Screening for Significant Behavior Problems in Diverse Young Children Living in Poverty

Harris, Sara; Fox, Robert; Holtz, Casey A.

doi:10.1007/s10826-015-0300-x

Cited by 4 publications

(2 citation statements)

References 23 publications

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“…Examination of reliability of the ECBS found the CBS (.87) and PBS (.92) obtained good levels of internal consistency. A recent study (Harris, Fox, & Holtz, 2015) with a diverse sample of 428 clinicreferred children and 245 non-clinic-referred children from families in poverty demonstrated a good fit for the original factor structure using confirmatory factor analyses. Sensitivity rates for the cutoff scores ranged from 0.76 to 0.83, and specificity rates ranged from 0.88 to 0.95, meeting Glascoe's (2005) recommendation for screening instruments.…”

Section: Early Childhood Behavior Screen (Ecbs)mentioning

confidence: 98%

Development of a Barriers Scale to Predict Early Treatment Success for Young Children in Poverty With Behavior Problems

Gresl¹,

Fox²,

Besasie³

2016

Clinical Practice in Pediatric Psychology

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Research has demonstrated that participation in parent and child therapy (PCT) programs significantly reduces problematic behaviors while increasing positive behaviors in the child. However, PCT programs report rates of early termination as high as 60% among families in poverty. Research to reduce these early termination rates has historically focused on barriers to treatment including logistical conflicts, socioeconomic status, child age, and symptom severity. Despite attempts to address these variables and reduce early termination rates, progress has been slow in advancing the research in this area. In addition, few measures have been designed to accurately assess how barriers to treatment impact treatment attendance and participation, particularly for families of young children living in poverty. The purpose of this study was to develop and pilot a clinician-report screening tool, the Treatment Barriers Scale (TBS), to assess barriers to treatment participation in primarily low-income, urban minority families receiving home-based therapy for their young child’s challenging behaviors. Data from 330 families consecutively referred to a mental health clinic for behavior problems were analyzed to identify the initial psychometric and predictive properties of this new tool in screening treatment barriers in this population. The resulting 17-item scale consisted of two factors, labeled Treatment Process Barriers and Operational Barriers. Each factor demonstrated acceptable levels of internal consistency (.82 and .80, respectively). Children with more-severe challenging behavior at pretest were more likely to be successful by the third session in treatment. Families with higher TBS scores were more likely to be less successful early in treatment. Limitations of the study and implications for future research and practice were discussed.

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Section: Early Childhood Behavior Screen (Ecbs)mentioning

confidence: 98%

Development of a Barriers Scale to Predict Early Treatment Success for Young Children in Poverty With Behavior Problems

Gresl¹,

Fox²,

Besasie³

2016

Clinical Practice in Pediatric Psychology

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“…In accordance with preventive policies and notions of early intervention, teachers must ensure that all children are seen, which calls for systematic observations. Previous studies assert that standardized screening tools and tests can help to measure children's executive functioning (Hendrickson and McCrimmon, 2019) and behaviour disorders (Harris et al, 2016), as well as preschool children's mental health (Barbarin, 2007) and well-being (Mayr and Ulich, 2009). In addition to small-scale assessment tools for use by ECEC teachers and special needs teachers, bodies such as the Organisation for Economic Co-operation and Development , Save the Children and International Child Development Initiatives have developed easy-to-use global tools for large populations of children to measure children's early learning and development (Fernald et al, 2017).…”

Section: Previous Researchmentioning

confidence: 99%

Assessing children's psychosocial well-being: Norwegian early childhood education and care teachers’ challenges when completing a global screening tool

Franck¹,

Seland²,

Rimul³

et al. 2022

Contemporary Issues in Early Childhood

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In this article, the authors illustrate some of the challenges and dilemmas that Norwegian early childhood education and care teachers experienced when completing a global screening tool (UPSI-5: Universal Psychosocial Indicator for 5 Year Old Boys and Girls) concerning the psychosocial well-being of five-year-olds as part of an international research project. Based on interviews with 31 teachers, the authors present in-depth analysis of the critical reflections of 19 teachers concerning the assessment forms. While previous research has criticized standardized testing and screening in early childhood education and care, there is a need for the critical voices of practitioners to be heard. The aim of this article is to illustrate which aspects teachers find challenging and how they respond when in doubt. The authors found that teachers’ assessments are inextricably linked to the early childhood education and care context, and the values, ideas and norms that are prevalent in Nordic early childhood education and care settings.

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Home-Based Parent Child Therapy for Young Traumatized Children Living In Poverty: A Randomized Controlled Trial

Love

Fox

2017

Journ Child Adol Trauma

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A randomized control trial was used to evaluate the effectiveness of a home-based, parent-and-child therapy program specifically developed for toddlers and preschoolers living in poverty with trauma symptoms. Sixty-four children 5-years of age and younger were referred to a community-based clinic for behavior problems and emotional difficulties. All children had experienced one or more potentially traumatic events and met the DSM-5's criteria for Post-Traumatic Stress Disorder in Children Six Years of Age and Younger. All families received government assistance indicating that their income met the federal definition for poverty. Participants were randomly assigned to either immediate treatment or wait list control groups. Significant between-group differences on all post-treatment measures were found. After the waitlist group completed treatment, significant improvements for both groups were found on all measures at six-weeks follow-up. Outcomes included reductions in challenging behaviors and emotional symptoms of trauma, improved caregiver-child relationships, and increased caregiver adherence to treatment strategies. This study offers support for early intervention of children with trauma symptoms and identifies the clinical challenges and advantages of providing therapy services in a home setting for very young children in poverty.

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Screening for Significant Behavior Problems in Diverse Young Children Living in Poverty

Cited by 4 publications

References 23 publications

Development of a Barriers Scale to Predict Early Treatment Success for Young Children in Poverty With Behavior Problems

Development of a Barriers Scale to Predict Early Treatment Success for Young Children in Poverty With Behavior Problems

Assessing children's psychosocial well-being: Norwegian early childhood education and care teachers’ challenges when completing a global screening tool

Home-Based Parent Child Therapy for Young Traumatized Children Living In Poverty: A Randomized Controlled Trial

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