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Disruptive Behavior (disruptive + behavior)
Terms modified by Disruptive Behavior Selected AbstractsExamination of predictors of severe violence in combat-exposed Vietnam veteransJOURNAL OF TRAUMATIC STRESS, Issue 4 2001Matthew K. Nock Abstract This study examined several proposed predictors of severe wartime violence in a randomly selected, nationally representative sample of 1,125 Vietnam veterans. Participation in severe acts of violence during wartime was reported by 7.6% of the sample. Disruptive behavior before the age of 15 and increased combat exposure were both significant predictors of severe wartime violence. Childhood contextual factors were indirectly related to severe wartime violence via prewar disruptive behavior. The classification rate of perpetrators of severe violence was comparable to rates from studies of less severe forms of violence. The implications of these results and suggestions for future research in this area are discussed. [source] Control of Environmental Lighting and Its Effects on Behaviors of the Alzheimer's TypeJOURNAL OF INTERIOR DESIGN, Issue 2 2002Melinda La Garce M.F.A. ABSTRACT The study investigates environmental lighting interventions designed to control the natural daylight effects of the setting sun and resultant behavior change. The purpose of this study was to determine if the frequency of disruptive behaviors of the Alzheimer's type that are defined across the literature to include wandering, anxiousness, combativeness, negative verbalizations, pilfering/hoarding, inappropriate sexual behavior, inappropriate emotional behavior, attention seeking, repetitive statements, and behaviors that are apparently precipitated and/or intensified by the effects of the setting sun i.e., changes in color, angles, and intensity of daylight, can be altered by environmental lighting interventions designed to control the daylight effects of the setting sun. This learning/practice partnership brought together the diverse expertise of research team members and provided new ways of examining research questions. Subjects were evaluated by medical practitioners to determine the probable presence of Alzheimer's disease. Disruptive behaviors were identified by trained observers reviewing 100 hours of videotaped observation, and videotaped observations of the subjects continued as subjects rotated monthly for four months between two apparently identical environments,one controlled and one experimental using environmental lighting interventions. Trained observers made double blind observation of subjects and recorded the frequency of disruptive behaviors on behavior observation checksheets. Tabulations of the disruptive behaviors were made, and percentage of change was calculated. A drop of 41% in the disruptive behaviors of subjects, while in the experimental environment, was demonstrated in the first rotation cycle, and an 11 % drop in disruptive behaviors was found in a second cycle. Inter-rater reliability across all tapes was 70%. Individuals exhibiting the highest frequencies of disruptive behaviors also demonstrated the most dramatic decreases in these behaviors while in the experimental environment. Environmental lighting interventions designed for this study appear to lessen the detrimental behavioral| effects of the setting sun on the behaviors of individuals with Alzheimer's disease. [source] Examination of predictors of severe violence in combat-exposed Vietnam veteransJOURNAL OF TRAUMATIC STRESS, Issue 4 2001Matthew K. Nock Abstract This study examined several proposed predictors of severe wartime violence in a randomly selected, nationally representative sample of 1,125 Vietnam veterans. Participation in severe acts of violence during wartime was reported by 7.6% of the sample. Disruptive behavior before the age of 15 and increased combat exposure were both significant predictors of severe wartime violence. Childhood contextual factors were indirectly related to severe wartime violence via prewar disruptive behavior. The classification rate of perpetrators of severe violence was comparable to rates from studies of less severe forms of violence. The implications of these results and suggestions for future research in this area are discussed. [source] A descriptive study of school discipline referrals in first gradePSYCHOLOGY IN THE SCHOOLS, Issue 4 2007Julie C. Rusby School discipline referrals (SDRs) may be useful in the early detection and monitoring of disruptive behavior problems to inform prevention efforts in the school setting, yet little is known about the nature and validity of SDRs in the early grades. For this descriptive study, SDR data were collected on a sample of first grade students who were at risk for developing disruptive behavior problems (n = 186) and a universal sample (n = 531) from 20 schools. Most SDRs were given for physical aggression and the predominant consequence was time out. As expected, boys and at-risk students were more likely to receive an SDR and to have more SDRs than were girls and the universal sample. A large difference between schools regarding the delivery of SDRs was found. A zero-inflated Poisson model clustered by school tested the prediction of school-level variables. Students in schools that had a systematic way of tracking SDRs were more likely to receive one. Also, schools with more low-income students and larger class sizes gave fewer SDRs. SDRs predicted teacher ratings, and to a lesser extent, parent ratings of disruptive behavior at the end of first grade. Practitioners and researchers must examine school-level influences whenever first grade discipline referrals are used to measure problem behavior for the purpose of planning and evaluating interventions. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 333,350, 2007. [source] Research Review: ,Ain't misbehavin': Towards a developmentally-specified nosology for preschool disruptive behaviorTHE JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, Issue 1 2010Lauren S. Wakschlag There is increasing consensus that disruptive behavior disorders and syndromes (DBDs) are identifiable in preschool children. There is also concomitant recognition of the limitations of the current DBD nosology for distinguishing disruptive behavior symptoms from the normative misbehavior of early childhood. In particular, there appears to be substantial insensitivity to heterotypic manifestations of this developmental period and problems in identifying meaningful heterogeneity. As a result, the developmental basis for much of the current nosology may be called into question. To address these and other critical issues, this paper reviews the foundational elements of clinical and developmental science pertinent to developmental differentiation of disruptive behavior in the preschool period as paradigmatic for developmental specification across the lifespan and generates an agenda for future research. We begin by reviewing evidence of the validity of DBDs in preschool children. This is followed by an outline of key developmental concepts and a review of the corollary evidence from developmental science. These provide a basis for conceptualizing disruptive behavior in reference to developmental deviation in four core dimensions hypothesized to mark the core features of disruptive behavior syndromes. Finally, we propose a program of research to establish an empirical basis for determining the incremental utility of a developmentally specified nosology. Central to this approach is a contention that the benefits of developmental specification are extensive and outweigh any disadvantages. This is because a developmentally specified approach holds substantial promise for increasing sensitivity and specificity for differentiating disruptive behavior from normative misbehavior and from other related syndromes as well as for improving prediction. Further, more precisely defined, developmentally based phenotypes are likely to elucidate distinct mechanisms within translational studies and to serve as a catalyst for the generation of novel treatments. [source] Mechanisms of action in youth psychotherapyTHE JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, Issue 1 2002V. Robin Weersing Background: In this review, we address a basic, but unanswered, question about psychosocial interventions for youth: How does psychotherapy work? Methods: We propose a framework for using mediation analysis to answer this question, and we review the youth therapy outcome literature for evidence on mediating mechanisms. We focus our review on clinical trials of empirically supported treatments for youth anxiety, depression, and disruptive behavior (N= 67). Results: Contrary to previous reports indicating that potential mediators are rarely assessed, 63% of the studies included measures of potential mediating mechanisms in their designs. Across treatment domains, percentages ranged from 22% of the studies of learning-based interventions for anxiety (i.e., systematic desensitization, modeling, and reinforced practice) to 91% of parent training investigations. Despite the rather extensive assessment of potential mediators, only six studies included any attempt to use the measures in a formal mediation test. Thus, despite the positive effects of treatments and surprisingly ample assessment of mediators, we still know remarkably little about how youth psychotherapies work. Conclusions: We note common problems that hampered mediation testing (e.g., the design of many trials made it difficult to determine the temporal order of change in the mechanism and outcome), and we offer recommendations for improving study design to better assess mechanisms of therapeutic action. We also note the need to test mediation among referred youth treated in representative practice settings to complement the laboratory-based evidence on therapy mechanisms that prevails to date. [source] Effect of an interdisciplinary educational program on antipsychotic prescribing among nursing home residents with dementiaINTERNATIONAL JOURNAL OF GERIATRIC PSYCHIATRY, Issue 6 2008Johanne Monette Abstract Objective To assess the effect of an interdisciplinary educational program in reducing the use of antipsychotics in nursing home residents with dementia. Methods We conducted a longitudinal pilot study to test the implementation of a 7-month interdisciplinary educational program in a fixed cohort of residents with dementia receiving antipsychotics. The program included consciousness-raising, educational sessions, and clinical follow-up. Administrators, physicians, pharmacists, nursing staff, and personal care attendants were involved. The effect of the program was assessed over a 6-month period, in terms of the proportion of discontinuations and dose reductions of antipsychotics. Repeated measures for use of other psychotropics and restraints, frequency of disruptive behaviors, and stressful events experienced by nursing staff and personal care attendants were simultaneously assessed. Results Among the 81 residents still present at the end of the program, there were 40 (49.4%) discontinuations and 11 (13.6%) dose reductions. No significant changes were found in the use of other psychotropics, the use of restraints, or in the number of stressful events experienced by nursing staff and personal care attendants. The frequency of disruptive behaviors decreased significantly over the 6-month period (p,<,0.001). Conclusions Our interdisciplinary educational program led to a substantial reduction in the number of residents receiving antipsychotics and to a decrease in the frequency of disruptive behaviors. Our findings suggest that implementation of recognized practice guidelines could be an effective way to target residents who might not benefit from antipsychotics or who may tolerate a dose reduction. Copyright © 2007 John Wiley & Sons, Ltd. [source] Control of Environmental Lighting and Its Effects on Behaviors of the Alzheimer's TypeJOURNAL OF INTERIOR DESIGN, Issue 2 2002Melinda La Garce M.F.A. ABSTRACT The study investigates environmental lighting interventions designed to control the natural daylight effects of the setting sun and resultant behavior change. The purpose of this study was to determine if the frequency of disruptive behaviors of the Alzheimer's type that are defined across the literature to include wandering, anxiousness, combativeness, negative verbalizations, pilfering/hoarding, inappropriate sexual behavior, inappropriate emotional behavior, attention seeking, repetitive statements, and behaviors that are apparently precipitated and/or intensified by the effects of the setting sun i.e., changes in color, angles, and intensity of daylight, can be altered by environmental lighting interventions designed to control the daylight effects of the setting sun. This learning/practice partnership brought together the diverse expertise of research team members and provided new ways of examining research questions. Subjects were evaluated by medical practitioners to determine the probable presence of Alzheimer's disease. Disruptive behaviors were identified by trained observers reviewing 100 hours of videotaped observation, and videotaped observations of the subjects continued as subjects rotated monthly for four months between two apparently identical environments,one controlled and one experimental using environmental lighting interventions. Trained observers made double blind observation of subjects and recorded the frequency of disruptive behaviors on behavior observation checksheets. Tabulations of the disruptive behaviors were made, and percentage of change was calculated. A drop of 41% in the disruptive behaviors of subjects, while in the experimental environment, was demonstrated in the first rotation cycle, and an 11 % drop in disruptive behaviors was found in a second cycle. Inter-rater reliability across all tapes was 70%. Individuals exhibiting the highest frequencies of disruptive behaviors also demonstrated the most dramatic decreases in these behaviors while in the experimental environment. Environmental lighting interventions designed for this study appear to lessen the detrimental behavioral| effects of the setting sun on the behaviors of individuals with Alzheimer's disease. [source] Student and Teacher Perceptions of School Climate: A Multilevel Exploration of Patterns of DiscrepancyJOURNAL OF SCHOOL HEALTH, Issue 6 2010Mary M. Mitchell PhD BACKGROUND: School climate has been linked with improved academic achievement and reduced discipline problems, and thus is often a target of school improvement initiatives. However, few studies have examined the extent to which student and teacher perceptions vary as a function of individual, classroom, and school characteristics, or the level of congruence between teachers' and their students' perceptions of school climate. METHODS: Using data from 1881 fifth-grade students and their 90 homeroom teachers, we examined parallel models of students' and teachers' perceptions of overall school climate and academic emphasis. Two additional models were fit that assessed the congruence between teacher and student perceptions of school climate and academic emphasis. RESULTS: Multilevel analyses indicated that classroom-level factors were more closely associated with teachers' perceptions of climate, whereas school-level factors were more closely associated with the students' perceptions. Further analyses indicated an inverse association between student and teacher ratings of academic emphasis, and no association between student and teacher ratings of overall climate. CONCLUSIONS: Teacher ratings were more sensitive to classroom-level factors, such as poor classroom management and proportion of students with disruptive behaviors, whereas student ratings were more influenced by school-level factors such as student mobility, student-teacher relationship, and principal turnover. The discrepancy in ratings of academic emphasis suggests that while all of the respondents may have shared objectively similar experiences, their perceptions of those experiences varied significantly. These results emphasize the importance of assessing both student and teacher perceptions in future research on school climate. [source] Correlates of peer victimization and achievement: An exploratory modelPSYCHOLOGY IN THE SCHOOLS, Issue 4 2009Tanya Beran This study investigates peer victimization and achievement. Adolescents aged 12,15 years were drawn from the National Longitudinal Survey of Children and Youth, which is a stratified random sample of 22,831 households in Canada. Teachers', children's, and parents' reports were combined in a latent variable path analysis, ,2(51) = 348.54, p < .000. The model converged in six iterations resulting in a Comparative Fit Index = .90, and a standardized residual mean error of .05. The model shows that adolescents who are victimized by their peers are at risk of experiencing poor school achievement if they exhibit disruptive behaviors, receive little support from their teachers, and experience non-nurturing, rejecting behaviors from their parents. © 2009 Wiley Periodicals, Inc. [source] Reducing attention-maintained behavior through the use of positive punishment, differential reinforcement of low rates, and response markingBEHAVIORAL INTERVENTIONS, Issue 4 2009Rick Shaw A differential reinforcement of low (DRL) rates procedure was implemented as a changing criterion design with positive punishment and response marking to reduce attention-maintained behavior of screaming, profanity, and disruptive behaviors of three adolescent males. One participant was diagnosed with static encephalopathy and attention deficit hyperactivity disorder (ADHD) and severe mental retardation, the other two were diagnosed with Down syndrome, one with moderate mental retardation, and the other with severe mental retardation. Through response marking, a verbal warning was delivered immediately following the initial occurrence of a target behavior. A special token (positive punishment) was immediately delivered with a verbal cue and placed on a behavior board following the next occurrence of that behavior. Appropriate requests (hand-raising) for attention was acknowledged and reinforced with verbal praise. The DRL procedure, combined with positive punishment and response marking, was successful in decreasing the frequency of targeted behaviors amongst all participants. Copyright © 2009 John Wiley & Sons, Ltd. [source] | |||||||||||||