Understanding the Emergence of Behavior Problems in Young Children With Developmental Delays

Crnic, Keith A.; Hoffman, Casey; Gaze, Catherine; Edelbrock, Craig

doi:10.1097/00001163-200407000-00004

Cited by 78 publications

(58 citation statements)

References 33 publications

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“…Substantial literature suggests that children with DD display clinically significant levels of behavior problems across early childhood and the preschool period (Baker et al 2002(Baker et al , 2003Crnic et al 2004;Emerson and Einfeld 2010;Merrell and Holland 1997;Tervo 2010). Research has also demonstrated that relative to TD children, the presence of both externalizing and internalizing behavior problems is more prevalent among children with DD (Anthony et al 2005;Baker et al 2002Baker et al , 2010Emerson and Einfeld 2010;Merrell and Holland 1997;Neece et al 2011Neece et al , 2013.…”

mentioning

confidence: 99%

Investigating the Influence of Parenting Stress on Child Behavior Problems in Children with Developmental Delay: The Role of Parent-Child Relational Factors

Dennis

Neece

Fenning

2018

Adv Neurodev Disord

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Parents of children affected by developmental delays (DD) have been shown to experience elevated levels of parenting stress compared to parents of typically developing children. Recent studies suggest that higher levels of parenting stress can adversely impact child behavior, such that higher levels of parenting stress are often associated with higher levels of both internalizing and externalizing behavior problems. However, the specific mechanisms through which parenting stress influences child behavioral outcomes remain unclear. The parent-child relationship may be one potential medium through which parenting stress impacts child behavioral outcomes. The current study involved data from the Mindful Awareness for Parenting Stress Project, a randomized controlled trial examining the efficacy of mindfulness-based stress reduction in reducing parental stress and subsequent child behavior problems. Participants included 102 parents of children, ages 2.5 to 5 years old, with DD. Results of a multiple mediation analysis indicted that one component of the parent-child relationship, parent-child relational frustration, significantly mediated the relationship between parenting stress and child outcomes, such that higher levels of parental stress at baseline were associated with increased relational frustration, which in turn was associated with more total child behavior problems. Recognizing that dyadic parent-child factors such as relational frustration impact the association between heightened parenting stress and adverse behavioral outcomes among children with DD may allow interventions to be developed that not only reduce parenting stress, but also specifically target improving the parent-child relationship, with the ultimate goal of decreasing child behavior problems among children with DD.

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mentioning

confidence: 99%

Investigating the Influence of Parenting Stress on Child Behavior Problems in Children with Developmental Delay: The Role of Parent-Child Relational Factors

Dennis

Neece

Fenning

2018

Adv Neurodev Disord

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“…The obtained frequencies of clinically significant scores on the TRF scale were higher than expected; almost half of the sample (49.8%) had clinically significant Total problems scores. Behavioural problems were more frequent than internalizing disorders, which was expected considering the age of the respondents (70,4% were aged under 15 years) and the hypothesis that externalizing symptoms would be dominant in children with ID [13]. However, frequencies of clinically significant scores for behavioural problems remained stable in older children, too, which was slightly surprising, considering the expected decrease of externalizing symptoms with maturity.…”

Section: Discussionmentioning

confidence: 77%

Risk factors for behavioural and emotional disorders in children with mild intellectual disability

Katarina¹,

Goran²,

Janković³

et al. 2012

Ser J Exp Clin Res

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“…In comparison with ordinary people, emotional disturbances and behavioral-emotional problems are more common in children with intellectual disability [3]. Likewise, Crnic, Hoffman, Gaze, and Edelbrock [4] stated that people with intellectual disability had more behavioral-emotional problems and showed a wide range of oppositional problems, anxiety, hyperactivity, attention deficit, and communication.…”

Section: Introductionmentioning

confidence: 99%

Effect of Sports Activities on Behavioral-Emotional Problems of Students with Intellectual Disability

Farhangi

Alamdarloo

2015

PTJ

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Purpose: This study aimed to investigate the effect of sports activities on behavioral-emotional problems of students with intellectual disability. Methods:Research method was quasi-experimental with pretest-posttest design and the control group. The study population consisted of all students with intellectual disability in Farashband City, Iran who were studying in 2013. The sample comprised 30 students with intellectual disability of Shoorideh School in Farashband City who were selected with convenience sampling method. They were randomly divided into 2 groups of 15 students as experimental and control groups. We used developmental behavior checklist as the instrument for measuring behavioralemotional problems. Before performing sports activities, teachers in both groups administered developmental behavior checklist as the pretest. Then experimental group was provided with the interventional program of sports activities for 24 sessions, 3 sessions per week, and each session lasted 60 minutes. The control group did not receive these sports activities. After performing the interventional program, teachers in both groups again filled developmental behavior checklist, this time as a posttest. Collected data were analyzed using analysis of covariance. Data analysis was done by SPSS version 19. Results:The mean total score of behavioral-emotional problems and their subscales in the experimental group significantly reduced (P<0.01). Conclusion:Sports activities are effective in improving behavioral-emotional problems of students with intellectual disability. Performing sports activities is recommended for the prevention, reduction, and elimination of behavioral-emotonal problems.

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Understanding the Emergence of Behavior Problems in Young Children With Developmental Delays

Cited by 78 publications

References 33 publications

Investigating the Influence of Parenting Stress on Child Behavior Problems in Children with Developmental Delay: The Role of Parent-Child Relational Factors

Investigating the Influence of Parenting Stress on Child Behavior Problems in Children with Developmental Delay: The Role of Parent-Child Relational Factors

Risk factors for behavioural and emotional disorders in children with mild intellectual disability

Effect of Sports Activities on Behavioral-Emotional Problems of Students with Intellectual Disability

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