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Forecasting Accuracy of Earliest Assessment versus Transitional Change in Early Education Classroom Problem Behavior among Children at Risk
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Reyes, Roland S.; McDermott, Paul A.; Watkins, Marley W.; Rovine, Michael J.; Chao, Jessica L. – School Psychology Review, 2020
This study compared the relative contribution of earliest assessment of preschool children's context-specific problem behaviors with subsequent observations of those behaviors for the prediction of later academic and sociobehavioral performance in first grade. Using a nationally representative sample of low-income children from the Head Start…
Descriptors: Accuracy, Predictive Validity, Preschool Children, Behavior Problems
Examining the Stability, Accuracy, and Predictive Validity of Behavioral-Emotional Screening Scores across Time to Inform Repeated Screening Procedures
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Dever, Bridget V.; Dowdy, Erin; DiStefano, Christine – School Psychology Review, 2018
Preschool has been recognized as an optimal time to provide behavioral and emotional supports to children; however, there is a need to examine the stability, accuracy, and predictive validity of universal emotional and behavioral screening scores in early childhood to inform procedures for repeated screenings across time. The present study…
Descriptors: Screening Tests, Accuracy, Predictive Validity, Scores
Student Internalizing and Externalizing Behavior Screeners: Evidence for Reliability, Validity, and Usability in Elementary Schools
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Hartman, Kelsey; Gresham, Frank M.; Byrd, Shelby – Behavioral Disorders, 2017
Universal screening for emotional and behavioral risk in schools facilitates early identification and intervention for students as part of multitiered systems of support. Early identification has the potential to mitigate adverse outcomes of emotional and behavioral disorders. The purpose of this study was to extend existing research on the…
Descriptors: Behavior Problems, Screening Tests, Test Validity, Test Reliability
Contextualising ECEC Research: The Case of Slovenia
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Vidmar, Maša – International Journal of Early Years Education, 2015
In the present study the longitudinal relations between quantity of centre-based child care (in months) and teacher reports of internalising and externalising behaviour in the first and second grades were examined for 325 Slovenian children. The socio-political context of affordable, accessible and homogenously high-quality child care is quite…
Descriptors: Foreign Countries, Context Effect, Longitudinal Studies, Child Care
The Validity of the Penn Interactive Peer Play Scale with Urban, Low-Income Kindergarten Children
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Hampton, Virginia R.; Fantuzzo, John W. – School Psychology Review, 2003
The purpose of this study was to determine whether the Penn Interactive Peer Play Scale (PIPPS), a teacher-rating instrument of interactive play behaviors for early childhood, was valid for urban, low-income children in kindergarten. The PIPPS demonstrated construct validity, and yielded three dimensions of interactive peer play: Play Interaction,…
Descriptors: Play, Low Income, Academic Achievement, Construct Validity
Empirically-Derived, Person-Oriented Patterns of School Readiness in Typically-Developing Children: Description and Prediction to First-Grade Achievement
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Konold, Timothy R.; Pianta, Robert C. – Applied Developmental Science, 2005
School readiness assessment is a prominent feature of early childhood education. Because the construct of readiness is multifaceted, we examined children's patterns on multiple indicators previously found to be both theoretically and empirically linked to school readiness: social skill, interactions with parents, problem behavior, and performance…
Descriptors: School Readiness, Early Childhood Education, Outcomes of Education, Predictive Validity