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Can Classroom Emotional Support Enhance Prosocial Development among Children with Depressed Caregivers?
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Johnson, Stacy R.; Seidenfeld, Adina M.; Izard, Carroll E.; Kobak, Roger – Early Childhood Research Quarterly, 2013
Preschool children from economically disadvantaged families often experience difficulties in developing prosocial behavior. Risk associated with depressive symptomatology in caregivers (parents and guardians) may further compound these difficulties. The overall objective of the present study was to examine the compensatory effect of Head Start…
Descriptors: Prevention, Prosocial Behavior, Behavior Development, Depression (Psychology)
Relation between Reading Problems and Internalizing Behavior in School for Preadolescent Children from Economically Disadvantaged Families
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Ackerman, Brian P.; Izard, Carroll E.; Kobak, Roger; Brown, Eleanor D.; Smith, Clare – Child Development, 2007
This longitudinal study of 105 economically disadvantaged children examined the relation between reading problems and internalizing behavior in 3rd- and 5th-grade assessments (8- to 12-year olds). The variable-centered results showed that reading problems predicted change in internalizing behavior in the context of child and family predictors. The…
Descriptors: Economically Disadvantaged, Grade 5, Grade 3, Disadvantaged Youth
The Relations between Cluster Indexes of Risk and Promotion and the Problem Behaviors of 6- and 7-Year-Old Children from Economically Disadvantaged Families.
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Ackerman, Brian P.; Schoff, Kristen; Levinson, Karen; Youngstrom, Eric; Izard, Carroll E. – Developmental Psychology, 1999
Examined relations between alternative representations of poverty cofactors and promotion processes, and problem behaviors of 6- and 7-year-olds from disadvantaged families. Found that single-index risk representations and promotion variables predicted aggression but not anxiety/depression. An additive model of individual risk indicators performed…
Descriptors: Aggression, Anxiety, At Risk Persons, Behavior Problems
The Relations between Contextual Risk, Earned Income, and the School Adjustment of Children from Economically Disadvantaged Families
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Ackerman, Brian P.; Brown, Eleanor D.; Izard, Carroll E. – Developmental Psychology, 2004
This longitudinal study examined the relations between multiple risk indexes representing contextual adversity, income-to-needs ratios, and the elementary school adjustment of children from economically disadvantaged families. The results provide evidence for volatility in family circumstances over 2-year intervals from preschool to 5th grade, for…
Descriptors: Economically Disadvantaged, Elementary School Students, Student Adjustment, Behavior Problems
The Relations between Persistent Poverty and Contextual Risk and Children's Behavior in Elementary School
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Ackerman, Brian P.; Brown, Eleanor D.; Izard, Carroll E. – Developmental Psychology, 2004
Does persistent adversity over time have effects on children's behavior beyond the effects of intermittent or concurrent adversity? This study examined the relations between school behavior in 5th grade (mean age = 11 years 0 months) and indexes representing persistent poverty and contextual risk. The indexes described 2-year intervals of family…
Descriptors: Elementary School Students, Poverty, Behavior Problems, Student Behavior
Emotion Situation Knowledge in Elementary School: Models of Longitudinal Growth and Preschool Correlates
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Fine, Sarah E.; Izard, Carroll E.; Trentacosta, Christopher J. – Social Development, 2006
We examined individual differences in developmental trajectories of emotion situation knowledge (ESK), at three time points throughout elementary school in a sample of children from economically disadvantaged families. Results showed that ESK and the subscales of joy, fear, anger, shame and interest exhibited positive growth from the first to the…
Descriptors: Cues, Economically Disadvantaged, Individual Differences, Verbal Ability
Anger Perception, Caregivers' Use of Physical Discipline, and Aggression in Children at Risk
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Fine, Sarah E.; Trentacosta, Christopher J.; Izard, Carroll E.; Mostow, Allison J.; Campbell, Jan L. – Social Development, 2004
We analyzed the relations between teacher reports of aggressive behaviors, caregiver reports of their use of physical discipline, anger perception accuracy, and anger perception bias in middle childhood and teacher reports of aggressive behaviors two years later in a sample of children from economically disadvantaged families (n = 152). Fisher…
Descriptors: Discipline, Aggression, Economically Disadvantaged, Caregivers
Continuity and Change in Levels of Externalizing Behavior in School of Children from Economically Disadvantaged Families.
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Ackerman, Brian P.; Brown, Eleanor; Izard, Carroll E. – Child Development, 2003
Identified groups of economically disadvantaged children showing high externalizing behavior in first grade that persisted (persistent) or decreased (improver) in third grade, or low first- grade levels that were stable (unproblematic) or increased (new problem) in third grade. Found that verbal ability, behavioral impulsivity, parent…
Descriptors: Behavior Problems, Child Behavior, Children, Comparative Analysis