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Age 2 years
Published in Ajay Sharma, Helen Cockerill, Lucy Sanctuary, Mary Sheridan's From Birth to Five Years, 2021
Ajay Sharma, Helen Cockerill, Lucy Sanctuary
Constantly demanding parent's or carer's attention. Clings tightly in affection, fatigue or fear, although resistive and rebellious when thwarted. Tantrums when frustrated or when trying to make self understood, but attention is usually readily distracted.
Tantrums, aggression and sibling rivalry
Published in Quentin Spender, Judith Barnsley, Alison Davies, Jenny Murphy, Primary Child and Adolescent Mental Health, 2019
Quentin Spender, Judith Barnsley, Alison Davies, Jenny Murphy
Tantrums are a normal feature of development in the preschool years. They are particularly likely to occur when the child is tired, ill, feeling insecure, or stressed in any other way. Unfortunately they can also become a regular pattern for a child who has learnt that tantrums are a means of getting his own way, getting his needs met or getting attention. The parents may then experience an increase in the number or duration or severity of tantrums.
Oppositional defiant behaviour
Published in MS Thambirajah, Case Studies in Child and Adolescent Mental Health, 2018
What concerned parents most was his aggressiveness. He was easily provoked and when he lost his temper he would go into a rage, attack his brothers, kick doors and throw things. Temper tantrums were a daily occurrence; it could take two hours for the temper to subside. On one occasion he had urinated on the carpet when sent to his room. During family times he would play up over small matters and one of the parents would end up taking him away from the scene. Getting him ready for school in the morning was a hard task. He would delay, obstruct or quibble over going to the bathroom, brushing his teeth and getting dressed. His mother had to be behind him all the time to get even the simplest task seen through. He could not be taken out to the shops because he caused severe disruption by meddling with things in the shelves.
Sleep across childhood during the COVID-19 pandemic: a narrative review of the literature and clinical case examples
Published in Children's Health Care, 2022
Melanie A. Stearns, Carolyn E. Ievers-Landis, Christina S. McCrae, Stacey L. Simon
The recommended amount of sleep for preschoolers is 10–13 hours including daytime naps until between 3–5 years of age (Paruthi et al., 2016). However, estimates suggest that 25% of children under 5 years old do not get the recommended amount of sleep (Bathory & Tomopoulos, 2017). Common sleep difficulties in preschool-aged children include difficulty falling asleep independently and waking up in the night and requiring the help of a parent to get back to sleep (Bathory & Tomopoulos, 2017). It is also common for many preschoolers to experience nighttime fears and nightmares, although these are likely to decrease with age (Petit et al., 2015). Sleepwalking and night terrors are frequent in this age range (Petit et al., 2015). Poor sleep among children can negatively impact cognition, learning, attention, mood, and anxiety (Hall, Scher, Zaidman-Zait, Espezel, & Warnock, 2012). For example, preschoolers may be more irritable, have frequent and longer tantrums, be aggressive, and act with greater impulsivity when they do not obtain adequate sleep (Scharf, Demmer, Silver, & Stein, 2013). Research has shown that consistent routines are one of the most important ways to ensure good sleep habits among young children (Mindell & Williamson, 2018).
Attention-Deficit/Hyperactivity Disorder Symptoms, Gastrointestinal Symptoms, Sleep Problems, Challenging Behavior, Adaptive Behavior, and Quality of Life in Children and Adolescents with Autism Spectrum Disorder
Published in Developmental Neurorehabilitation, 2022
Geraldine Leader, Emma Dooley, Sally Whelan, Shawn P. Gilroy, June L. Chen, Autumn Farren Barton, Rory Coyne, Arlene Mannion
Challenging behavior was found to be present among 99.2% of the participants in the study. This rate is considerably higher than previous research that has identified 82% of participants as having some form of challenging behavior.33 Although it is assumed that the characteristics of AD/HD may exacerbate challenging behavior, in contrast to the findings of Dellapiazza et al.,35 there was no significant difference in the current study regarding challenging behavior, that involved SIB or aggressive destructive behavior, between participants with ASD only and participants with ASD and AD/HD symptoms.35 This finding may be impacted through almost all participants exhibiting challenging behavior. Previous research has found tantrum behaviors to be more common in children with ASD and AD/HD.33 However, considering that almost all of the participants in the current study presented with challenging behavior, it is recommended that treatment plans, individualized for children,35 are developed to decrease the level of SIB, aggressive/destructive behavior, and stereotyped behavior in children and adolescents with ASD.41 Indeed, effective treatment is vital as individuals displaying challenging behavior can be at an increased risk of abuse, bullying, neglect, and isolation.86
Challenges in assessing change in autistic adults: scale limitations and discrepancies in reporting in clinical trials
Published in International Journal of Psychiatry in Clinical Practice, 2022
Emma Racine, Bonnie P. Taylor, Casara J. Ferretti, Ellen Doernberg, Rachel Noone, Vera Nezgovorova, Tarini Vats, Eric Hollander
One drawback in utilising scales developed for children in adult populations is that some of the target behaviours may not be appropriate for and/or displayed by adults, or the behaviour may manifest differently in adults. For example, the item ‘Temper tantrums/outbursts’ on the ABC may need to be translated to fit the behaviour of an adult, as a typical temper tantrum elicits the image of a child engaging in an emotional meltdown. An adult temper tantrum, in contrast, will likely not manifest itself the same way; this does not mean, however, that adults are not capable of having temper tantrums. For example, patient LT, who slammed his water bottle down, raised his voice, and yelled at his mother and the staff, was arguably in the midst of what one could categorise as an adult temper tantrum. However, his mother rated this item as ‘Not at all a problem’, week after week, suggesting that she was unable to think more broadly about what this particular item might look like in her adult son, and consequently, she only considered the item of temper tantrums concretely.