Publication Date
| In 2024 | 0 |
| Since 2023 | 1 |
| Since 2020 (last 5 years) | 1 |
| Since 2015 (last 10 years) | 5 |
| Since 2005 (last 20 years) | 6 |
Descriptor
| At Risk Students | 6 |
| Kindergarten | 6 |
| Elementary School Students | 3 |
| Grade 1 | 3 |
| Incidence | 3 |
| Longitudinal Studies | 3 |
| Behavior Problems | 2 |
| Intervention | 2 |
| Predictor Variables | 2 |
| Reading Difficulties | 2 |
| Reading Instruction | 2 |
| More ▼ | |
Source
| Psychology in the Schools | 6 |
Author
| Bierman, Karen L. | 1 |
| Buek, Katharine | 1 |
| Chao, Jessica L. | 1 |
| Dedrick, Robert | 1 |
| Dickinson, Sarah | 1 |
| Fantuzzo, John W. | 1 |
| Hall, Cristin M. | 1 |
| Hanks, Camille | 1 |
| Kulkarni, Tara | 1 |
| Lembke, Erica S. | 1 |
| Lonigan, Christopher J. | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 6 |
| Reports - Research | 5 |
| Reports - Descriptive | 1 |
Education Level
| Elementary Education | 6 |
| Kindergarten | 6 |
| Early Childhood Education | 5 |
| Primary Education | 5 |
| Grade 1 | 3 |
| Grade 2 | 1 |
| Grade 3 | 1 |
| Preschool Education | 1 |
Audience
Location
| Minnesota | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Early Childhood Longitudinal… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkMesa, Michael P.; Phillips, Beth M.; Lonigan, Christopher J. – Psychology in the Schools, 2023
Although previous research suggests the use of classroom management strategies can support student engagement and learning, gaps in the literature still exist including the frequency of classroom management strategies in small-group instruction. The purpose of this descriptive study was to measure the frequency of paraprofessionals' (n = 94)…
Descriptors: Paraprofessional School Personnel, Classroom Techniques, Incidence, Intervention
Kulkarni, Tara; Sullivan, Amanda L. – Psychology in the Schools, 2019
Recent studies report the cumulative prevalence of behavioral disorders among school-age children to be second only to anxiety disorders. Unfortunately, by the time behavior has been identified as needing special education services, patterns of disruptive and externalizing behavior have often become unremitting. If at-risk behavior can be reliably…
Descriptors: Correlation, Elementary School Students, Behavior Problems, Kindergarten
McDermott, Paul A.; Rovine, Michael J.; Reyes, Roland S.; Chao, Jessica L.; Scruggs, Richard; Buek, Katharine; Fantuzzo, John W. – Psychology in the Schools, 2018
This study examined the latent developmental patterns for classroom learning behaviors among children from underresourced families. Based on standardized teacher observations, a large sample (N = 2,152) of children was assessed for manifestations of Competence Motivation and Attentional Persistence twice annually through Head Start, kindergarten,…
Descriptors: Early Childhood Education, Preschool Children, Kindergarten, Grade 1
Mattison, Amira; Raffaele Mendez, Linda M.; Dedrick, Robert; Dickinson, Sarah; Wingate, Emily; Hanks, Camille – Psychology in the Schools, 2018
Our goals in this study were to examine (a) the degree to which teacher perceptions of children's behavior in kindergarten (averaged across fall and spring for each child) predict retention by Grade 5 and (b) whether these relationships are moderated by student race, gender, or socioeconomic status (SES). Data from the Early Childhood Longitudinal…
Descriptors: Preschool Teachers, Teacher Attitudes, Kindergarten, Predictor Variables
Hall, Cristin M.; Welsh, Janet A.; Bierman, Karen L.; Nix, Robert – Psychology in the Schools, 2016
The association between social withdrawal, school adjustment, and academic functioning in preschool and school entry is well-established. Children who experience social withdrawal in primary grades are at risk for decreased academic performance. The bidirectional relationships among early literacy and social withdrawal in primary grades have not…
Descriptors: Kindergarten, Withdrawal (Psychology), Reading Achievement, At Risk Students
Lembke, Erica S.; McMaster, Kristen L.; Stecker, Pamela M. – Psychology in the Schools, 2010
The purpose of this article is to describe research-based reading intervention within a Response-to-Intervention (RTI) model, using prevention science as a context. First, RTI is defined and a rationale is provided for its use in improving the reading performance of all students, particularly those students identified as at risk for…
Descriptors: Reading Difficulties, Intervention, Reading Research, Prevention
