A New Intervention Procedure for Improving Classroom Behavior of Neglected Children: Say Do Say Correspondence Training

Pino, María José; Herruzo, Javier; Herruzo, Carlos

doi:10.3390/ijerph16152688

Cited by 6 publications

(3 citation statements)

References 48 publications

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“…The meta-analytical study published in this issue provides further evidence to support the success of parenting programs in preventing or reducing child maltreatment [26]. Several studies in this issue refer to culture-specific violence prevention programs in Italy [27], Spain [28] and Jamaica [29], contributing scientific evidence to literature which has previously been dominated by studies from North America.…”

Section: Implications For Violence Preventionmentioning

confidence: 99%

Child Victimization in the Context of Family Violence

Chan

2019

IJERPH

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Child victimization refers to all possible forms of violence experienced by a child. This issue examines multiple types of victimization through a comprehensive approach. To understand child victimization fully, it should be investigated within the context of family violence. The studies in this issue provide evidence of the prevalence of various types of child victimization. As well as child maltreatment and bullying, the emerging form of cyberbullying is examined in several studies. The family has always been the main focus around child victimization, with parenting style as one prominent example. Studies show that some parenting styles are associated with child maltreatment and therefore have suggested that parenting programs may be effective in reducing child victimization. This issue provides up-to-date studies from different regions around the world. It makes a significant contribution to the current debate in child victimization.

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Section: Implications For Violence Preventionmentioning

confidence: 99%

Child Victimization in the Context of Family Violence

Chan

2019

IJERPH

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“…Since the work of Egeland, Sroufe, and Erickson [8], and despite the difficulty of studying pure typologies [9,10], a great amount of literature has accumulated about the differential consequences of maltreatment subtypes. Neglect affects children's social, behavioral, and cognitive development [11][12][13][14] and can even alter their brain development and physiology, increasing the risk of poor physical and mental health [9,15].…”

Section: Introductionmentioning

confidence: 99%

Study of the Differential Consequences of Neglect and Poverty on Adaptive and Maladaptive Behavior in Children

Herruzo

Trenas

Pino

et al. 2020

IJERPH

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The consequences of physical neglect on retardation in the development of adaptive behaviors and the increased risk of poor physical and mental health are well documented. As physical neglect is a phenomenon found almost exclusively among socially deprived people, it is important to distinguish the health effects caused by neglect from those caused by poverty. The objective of this study was to compare the effects of poverty and physical neglect on the development of problematic externalizing and internalizing behaviors, adaptive skills, and school problems among school children between the ages of 3 and 12. A group of 157 children were chosen from 28 Andalusian schools and classified in three homogeneous groups. Children in group 1 (n = 53) had two target conditions: living in slums (poverty) and suffering from neglect. Children in group 2 (n = 52) had one target condition: living in the same slums as the children in group 1, but not suffering from neglect. Group 3 (n = 52) consisted of children from other (non-slum) neighborhoods who did not suffer from neglect. Adaptive and maladaptive behaviors were evaluated with the Behavior Assessment System for Children (BASC). Significant differences were found between group 1 and group 2, but there were no important differences between group 2 and group 3. The conclusion was that externalizing and internalizing problems, school problems, and low adaptive skills found in neglected children were associated with neglect rather than with poverty or socially deprived environments.

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“…It should be noted that in Primary Education, the predominant behaviors that cause a distortion in the order are noise and verbal and aggressive behavior, being in the last years of this educational stage where these take greater relevance [ 6 ]. In the same line, several authors [ 7 , 8 ] recommend that programs to prevent and correct disruptive behaviors should be implemented in the first years of life to avoid greater problems in the future. Interestingly, other authors [ 9 ] suggest that parental education style may be one of the sources generating such behaviors.…”

Section: Introductionmentioning

confidence: 99%

Disruptive Behavior Programs on Primary School Students: A Systematic Review

Retuerto

Ros

Ibañez

2020

EJIHPE

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The objective of this study was to review the existing international literature on research and programs for the reduction of disruptive behavior in primary school students. For this purpose, according to PRISMA-ScR, a mixed systematic review was performed in six databases in order to obtain wide and extensive information related to the subject under study. The studies obtained were analyzed through a table which emphasized the data related to: Author(s), year, educational stage, location, objectives, instruments, and results. As for the selection of studies, the UNESCO Thesaurus and the ERIC Thesaurus terminology was used. In addition to specifying the search for studies performed between 2004 and 2020 (both inclusive), articles written in Spanish and English were selected. Furthermore, in a final phase among the articles analyzed, those that were not or did not contain intervention programs were discarded. Therefore, a total of thirty-five articles out of more than twenty thousand were analyzed in depth. The results showed that a majority of programs were implemented in the primary education stage, as well as a predominance of the use of instruments, such as questionnaires and observation charts. In addition, it is important to underline that 77.14% of the programs analyzed were effective, hence, they met the proposed objectives. In summary, although the number of intervention programs for the reduction of disruptive behavior that can be found in the international scientific literature is growing, there is still a long way to go in order to create a large network that can serve as a foundation for interventions in primary education students.

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A New Intervention Procedure for Improving Classroom Behavior of Neglected Children: Say Do Say Correspondence Training

Cited by 6 publications

References 48 publications

Child Victimization in the Context of Family Violence

Child Victimization in the Context of Family Violence

Study of the Differential Consequences of Neglect and Poverty on Adaptive and Maladaptive Behavior in Children

Disruptive Behavior Programs on Primary School Students: A Systematic Review

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