problem behaviour BrE
problem behavior AmE

It is often very difficult to withhold any attention from a problem behaviour.

Teach parents to deal with problem behaviour in general.

Are regularly close in time to the problem behaviour.

This shows clearly that the problem behaviour is excessive for a child of Keith's age.

Asking them to recount the last incidence of the problem behaviour often helps.

The observable things that happen to the child immediately after the problem behaviour occurs.

A behaviour that cannot be done at the same time as the problem behaviour.

Observable events that occur immediately before the problem behaviour occurs.

The methods manipulate either the antecedents or consequences of the problem behaviour.

The next stage of analysis is to define the context in which the problem behaviour occurs and how the parents react to it.

It is useful to think of problem behaviour as being caused by things like diet and hyperactivity.

Once the observations are completed the parents can devise a hypothesis about what is maintaining the problem behaviour.

Alter the dialogue to demonstrate failure of parent and professional to agree on the problem behaviour.

Behavioural approaches are very good at stopping problem behaviour.

Problem behaviour (like tantrums) that last for hours.

They were advised to carry on as at present with these and focus in the meantime on the priority problem behaviour.

What follows is a set of steps for introducing parents to running a programme designed to correct problem behaviour(s).

We can call this the priority problem behaviour (PB).

Involves calculating how long problem behaviour lasts.

The resolution of problem behaviour must lie in the successful unlearning of such behaviours.

However, it is vital that the competing behaviour be specified with the same objectivity as the problem behaviour.

How to define problem behaviour and competing behaviour.

Her problem behaviour was specific to family lunch at weekends and holidays, the only occasions when the whole family sat down together at the table.

Serious problem behaviour (i.e. excluding self-stimulation) showed no clear effect of transfer.

However, in group care situations, particularly in special units, individuals may be placed at some risk when left among people who also have severe problem behaviour.

Early training can help control these traits before they become problem behaviors.

But if parents stop using the techniques, problem behavior usually returns.

Make a plan with the child about how to manage the situation before problem behavior occurs.

Their use is usually considered only after behavior management has failed to address the problem behaviors.

If their hypothesis is true, then the problem behavior should occur much more often in the first condition than the second.

This is especially important when your child acts out with problem behaviors or seems troubled in some way.

It represents the method most often used in research on the assessment and treatment of problem behavior.

Developing intervention options based on the function of problem behavior.

Second, we determined the impact of these problem behaviors on staff burden.

Or workshops could be created for parents on how to spot problem behavior in their teenagers.

Start by talking with your teen about problem behavior.

It is often very difficult to withhold any attention from a problem behaviour.

It attempts to provide an explanation to why the problem behavior may be occurring.

The opposite was found regarding adolescents who did engage in more problem behavior.

Parents must consistently monitor their child and respond to problem behavior appropriately.

Substance use and problem behaviors were also reported as either prevented or reduced.

A functional assessment should always be conducted before treating a problem behavior.

The problem behavior is often passed from generation to generation.

They may help decrease problem behaviors that can occur with autism.

Teach parents to deal with problem behaviour in general.

Programs address one or more of the following youth problem behaviors:

There are four main classes of functions of problem behavior.

Are regularly close in time to the problem behaviour.

This shows clearly that the problem behaviour is excessive for a child of Keith's age.

For the adaptive scales, lower scores indicate more problem behaviors.