Escalation and reinforcement in mother-child conflict: Social processes associated with the development of physical aggression

1994 ◽  
Vol 6 (2) ◽  
pp. 305-321 ◽  
Author(s):  
James Snyder ◽  
Patty Edwards ◽  
Kate McGraw ◽  
Kim Kilgore ◽  
Angie Holton
Keyword(s):  
Physical Aggression ◽  
High Intensity ◽  
Social Processes ◽  
School Settings ◽  
Aversive Stimuli ◽  
Dyad Member ◽  
Aversive Behavior ◽  
Home And School ◽  
Sequential Analyses ◽  
Frequent Reinforcement

AbstractThe objective of this study was to test a social interactional model of physical aggression. Specifically, this model hypothesizes that the performance of physical aggression has its roots in socialization settings that are characterized by high densities of aversive stimuli and that provide frequent reinforcement for escalation to high intensity aversive behavior during social conflict. Social conflicts were observed during 10 hr of interaction of each of 20 mothers and their 5-year-old sons; half of the sons were selected based on evidence of frequent aggression in home and school settings. Simple descriptive and sequential analyses indicated that aggressive relative to nonaggressive dyad members were more likely to engage in conflict, engaged in longer conflicts, were more likely to escalate to higher levels of aversiveness, and were less likely to de-escalate the intensity of conflict. In aggressive and nonaggressive dyads, the cessation of conflict contingent on the escalation of one dyad member was reliably associated with an increased likelihood of escalation and with escalation to higher levels of aversiveness by that member in the subsequent conflict. However, escalation occurred more frequently and was more likely to result in cessation of conflicts in aggressive than nonaggressive dyads.

scholarly journals Media Literacy in the Lifeworlds of Malaysian Children

2013 ◽  
Vol 3 (1) ◽  
pp. 72-85 ◽  
Author(s):  
Shanthi Balraj Baboo
Keyword(s):  
New Media ◽  
Media Literacy ◽  
Meaning Making ◽  
User Experiences ◽  
Childhood Experiences ◽  
Media Technologies ◽  
School Settings ◽  
The World ◽  
The Media ◽  
Home And School

Many children grow up in contemporary Malaysia with an array of new media. These include television, video games, mobile phones, computers, Internet, tablets, iPads and iPods. In using these new media technologies, children are able to produce texts and images that shape their childhood experiences and their views of the world. This article presents some selected findings and snapshots of the media lifeworlds of children aged 10 in Malaysia. This article is concerned with media literacy and puts a focus on the use, forms of engagement and ways that children are able to make sense of media technologies in their lives. The study reveals that children participate in many different media activities in their homes. However, the multimodal competencies, user experiences and meaning-making actions that the children construct are not engaged with in productive ways in their schooling literacies. It is argued that media literacy should be more widely acknowledged within home and school settings.

Development of Maturity in Deaf Children

1972 ◽  
Vol 38 (6) ◽  
pp. 461-467 ◽  
Author(s):  
Hilde S. Schlesinger ◽  
Kathryn P. Meadow
Keyword(s):  
Deaf Children ◽  
Auditory Deprivation ◽  
School Settings ◽  
Research Findings ◽  
Home And School

Research findings reporting teacher-counselor ratings of deaf children from differing home and school settings show significant differences in assessments for maturity. An analysis of various developmental crises for which deafness has a definite impact is presented, based on Erikson's theory of epigenetic development. Both research findings and theoretical analysts point to the conclusion that immaturity is not a necessary consequence of auditory deprivation.

scholarly journals Behavioral Inhibition in Childhood as A Risk Factor for Development of Social Anxiety Disorder: A Longitudinal Study

2020 ◽  
Vol 17 (11) ◽  
pp. 3941
Author(s):  
Garcia-Lopez Luis-Joaquin ◽  
Espinosa-Fernández Lourdes ◽  
Muela-Martínez José A
Keyword(s):  
Anxiety Disorder ◽  
Social Anxiety ◽  
Anxiety Disorders ◽  
Social Anxiety Disorder ◽  
Behavioral Inhibition ◽  
Time Data ◽  
Interview Schedule ◽  
School Settings ◽  
The Stability ◽  
Home And School

Previous research has suggested the association between behavioral inhibition (BI) and the development of social anxiety disorder in childhood. However, there is scarce research using longitudinal methodology in Spanish-speaking populations. To cover this gap, the sample comprised 73 children ranging from six to eight years who had been examined for BI two years earlier in home and school settings. Children and their parents were administered the Anxiety Disorders Interview Schedule for DSM-5-Child and Parent Versions to assess the presence of possible anxiety disorders. The results revealed the stability of BI symptomatology over time. Data also showed that BI children were almost ten times more likely to develop social anxiety disorder two years later, compared to no-BI children. As a result, findings suggest behavioral inhibition strongly predicts social anxiety disorder, making BI a logical focus for selective preventive interventions. Therefore, screening for behavioral inhibition holds promise for primary prevention.

scholarly journals Food and Non-Food-Related Behavior across Settings in Children with Prader–Willi Syndrome

Genes ◽  
2020 ◽  
Vol 11 (2) ◽  
pp. 204 ◽  
Author(s):  
Marie G. Gantz ◽  
Sara M. Andrews ◽  
Anne C. Wheeler
Keyword(s):  
Behavior Problem ◽  
Global Assessment ◽  
College Education ◽  
Patient Characteristics ◽  
Daily Activities ◽  
Prader Willi Syndrome ◽  
Compulsive Behavior ◽  
School Settings ◽  
Teacher Reports ◽  
Home And School

This study sought to describe food- and non-food-related behaviors of children aged 3 to 18 years with Prader–Willi syndrome (PWS) in home and school settings, as assessed by 86 parents and 63 teachers using 7 subscales of the Global Assessment of Individual’s Behavior (GAIB). General Behavior Problem, Non-Food-Related Behavior Problem, and Non-Food-Related Obsessive Speech and Compulsive Behavior (OS/CB) scores did not differ significantly between parent and teacher reports. Food-Related Behavior Problem scores were higher in parent versus teacher reports when the mother had less than a college education (difference of 13.6 points, 95% Confidence Interval (CI) 5.1 to 22). Parents assigned higher Food-Related OS/CB scores than teachers (difference of 5.7 points, 95% CI 2.4 to 9.0). Although teachers reported fewer Food-Related OS/CB, they scored overall OS/CB higher for interfering with daily activities compared with parents (difference of 0.9 points, 95% CI 0.4 to 1.4). Understanding how behaviors manifest in home and school settings, and how they vary with socio-demographic and patient characteristics can help inform strategies to reduce behavior problems and improve outcomes.

Conduct Problems and Treatment across Home and School: A Review of the Literature

1998 ◽  
Vol 15 (4) ◽  
pp. 213-227 ◽  
Author(s):  
Emma Little ◽  
Alan Hudson
Keyword(s):  
Classroom Management ◽  
Conduct Problems ◽  
Empirical Support ◽  
Past Research ◽  
Treatment Programs ◽  
Comparable Amount ◽  
Home Setting ◽  
Managerial Skills ◽  
School Settings ◽  
Home And School

Treatment of conduct problems in the home setting has received much attention in the literature, and there are well established, empirically derived treatment programs that have been demonstrated to be effective. However, treatment for conduct problems in the classroom has not received a comparable amount of attention, and the intervention programs are diverse, occasionally lacking empirical support, and often not consistent with strategies used in the home setting. As past research has demonstrated that conduct problems in multiple settings is related to poorer prognosis, it is logical to suggest that interventions should focus on as many of the settings as possible in which a child displays the behaviour problems. This paper reviews the literature on the effects of conduct problems in the classroom, on teacher managerial skills, and on interventions across the home and school settings. It is concluded that classroom management of conduct problems could be improved by providing a hierarchical system of intervention strategies.

Secondary exchanges with Japan

1995 ◽  
Vol 12 ◽  
pp. 64-82 ◽  
Author(s):  
Helen Marriott ◽  
Sanae Enomoto
Keyword(s):  
Communicative Competence ◽  
Secondary Level ◽  
Exchange Students ◽  
Exchange Programs ◽  
School Settings ◽  
Student Exchange Programs ◽  
Student Exchanges ◽  
Home And School ◽  
Listening And Speaking ◽  
Level Student

Abstract This paper outlines the principal features which characterise secondary level student exchange programs with Japan, especially those relating to the home and school settings. Some of the main outcomes and gains from student exchanges, specifically, socio-psychological gains, cultural enrichment and gains in communicative competence are briefly described. The data are drawn from various sources, but principally from oral interviews in Japanese with a sample of 19 former exchange students, background interviews in English with some of these students, and a large national survey completed by 566 returned exchange students. All the evidence suggests that outstanding gains are derived from an exchange experience. With regard to communication, the exchange students make rapid progress with listening and speaking Japanese, even if some linguistic or sociolinguistic features are not acquired or are not acquired properly. As in-country experience for secondary or tertiary students constitutes a vital part of a LOTE program, more in-depth research in this area is recommended.

Language Teaching Strategies for Preschool English Learners

2017 ◽  
Vol 2 (1) ◽  
pp. 170-178 ◽  
Author(s):  
Megan Dunn Davison ◽  
Cathy Huaqing Qi
Keyword(s):  
Preschool Children ◽  
Language Learning ◽  
English Learners ◽  
The United States ◽  
Book Reading ◽  
Language Outcomes ◽  
Language Abilities ◽  
School Settings ◽  
Language Strategies ◽  
Home And School

English learners (ELs) present a unique and growing population in preschool settings in the United States. Therefore, it is important for speech-language pathologists (SLPs) to understand the best evidence in enhancing the language abilities in preschool children who present with language learning difficulties and who are also learning more than one language. The purpose of this review is to provide an analysis of current language strategies shown to be effective in enhancing the language outcomes of preschool children who are English learners. These strategies include shared book reading approaches that are incorporated across home and school settings, explicit vocabulary instruction, and repeated exposure to vocabulary in both languages.

Using iPads and Mobile Technology for Children with Developmental Disabilities

2016 ◽  
pp. 268-301
Author(s):  
Lisa A. Proctor ◽  
Ye Wang
Keyword(s):  
Developmental Disabilities ◽  
Mobile Technology ◽  
Literacy Development ◽  
Literacy Learning ◽  
Language And Literacy ◽  
Communication Development ◽  
School Settings ◽  
Language And Literacy Development ◽  
Home And School ◽  
Children With Developmental Disabilities

With increasing access to iPads and mobile technology in both home and school settings, evidence regarding how best to use this technology to enhance language and literacy learning is lacking, particularly for children with developmental disabilities. As a comprehensive review, this chapter discusses the use of iPads and mobile technology in the language and literacy development of this population. It concludes that while iPads and mobile technology provide opportunities for language and literacy development, the inherent challenges and limitations of this technology warrant attention from parents, educators and speech-language pathologists. iPads and mobile technology may be a valuable accelerator for the language and literacy development of children with developmental disabilities if used properly; however, improper or careless usage can become a distraction that further delays the communication development of this population.

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