• International Journal of Human Ecology
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• v.14 no.2
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• pp.25-40
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• 2013

Addressing challenging behavior in young children with special needs is an important issue. This study analyzed the results of literature on parent-implemented behavioral interventions designed to manage the challenging behavior of children with developmental disabilities under 8 years of age. Seventeen relevant studies published in peer-reviewed English journals during the last 15 years were selected for review. The literature review showed that adequately trained parents can serve as a competent intervention agent, thereby making significant contributions to mitigating children's behavior problems. The reviewed studies also demonstrated that parents could play a variety of important roles such as informants and trainers in behavioral interventions. However, the conclusions on parent-implemented behavioral intervention may be tentative rather than conclusive due to previous research limitations including the lack of treatment integrity and social validity data. In addition, this review discussed several implications for practitioners, indicated the limitations of the reviewed studies, and presented suggestions for future research.

• The Korean Journal of Community Living Science
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• v.17 no.4
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• pp.3-14
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• 2006

The purpose of this study is to find out the repercussion of mothers' quality of object relation and hope on their children's emotional and behavioral disorder level and satisfaction level on counseling. Participants were 112 children between ages of 6 and 12, and the 112 mothers of those children. Questionnaires for mothers were used to assess their object relation level, hope level, and counseling satisfaction level. Questionnaires for children were used to assess their depression and aggression level. Results were as follows: First, mothers with lower object relations had children with higher depression and aggression levels. Second, children of the mothers who scored higher object relation levels scored higher on the satisfaction level on counseling. Third, among the mother's object relation level, hope level, and counseling satisfaction level, the object relation level appeared to have the strongest repercussion on the child's emotional and behavioral problems. The results of this study can be used as a base material to improve the effect of play therapy for the children who have emotional and behavioral problems, on helping the children and their mothers to have positive object relations.

• The Journal of the Korea Contents Association
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• v.17 no.10
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• pp.149-160
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• 2017

The purpose of this study was to examine factors influencing emotional and behavior characteristics among children in multicultural families. The factors include demographic and psychological characteristics of married immigrant women. Surveys were distributed to 200 married immigrant women and, 148 surveys were returned and analyzed. The findings are as follows: first, emotional and behavioral characteristics of children were significantly associated with the age of their mothers and household income. Second, acculturative stress in married immigrant women was significantly related to the overall behavior characteristics of their children. Third, children whose mothers experienced a higher level of acculturative stress and were of older age showed internalizing problems. The level of Korean language proficiency and marital satisfaction were also important factors influencing sub-categories of internalizing and externalizing problems aside from acculturative stress. Implications and suggestions to develop preventative programs for emotional and behavioral problems of children in multicultural families are discussed.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.21 no.3
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• pp.161-167
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• 2010

Objectives: In assessing behavioral/emotional problems in school-aged children, the importance of multi-informant reporting has been well documented. However, in clinical settings obtaining multiple informants' opinions has proven difficult. For that reason, we researched the agreement and predictive validity of the Child Problem-Behavior Screening Questionnaire (CPSQ) in order to reveal how accurate parents' assessments reflected teachers'opinions. Methods: We conducted the first screening for second- and third-grade children from 3 elementary schools in Seoul from 2003 to 2007 using the CPSQ. There were 1178 children included in the analysis. We then administered the Korean version of the Child Behavior Checklist (K-CBCL) as a second screening tool and subsequently, the ADHD Diagnostic System (ADS) and the Korean Educational Development Institute version of the Wechsler Intelligence Scale for Children (KEDI-WISC) was administered by a psychiatrist. We examined each item on the CPSQ and the subscale's agreement between parent and teacher as well as the predictive validity of the CPSQ in children diagnosed with emotional/behavioral problems. Results: The agreement rates between parents and teachers appeared high for questions 18 (0.433), 1 (0.385), and 2 (0.325). Among the subscales, a relatively high correlation was found for externalizing problems, attention deficit hyperactivity disorder, and cognitive problems. For all diagnosed children, their parents revealed a higher sensitivity and lower specificity than teachers. Conclusion: From these results, we confirmed that the CPSQ can be useful for sorting out externalizing and cognitive problems. There is a need for further study, however, with a larger sample size.

• Human Ecology Research
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• v.52 no.5
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• pp.541-549
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• 2014

The purpose of this study was to analyze the effects of preschool children's behavioral and emotional regulation on their peer play behavior, focusing on gender differences. A total of 214 4- and 5-year-old children attending a child care center in South Korea participated in this study. The instruments used in this study were the Child Behavior Rating Scale, Emotion Regulation Checklist, and Penn Interactive Peer Play Scale. The collected data were analyzed using a Student's t -test, Pearson's partial correlation, and multiple regressions with the SPSS software ver. 16.0. The main results of this study are as follows: first, there was a significant gender difference in preschool children's behavioral regulation, emotional control, play interaction, and play disruption. However, there was no gender difference in preschool children's play disconnection. Second, preschool children's emotional control and behavioral regulation had positive effects on their play interaction irrespective of gender. Third, preschool children's emotional instability and emotional control had a positive influence on their play disruption irrespective of gender. Finally, the factors of behavioral regulation and emotional instability significantly predicted the boys' play disconnection, while for the girls, the significant predictor was emotional control. Further, implications for the use of early intervention targeting specific behavioral and emotional regulation problems have been discussed.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.11 no.1
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• pp.42-50
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• 2000

This study was designed to evaluate the emotional and behavioral problems of nocturnal enuresis children(n=72) in general population. And this was compared with normal control children(n=72). The behavioral problems were assessed using a modified child behavior checklist(CBCL) parent form. The results indicated that enuretic children were rated significantly more anxious, fearful, depressed, inattentive, hyperactive, delinquent on the modified CBCL rating when compared to the age-, grade- and sex-matched normal control children. Finally, it was an impressive evidence that there exist many emotional and behavioral problems in children with nocturnal enuresis.

• International Journal of Computer Science & Network Security
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• v.22 no.3
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• pp.129-134
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• 2022

The primary goal of any classroom is effective teaching and student learning, with an emphasis on changing negative students' behaviors into positive ones. This change can occur when students' behavior is always at the forefront of teachers' educational goals. The current study aimed to reveal the experiences of special education teachers in dealing with the behavioral problems that students with disabilities show by identifying behavioral problems among students with disabilities and investigating the efficacy of the application of behavior modification plans and strategies designed to address the behavioral problems presented by students with disabilities. The researcher used a qualitative phenomenological approach, and the study tool consisted of semi-structured interviews that consisted of (13) questions directed to (10) special education male and female teachers who work in special education centres and institutes. The data were analyzed using the thematic analysis method. The findings of the study showed that the most undesirable behaviors prevalent among students with disabilities in the classroom were aggression, bullying and ADHD. The actions taken by teachers in confronting these behaviors were not systematic and were carried out randomly, as no behavior modification plans were applied. The most important strategies used by teachers in facing behavioral problems were applied behavioral analysis (ABA) strategies such as reinforcement, punishment and ignoring. The results have many important implications for future practice, including the need to conduct practical training courses for special education teachers to implement behavior modification plans and develop methods of measuring inappropriate behavior.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.1
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• pp.462-470
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• 2015

This study examined for which socio-economic difference effects on brain function and Problem behavior syndrome in children. About a children with no disorders, diseases or cognitive dysfunction-30 were from LIC children and another 30, from MC ones, the study was conducted by measuring and analyzing the data using brain function analysis and K-CBCL from January to April, 2013. The results of the study are as follows. First, it was found that the ratio of LIC's theta(${\Theta}$) and SMR waves and that of delta(${\delta}$), high beta(${\beta}h$), alpha(${\alpha}$) and low beta(${\beta}l$) waves showed significantly higher values than MC children. Second, concerning the symptoms of child behavioral problems, LIC showed significantly higher values than MC children in symptoms of the body, depression and anxiety, social immaturity, thinking problems, attention problems, aggression, internalization, externalization, overall behavioral problems, and emotional instability. MC children showed significantly higher values than LIC chidren in symptoms of social, academic-performance, total social skills. In conclusion, the significant difference of the brain functions and the symptoms of child behavioral problems between LIC and MC children showed that the socio-ecnomic difference has an influence on the same functions and symptoms above.

• Korean Journal of Child Studies
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• v.33 no.2
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• pp.145-164
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• 2012

This study examined the effects of marital conflict and mothers' anger and depression on the behavioral problems of preschoolers. A total of 393 mothers with 3-year-old preschoolers responded to questionnaires, which included items related to marital conflict, mothers' anger and depression, and their preschoolers' behavioral problems. Data were analyzed by means of structural equation modeling. The results indicated that marital conflict had no direct effect, but there were indirect effects on preschoolers' behavioral problems caused by mothers' anger and depression. Mothers who believed that they were experiencing high levels of marital conflict revealed high levels of anger and depression and reported higher rates of behavioral problems in their children. Mothers' depression also mediated the impact of marital conflict on preschoolers' behavioral problems, but mothers' anger level apparently did not. The effects of mothers' level of depression on preschoolers' behavioral problems were the highest among all the predictors. These findings imply that both improving marital relationships and regulating mothers' anger and depression levels need to be emphasized when designing prevention and intervention programs aimed at improving the behavioral problems of preschoolers.

• Journal of Families and Better Life
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• v.24 no.6 s.84
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• pp.95-116
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• 2006

The purpose of this study was to validate a hypothetical path model of maternal childhood attachment, emotions, parenting behaviors, and child behavioral problems. The research was conducted with 240 sets or mothers and their children 70 mother-child teams from seven counseling organizations including the Children's Counseling Clinic, Community Social Welfare Service Center, and Welfare Service Center for the Disabled in Seoul, Incheon, and Pyeongtaek, and 170 elementary school children from Seoul and their mothers. Consequently, a total of 200 mother-child teams were selected for this study. The data in this study were analyzed with SPSS 12.0 program and LISREL 8.3 program. The result of this study is as follows: (1) Examining the path of paternal attachment and the internalizing and externalizing behavioral problems, it was noted that paternal attachment had the indirect effect of anxiety and over-protection on the path to internalizing problems and the indirect effect of anxiety also noted is that there is a full-mediation of anxiety and over-protection between paternal attachment and the internalizing problems. (2) Examining the path of maternal attachment and the internalizing problems, it was noted that maternal attachment has direct effect on the internalizing problems. Maternal attachment has the indirect effect of self-esteem depression, anxiety and over-protection on the Path, and the indirect effect of self-esteem, anxiety and over-protection. (3) Examining the path of maternal attachment and the externalizing problems, it was noted that maternal attachment has direct effect on the externalizing problems and on the path to the externalizing problems, and maternal attachment has the indirect effect of depression, the indirect effect of self-esteem and authoritarian control, and the indirect effect of self-esteem and depression.