|Analysis and Treatment of Behavioral Problems and Impulsivity|
|Monday, October 7, 2013|
|4:00 PM–5:20 PM |
|Gran Salon II (Presidente Intercontinental)|
|Area: EAB/CBM; Domain: Applied Behavior Analysis|
|Chair: Ariel Vite Sierra (Universidad Nacional de Mexico)|
|Discussant: David Miranda (Universidad Autonoma del Estado de Mexico)|
Child behavior problems defined as behavior that occurs in a high frequency as tantrums, lying, stealing, noncompliance, physical aggression and/or verbal towards peers and/or figures of authority, etc. and also represent a problem for the family or society. Currently in Mexico most prevalent behaviors in childhood are restlessness, irritability, anxiety, attention deficit disorder, noncompliance, fights and impulsivity(Caraveo, Colmenares & Martinez, 2002). These behaviors are considered a problem because they have an impact on the development of the individual, family, school and society in general. There is broad agreement in considering that the explanatory models of behavior problems should have ecological and/or systemic (Dishion, French & Patterson, 1995; Rutter, Giller& Hagel, 2000), in the sense considering that such behavior is determined by a complex combination of factors that interact and specifically affecting the various subjects.In this senseis necessary to identify variables associated moderators between parenting and child behavior problems and testing alternatives for prevention and treatment. Therefore, this symposium describes a series of studies that illustrate the factors and variables involved in this area.
The Instructions as Moderator Between Maternal Responsiveness and Behavioral Problems
|ARIEL VITE (Universidad Nacional de Mexico), Dayanth Perez (Universidad Nacional Autonoma de Mexico), Javier Alfaro (Universidad Nacional Autonoma de Mexico)|
The objective of this study is to evaluate the covariation between maternal responsivenessand the use of instructions in promoting prosocial behavior (include compliance) in dyads mother-child with history of behavioral problems.The sample consists of 14 dyads (mother-child), the ages of the children oscillated among 4-9 years old, while the average age of mothers was 31 years old.An experimental design of the type ABC was used, where A represents the baseline, B treatment and C following. Treatment sessions were delivered once a week with duration of 60 minutes, which were used in the following strategies: instructions, modeling, modeling, role play and visual feedback. The results show the value as a moderator of the instructions in relationship maternal responsiveness and child prosocial behaviors (include compliance).
The Role of Positive Parenting Practices in Child Emotion Regulation
|MARIANA BARBA (Universidad Nacional Autonoma de Mexico), Ariel Vite Sierra (Universidad Nacional Autonoma de Mexico)|
The aim of this study is testing the efficiency of a programto promote positive parenting practices in child emotion regulation. Participated five dyads mother-child, whose children were diagnosed withbehavioral problems and low emotional regulation. The ages of children ranged forth to eight years old, two girls and three boys, while the average age of the mothers was 34years old. Used an experimental design was a single subject of ABC, where A represents the baseline, B treatment and C following, and applied instructional procedures such as molding, modeling, visual feedback and instructions. The results are analyzed and discuss in relation to the importance of the positive parenting practiceswith regard to the child emotion regulation, and the importance of structuring the social contingencies mother's that lead to promote prosociales behaviors.
Development of Self-Control in Children with Behavior Problems and Impulsivity
|LETICIA CAPORAL (Universidad Autonoma del Estado de Mexico), Alejandra Moysén (Universidad Autonoma del Estado de Mexico), Ariel Vite Sierra (Universidad Nacional Autonoma de Mexico)|
The objective of this studio is to develop self-control based on the matchinglawin children with conduct problems and impulsivity. The participants were 10 children (3 women and 7 men, mean age = 9.2 years). The baseline phases, evaluation, treatment and following, were conducted in a computer lab at an elementary school. To test the behavior of experimental software was used Assessment System Impulsive behavior (SECI; Negrete, Cuevas &Vite, 2009). Employed a changing-criterion design(Kazdin, 1982). The dependent variable was the time allocated and the number of choices of operations by children regarding competing dimensions, the independent variable was the procedure to develop self-control, based on the model of fading delay (Mazur &Logue, 1978), which was used in the dimensions of immediacy, schedule of reinforcement or effort. Results are discussed in terms of relevance to assess the construct of impulsivity from a paradigm of choice in child behavior problems and impulsivity.