The Parental Questionnaire And The Behavior Assessment System For Children

Certain parental practices can hinder a child’s academic and behavioral growth. Parents residing in poverty are less likely to participate in in academically supportive *events with their children. From my personal experience, children of lower class parents are not given many choices and are often not offered many chances to be creative or think critically, due to their parents asserting more direct authority over them. I believe this aspect draws a direct line to and serves as the reason for child’s academic dysfunctions or behavior incapacities. There are programs such as education centers and summer programs, but these are utilized by middle class youth and do little for lower class youth.

Cole’s mother and English teacher completed BASC II scales. The BASC II measures a student’s emotional, behavioral, and adaptive functioning. The score that is used for the scale is the T-score. The T-score indicates the distance of a score from the norm group mean. The BASC II has a mean T-score of 50 with a standard deviation of 10. Scores ranging 60 to 69 are considered to be in the At-Risk range. The T-scores that are 70+ are in the Clinically Significant range. On the Adaptive Scale portion of the BASC II, the T-Scores that are from 30 to 39 are in the At-Risk range. The T-scores that are below 29 are in the Clinically Significant range.

According to the child behavior checklist, behavior health problems were observed at two and a half time the rate of the non-welfare community (Pecora et al.). Some of the environmental risk factors to consider is the maternal access to prenatal care, homelessness, and limited educational opportunities. Changes in the parental marital status, criminal charges, a family with history of mental illness, and drug and alcohol abuse can all be considered risk factors (Garwood, Close

The second study I used focused more on the significance of the timing a duration of poverty for a child from birth until third grade and the effect held on the child’s development and was titled “Duration and Developmental Timing of Poverty and Children's Cognitive and Social Development from Birth Through Third Grade”. Allhusen et al. examined the effects of different amounts of poverty by comparing children from families that were never poor, poor during the child’s infancy, poor after infancy, and always poor. In this study, poverty is defined as living 200% below the federal poverty threshold (Allhusen et al, 2005). Children in poverty scored lower on cognitive and pre- academic tests, lower competence, and exhibited a higher level of behavior problems (Allhusen et al, 2005).

Conduct disorder (CD) represents one of the most disruptive behavior disorders of childhood.(1) CD continuos to be the predominant juvenile disorder seen in mental health and community clinics, and is of great concern because of its high degree of impairment and poor diagnosis. (2) It is characterized by a persistent and repetitive pattern of aggression, non-complaint, intrusive, and poorly self controlled behaviors that violate either rights of others or norms of society. These behaviors have a significant impact on the daily functioning of the child or adolescents and on their parents. (3,4). The prevalence of CD varied widely between as low as 1 % to as high as 16 % among children and adolescents. (5) These disparities are more likely due

Children living in poverty encounter behavioral and emotional problems that can become persistent throughout their lives. Their problems can be associated with interacting in school among their peers, showing aggressive behaviors, having attention-deficit/hyperactivity disorder (ADHD) and conduct disorder. They tend to express themselves emotionally with showing signs of depression. Children tend to show signs of distance from society and keeping to themselves. Depression in children can cause higher risk for behavioral problems to be intense amongst their peers at school. Children of low-income mothers appear to show to a greater risk for externalizing behaviors than those children that do not have depressed mothers (Henninger & Luze, 2012).

Roughly 20% of the United States’ children are living in families suffering from poverty (National Center for Education Statistics, 2015). According to Yeung, Linver and Brooks-Gunn (2002); Pungello et al., (2010); and Evans (2004), economic hardships increase the likelihood of “maladaptive” behaviors while decreasing school performance and poor cognitive-behavioral development. (1861-1879; 410-426; 77-92). To prevent this, lawmakers were spurred into creating public policy to actively reduce the rate of childhood poverty along with associated risk factors as well as foster economic independency in families apart from the welfare system.

Thus, they don’t have a healthy family environment and support that they need at this early age. Second, we observed the children’s behavior either aggressive or hesitant. They demonstrated very poor social skills with other teachers and kids. Second, there are many children who suffer verbal, mental and physical abuse. Moreover, it is observed that many children do not have enough parental support. Parents of these children often do not have a stable job and some of them live in shelters. They are often reported as drug/alcohol addicts. Additionally, it is observed that these children have more than two siblings on average. Assessing all these factors, we realized the need of change in children’s routine while they are at the

To gather information for this research I will use, self-report data, surveys, questionnaires and psychological tests. Given the age of participants, TOEFL Junior Tests for comprehension will be administered. Results from these tests will be used to insure information given is relatable and presented accordingly. Surveys and self-reports will be designed to gather information on perceived parenting styles, behavioral issues, and criminal issues. Psychological tests will include: Minnesota Multiphasic Personality Inventory (MMPI), Behavior Assessment System for

Signs of physical aggression are shown and they have difficulty making friends during their childhood. Boys will most likely start fights, steal and vandalize anyone’s property, however girls, will most likely lie, run away from home or use drugs (Mauro, 2010). All children with conduct disorder understand what they are doing and know that they are doing wrong. They have very little empathy or concern toward others, no feelings of guilt, and low tolerance (Mauro, 2010). The problems can begin in either the homes or at the schools of those children. Possible etiology of conduct disorder can include problems within the child’s parents’ marriage or family problems such as the child being in isolation from all family members (Mash & Wolfe, 2010). Another possible cause is violence in the home that occurs in front of the child. A child that has very little or no attachment to his/her parents and lack parental supervision can also cause an increase in conduct

Mcgilloway and colleagues (2014) emphasizes that in some cases where parent (s) abuses drugs/alcohol, negligence towards the child, violent behavior in front of the child, or abusive to the child. For that reason, the child is more likely to become susceptible to mental health concerns such as conduct disorder. Furthermore, the authors noted that the Incredible Years Basic parenting (IYBP) intervention has been developed to focus on behavior and cognitive ethics which has improved the relationship between parent and child. The goal of the IYBP model is to teach appropriate behaviorism when verbally and non-verbally interacting with the child. This intervention is effective in reducing onset CD is children/adolescents. In fact, there is empirical

All parenting styles associate with the area of a child’s social skills, educational capability, psychosocial growth, and also the negative actions of a child. Parenting is extremely important in a child’s life in order to have a happy and successful life without dealing with unnecessary negative issues that can arise. This portion of the proposal describes literature relevant to the proposed study of this topic. It is organized into four sections: (1) the two aspects on how the parenting styles were based, (2) the four main types of parenting styles, (3) the effects that can result from the parenting styles, and (4) evaluation for results of previous research. The detail of effects on a child’s behavior will be further discussed in the methods section of the proposed study.

Conduct Disorders (CD) very greatly in their severity and development. CDs are best explained as multifaceted in origin and transactional over time. Some children develop signs seemingly from birth, while others have CDs that develop later on or out of Oppositional Defiant Disorders. The etiology of CDs continues to evolve as more research has resulted in additional understandings. The known causes of the disorder include: Genetic Influences, Prenatal Factors and Birth Complications, Neurobiological Factors, Social–Cognitive Factors, Family Factors, Societal Factors, and Cultural Factors. (Mash, 2015)

Poverty is a major issue in America, and those affected appear to be predominantly children. Jarjoura, Triplett, and Brinker (2002) noted that 21% of the children in America are born into families that are living in poverty, which is higher than in many other countries. Some important characteristics of impoverished neighborhoods are high levels of delinquent and criminal behaviors, lack of parental supervision, low levels of

Researchers have highlighted that conduct disorder may stem from multifaceted family traits, substance misuse, and callous unemotional characteristics that go undetected in minority’s poor communities. Dr. Lauren Mizock and Debra Harkins reported in a 2011 study that the prevalence of minorities being diagnose with conduct disorder might be a form of discrimination. Moreover Mizock and Harkins (2011) stated that youth raised in neighborhoods that are predominately stricken by poverty are more likely to be diagnosed with disruptive and mood disorder oppose to white youth from a financially stable environment (p.3) “Research findings suggest Conduct Disorder diagnoses are often accompanied by depression, separation anxiety, and adjustment