ABSTRACT
This study investigated the relationships of metal levels and metal combinations to children's classroom behavior. Hair-metal concentrations of lead, arsenic, mercury, cadmium, and aluminum were determined in 80 randomly selected elementary-age children, who were also rated by their classroom teacher on the Walker Problem Behavior Identification Checklist (WPBIC). Parents were interviewed to control for confounding variables that may have affected behavioral development. Regression analysis indicated that the set of metals was significantly related to increased scores on four of the five WPBIC subscales and on the total scale, with lead being a major contributor to four of the six dependent measures. Metal combinations were significantly related to increased scores on the WPBIC subscales measuring acting-out, disturbed peer relations, and immaturity, and on the total scale. A continuing reexamination of metal poisoning concentrations is needed because metal levels and metal combinations previously thought harmless may be associated with nonadaptive classroom behavior.
Subject(s)
Child Behavior/drug effects , Metals/adverse effects , Aluminum/analysis , Arsenic/analysis , Cadmium/analysis , Child , Female , Hair/analysis , Humans , Interpersonal Relations , Lead/analysis , Male , Mercury/analysis , Metals/analysisSubject(s)
Hair/analysis , Learning Disabilities/metabolism , Minerals/analysis , Child , Female , Humans , MaleABSTRACT
This study investigated possible relationships of lead and cadmium levels to childhood visual-perceptual development. Hair-metal concentrations of lead and cadmium were analyzed in 25 children who were having learning problems. They were also administered the Bender Visual-motor Gestalt Test. Lead and cadmium levels correlated significantly and negatively with age-deviations of Bender errors. A continuing reexamination of lead and cadmium levels is needed because levels previously thought harmless may be associated with decrements in childhood visual-perceptual development.
Subject(s)
Cadmium Poisoning/psychology , Child Development/drug effects , Lead Poisoning/psychology , Visual Perception/drug effects , Bender-Gestalt Test , Child , Dose-Response Relationship, Drug , Female , Humans , Learning Disabilities/chemically induced , Learning Disabilities/psychology , MaleABSTRACT
Systematic use of experimenter's instructions, feedback, and feedback plus social praise was used to increase teacher praise for student attending behavior of three elementary school teachers. Experimenter's verbal interactions with teachers, teacher's verbal praise for student behaviors, and pupil attending behavior were recorded during baseline conditions. As the three successive experimental conditions were introduced first with Teacher A, then with Teacher B, in a multiple baseline design, behaviors of the experimenter, the two teachers, and eight students were measured and recorded. In the cases of Teachers A and B, experimental condition one (Instructions) and experimental condition two (Feedback) produced inconclusive results. Experimental condition three (Feedback Plus Social Praise) produced more teacher praise for student attending behavior. The entire "Package" of Experimenter's Instructions, Feedback, and Feedback Plus Social Praise was introduced to Teacher C in a single experimental condition. As in the cases of Teachers A and B, behaviors measured were: (1) the experimenter's verbal interactions, (2) the teacher's praise of students, and (3) the student's attending behavior. Introduction of the "Package" also produced more teacher praise for student attending behavior.
