Based on 1,364 children across Grades 1, 3, and 5, the present study explored the mutualism of (externalizing and internalizing) behavioral problems and language, and whether social skills explained such mutualism. The random intercept cross-lagged panel models were conducted to control for between-person level variance and to explore mutualism of…

This study investigated the repercussions of coronavirus disease (COVID-19) and the subsequent quarantine on the emotional well-being of children in their initial years of formal schooling, with particular emphasis on children with special educational needs (SEN) and children from high and low socioeconomic statuses (SES). This longitudinal study…

The current study examines the extent to which associations between internalizing problems, body mass index (BMI), and language skills from early (36 months) to late childhood (fifth grade) are due to relatively stable between-child differences, time-specific correlations, or cross-lagged paths. Data from the NICHD study, Early Child Care and…

The present study examined, within a longitudinal family-informed design and across middle childhood, the predictive associations between preference for solitude and social wariness, two forms of social withdrawal, and peer difficulties. Specifically, preference for solitude, rather than social wariness, was expected to predict peer victimization…

Purpose: The objective of this study was to compare children with persistent versus transient preschool language delay on language, academic, and psychosocial outcomes in elementary school. Method: Children with persistent language delay (n = 30), transient language delay (n = 29), and no language delay (controls; n = 163) were identified from a…

Based on data from 710 2-parent families enrolled in the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development, this article examined dyadic and family-level interdependence among indicators of family members' competence over time. A cross-lagged model that included children and both parents was…

ASD symptomology and behavioral problems pose challenges for children with ASD in school. Disagreement between parents and teachers in ratings of children's behavior problems may provide clinically relevant information. We examined parent-teacher disagreement on ratings of behavior problems among children with ASD during the fall and spring of the…

ASD symptomology and behavioral problems pose challenges for children with ASD in school. Disagreement between parents and teachers in ratings of children's behavior problems may provide clinically relevant information. We examined parent-teacher disagreement on ratings of behavior problems among children with ASD during the fall and spring of the…

Early school engagement patterns set the stage for short- and long-term academic behaviors and progress, and low engagement at school entry can give rise to dysfunctional school behavior and underachievement in later years. Relationships with parents and teachers provide a foundation upon which children develop the skills and behaviors that are…

Concerns regarding the social-behavioral maladjustment of U.S. youth have spurred efforts among educators and policymakers to identify and remedy educational contexts that exacerbate children's anxiety, depression, aggression, and misconduct. However, investigations of the influence of collective classroom student characteristics on individuals'…

Using data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development (N = 1,364), the present study supports an agentic perspective; it demonstrates that mothers' depressive symptoms in infancy predict children's poor first-grade cognitive functioning because depressive symptoms…

"Fast Track" is a comprehensive intervention designed to reduce conduct problems and promote academic, behavioral, and social improvement. The program's components include the "Promoting Alternative THinking Strategies" curriculum, parent groups, parent-child sharing time, child social skills training, home visiting, child…

This longitudinal study, conducted among a sample of Finnish primary-school children, examined the proposition that a single high-quality relationship (either with a teacher or a parent) can buffer against adjustment problems. Teachers rated the externalizing problems and prosocial behaviors of 378 children in Grade 1 and again in Grade 2.…

On the basis of longitudinal data across 9 years, this study examined the contribution of sustained attention and executive function to the poor cognitive and socioemotional adjustment of school-age children whose mothers had depressive symptoms during the child's infancy. Mothers (N = 1,364) reported depressive symptoms across their child's…

Using data ("n" = 3,790 with 2,119 in the 3-year-old cohort and 1,671 in the 4-year-old cohort) from 353 Head Start centers in the Head Start Impact Study, the only large-scale randomized experiment in Head Start history, this article examined the impact of Head Start on children's cognitive and parent-reported social-behavioral outcomes…