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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Showing all 12 results
The Preschool Attention-Deficit/Hyperactivity Disorder Treatment Study (PATS) 6-Year Follow-Up
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Riddle, Mark A.; Yershova, Kseniya; Lazzaretto, Deborah; Paykina, Natalya; Yenokyan, Gayane; Greenhill, Laurence; Abikoff, Howard; Vitiello, Benedetto; Wigal, Tim; McCracken, James T.; Kollins, Scott H.; Murray, Desiree W.; Wigal, Sharon; Kastelic, Elizabeth; McGough, James J.; dosReis, Susan; Bauzo-Rosario, Audrey; Stehli, Annamarie; Posner, Kelly – Journal of the American Academy of Child & Adolescent Psychiatry, 2013
Objective: To describe the clinical course of attention-deficit/hyperactivity disorder (ADHD) symptom severity and diagnosis from ages 3 to 5 up to 9 to 12 years during a 6-year follow-up after the original Preschool ADHD Treatment Study (PATS). Method: A total of 207 participants (75% male) from the original PATS, assessed at baseline (mean age,…
Descriptors: Attention Deficit Hyperactivity Disorder, Age, Preschool Children, Severity (of Disability)
Promoting Self-Regulation and Cooperation in Pre-Kindergarten Children with Conduct Problems: A Randomized Controlled Trial
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Somech, Lior Y.; Elizur, Yoel – Journal of the American Academy of Child & Adolescent Psychiatry, 2012
Objective: To evaluate the effectiveness and mechanisms of "Hitkashrut", a "common elements" co-parent training (PT) program for early intervention with preschoolers (3-5 years of age) at risk for conduct problems (CP). Method: A randomized controlled trial with 140 participants in PT and 69 in a minimal intervention control group. The primary…
Descriptors: Evidence, Control Groups, Delivery Systems, Behavior Problems
Longitudinal Follow-Up of Children with Autism Receiving Targeted Interventions on Joint Attention and Play
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Kasari, Connie; Gulsrud, Amanda; Freeman, Stephanny; Paparella, Tanya; Hellemann, Gerhard – Journal of the American Academy of Child & Adolescent Psychiatry, 2012
Objective: This study examines the cognitive and language outcomes of children with an autism spectrum disorder (ASD) over a 5-year period after receiving targeted early interventions that focused on joint attention and play skills. Method: Forty children from the original study (n = 58) had complete data at the 5-year follow-up. Results: In all,…
Descriptors: Play, Speech, Autism, Oral Language
Relational Aggression in Children with Preschool-Onset Psychiatric Disorders
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Belden, Andy C.; Gaffrey, Michael S.; Luby, Joan L. – Journal of the American Academy of Child & Adolescent Psychiatry, 2012
Objective: The role of preschool-onset (PO) psychiatric disorders as correlates and/or risk factors for relational aggression during kindergarten or first grade was tested in a sample of 146 preschool-age children (age 3 to 5.11 years). Method: Axis-I diagnoses and symptom scores were derived using the Preschool Age Psychiatric Assessment.…
Descriptors: Anxiety Disorders, Aggression, Risk, Kindergarten
Observational Assessment of Preschool Disruptive Behavior, Part II: Validity of the Disruptive Behavior Diagnostic Observation Schedule (DB-DOS)
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Wakschlag, Lauren S.; Briggs-Gowan, Margaret J.; Hill, Carri; Danis, Barbara; Leventhal, Bennett L.; Keenan, Kate; Egger, Helen L.; Cicchetti, Domenic; Burns, James; Carter, Alice S. – Journal of the American Academy of Child & Adolescent Psychiatry, 2008
A study is conducted to determine whether the multidomain, multicontext Disruptive Behavior Diagnostic Observation Schedule (DB-DOS) is a valid observational method for assessing disruptive behavior of preschool children. It is concluded that the DB-DOS is a valid method for a direct observational assessment of clinically significant disruptive…
Descriptors: Observation, Preschool Children, Test Validity, Diagnostic Tests
An Observational Analysis of Behavior in Depressed Preschoolers: Further Validation of Early-Onset Depression
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Luby, Joan L.; Sullivan, Jill; Belden, Andy; Stalets, Melissa; Blankenship, Samantha; Spitznagel, Edward – Journal of the American Academy of Child and Adolescent Psychiatry, 2006
Objective: To investigate whether higher levels of negative and lower levels of positive behaviors could be observed in a sample of depressed preschoolers. Support for the validity of preschool depression is now available; however, objective evidence of negative behaviors among depressed preschoolers is needed. Method: A structured observational…
Descriptors: Depression (Psychology), Parent Child Relationship, Preschool Children, Child Behavior
Test-Retest Reliability of the Preschool Age Psychiatric Assessment (PAPA)
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Egger, Helen Link; Erkanli, Alaattin; Keeler, Gordon; Potts, Edward; Walter, Barbara Keith; Angold, Adrian – Journal of the American Academy of Child and Adolescent Psychiatry, 2006
Objective: To examine the test-retest reliability of a new interviewer-based psychiatric diagnostic measure (the Preschool Age Psychiatric Assessment) for use with parents of preschoolers 2 to 5 years old. Method: A total of 1,073 parents of children attending a large pediatric clinic completed the Child Behavior Checklist 1 1/2-5. For 18 months,…
Descriptors: Child Behavior, Check Lists, Clinics, Preschool Children
Commentary: Treatment Guidelines for Child and Adolescent Bipolar Disorder
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McClellan, Jon – Journal of the American Academy of Child and Adolescent Psychiatry, 2005
Once considered rare in children, pediatric bipolar disorder is now widely diagnosed in the United States. The illness has become a cultural phenomenon, adorning the cover of Time magazine and headlining national news broadcasts. Kowatch and colleagues, in compiling consensus recommendations for bipolar disorder in children and adolescents, have…
Descriptors: Depression (Psychology), Mental Disorders, Children, Adolescents
Cognitive and Neuroimaging Findings in Physically Abused Preschoolers
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Prasad, M. R.; Kramer, L. A.; Ewing-Cobbs, L. – Journal of the American Academy of Child and Adolescent Psychiatry, 2005
Aims: To characterise the cognitive, motor, and language skills of toddlers and preschoolers who had been physically abused and to obtain concurrent MRIs of the brain. Methods: A between groups design was used to compare of sample of 19 children, aged 14-77 months, who had been hospitalised for physical abuse with no evidence of neurological…
Descriptors: Language Skills, Caregivers, Child Abuse, Preschool Children
Predictive Validity in a Prospective Follow-Up of PTSD in Preschool Children
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Scheeringa, Michael S.; Zeanah, Charles H.; Myers, Leann; Putnam, Frank W. – Journal of the American Academy of Child and Adolescent Psychiatry, 2005
Objective: To examine the predictive validity of an alternative to the DSM-IV for diagnosing posttraumatic stress disorder (PTSD) in preschool children and prospectively explore the course of PTSD symptomatology. Method: Sixty-two traumatized children, ages 20 months through 6 years, were assessed three times in 2 years with caregiver diagnostic…
Descriptors: Psychiatry, Predictive Validity, Preschool Children, Posttraumatic Stress Disorder
A Prospective Study of Stimulant Response in Preschool Children: Insights from ROC Analyses
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Short, Elizabeth J.; Manos, Michael J.; Findling, Robert L.; Schubel, Emily A. – Journal of the American Academy of Child and Adolescent Psychiatry, 2004
Objective: The purpose of this study was to examine the efficacy of psychostimulant medication in a naturalistic sample of preschoolers. Benefits and side effects for methylphenidate and mixed amphetamine salts (Adderall) were examined. Method: Twenty-eight preschoolers (ages 4.0-5.9) participated in the present investigation. They were obtained…
Descriptors: Psychiatry, Pharmacology, Stimulants, Preschool Children
Outcome Classification of Preschool Children with Autism Spectrum Disorders Using Mri Brain Measures.
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Akshoomoff, Natacha; Lord, Catherine; Lincoln, Alan J.; Courchesne, Rachel Y.; Carper, Ruth A.; Townsend, Jeanne; Courchesne, Eric – Journal of the American Academy of Child and Adolescent Psychiatry, 2004
Objective: To test the hypothesis that a combination of magnetic resonance imaging (MRI) brain measures obtained during early childhood distinguish children with autism spectrum disorders (ASD) from typically developing children and is associated with functional outcome. Method: Quantitative MRI technology was used to measure gray and white matter…
Descriptors: Older Adults, Psychiatry, Preschool Children, Discriminant Analysis