tipsforchallengingbehavior

[tipsforchallengingbehavior]

[tipsforchallengingbehavior]

How to access information on this blog.

There are 5 main buttons on this site. Home, archive, navigate, eye and the next button.

The home button is located on the left side, the 1st in line under the avatar picture. This button will bring you back to the front page at anytime if any other buttons have been clicked.

The archive button is next to the home button. This button when clicked will show all the posts in order and when each post was posted or updated.

The navigate button is beside the archive button. This button brings up a list of site topics within the blog that highlight the main objectives within the blog.

The eye button is located on any post that you hover over with your mouse. This button is on every post with in the blog. When clicked it brings the information you clicked on into a separate part of the site, where it’s expanded and all the information can be seen more easily. 

The last button would be the next button. This is located under the main 3 buttons. There might be more than 2 tabs depending on if more information is added to the blog and if it gets updated. This button brings you the next page of the blog or the last page you have been at.

I hope this helps!

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“Believe there is a great power silently working all things for good, behave yourself and never mind the rest.” -  Beatrix Potter

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References:

Aro, T., Laakso, M., Määttä, S., Tolvanen, A., & Poikkeus, A. (2014). Associations between toddler-age communication and kindergarten-age self-regulatory skills. Journal of Speech, Language and Hearing Research (Online), 57(4), 1405-1417. doi:http://dx.doi.org.ezproxy.humber.ca/10.1044/2014_JSLHR-L-12-0411

Brotman, L. M., Calzada, E., Huang, K., Kingston, S., Dawson-McClure, S., Kamboukos, D., . . . Petkova, E. (2011). Promoting effective parenting practices and preventing child behavior problems in school among ethnically diverse families from underserved, urban communities.Child Development, 82(1), 258-276. doi:10.1111/j.1467-8624.2010.01554.x

Caballo, C., & Verdugo, M. ángel. (2007). Social Skills Assessment of Children and Adolescents with Visual Impairment: Identifying Relevant Skills to Improve Quality of Social Relationships. Psychological Reports, 100(3_suppl), 1101–1106. https://doi.org/10.2466/pr0.100.4.1101-1106

ConnectAbility. (2019). Facts About Behaviour. Retrieved from https://connectability.ca/2010/09/23/facts-about-behaviour/

Banks, J. B. (2002, October 15). How to Teach Good Behavior: Tips for Parents. Retrieved from. https://www.aafp.org/afp/2002/1015/p1463.html

Bélanger, M., Desrosiers, K., & Bernier, A. (2018). Sleep and aggressive behavior among toddlers: Investigating directionality of associations. Merrill - Palmer Quarterly, 64(3), 329-346. Retrieves from http://dx.doi.org.ezproxy.humber.ca/10.13110/merrpalmquar1982.64.3.0329

Crack the child aggressive behavior small countermeasures. (2010, January 13). Retrieves from https://edu.pcbaby.com.cn/brain/action/0911/868554_all.html

EarlyON Child and Family Centres. (n.d.). Retrieved from https://www.ontario.ca/page/find-earlyon-child-and-family-centre?gclid=CjwKCAjw1KLkBRBZEiwARzyE79xbpIrIx8LlOyCFS7oYRn9QF8qgDgVRDMZhP0F8v-uItwfMN7GxRBoChlYQAvD_BwE

Feldman, R., & Landry, O. (2015). Discovering the lifespan. (2nd Canadian ed.). New Jersey: Pearson.

Helping Young Children Channel Their Aggression. (February 1, 2016). Retrieved from https://www.zerotothree.org/resources/12-helping-young-children-channel-their-aggression

Lisa-Christine Girard, Jean-Baptiste Pingault, Falissard, B., Boivin, M., Dionne, G., & Tremblay, R. E. (2014). Physical aggression and language ability from 17 to 72 months: Cross-lagged effects in a population sample. PLoS One, 9(11) http://dx.doi.org.ezproxy.humber.ca/10.1371/journal.pone.0112185

Nærde, A., Ogden, T., Janson, H., & Zachrisson, H. D. (2014). Normative development of physical aggression from 8 to 26 months.��Developmental Psychology, 50(6), 1710–1720. Retrieves from https://doi-org.ezproxy.humber.ca/10.1037/a0036324.supp (Supplemental)

Pinterest (Canada). (n.d.). Retrieved from https://www.pinterest.ca/search/pins/?q=bed

behaviour&rs=typed&term_meta[]=behaviour|typed

Reg with Stuart Shanker. (n.d.). Retrieved from https://self-reg.ca/

Urbain-Gauthier, N., & Wendland, J. (2017). Mother–child interactions in young children with excessive physical aggression and in typically developing young children. Clinical Child Psychology and Psychiatry, 22(3), 467–482. https://doi.org/10.1177/1359104517698009 Retrieves from https://doi-org.ezproxy.humber.ca/10.1037/a0036324.supp (Supplemental)

10 Tips to Prevent Aggressive Toddler Behavior. (May 12, 2018). Retrieved from https://www.healthychildren.org/English/ages-stages/toddler/Pages/Aggressive-Behavior.aspx

Canadian Paediatric Society, (2017). When your child misbehaves: Tips for positive discipline. Caring for Kids.

Canadian Paediatric Society, (2017). Screen time and young children: Promoting health and development in a digital world.

Charach, A., Bélanger, S. A., McLennan, J. D., & Nixon, M. K. (2017). Screening for disruptive behavior problems in preschool children in primary health care settings. Journal of Canadian Academy of Child and Adolescent Psychiatry.

Lee, K.  (2018). Preschooler Discipline: Strategies and challenges. Behavioral problems and effective solutions for your 3, 4, and 5 –year –olds.

https://www.google.com/search?q=pictures+of+a+child+assiting+mum+to+cleaning+food+from+a+floor&tbm=isch&tbo=u&source=univ&sa=X&ved=2ahUKEwjT95igtKzeAhUBy6QKHSapDMUQsAR6BAgDEAE#imgrc=OZ-

https://www.google.com/search?q=bubble+breaths+pics&tbm=isch&tbo=u&source=univ&sa=X&ved=2ahUKEwj3ifOWtazeAhVCDOwKHWy8CUMQsAR6BAgFEAE#imgrc=dDaGE9ig8r7ZOM

Helping Parents Help Kids With Sleeping  Problems Publication info: Canada AM - CTV Television ; Toronto  :  n/a. Toronto: CTV Television, Inc. (Oct 30, 2000)

https://journals-sagepub-com.ezproxy.humber.ca/doi/pdf/10.1177/1367493505051404

http://www.searchquotes.com/search/Bad_Sleep/

https://www.dictionary.com/browse/behavior-modification

https://www.medicinenet.com/adhd_in_children/article.htm

https://medical-dictionary.thefreedictionary.com/level+of+consciousness

https://www.cpapclinic.ca/sleep-clinic-and-sleep-disorders-lab-in-Ontario.php

https://www.goodreads.com/author/quotes/11593.Beatrix_Potter

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Small children with behavioral issues.

PRESCHOOLERS CHILD GUIDANCE STRATEGIES

Taking center stage in controlling a child’s behavior is essential and should be done not only when a child does something that is unsafe or unacceptable but also throughout the day (Lee, 2018). Preschoolers are actively learning by interacting with people and playing with their peers; however as a parent you may start to notice some behavioral problems with your child at home that can make you get concerned. Parents and mostly single mothers can sometimes struggle to give the best care for children with a behavioral problem. A child’s behavior is guided by predictable routines, molding them to develop kindness and respect.

How to make your child overcome a behavioral problem.

Strategies : The following strategies could be significant for parents and a particular single mother in dealing with the behavioral problem of their child at home. Prevention strategy. Most of the behavioral problems that three-year-olds display arise from their inability to control emotions particular anger. As a parent, you should teach your child basic anger management skills (Lee, 2018). For instance, blow bubbles together with the child to coach him or her to take deep, calming breaths when they get angry. Moreover, you can coach your child to use “bubble breaths” as a way of calming madness .

Bubble breaths exercise to help your child overcome the problem of getting overly frustrated

Use a logical outcome: Apply clear outcomes for your child’s action which associates to the behavior (Canadian Pediatric Society, 2017). An example of this is when a three year-old throws food on the floor. In this case, ensure that the child assists you in cleaning up the mess until he or she gets to understand that it is wrong to throw food on the floor.

 If the consequence is not clear, remove a privilege. This ought to be done without hesitation. An example of this is when a kid has to play away from other kids shortly when he or she begins to play too rough.

• Put your child in a time-out and praise her/him for good behavior. Time-outs should be used for critical violations such as aggression (Charach et al. 2017). This should be used when your preschooler does not pay attention to a warning like, “if you do not collect your toys now, I will hand you a time-out.” Additionally, as a single mother, learn to praise good behavior when your child with a behavior problem does something good. However, your praise should be genuine. Instead of saying, “you are the world’s best girl” say, “well done for placing your dirty clothes in the basket because I had told you to do so.” This will motivate the child to repeat the excellent behavior next time.

• Cut down on screen time. Some children, when exposed to excessive on TVs, become glued to the electronics until they develop a problem in interacting with other kids within the family or even within the neighborhood (Canadian Pediatrics Society, 2017).

The prolonged TV programs like cartoon stations may make a child develop a dislike for other important aspects of their life. The best way to do this is to switch off those TVs for a while and expose them to social activities like childs festival and children’s playing centers. Just let that child be away from the screen by switching off the electronic. However, not all families are the same. You cannot switch off the screens when there are other children in the house as this could be handing them a punishment for behavior they do not have. In case there other children in the house, it is advisable that you concentrate on the child with the behavioral problem. You may take the child for a walk, marketplace or children’s’ playground to interact with many children as the rest may remain at home.

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“Childhood combative is a serious mental health concern, and if it is left untreated, childhood combative behavior might lead to behavior problems throughout life.” - Urbain-Gauthier and Wendland 2017

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Combative Behavior

Definition

Combative behaviour occurs when a child does not get their way. A child might display this behaviour by harming others and/or destroying goods. Combative behaviour can be divided into two categories, physical and non-physical. Physical combative behaviour refers to the use physical force such as hitting, biting, pushing, kicking, shoving matches, and robbing others’ things or toys. (Nærde, Ogden, Janson, & Zachrisson, 2014).) Non-Physical combative behaviour involves swearing, and verbal hostility. (Crack the child, 2010).

What types of combativeness are you most concerned?

1. Relational combative: A non-physical combative that is intended to hurt another person’s feeling, such as name-calling, withholding friendship, or simple saying mean, hurtful things that make the recipient feel bad. (Usually occurs in the form of language and social skills more complex after the preschooler). (Feldman & Landry, 2015).

2. Instrumental combative: a behaviour motivated by the desire to obtain a goal, such as playing with a desirable toy that another child is playing with. （Mainly in the toddler and preschooler phase—if you come between me and my goal (toy), you might get hurt!）(Feldman & Landry, 2015).

3. Hostile combative: An intentional injury or harm to another person. Such as hitting, biting and pushing. (hurt someone on purpose). Toddlers and preschoolers are more likely to engage in direct physical and verbal aggression (Feldman & Landry, 2015)

Note: Generally, the first peak of children's combative behavior occurs between 3 and 6 years of age, and the second peak occurs between 10 and 11 years of age. (Crack the child, 2010) Boys show higher levels of physical and instrumental combative behaviours. Girls are more likely to use language. (Feldman & Landry, 2015).

Why are children combative? 

Underlying health conditions:When children do not sleep enough (duration) or do not sleep well (quality), They may show signs of irritability, inattention, and impulse control deficits.(Bélanger, Desrosiers, & Bernier, 2018).

Poor language skills: Children with lower language abilities may be at an increasedor higherrisk for displayingphysical combativein the future.(Girard, Pingault, Falissard, Boivin, Dionne,& Tremblay, 2014)

Family structure: Socioeconomic status, family life stressors, low maternal social support, and parental separation are factors that place a child at risk to develop emotional and/or behavioral problems. (Urbain-Gauthier and Wendland, 2017).

Parenting style: Harsh and punitive parenting, child’s temperamental difficulties, maladaptive interactions’ characteristics between mothers and children having the strongest effect on the level of physical combativeness. (Urbain-Gauthier and Wendland, 2017).

The result of Modelling: A child may imitate or model behaviours displayed by adults, television, and video games. The majority of preschool- age children are exposed to combativeness via Children’s television programs. (Feldman & Landry, 2015).

CHARACTERISTICS AND PERFORMANCE

  Children with combative behaviour who have poor sleep leads to emotional and biological dysregulation. Irritability could increase peer provocation, and fatigue may exacerbate existing behavior problems.

  Sleep problems may impact the brain development and lead to effect on cognitive abilities as well as attention and concentrations.

      --- (Bélanger, Desrosiers, & Bernier, 2018)

   When children engage in high levels of combative behaviours they spend less time attending to the verbal stimuli in their environment that leads to delayed language development.

  Parents who are always attending to combative children’s behaviour may focus less on providing a rich language model for their child, and may focus more on ways of curbing engagement in physical combativeness.

  Physical combativeness is often used as an alternative form of communication when language, emotional regulation, and social maturity are lacking.

---(Girard, Pingault, Falissard, Boivin, Dionne, & Tremblay, 2014)

  Children with combative behaviour show lower levels of imitation and initiation.

  Poor self-regulation and high emotionality are correlated with a child’s poor social competence and behavior problems.

  Children with excessive combativeness show poor responsiveness and communication, and negative affect toward their mother.    

---(Urbain-Gauthier and Wendland, 2017)

Increasing moral behaviour and reducing aggression :

1. Pretend play: Vygotsky's (1978) theory, pretend play is thought to contribute to the development of child's attention and emotional regulation. Mothers can improve their children's interactive ability by participating in the child-dominated pretend play, especially the physical contact and imitation with their mothers, which can promote their children's social development. (Urbain-Gauthier and Wendland, 2017). When your child is playing with toys, you can play with he/she through Character Actors.

2. Encourage mothers to communicate more with their child: Language plays an important role in the process of social cognition. (Urbain-Gauthier and Wendland, 2017). Full-time working parents don't have much time to spend with their children, so parents should make full use of the limited time to communicate with their children, read story books, talk with their children, even explain what they are doing. Children will also absorb a large amount of vocabulary in the process of listening. Even encouraging grandparents to talk to their children, regardless the different language that grandparents speak.

3. Control your own temper: one of the best ways to teach appropriate behaviour is to control your own temper (10 Tips to Prevent Aggressive Toddler Behavior, 2018). Because behavioural responses of parents transmit to the types of behaviours that children may then in turn enact. (Girard, Pingault, Falissard, Boivin, Dionne, & Tremblay, 2014). For example, if you are angry, then please take a deep breath and keep quiet and calm in front of your child, this is the best way for the child to imitate and learn to deal with emotions.

4. Create warm and loving home environment: Adequate sleep is essential for a child's growth and development. A warm light, a comfortable bed and blanket, or a familiar sleeping toy and sleeping music can create a relaxing sleeping environment for children. Parents should give their children regular sleeping time. When it is time to go to bed, parents should put down what they are doing and accompany their children to sleep.

5. Limits are part of loving: Putting reasonable restrictions on your child’s behavior is part of loving him, just as are feeding, comforting, playing, and responding to his wishes (Helping Young Children Channel Their Aggression, 2016). Whether only child or children with siblings, parents should avoid excessive coddling. Modest restrictions and discipline can help children to form a kind of good manner. The grandparents generally spoil the children more, parents should communicate with grandparents to admit that showing love to the child is important, but cannot blindly meet the needs of children, and let the child develop bad habits.

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"Never give up, for that is just the place and time that the tide will turn." Harriet Stowe

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Guiding behaviors in young children.

How to guide behaviors 101: 

Tips and Ticks: Parenting can be hard especially when it comes to guiding your Child’s behavior in a positive way here are some tips and trick to help guide different behaviors (Today’s Parent, 2018)

Toddlers: The reason why most toddlers have tantrums is due to the fact that they cannot control their behaviors and emotions. · Most times Toddlers have tantrums because they either need a nap, drink, snack, bored, frustrated or toy and are unsure on how to communicate it. (Today’s parent, 2018).

Triggers: Find the triggers of your toddlers tantrums and implace habits to stop them from happening. For example: 1. If your toddler have tantrums when they are hungry à Always have healthy snacks available (Remember give them choices!) 2. If your toddlers usually have tantrums around 1pm in the afternoon due to be tired set a specific time before 1pm to have a nap. For example: Have nap time at 12pm. (Today’s Parent, 2018).

Tips & Tricks Offer choices: Toddlers want to gain independence and when they cannot they can get very upset you can offer you toddler choice that they can pick from them. For example, “Would you like to wear your green or pink shoes?” Time out: Around the age of two years having a time out can be effective time out should be only be a minute per year of age MAXIMUM: 5 Minutes!

Preschoolers: During the preschool ages your child is figuring out how to handle emotions.

Tips and Tricks:

1. Teach your child different

strategies to calm down for

example: a breathing exercise

(Parent’s Canada, 2019).

2.  Praise your child when they

do something. For

3. example: When you child

cleans up their mess without

being told you can give them

20 minutes to do something

they want or verbally praise

them “Great job! “

(Parenting, n.d)

“As social beings we enjoy interactions with others. Learning social rules and interpreting cues is no easy task for a young child. They are usually learned by trial and error with lots of tears along the way” (ConnectABILITY, 2019

“Is anything that a person says or does. IT is any action that we can SEE or HEAR.” (ConnectABILITY,2019)

Behaviour in a child have a purpose and is to meet their needs, or it helps a child to communicate.

Characteristics of Socio-Behavioural:

· Avoid a disliked object

· Avoid an unpleasant activity

· Get away from a certain person or group

· Participate in an enjoyable activity.

· Get attention from a certain person or group (ConnectAbility,2019)

STRATEGIES

· Take part in pretend play with your child. A lot of feelings can get worked out in play. You could introduce imaginary characters who don't want to take turns. Let your child see and feel what happens. (Ontario Ministry of Children, Community and Social Services, 2018)

· Praise the child’s positive behaviour like sharing. Be sure to give specific praise for what you see. For example: "That was a good job sharing your favourite toy with your friend. It must have been hard, but you made your friend happy and that is great."(Ontario Ministry of Children, Community and Social Services, 2018)

· Encourage your children to be part of after school programs with Children his/her age

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Sleeping problems: How the lack of sleep affects areas of development on young children.

Impact on the two developmental domains

Communication:

·       Receptive Language: Lack of sleep can cause a child to not listen or respond when talked to.

·       Vocabulary: If a child is grumpy or displaying negative emotions a child with only respond in screams and crying and not use their words to express themselves.

Emotional:

·       Expression of Feelings: Only negative emotions will come out of a child that lacks sleep.

·       Self-regulation: With all emotion, behavior and attention regulations controlling the child normally, lack of sleep will cause a child to act out and display negative emotions and will have very little control of what emotions that they will display.

Contributing factors with sleep problems in children.

The studied children up to age four years showed that the majority still had feeding problems at that age. Furthermore, nearly half of the children with feeding problems were describe as hyperactive.

(Journal of Child Health Care, 2005)

Assisting families with problems related to children’s sleep is extremely important. If parents are exhausted, disturbances can occur in the relationship between the mother and child.

(Journal of Child Health Care, 2005)

In addition, mothers of children who have difficulty sleeping are anxious and somewhat insecure. These mothers often perceive their child as being fragile. They tend to take blame for their child’s lack of sleep and should be encouraged not to over interpret the child’s signals.

(Journal of Child Health Care, 2005)

Parent-reported data have indicated that children with ADHD have significantly higher rates of bedtime resistance, sleep onset difficulties, night awakenings, difficulty waking in the morning, and sleep disordered breathing compared to non-ADHD controls (Eur child Adolesc Psychiatry 2017)

Chronic sleep problems can significantly compromise children’s life quality and affect their neurobehavioral development. (Neuroscience Letters 2016)

Strategies to use with your child to help them fall asleep.

Simple diaries and keep track of what time your child is going to bed, what time they’re waking up and whether they’re napping during the day. (Toronto: CTV Television, 2000)

Reassured her every four minutes, or whatever it was, every six minutes. I didn’t pick her up. And I said to her, “This is your time to sleep and it’s my time to sleep. I love you but I’m not picking you up.” And I went back and forth. And I thought she was going to scream for hours, but after 13 minutes she slept through the night.

(Toronto: CTV Television 2000)

I believe that feeling that you are able to lie down, satisfied and content and falling asleep in your bed, gives you more self-confidence than when you feel that you have to cling to somebody all the time, thinking that going to sleep is something terrible that you have to endure.

(Journal of Child Health Care, 2005)

Children gained little additional sleep on melatonin; though they fell asleep significantly faster, waking times became earlier. Child behavior and family functioning outcomes did not significantly improve (BMJ 2012)

Terms for parents to know:

Behaviour Modification: The use of basic learning techniques, such as conditioning, biofeedback, reinforcement, or aversion therapy, to teach simple skills or alter undesirable behaviour. (Dictionary.com, 2019)

ADHD (Attention Deficit Hyperactivity Disorder): refers to a mental health condition. People with ADHD have problems with impulse control, excessive activity, and/or distractibility on a day-to-day basis. (MedicineNet, 2018)

Level of Consciousness: a degree of cognitive function involving arousal mechanisms of the reticular formation of the brain. The stages of response of the mind to stimuli vary from unconsciousness through vague awareness to full attention

(Medical Dictionary, 2012)