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Kim, Yeonwoo; Calzada, Esther J.; Barajas-Gonzalez, R. Gabriela; Huang, Keng-Yen; Brotman, Laurie M.; Castro, Ashley; Pichardo, Catherine – Journal of Educational Psychology, 2018
Early academic achievement has been shown to predict high school completion, but there have been few studies of the predictors of early academic success focused on Latino students. Using longitudinal data from 750 Mexican and Dominican American families, this study examined a cultural model of parenting and early academic achievement. While Latino…
Descriptors: Child Rearing, Parenting Styles, Hispanic American Students, Academic Achievement
Sheridan, Susan M.; Witte, Amanda L.; Holmes, Shannon; Wu, ChaoRong; Bhatia, Sonya A.; Angell, Samantha – Grantee Submission, 2017
This study reports the results of a randomized controlled trial examining the effect of Conjoint Behavioral Consultation (CBC), a family-school partnership intervention, on children's behaviors, parents' skills, and parent-teacher relationships in rural community and town settings. Participants were 267 children, 267 parents, and 152 teachers in…
Descriptors: Randomized Controlled Trials, Consultation Programs, Program Effectiveness, Family School Relationship
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La Spata, Michelle G.; Carter, Christopher W.; Johnson, Wendi L.; McGill, Ryan J. – Contemporary School Psychology, 2016
The present study examined the utility of video self-modeling (VSM) for reducing externalizing behaviors (e.g., aggression, conduct problems, hyperactivity, and impulsivity) observed within the classroom environment. After identification of relevant target behaviors, VSM interventions were developed for first and second grade students (N = 4),…
Descriptors: Video Technology, Modeling (Psychology), Statistical Significance, Classroom Techniques
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Hoglund, Wendy L. G.; Chisholm, Courtney A. – Developmental Psychology, 2014
Three complementary models of how peer relationship problems (exclusion and victimization) and aggressive behaviors relate to prospective levels of internalizing problems are examined. The additive risks model proposes that peer problems and aggression cumulatively increase risks for internalizing problems. The reciprocal risks model hypothesizes…
Descriptors: Peer Relationship, Social Isolation, Victims, Aggression
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Benner, Gregory J.; Sanders, Elizabeth A.; Nelson, J. Ron; Ralston, Nicole C. – Behavioral Disorders, 2013
In our previous research (Benner, Nelson, Sanders, & Ralston, 2012), elementary schools were randomly assigned to either a primary-level behavior intervention directed at externalizing behavior (treatment, n = 7 schools) or to business-as-usual condition (control, n = 6 schools). A screening procedure was used to identify K through 3-grade…
Descriptors: Intervention, Behavior Problems, Behavior Modification, Elementary School Students
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Brown, Jacqueline A.; McIntosh, Kent – Exceptionality Education International, 2012
Little is known about factors that affect teacher and special educational assistants' (SEA) relationships with students with Autism Spectrum Disorders (ASD). In this study, participants were 15 students with ASD receiving inclusive education in Kindergarten through Grade 3, their classroom teachers, and SEAs. Teachers and SEAs completed rating…
Descriptors: Inclusion, Rating Scales, Teachers, Elementary School Students
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Sheridan, Susan M.; Bovaird, James A.; Glover, Todd A.; Garbacz, S. Andrew; Witte, Amanda; Kwon, Kyongboon – School Psychology Review, 2012
The present study is a large-scale randomized trial testing the efficacy of a family-school partnership model (i.e., conjoint behavioral consultation) for promoting behavioral competence and decreasing problem behaviors of students identified by their teachers as disruptive. The focus of this study is on student behavioral outcomes and the…
Descriptors: Parent School Relationship, Parents, Teachers, Student Behavior
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Smith-Bonahue, Tina; Larmore, Anne; Harman, Jennifer; Castillo, Melissa – Learning Disabilities: A Contemporary Journal, 2009
Children with learning disorders (LD) are at increased risk for a host of psychosocial problems, including Attention Deficit Hyperactivity Disorder (ADHD) (e.g., Bouffard, Roy, & Vezeau, 2005; Elksnin & Elksnin, 2004; Greenham, 1999; Michaels & Lewandowski, 1990; Sideridis, Morgan, Botsas, Padeliadu & Fuchs, 2006; Weiner &…
Descriptors: Social Problems, Learning Disabilities, Hyperactivity, Attention Deficit Disorders
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Ostrander, Rick; Herman, Keith; Sikorski, Jason; Mascendaro, Phil; Lambert, Sharon – Journal of Clinical Child and Adolescent Psychology, 2008
This study used latent profile modeling (LPA) with a community sample that included an enriched sampling of children (aged 6-11) diagnosed with attention deficit/hyperactivity disorder (ADHD) (N = 271). Six classes of ADHD emerged from our LPA; only 17% of children fell into a class without significant co-occurring symptoms. In addition, nearly…
Descriptors: Attention Deficit Hyperactivity Disorder, Psychopathology, Profiles, Symptoms (Individual Disorders)
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DiStefano, Christine; Kamphaus, R. W. – Research in the Schools, 2008
The current study investigated child behavioral change during the early years of elementary school. Behavioral Assessment System for Children (BASC; Reynolds & Kamphaus, 1992) teacher ratings of child behavior were collected over a three-year period. The sample consisted of 162 children measured yearly between first and third grade.…
Descriptors: Child Behavior, Behavior Change, Elementary School Students, Behavior Problems
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Kim, Sangwon; Kamphaus, Randy W.; Baker, Jean A. – Journal of School Psychology, 2006
A constructive debate over the classification of child psychopathology can be stimulated by investigating the validity of different classification approaches. We examined and compared the short-term predictive validity of cluster analytic and dimensional classifications of child behavioral adjustment in school using the Behavior Assessment System…
Descriptors: Grade 1, Grade 2, Psychopathology, Rating Scales