental Health Programs; Parenting Styles; Child Rearing; Child Behavior; Parent Child Relationship; Cultural Differences; Token Economy; Timeout; Males; Immigrants; Punishment; Positive Reinforcement; Parent Attitudes; Adult Education

Abstract:
We examined cultural differences in mothers' acceptance of and intent to use behavioral parenting techniques for managing disruptive child behavior, and the possible roles of parenting styles and implicit theories in explaining these cultural differences. A community sample of 117 Euro-Canadian and Chinese-immigrant mothers of boys aged 4- to 8-years participated. Chinese-immigrant mothers had more favorable attitudes towards punishment techniques (i.e., overcorrection and spanking) than Euro-Canadian mothers, and mothers' authoritarian parenting style accounted for this cultural difference. No cultural differences were found in mothers' attitudes towards reward (i.e., praise and token economy) or withdrawal of positive reinforcement (i.e., response cost and time-out). This study helps to inform efforts to increase the cultural sensitivity of mental health services for the underserved population of Chinese-immigrant families. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Parent Child Relationship; Personality Traits; Child Behavior; Child Rearing; Compliance (Psychology); Parenting Styles; Behavior Modification; Behavior Problems; Feedback (Response); Guides

Abstract:
People are born with certain temperament traits. Some children are easy going and easy to get along with. Some are not. This article describes the temperament traits of the strong-willed child. The strong-willed is viewed as stubborn to parents and teachers. The child's goal is to always be in control of his own behaviors, regardless of the needs and feeling of people around him. The strong-willed child is resistant to change and has feelings of mistrust of others around him. His many temperament qualities that come across as negative to other people actually can be a catalyst to appropriate behaviors under the consistent care of parents and school teachers. This article describes the characteristics of the strong-willed child and also describes ways to control and guide the child's behaviors. Once viewed negative behaviors can become positive behaviors. Many a strong-willed child has become an important leader in society. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Intervention; Behavior Problems; Parent Child Relationship; Child Rearing; Parenting Styles; Child Behavior; Followup Studies; Children; Preadolescents; Parent Influence; Counseling Techniques; Outcomes of Treatment; Behavior Modification

Abstract:
In the current study, we examined longitudinal changes in, and bidirectional effects between, parenting practices and child behavior problems in the context of a psychosocial treatment and 3-year follow-up period. The sample comprised 139 parent-child dyads (child ages 6-11) who participated in a modular treatment protocol for early-onset ODD or CD. Parenting practices and child behavior problems were assessed at six time-points using multiple measures and multiple reporters. The data were analyzed using cross-lagged panel analyses. Results indicated robust temporal stabilities of parenting practices and child behavior problems, in the context of treatment-related improvements, but bidirectional effects between parenting practices and child behavior were less frequently detected. Our findings suggest that bidirectional effects are relatively smaller than the temporal stability of each construct for school-age children with ODD/CD and their parents, following a multi-modal clinical intervention that is directed at both parents and children. Implications for treatment and intervention are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Discipline; Focus Groups; Child Rearing; Program Effectiveness; Child Welfare; Family Violence; Prevention; Intervention; Child Abuse; Comparative Analysis; Parent Attitudes; Knowledge Level; Parenting Styles; Expectation; Social Support Groups; Self Control; Child Behavior; Developmental Stages

Abstract:
This study evaluated the effectiveness of the Adults and Children Together (ACT) Against Violence Parents Raising Safe Kids program, developed by the American Psychological Association in collaboration with the National Association for the Education of Young Children, as an economical primary prevention intervention for child maltreatment. Using an experimental design with random assignment to groups, program impact on participating parents' knowledge, behavior, and attitudes compared to those of a comparison group of parents receiving standard community-based support services was examined. As hypothesized, the ACT Parents Raising Safe Kids program achieved positive results in several areas related to effective parenting, including a reduction in the use of harsh verbal and physical discipline and an increase in nurturing behavior. Positive results were observable both at the conclusion of the ACT program and at three-month follow-up. Results further indicated a positive impact on parent expectations and social support for those parents with the greatest need in these areas. Qualitative data collected through focus groups demonstrated that parents themselves perceived numerous benefits to the ACT program, including assistance in controlling their anger, learning and implementing better parenting and discipline strategies, and recognizing when their child's behavior is developmentally appropriate. Overall, findings suggest that the ACT Parents Raising Safe Kids program is a promising primary prevention strategy that can be implemented across diverse community settings. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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