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1.
Artigo | IMSEAR | ID: sea-222754

RESUMO

Background: The presence or absence of Intellectual Disability(ID) has been recognized as one of the strongest determinant of outcomes for individuals with Autism Spectrum Disorder(ASD). Behavioural problems which are commonly reported in autism may be related to core features of autism, comorbid diagnoses or symptoms . There is paucity of Indian studies on prevalence of ASD among children diagnosed with ID and also the prevalence of behaviour problems in this population. This study was conducted with the objectives to assess the prevalence of ASD in the intellectually disabled, as well as the associated comorbidity patterns. Methodology: It was a cross sectional study including 122 children with mild/moderate Intellectual Disability between 6 to 18 years. Indian Scale for Assessment of Autism(ISAA), Behaviour Problems Inventory(BPI) was administered and questions were asked to know medical symptoms. Results: Prevalence of co-morbid ASD in children with ID was with 16.39%. Children with ASD had higher behavioural problems (p=0.001), higher medical complaints like GI symptoms (constipation p=0.001, bloating p=0.03, abdominal pain p=0.03) and seizure (p=0.002). Behaviour problems were higher in children with more severe autism scores. Conclusion: There is a notable prevalence of ASD in children with ID. These children tend to have higher behavioural problems and co-morbid medical issues which needs clinical attention for better overall management of these children.

2.
International e-Journal of Science, Medicine and Education ; : 4-9, 2015.
Artigo em Inglês | WPRIM | ID: wpr-629433

RESUMO

Mnemonic devices can be defined as learning strategies which can often enhance the learning process and later the recall of information. On the other hand, mnemonic systems are special techniques or strategies consciously used to improve memory, they help employ information already stored in long-term memory in order to make memorisation an easier task. There is no doubt that mnemonic techniques are one of the most important methods and methodologies used in education. However, nowadays these methods seem to be unremembered and seldom used by teachers or students. There is a deficit in the actual reviews on this subject. In this article we review mnemonic methods from the point of view of teaching and learning science subjects. This article is the first work in literature that refers to and emphasises various and complex aspects of mnemonic devices applications in didactic practice like science learning and teaching, helping students with disabilities and behaviour problems and second language acquisition.


Assuntos
Métodos
3.
Rev. bras. ter. comport. cogn ; 16(1): 30-40, abr. 2014. tab
Artigo em Português | LILACS | ID: lil-717702

RESUMO

A síndrome de Prader Willi (SPW) é uma doença genética causada pela deleção de genes na região 15q11-13. Associa-se com deficiência intelectual e alterações neurocomportamentais de difícil manejo. O objetivo do estudo foi comparar os problemas de comportamento de dois grupos de crianças e adolescentes com SPW em função da possibilidade de acesso livre e de acesso restrito a alimentos no ambiente familiar. A amostra foi composta por 12 crianças e adolescentes com diagnóstico citogenético-molecular para SPW (seis em cada grupo) e suas respectivas mães. Das crianças e adolescentes foi registrado o peso corporal em Kg e junto às mães foi aplicado o Inventário de Comportamentos para Crianças e Adolescentes entre 6 e 18 anos (CBCL/6-18). Houve diferenças estatisticamente significativas entre os grupos em relação a problemas de ansiedade e depressão, violação de regras e desafio e oposição. O grupo de acesso restrito ao alimento apresentou maior número de problemas comportamentais...


Prader-Willi syndrome (PWS) is a genetic disorder caused by a deletion of genes in region 15q11-13. It is associated with intellectual disability and unwieldy neurobehavioral alterations. The aim of the study was to compare behavior problems of two groups of children and adolescents with PWS considering the possibility of free or restricted access to food at home. The sample was composed of 12 children and adolescents with cytogenetic-molecular diagnosis of SPW (6 in each group) and their mothers. Children and adolescents had their body weight recorded and the Child Behavior Checklist for ages 6-18 years old (CBCL/6-18) was answered by the mothers. The groups presented statistically significant differences related to problems of anxiety and depression, violation of rules and defiance and opposition. The group with restricted access to food presented more behavioral problems...


Assuntos
Humanos , Criança , Dieta , Hiperfagia/psicologia , Síndrome de Prader-Willi/psicologia
4.
Chinese Journal of Behavioral Medicine and Brain Science ; (12): 643-645, 2013.
Artigo em Chinês | WPRIM | ID: wpr-437623

RESUMO

Objective To investigate the effect of the high school students' authenticity in the relationships with parents and friends on their behavior problems and loneliness.Methods A total of 619 high school students in Guangdong province participated in this study.The instruments included the Authenticity Scale,the Youth Self-Report and the State versus Trait Loneliness Scales.Results (1) Authentic self in the relationship with parents were significantly and negatively related to internalizing problems (depression/anxiety,social withdrawal and somatic complaints,standardized regression coefficients were-0.17,P < 0.01 ;-0.10,P < 0.05 ;-0.10,P < 0.05),externalizing problems (aggression and delinquency,standardized regression coefficients were -0.16,P < 0.01 ;-0.21,P < 0.01) and loneliness (trait loneliness and state loneliness,standardized regression coefficients were-0.17,P <0.01 ;-0.17,P <0.01).(2) Authentic self in the relationship with friends was significantly and negatively related to internalizing problems (depression/anxiety,social withdrawal and somatic complaints,standardized regression coefficients were-0.24,P< 0.01 ;-0.28,P< 0.01 ;-0.10,P< 0.05) and loneliness(trait loneliness and state loneliness,standardized regression coefficients were-0.29,P < 0.01;-0.34,P <0.01).Conclusion Authenticity in the relationships with parents and friends has the positive effect on adolescents' psychosocial adjustment.

5.
Estud. pesqui. psicol. (Impr.) ; 11(2): 442-455, ago. 2011. ilus
Artigo em Português | LILACS, INDEXPSI | ID: lil-603297

RESUMO

A frequente correlação entre o comportamento social de crianças e o desempenho acadêmico tem sido amplamente reconhecida. Objetiva-se investigar as possíveis correlações entre habilidades sociais, problemas de comportamento e desempenho acadêmico de crianças. A amostra consistiu de 80 crianças de escolas públicas da região sudeste (60 por cento) e norte (40 por cento) do Brasil, com idade média de 8,15 anos e desvio padrão igual a 0,68, sendo 57,5 por cento meninos e 42,5 por cento meninas. As crianças foram avaliadas por meio do Teste de Desempenho Escolar e os pais e professoras dessas crianças responderam, de forma independente, ao Sistema de Avaliação de Habilidades Sociais. As variáveis foram tratadas pelo teste de correlação de Spearman. Os resultados mostraram que as habilidades sociais têm maior probabilidade de promover o desempenho escolar de crianças do que os problemas de comportamento de prejudicá-lo, com implicações estratégicas para a intervenção e prevenção das dificuldades de aprendizagem. (AU)


The relationship between social behavior and academic performance in children has been widely recognized. The present study aims to investigate possible correlations between social skills, behavioural problems and academic performance in children. The sample consisted of 80 children attending public schools in the southeast (60 percent) and north (40 percent) of Brazil, with a mean age of 8.15 years (standard deviation equal to 0.68), 57.5 percent boys and 42.5 percent girls. The children completed the School Achievement Test and the parents and teachers, independently, completed the Social Skills Rating System. The variables were treated by the Spearman correlation test. The results showed that the likelihood of social skills contributing to children’s school achievement was higher than the eventual damages caused by behavioral problems in this performance, what has strategic implications for the intervention and prevention of learning disabilities. (AU)


Assuntos
Humanos , Masculino , Feminino , Criança , Transtornos do Comportamento Infantil , Habilidades Sociais , Desempenho Acadêmico
6.
Artigo em Inglês | IMSEAR | ID: sea-158021

RESUMO

Behaviour problems in children are on the rise. Available literature speaks of variability and inadequacies of diagnostic methods, research criteria, treatment modalities and psychosocial interventions. Methods: 50 children of age 6-14 years attending government school were assessed for behaviour problems. Children were selected after appropriate randomization and subsequently assigned to Child behaviour checklist. The data thus collected was suitably interpreted using appropriate statistical tests. Results: Twenty-one (42%) children were found to be above the cut-off score. Mean CBCL score was 43.3. Most common behaviour problems in these subjects were “can not sit still, restless, hyperactive” shown by 62% of the subjects. Female children had behaviour problems like “too concerned with neatness or cleanliness”, “self conscious or easily embarrassed” and “feels she has to be perfect” where as male children had behaviour problems like. “does not feel guilty after misbehaving”, can not concentrate” and “restless”. Conclusion: The analysis of pattern of distribution of behaviour problems in the subjects revealed them to be more of externalizing ones. Female children had more of internalizing behaviour problems.


Assuntos
Adolescente , Criança , Comportamento Infantil/psicologia , Comportamento Infantil/estatística & dados numéricos , Transtornos do Comportamento Infantil/análise , Transtornos do Comportamento Infantil/psicologia , Transtornos do Comportamento Infantil/estatística & dados numéricos , Feminino , Humanos , Masculino , Instituições Acadêmicas
7.
Salud ment ; 30(5): 33-39, Sep.-Oct. 2007.
Artigo em Espanhol | LILACS | ID: biblio-986039

RESUMO

resumen está disponible en el texto completo


Summary: Introduction Behavioural problems in adolescents are thought to be relevant as strong predictors for the detection of other psychological disorders. For this reason and due to the importance they present by themselves, carrying out an adequate assessment of them is fundamental. Mental health professionals have diverse opinions about the value and importance of the different informants. The majority choose of their sources according to the disorder and necessities of each evaluator. On the other hand, the need to obtain data about adolescents' functioning from multiple resources has been emphasised and numerous reasons have been exposed. Concretely, the fact of carrying out the most objective and complete evaluations as possible has been considered essential in those studies aimed at evaluating behavioural alteration in adolescents. For this reason, Achenbach developed three versions of his scale: one for the parents, another for the teachers and a third one for the adolescents themselves. Numerous investigations have studied the concordance between groups of informants about different behavioural alterations in adolescents, but none have carried out a complete analysis of all informants in all subscales (not only the total ones). For this reason, the current study has been developed with the aim of contributing to obtain an enriching vision for the professional in the field. Objectives. a) To systematically explore agreement patterns between adolescents, teachers and parents who inform of behavioural problems in adolescents in the general population and b) in those cases in which no agreement is found, to analyse the level of disagreement between each pair of informants for each subscale. Methodology. Cross-sectional and descriptive study Participants. The study was formed by 160 triads of parents, teachers and 13-16 year old adolescents selected from several schools in Barcelona. Instruments. The three forms of the Achenbach scale to measure behavioural alterations were applied. The scale was translated into Spanish by the Unit of Epidemiology and Diagnostic in Psychopathology of the Development of the Universidad Autónoma de Barcelona: Youth Self-Report, self-evaluated, Child Behaviour Checklist/4-18 and Teacher's Report Form, both heteroevaluated and completed by parents and teachers, respectively. These three forms contain a 89-item set that evaluates the same behaviour, where eight items are organised in scales of syndromes derived empirically and which are invariant throughout informants. The eight subscales are: withdrawn, somatic complaints, anxious/depressed, social problems, thought problems, attention problems, delinquent behaviour and aggressive behaviour. Some of them are grouped in second order factors: the first three in internalising, the last two in externalising, and the rest of them provide a total problems punctuation. Statistical procedure. Agreement values were analysed for each pair of informants and each subscale through the Intraclass Correlation Coefficient (ICC). A value below 0.40 indicates low concordance. In these cases, the statistical analysis proceeds with the discordance analysis by pairs of informants and for each subscale through the Bland Altman Method. Results. A low concordance (below 0.40) between informants was found especially in internalizing scales (0.230). A slightly higher value was found in attention (0.334), aggressive behaviour (0.371), externalizing (0.357), and total subscales (0.327). Secondly, it was observed that, when informing about somatic complains, thought and attention problems, internalising items and the total scale, parents reported more alterations, followed by adolescents and teachers. Also, parents indicated more withdrawal problems in adolescents, although in this case they were followed by teachers and adolescents themselves. Finally, in the evaluation of the anxiety/depression scales, social problems, delinquent behaviour, aggressiveness and externalising conducts, adolescents informed of more alterations followed by their parents, and then by the teachers. Regarding the agreement/disagreement variability throughout the scales scores, the discordance between different informants was higher when the punctuation was further away from normality, generally when the scales were scored higher. Discussion. The normative criteria of comparison and the reference frames for each group of informants are different. For instance, the fact that teachers report less behavioural alterations could be explained because of their familiarity in dealing with adolescents and a higher tolerance towards some behaviors. In general terms, this result fits in with most conclusions from investigations carried out in this field. On the other hand, the fact that parents inform of more internalising problems could be attributed to adolescent behaviour which would in turn alter the family context. Another explanation might be that parents are on the whole more implicated and more sensitive in detecting certain conducts or behavioural alterations in their offspring. In any case, it is disputable whether the lack of concordance between the different informants does really exist or, on the contrary, adolescent behaviour changes depending on the context. Finally, a result contradicting those found in the studies reviewed is that adolescents are the ones who report more externalising problems. Other authors have found that adolescents inform more about internalising problems, something which should be expected taking into account that they are the ones who know themselves better. This could be possibly explained by the presence of more social desirability/undesirability among the adolescents of our sample in front of their pair group when answering to the evaluation scales; this may be due to the group context in which the case was applied. The main limitation of the present study that it was carried out with a general population sample, although from another point of view this may be considered as a gain of the study. We recommend carrying out explicative studies about discordance, which could clarify the predictive validity of each informant group and make variations in the type of sample under study. Conclusions. Data from different sources contribute with specific information of relative validity. This is why a multidimensional, multisituational and mulitiinformant approach is fundamental. This is necessary not only to evaluate behavioural alterations in adolescents within a research context, but also when taking diagnostic decisions in a clinical context, because, depending on the chosen informant, the diagnostic criteria for one disorder or another might change. Also, our results imply that there may be an underdetection of behavioural problems in adolescents by the adults, which would result in a lower psychological demand than the necessary.

8.
Salud ment ; 30(4): 24-30, jul.-ago. 2007.
Artigo em Espanhol | LILACS | ID: biblio-986027

RESUMO

resumen está disponible en el texto completo


Summary: Introduction. Behavioural alterations are a quite potent predictor for schizophrenia. Very often, apparently healthy adolescents (who will later develop schizophrenia) present altered conducts similar to those manifested by schizophrenic subjects and as predictors for the disorder. There are studies that describe the relationship between these behavioural alterations and the features found in schizotypical personality disorder or schizophrenic symptoms. In this way, it has been established that those subjects who obtain high scores in schizotypy present more behavioural alterations. Concretely, the different behavioural alterations have been differentially related to the positive and negative subtypes of the schizotypical personality, suggesting continuity between the nature of premorbid conducts and the adult symptoms patterns in which the illness develops. On the other hand, comparing adolescents that will later develop schizophrenia with those who will not, it has been found that the best schizophrenia predictor is a poor behavioural adjustment. Moreover, if the teachers' reports are examined, there can be certain aspects such as the early behavioural patterns which will identify children who, for instance, will develop schizophrenia thirty years later, or even differential patterns according to the gender of the subjects. Therefore, if we want to carry out a schizophrenia prediction according to these behavioural criteria, knowing which informants are more useful and how their opinions match among them is of a great interest. Until this moment, the majority of studies have pointed out at the ability of teachers to identify conducts that can be used to select people at risk for schizophrenia. However, having into account that numerous studies conclude that there is a lack of agreement between these and other different informants for behavioural alterations in adolescents, the importance of studying the variables that can be influencing this matter must be raised. Following with the line of our research group a question is raised. We wonder if the presence of schizotypical personality traits makes the adolescents behaviour more ambiguous, with the consequent difficulty to define it in a coincident way from different evaluators and from themselves. Objectives. To analyse the influence of the schizotypical personality (assessed with the Oxford-Liverpool Inventory of Feelings and Experiences), the demographic variable gender and the interaction between them, in the discordance of different informants (parents, teachers and adolescents) when they inform about behavioural problems in adolescents (assessed with the Achenbach's scales). Methodology. This is an analytic transversal study that can be framed into a longitudinal study of 2 cohorts from the general population, which started on 2000 and has been then followed-up ("Psychoeducation program and early detection of schizophrenic disorders of adolescent onset"). Participants. 160 triads of parents, teachers and adolescents from 13 to 16 years old selected from 7 schools of Barcelona took part in the study. Instruments. The three forms of the Achenbach scale for the measure of behavioural alterations were applied: Youth Self- Report, Child Behaviour Checklist/4-18 and Teacher's Report Form. These forms contain 8 scales which are invariant throughout informants: Withdrawn, somatic complaints, anxious/depressed, social problems, thought problems, attention problems, delinquent behaviour and aggressive behaviour. Some of them are grouped in second order factors: Internalizing, externalizing and total. To evaluate the psychometrical schizotypical personality of adolescents we used the Oxford-Liverpool Inventory for Feelings and Experiences. It consists of an autoadministered inventory with 159 items that includes four schizotypical scales. The Unusual Experiences scale reflects the positive dimension of schizotypy and includes items of unusual perception aberrations and magical thinking. The Introvert Anhedonia Scale reflects the negative dimension of schizotypy and consists of items assessing restricted affect, social isolation and anhedonia. The Cognitive Disorganization Scale refers to disorganized aspects of the psychosis and it is composed of items assessing difficulties in concentration and decision-making. Finally, the Impulsive Nonconformity Scale reflects the characteristics of impulsive-type personality, social anxiety and maladjusted behaviours. Statistical proceed. Multiple regression analyses were carried out in order to revise the influence of the schizotypical personality, the demographic variable gender and the interaction between them as possible explicative variables, in the discordance between different informants about behavioural problems of adolescents. The dependent variable was a measure of the level of discordance between the three groups of informants. Results. A major discordance between informants of behavioural problems was found as schizotypy was higher. Concretely, a larger number of unusual experiences in adolescents increase the discordance for thought and internalizing problems. Discordance is also higher in aggressiveness and anxiety/depression as cognitive disorganization increases. Also, the higher the introverted anhedonia, the higher the discordance is for social problems, anxiety/depression, attention, externalizing problems, and for the total. To finish, a high score in non-conformity impulsivity increases the discordance for attention, delinquency and aggressive problems. About the influence of gender, discordance between informants for anxiety/depression is higher for females than for males. However, this varies when the interaction effects found are considered. In this way, a differential effect for the increase of non-conformity impulsivity and introvert anhedonia can be observed in males and females. Therefore, discordance between informants is higher when evaluating anxiety/ depression in males when non-conformity impulsivity is high. Just the opposite happens for girls. In addition, the discordance for the internalizing subscale increases just as the introverted anhedonia raises for females, but it decreases when evaluating males. Discussion. It seems clear that no source of data can be substituted for any other when evaluating behavioural problems in adolescents and much less when attention is centred in those adolescents who score high in schizotypy. Specifically, when evaluating the behaviour of those subjects who score high in the positive dimension of schizotypy, the agreement between informants decreases for thought and internalizing problems; and, when the behaviour of those who are defined for a more negative schizotypy is evaluated, the agreement decreases for social problems, anxiety/ depression, externalizing and total. Having all this into account and adding information that other authors have found related to each schizotypy subtype (which, besides, are the ones which more concordance show), some conclusions could be raised. It can be assumed as evident that schizotypical personality (and each trait type) and the subjacent conduct in these subjects can generate a difficulty in perceiving certain conducts which are not predominant in the subject, with the consequent discordance between informants. For future studies, it would be very interesting to carry out studies examined which group of informants augurs the behavioural predisposition for schizophrenia and its dimensions in the most accurately way possible. Conclusions. A most exact and objective method to assess behavioural problems as well-demonstrated predictor to schizophrenia, is necessary in order to select vulnerable teenagers to the illness and to develop programs of early intervention.

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