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Erford, Bradley T.; Bardhoshi, Gerta; Haecker, Paige; Shingari, Binish; Schleichter, Jennifer; Atalay, Zümra – Measurement and Evaluation in Counseling and Development, 2019
Using effect sizes from Erford, Paul, Oncken, Kress, & Erford (2014) meta-analysis for treatments of oppositional defiant disorder and Erford, Bardhoshi, Ross, Gunther, & Duncan (2017) meta-analysis of conduct problems in school-aged youth, the 6 most commonly used disruptive behavior instruments were analyzed for practical and technical…
Descriptors: Behavior Problems, Check Lists, Child Behavior, Measures (Individuals)
Wagner, Bree; Olson, Heather Carmichael; Symons, Martyn; Mazzucchelli, Trevor G.; Jirikowic, Tracy; Latimer, Jane; Watkins, Rochelle; Cross, Donna; Boulton, John; Wright, Edie; Carter, Maureen; Bruce, Kaashifah; Cherel, Sue; Fitzpatrick, James – Australian Journal of Education, 2019
Self-regulation and executive functioning impairments are common in children with fetal alcohol spectrum disorder. Given the high rates of fetal alcohol spectrum disorder identified amongst children living in the remote Fitzroy Valley region of Western Australia, the Alert Program® was identified as a culturally safe intervention for use in local…
Descriptors: Self Control, Executive Function, Skill Development, Elementary School Students
Han, Jinjoo; O'Connor, Erin E.; McCormick, Meghan P.; McClowry, Sandee G. – Early Education and Development, 2017
Research Findings: Home-based involvement--defined as the actions parents take to promote children's learning outside of school--is often the most efficient way for low-income parents to be involved with their children's education. However, there is limited research examining the factors predicting home-based involvement at kindergarten entry for…
Descriptors: Family Involvement, Low Income Groups, Kindergarten, Parent Participation
McCormick, Meghan P.; Cappella, Elise; O'Connor, Erin E.; Hill, Jennifer; McClowry, Sandee G. – Society for Research on Educational Effectiveness, 2016
A wide and rich body of literature has identified the family as the key context influencing children's development. In response, school districts and policymakers have sought to engage parents in children's learning, particularly low-income families. Meta-analyses conclude that efforts to engage low-income parents do improve students' academic…
Descriptors: Social Development, Emotional Development, Parent Participation, Intervention
McCormick, Meghan P.; Cappella, Elise; O'Connor, Erin E.; McClowry, Sandee G. – Elementary School Journal, 2013
We examined relations between parent involvement and kindergarten students' behavior problems in classrooms with varying levels of teacher emotional support. Multi-informant data were collected on "n" = 255 low-income Black and Hispanic students, and "n" = 60 kindergarten classrooms in the baseline year of an intervention…
Descriptors: Parent Participation, Kindergarten, Behavior Problems, Emotional Development
McCormick, Meghan P.; Cappella, Elise; O'Connor, Erin E.; McClowry, Sandee G. – Society for Research on Educational Effectiveness, 2015
Given established links between social-emotional skills and academic achievement, there is growing support for implementing universal social/behavioral interventions in early schooling (Jones & Bouffard, 2012). Advocates have been particularly interested in implementing such programming in low income urban schools where students are likely to…
Descriptors: Intervention, Educational Environment, Academic Achievement, Interpersonal Competence

Burns, G. Leonard; Patterson, David R. – Child & Family Behavior Therapy, 2001
Addresses limitations of previous normative studies on the Eyberg Child Behavior Inventory (ECBI) and the Sutter-Eyberg Student Behavior Inventory (SESBI). Presents two studies that provide normative information on the ECBI for 2- to 17-year-old children and adolescents and on the SESBI for kindergarten through 6th grade children. Clinicians and…
Descriptors: Adolescents, Behavior Problems, Behavior Rating Scales, Child Behavior