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Direct linkConrod, Patricia J.; Castellanos-Ryan, Natalie; Mackie, Clare – Journal of Consulting and Clinical Psychology, 2011
Objective: To examine the long-term effects of a personality-targeted intervention on drinking quantity and frequency (QF), problem drinking, and personality-specific motivations for alcohol use in early adolescence. Method: A randomized control trial was carried out with 364 adolescents (median age 14) recruited from 13 secondary schools with…
Descriptors: Intervention, Alcohol Abuse, Drinking, Early Adolescents
Conrod, Patricia J.; Castellanos, Natalie; Mackie, Clare – Journal of Child Psychology and Psychiatry, 2008
Background: Personality factors are implicated in the vulnerability to adolescent alcohol misuse. This study examined whether providing personality-targeted interventions in early adolescence can delay drinking and binge drinking in high-risk youth. Methods: A randomised control trial was carried out with 368 adolescents recruited from years 9 and…
Descriptors: Intervention, Alcohol Abuse, Drinking, At Risk Persons
Lindsay, Geoff; Dockrell, Julie E.; Mackie, Clare – European Journal of Special Needs Education, 2008
This study examined the susceptibility to problems with peer relationships and being bullied in a UK sample of 12-year-old children with a history of specific speech and language difficulties. Data were derived from the children's self-reports and the reports of parents and teachers using measures of victimization, emotional and behavioral…
Descriptors: Learning Problems, Educational Needs, Pragmatics, Matched Groups
Dockrell, Julie E.; Lindsay, Geoff; Connelly, Vincent; Mackie, Clare – Exceptional Children, 2007
The writing performance of 64 elementary school children with a history of specific language impairment was examined to evaluate both the nature of the children's difficulties with writing and the relationship between oral language, reading, and writing. Children were assessed at age 8 on a range of language, literacy, and cognitive measures and…
Descriptors: Written Language, Sentence Structure, Elementary School Students, Reading Skills
Dockrell, Julie E.; Lindsay, Geoff; Letchford, Becky; Mackie, Clare – International Journal of Language and Communication Disorders, 2006
Background: Children with specific speech and language difficulties (SSLD) pose a challenge to the education system, and to speech and language therapists who support them, as a result of their language needs and associated educational and social-behavioural difficulties. The development of inclusion raises questions regarding appropriate…
Descriptors: Foreign Countries, Speech Therapy, School Districts, Inclusive Schools
Peer reviewedMackie, Clare; Dockrell, Julie E. – Journal of Speech, Language, and Hearing Research, 2004
Children with specific language impairment (SLI) have associated difficulties in reading decoding and reading comprehension. To date, few research studies have examined the children's written language. The aim of the present study was to (a) evaluate the nature and extent of the children's difficulties with writing and (b) investigate the…
Descriptors: Written Language, Syntax, Writing Evaluation, Age
Lindsay, Geoff; Dockrell, Julie E.; Mackie, Clare; Letchford, Becky – European Journal of Special Needs Education, 2005
Children with specific speech and language difficulties (SSLD) pose a challenge to the education system as a result of their language needs and associated educational and social-behavioural difficulties. Local education authorities (LEAs) in England and Wales have developed language units to meet their needs but previous research has indicated…
Descriptors: Foreign Countries, Educational Needs, Age, School Districts
Lindsay, Geoff; Dockrell, Julie E.; Mackie, Clare; Letchford, Becky – Journal of Research in Special Educational Needs, 2005
Children with specific speech and language difficulties pose a challenge to the education and health systems. In addition to their language difficulties they are also at risk of literacy and social, emotional and behavioural difficulties. The main support for children with more severe difficulties has been enhanced provision in mainstream schools…
Descriptors: Special Schools, Language Impairments, Foreign Countries, Teaching Assistants
