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RUNNING HEAD: CHILDREN BEHAVIORAL DISORDER

Shellisa Mitchell
Research Methods in Social Work I
SW 3810
Dr. Harrison
Wayne State University
7/21/15

Children with behavioral disorders should be recognized for assistance from school
personnel and parents. However, these children need counseling and direction to a successful
path. Children with behavioral disorders display negative energy towards family and adults.
Some children negative behaviors reflects their home life. Behavioral problems are a personal
interest to me because they affect society. It is important for children to conduct themselves
appropriately and get the proper help they need to function in daily living.
Behavioral Disorders are mild to aggressive behaviors in a child or teenager that violates
societal norms in a persistent and repetitive manner. The behavior express physical and verbal
abuse towards others, animals, and no regard for adults (Psych Central, 2013).
Statement of the Problem
Behavioral Disorder represents a social problem because it affects a childs ability to be
productive emotionally, mentally and physically. According to Kantomaa, children behavioral
disorders stems from various factors of the childs life. These multiple factors cause the
government to implement resources, interventions, and alternatives to assist with this issue. The

CHILDREN BEHAVIORAL DISORDER

factors are biological, family, and school. Biological factors are a hereditary, mental and physical
illness. Family factors are harsh punishments, divorce and family bereavement, and poor
parenting style. School factors are a lack of interest in education, peer pressure, and poor
academic skills (Furlong, 2013).
This research will examine the effectiveness of this question if children read each day or
participate in physical activities, will the result be less behavioral problems or improve in
cognitive skills? Research may show that reading and physical activity can improve cognitive
skills and behaviors in children. If this evidence-based practice is proven effective, parents and
school personnel can have better outcomes for adolescents.
The overview of the intervention study examined the physical activity, emotional and
behavioral problems, maternal education and self-reported educational performance of
adolescents. The study showed the effects, the results and methods in physical activity,
academics, and child behavioral problems correlate to one another. The intervention study
addressed the needs of the target population because the implication of children behaviors can
reflect adult behaviors. Parents involvement programs were helpful in improving children
behavior. Children environments are essential to their behavioral and cognitive skills (Furlong,
2013).
There are many reasons for selecting this intervention. Such as the constant struggle of
children behavioral disorder in schools. Moreover, school personnel are fearful of their life to
reprimand the students with behavioral issues. Schools have a student code of conduct that each
parent and child is required to read, sign, and abide by the rules. Subsequently, if a child fails to
follow the rules of the school, however, it should be immediately addressed and resolved. Parents
are in need of help to improve behavioral conduct problems in their children.
In researching this article, there was few related article towards the research question.
However, some articles had different interventions and objectives from conduct behavior

CHILDREN BEHAVIORAL DISORDER

preventions and outcomes for the target population. In searching the Psy Info database, there
were few articles relating towards the research. However, this article was found on Google
Scholar. This article shows how parental involvement helps solved the research question of the
target population. This article expresses effectiveness in results, methods, and outcomes. The
research keywords used were child behavioral problems and intervention of child behavior, and
behavioral disorders in children. In this research article, the top down approach was feasible to
find effective reviews on child behaviors that correlate with academics and physical activity.
Research Design
The research design used quasi-comparison group in a cross-sectional design with
longitudinal studies. The possible threats to internal and external validity controlled and not
controlled by this research design indicates the limitation in this study threats the validity of the
findings because of dichotomization in educational outcomes. Time overestimating were leading
to Social desirability bias; adults had less than adolescents to have recall errors and physical
activity intensity possibly could have caused threats to validity (Kantomaa, 2009).
Girls reported higher than boys in emotional and behavioral problems which may cause a
limitation of the validity of the study because they used a single measure of mental health issues.
Parents and teachers data was needed for a comprehensive assessment of emotional and
behavioral problems of adolescents. Moreover, the data could have included possible chronic
medical conditions and their treatments that had effects on these associations but the study failed
to measure (Kantomaa, 2009).
The internalizing and externalizing problems of attention were evaluated simultaneously in
this study that indicated math and reading improvements were predicated only towards attention
problems. Another factor that caused a different outcome on educational improvements in which
negative influences affects emotional problems in the findings of earlier studies. These earlier
studies maybe had the negative influence of social surroundings, family, and personal issues that

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affect adolescents throughout adulthood in emotional and behavioral problems (Kantomaa,


2009). Additionally, if the study could have tested adolescents physical abilities of various
activities this probably improved social and academic outcomes. The study outcome could have
been different if the samples came from randomized groups. Moreover, adolescents in a different
cohort and year another than Finnish Cohort children possibly would have scored differently.
Sampling
The study was stratified random sampling between boy groups and girl groups. A total of
7344 responded which includes their parents questionnaire about the mother's education. The
study used a sample of The Youth Self-Report (YSR) questionnaire that were filled out by 7002
boys and girls in evaluating their emotional and behavioral problems. The mother's level of
education was evaluated on the basis of socio-economic status. However, the selected study
sample showed a higher comparison to the baseline population. Adolescents in this sample
represented fourteen percent instead of seven percent baseline population in having mothers who
were highly educated (Kantomaa, 2009).
The advantages of the sampling were the large unselected population sample and the
broadness of mental health problems in measuring the adolescents emotional, behavioral, and
social problems it provided a major strength to the study. Parents and adolescents participation
was above fifty percent. This study was the first on record to research adolescents physical
activities, emotional and behavioral problems, and parental socioeconomic status relating to
educational performance (Kantomaa, 2009).
The disadvantage of the cross-sectional design should have included an examination of
casual relationships to be more objective measured in addition to self-report because the
measurements were vulnerable to errors and social desirability bias. The sample indicates
children behavioral problems as it relates to the CIAO question indicated. Moreover, the
hypothesis of high-level physical activity, fewer behavioral problems, and the mothers higher

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education level relate to adolescents high achievement in academics and higher education
(Kantomaa, 2009). Adolescents that displayed high levels of behavioral problems rated to poor
academic achievement and inactivity in physical activities.
Measurement
The study measured multivariable logistic regression models that used for family structure
in estimating and adjusting variable models. The full adjusted variable model examined
adolescents physical, emotional, behavioral problems as it relates to their academic achievement
and their mothers educational level. The adolescents emotional and behavioral problems at age
sixteen years old measured in the YSR version of the Finnish cohort that examines eight
syndrome scales used among adolescents 11-18 years old. The adolescent physical activity
measured in moderate to vigorous intensity physical activity (MVPA) in participation outside of
school hours in the questionnaire (Kantomaa, 2009). The socio-economic position of the parents
educational status classified by the International Standard Classification of Education and the
Finnish National Board of Education from the mothers education. Because of the strong
influence other than the fathers education influence (Kantomaa, 2009).
The variables might have been different if adolescents were from parents with low
socioeconomic positions possibly could have lower levels of education. If the adolescent has,
parents with higher education level can boost their academic achievement, help psychological
needs and to improve their performance physically and educationally. The study can fully be
understood by how the variables changes when relating to each other over time through new
interventions, or structural equation modeling (Kantomaa, 2009). The key variable of this study
was children with behavioral disorders. The findings indicated that behavioral problems such as
conduct behavioral disorder and attention deficit hyperactivity disorder have a strong effect on
educational attainment. The measurement outcomes concluded that both 30% boys and 29% girls
had a high academic performance. Also, the boys scored lower than girls in willing to further

CHILDREN BEHAVIORAL DISORDER

their educational goals. In comparison to physical activity, boys scored higher than girls, and
girls scored higher in moderate to inactive physical activity than boys. Additionally, girls scored
higher than boys in emotional and behavioral problems, and only 14% of adolescents had parents
with higher education (Kantomaa, 2009). The findings of this research looked at various aspects
of adolescents overall performance in physical activity, behaviors, academics, and parental
education position. Moreover, this done a sufficient assessment and should not be done
differently.
Data Collection
The researchers used data from the Northern Finland Birth Cohort of 9,432 children born
between July 1985 and 1986 who lived in Finland, Oulu, and Lapland. Questionnaires mailed out
in 2001-2 to cohort members ages 1516 years old a total of 9,215. Adolescents reported their
physical activity, emotional and behavioral problems, academic performance and educational
plans (Kantomaa, 2009). The advantage of this method was good record keeping of addresses of
the cohort children and 7,344 responded to the mail. The disadvantages of this method the nonrespondent 1,971 potential children could have been reached by face to face, telephone, or
interviews. The surveys probably would have been similar to their findings if another collection
method were used.
Ethics and Cultural Considerations
The intervention in the article goes hand and hand with the target population that results in
effectiveness. The study concluded the effectiveness in a higher level of physical activity, fewer
behavioral problems and higher educational attainment in adolescents with the mothers higher
education achievements. Behavioral disorders and overall academic improvement can lead to
future research, interventions programming to help improve educational and health policies for
adolescents. The adolescents had to demonstrate basic illiteracy in answering the questionnaires
unless their parents help them fill the survey out. The article expressed if data were missing from

CHILDREN BEHAVIORAL DISORDER

the fifteen questions of the YSR questionnaire the individuals excluded from the analysis. The
researchers address the ethical issue of obtaining informed consent from all participants and their
parents and approved by the Ethics Committee of the University Hospital of Oulu for research
protocol (Kantomaa, 2009).
Results Implications
The intervention addressed the practice need of children with behavioral disorders by
analyzing physical activity can help with mood changes, reduce stress, and academic
achievement. Additionally, children could improve in social skills of complying with rules and
working together with family and peers. Adolescents cognitive performance and brain function
can improve through physical activity in all youth. Parent education is an important factor in
children behavior and academic achievement. Parental involvement relates to the well-being of
the adolescents health, and school performance. The adolescents could improve in their behavior
and academics if schools and teachers implement various strategies to encourage self-confidence,
determination and learning ability on each adolescent level. Adolescents academic activities
each day includes spelling, mathematics and reading (Kantomaa, 2009). Adolescents physical
activity each day includes exercise and playing outside sports. The practitioners in this study
should have expertise in child psychology to analyze the different children behavioral disorders
and know the stages of childhood development. Child Psychologist can bring their information in
knowledge and understanding of mental, emotional, or social problems of an adolescent. A social
worker who deals with child case management, interviews of children and parents social needs.
This intervention could be feasible to any agency or as a policy change because it demonstrations
options for adolescent improvements with parents and schools.
References
Furlong, M., McGilloway, S., Bywater, T., Hutchings, J., Smith, S. M. and Donnelly, M.
(2013), Cochrane Review: Behavioral and cognitive-behavioral group-based parenting

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programmes for early-onset conduct problems in children aged 3 to 12 years (Review). Evid.Based Child Health, 8: 318692. Doi: 10.1002/ebch.1905
Kantomaa, M. T., Tammelin, T. H., Demakakos, P., Ebeling, H. E., & Taanila, A. M.
(2009). Physical activity, emotional and behavioral problems, maternal education and selfreported educational performance of adolescents. Health Education Research (2009) doi:
10.1093/her/cyp048 first published online: September 17, 2009
Psych Central. (2013). Conduct Disorder Symptoms. Psych Central. Retrieved on June 16,
2015, from http://psychcentral.com/disorders/conduct-disorder-symptoms

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References
Furlong, M., McGilloway, S., Bywater, T., Hutchings, J., Smith, S. M. and Donnelly,
M. (2013), Cochrane Review: Behavioural and cognitive-behavioural group-based parenting

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programmes for early-onset conduct problems in children aged 3 to 12 years (Review). Evid.Based Child Health, 8: 318692. Doi: 10.1002/ebch.1905
Kantomaa, M. T., Tammelin, T. H., Demakakos, P., Ebeling, H. E., & Taanila, A. M.
(2009). Physical activity, emotional and behavioral problems, maternal education and selfreported educational performance of adolescents. Health Education Research (2009) doi:
10.1093/her/cyp048 first published online: September 17, 2009
Psych Central. (2013). Conduct Disorder Symptoms. Psych Central. Retrieved on June 16,
2015, from http://psychcentral.com/disorders/conduct-disorder-symptoms