ライフサイエンスコーパス: child behavior

1 rnal prenatal depressive symptoms as well as child behavior.

2 gest that context is important when studying child behavior.

3 hat may buffer the impact of the pandemic on child behavior.

4 d between phthalates, bisphenol A (BPA), and child behavior.

5 ernalizing, internalizing, and autistic-like child behavior.

6 with respect to sex-specific BPA effects on child behavior.

7 ession in pregnancy and at testing predicted child behavior.

8 encountered in NYC air can adversely affect child behavior.

9 en prenatal maternal depressive symptoms and child behavior.

10 ssociation between prenatal BPA exposure and child behavior, adjusting for postnatal BPA exposure and

11 est the association between BPA exposure and child behavior, adjusting for potential confounders.

12 d measures of cognition, and parent-reported child behaviors all favored children in the treatment pr

13 It has negative consequences on child behavior and brain development, yet the relationsh

14 early life demonstrated no association with child behavior and did not ameliorate the association be

15 io processing method for analyzing caregiver-child behavior and interaction from observational videos

16 entation with long-chain omega-3 may improve child behavior and learning, although most previous tria

17 the relationships among prenatal depression, child behavior, and children's brain structure remain un

18 est that prenatal exposure to BPA may affect child behavior, and differently among boys and girls.

19 Interventions focus on child behaviors as well as on stress reduction for paren

20 We assessed child behavior between 3 and 5 years of age using the Ch

21 R; derived from total household income), the Child Behavior Checklist (a measure of mental health sym

22 nnaire-9 and rumination scales (TGS) and the Child Behavior Checklist (ABCD Study) measured offspring

23 and externalizing symptoms on the Preschool Child Behavior Checklist (CBCL 11/2-5) at age 18 to 39 m

24 f age, child behavior was assessed using the Child Behavior Checklist (CBCL) (n = 253).

25 tional magnetic resonance imaging (MRI), and Child Behavior Checklist (CBCL) administration.

26 Behavior (Qb) tests, and behavior using the Child Behavior Checklist (CBCL) and Teacher's Report For

27 es included the Bayley-III Composite scores, Child Behavior Checklist (CBCL) and the Modified Checkli

28 avior between 3 and 5 years of age using the Child Behavior Checklist (CBCL) and used generalized lin

29 developmental disorder (PDD) subscale on the Child Behavior Checklist (CBCL) at age 3 years.

30 ternalizing symptoms were assessed using the Child Behavior Checklist (CBCL) by maternal report at ag

31 ehavioral functioning was measured using the Child Behavior Checklist (CBCL) in GUSTO.

32 Cohorts were included if they collected the Child Behavior Checklist (CBCL) School Age version befor

33 nguage, and motor scores of less than 85 and Child Behavior Checklist (CBCL) T scores greater than 63

34 measure of dimensional psychopathology, the Child Behavior Checklist (CBCL) total score.

35 nce Scale for Children-5th edition (WISC-V), Child Behavior Checklist (CBCL), and Bruininks-Oseretsky

36 ed problem behaviors were assessed using the Child Behavior Checklist (CBCL), including Total Problem

37 obehavior was quantified using the Preschool Child Behavior Checklist (CBCL), which included composit

38 pathological conditions as measured with the Child Behavior Checklist (CBCL).

39 age 5 years of age as assessed by using the Child Behavior Checklist (CBCL).

40 at 2 y [Bayley Scales of Infant Development/Child Behavior Checklist (CBCL)] and 5 y (Kaufman Brief

41 er-IV scale preschool edition (ADHD-IV), and Child Behavior Checklist (CBCL/1.5-5), respectively.

42 ts reported on their child's behavior on the Child Behavior Checklist (CBCL; 1.5 to 5 years) yielding

43 AWBA), and clinical scores as defined by the Child Behavior Checklist (CBCL; T-score >=70 considered

44 nterval [CI], 15.8 to 23.1; P<0.001), on the Child Behavior Checklist (difference, 13.1; 95% CI, 10.7

45 ical outcomes measured by scales such as the Child Behavior Checklist (higher scores indicate more be

46 cores on the attention problems scale of the Child Behavior Checklist (mean=52.1 versus 50.8).

47 ing System [SSRS]), and behavioral problems (Child Behavior Checklist [CBCL]) were administered at pr

48 ild mental health problems (measured via the Child Behavior Checklist [CBCL]).

49 /hyperactivity disorder [ADHD] trait scores: Child Behavior Checklist [CBCL]-ADHD subscale at 18 mont

50 l problems were measured with items from the Child Behavior Checklist and operationalized according t

51 symptoms were parent-reported in childhood (Child Behavior Checklist and Revised Ontario Child Healt

52 lum by parent and teacher reports (Achenbach Child Behavior Checklist and Teacher Report Form, the Sc

53 ior rating scales by Rutter and Conners, the Child Behavior Checklist and the Children's Behavior Que

54 and Social Maturity Scale, and scores on the Child Behavior Checklist and the Pediatric Quality of Li

55 iety, were measured using subscales from the Child Behavior Checklist and the Sleep Disturbance Scale

56 were collected for metal analyses, while the Child Behavior Checklist and the Social Responsiveness S

57 caregiver-reported behavior problems on the Child Behavior Checklist and the Strengths and Difficult

58 Developmental Problems (PDP) subscale of the Child Behavior Checklist and/or the Social Responsivenes

59 Central covariates included the Child Behavior Checklist Anxiety and Depression subscale

60 port of child internalizing behaviors on the Child Behavior Checklist at 1.5, 3.0, 4.5, and 8.0 years

61 d behavioral problems were assessed with the Child Behavior Checklist at 3 y in 3209 children.

62 symptoms were measured with the parent-rated Child Behavior Checklist at ages 6 and 10.

63 measured with the parent-completed Achenbach Child Behavior Checklist at the 1-year follow-up.

64 Mothers also completed the Child Behavior Checklist at the 18-month visit.

65 Child Behavior Checklist caregiver reports at 18 to 72 m

66 Composite and emotional reactivity with the Child Behavior Checklist Emotional Reactivity subscale.

67 Parent-rated Child Behavior Checklist Externalizing and Internalizing

68 broad measures of disruptive behavior, e.g., Child Behavior Checklist externalizing problems scale.

69 n 3 months of their third birthday who had a Child Behavior Checklist Externalizing Problems T score

70 ternalizing symptoms were assessed using the Child Behavior Checklist for Ages 11/2 to 5 or 6 to 18.

71 defined as T scores of 64 or greater in the Child Behavior Checklist questionnaire.

72 ild Health Study, we created trajectories of Child Behavior Checklist scores (at 24, 42, and 60 month

73 sociated with stronger relationships between Child Behavior Checklist scores and service use and decr

74 In addition, IQ and Child Behavior Checklist scores were assessed.

75 Familiarity, IQ, and Child Behavior Checklist scores were not different betwe

76 em level and Social Responsiveness Scale and Child Behavior Checklist scores.

77 ervice use rates, even after controlling for Child Behavior Checklist scores.

78 the year, although 42.4% had clinical-level Child Behavior Checklist scores.

79 parenchymal haemorrhage, using the Achenbach Child Behavior Checklist to assess the presence or absen

80 Child Behavior Checklist version for preschool children

81 The Child Behavior Checklist was used to assess internalizin

82 Mothers completed the Child Behavior Checklist when the children were 6-10 yea

83 Associations of the attention scale from the Child Behavior Checklist with cortical measures were det

84 d children's behavior was assessed using the Child Behavior Checklist within 6 months of their MRI sc

85 n externalizing behaviors (measured with the Child Behavior Checklist) and cortical thickness, amygda

86 ng child behavior problems (measured via the Child Behavior Checklist) as the outcome of interest, th

87 and psychiatric problems (as measured by the Child Behavior Checklist) in their offspring.

88 Intelligence, 3rd Edition), and behavioral (Child Behavior Checklist) outcomes.

89 tal reports of school performance, behavior (Child Behavior Checklist), and health (Child General Hea

90 tal health problems (selected items from the Child Behavior Checklist), they examined the association

91 roblem T score >/=2 SD above the mean on the Child Behavior Checklist).

92 ory (Children's Memory Scale); and behavior (Child Behavior Checklist).

93 After we adjusted for sex, score on the Child Behavior Checklist, and family history of asthma,

94 he parent versions of the DOTS-R, FES, STIP, Child Behavior Checklist, and Symptom Checklist-90-Revis

95 m pregnant persons and their partners on the Child Behavior Checklist, and the Behavior Rating Invent

96 e Children-Present and Lifetime Version, the Child Behavior Checklist, and the Children's Global Asse

97 stem of Empirically Based Assessment (ASEBA) Child Behavior Checklist, Teacher Report Form, and Youth

98 d outcomes were defined as sum scores on the Child Behavior Checklist, the Ages and Stages Questionna

99 ibition and Behavioral Activation Scale, the Child Behavior Checklist, the Sleep Disturbances Scale f

100 mined as a predictor of infant scores on the Child Behavior Checklist.

101 d behavioral problems were assessed with the Child Behavior Checklist.

102 roblems were assessed with Youth Self-Report Child Behavior Checklist.

103 ternalising symptoms were assessed using the Child Behavior Checklist.

104 measured with MRI and ADHD symptoms with the Child Behavior Checklist.

105 tcomes measured by maternal report using the Child Behavior Checklist.

106 nd externalizing problems, assessed with the Child Behavior Checklist.

107 toms were assessed using the parent-reported Child Behavior Checklist.

108 t 1) and at age 13 years (visit 3) using the Child Behavior Checklist.

109 sion scores derived from the parent-reported Child Behavior Checklist.

110 problems, assessed via the maternally rated Child Behavior Checklist.

111 ehaviors measured by parent responses to the Child Behavior Checklist.

112 en's behavior at 40 months of age, using the Child Behavior Checklist.

113 using a previously identified scale from the Child Behavior Checklist.

114 d affective problems were assessed using the Child Behavior Checklist.

115 lems were assessed by maternal report on the Child Behavior Checklist.

116 The primary outcome was the parent-completed Child Behavior Checklist.

117 al Achievement Test (WIAT) and the Achenbach Child Behavior Checklist.

118 years, mothers completed questions from the Child Behavior Checklist.

119 functioning, and symptoms assessed with the Child Behavior Checklist.

120 on the Children's Somatization Inventory and Child Behavior Checklist.

121 Parents completed the Child Behavior Checklist/6-18 at the time of their child

122 motor, B = 1.86 [95% CI, -1.74 to 5.47]) or Child Behavior Checklist/Preschool 1.5-5 (internalizing,

123 Child Behavior Checklist/Preschool 1.5-5 T-scores greate

124 ns of disruptive behavior problems using the Child Behavior Checklist: physical aggression, irritabil

125 ctured videotaped observations of parent and child behaviors conducted prior to, immediately after, a

126 motor, visual, and executive functions, and child behavior, each measured at ages 7 to 11 years.

127 g-term associations between oral sucrose and child behaviors have not yet been examined.

128 hich prenatal depressive symptoms can impact child behavior, highlighting the importance of both reco

129 s were assessed using direct observations of child behavior in a simulated (clinic-based) classroom a

130 ntration was associated with some aspects of child behavior in this cohort, and some associations wer

131 (I score >=120; T score >=60) on the Eyberg Child Behavior Inventory (ECBI).

132 conduct problems, assessed using the Eyberg Child Behavior Inventory Intensity (ECBI-I) scale.

133 he clinically relevant cut-off on the Eyberg Child Behavior Inventory) was compared between children

134 ing how prenatal maternal depression impacts child behavior is critical for appropriately treating pr

135 family functioning, a potent stressor, with child behavior is potentially long term and relevant for

136 consisting of 20 weekly 1.5-hour sessions on child behavior management, emotion coaching, dialogic re

137 Other child behavior outcomes showed similar evidence favoring

138 rventions should target parenting skills and child behaviors, particularly within families with insuf

139 Using child behavior problems (measured via the Child Behavior

140 Developing valid methods for assessing child behavior problems across development is critical f

141 onic stressors, particularly those involving child behavior problems and extreme caregiving need.

142 To describe longitudinal change in child behavior problems associated with resolution of in

143 opressin (AVP), and measured coparenting and child behavior problems at 6 years.

144 context in which these gender differences in child behavior problems develop, especially in non-Weste

145 The risk of child behavior problems increased with the number of are

146 The prevalence of child behavior problems increased with the number of cat

147 creasing evidence is accruing, however, that child behavior problems or specific syndrome more direct

148 The primary hypothesis was that child behavior problems would be reduced after the inter

149 e for the existence of linguistic markers of child behavior problems.

150 y significant internalizing or externalizing child behavior problems.

151 stained reductions in clinically significant child behavior problems.

152 nutrition contributes to the development of child behavior problems.

153 for moderation by child sex or temperament (Child Behavior Questionnaire-Very Short Form surgency sc

154 completed neurobehavioural ratings of their child (Behavior Rating Inventory of Executive Function [

155 the conduct problem subscale of the Nisonger Child Behavior Rating Form from week 1 through endpoint

156 nduct problem subscale score of the Nisonger Child Behavior Rating Form in patients previously treate

157 provement than placebo on all other Nisonger Child Behavior Rating Form subscales at endpoint, as wel

158 Scores on the Nisonger Child Behavior Rating Form were also obtained.

159 the conduct problem subscale of the Nisonger Child Behavior Rating Form) and subaverage intelligence

160 the conduct problem subscale of the Nisonger Child Behavior Rating Form.

161 Child behaviors related with exposure to enteropathogens

162 n standardized parent and teacher reports of child behavior scored by accepted criteria.

163 energy balance system in ways that constrain child behavior toward food seeking/consumption; 2) centr

164 ociated with internalizing and externalizing child behavior trajectories.

165 te joint effects of both exposure classes on child behavior trajectories.

166 Executive Functioning-Preschool Edition, and child behavior was assessed using the Behavior Assessmen

167 At 6-7 years of age, child behavior was assessed using the Child Behavior Che

168 Child behaviors were coded by raters blind to child diag

169 hand, parenting behaviors also contribute to child behaviors, with studies highlighting the importanc

170 his study were generated from parent reports child behaviors within the mCARE platform.