This study evaluated the efficacy of the Preschool First Step (PFS) to Success early intervention for children at risk for attention deficit hyperactivity disorder (ADHD). PFS is a targeted intervention for children 3-5 years old with externalizing behavior problems and addresses secondary prevention goals and objectives. As part of a larger…

The purpose of this study was to examine kindergarten teachers' and children's perceptions of their relationships following a person-centred approach, and to describe patterns of relationships between them. 67 Kindergarten teachers and 403 children completed two measures designed to explore their perceptions of their relations. Four patterns of…

Speaking performance tests typically employ raters to produce scores; accordingly, variability in raters' scoring decisions has important consequences for test reliability and validity. One such source of variability is the rater's level of expertise in scoring. Therefore, it is important to understand how raters' performance is influenced by…

Research Findings: The transition to school is a major developmental milestone, and behavior tendencies already evident at the point of school entry can impact upon a child's subsequent social and academic adjustment. The current study aimed to investigate stability and change in the social behavior of girls and boys across the transition from day…

PART I REPLICATED RESEARCH CONCERNING TEACHER ATTITUDES TOWARD ADMINISTRATORS. PREVIOUS FINDINGS INDICATED TEACHERS IN SMALL SCHOOL SYSTEMS HAD A STRONGER SENSE OF SUPERINTENDENT LEADERSHIP THAN DID TEACHERS IN LARGE SCHOOL SYSTEMS. HOWEVER, SUPERINTENDENTS RESPONDED WITH OPPOSITE PERCEPTION IN SELF-ANALYSIS TESTS. THE REPLICATION RECOMMENDED THAT…

Behaviorally disordered (N=727) and nonhandicapped (N=1116) students of three age levels were assessed for adjustment problems, using a teacher-completed checklist. Results showed that on most checklist items significantly more behaviorally disordered students experienced problems than nonhandicapped students. Among the behaviorally disordered Ss,…

Primary emphasis of the model is on the analysis of behavior as it is elicited in specific situations, the primary goal being to acquire relevant information that will contribute to decisions as to desired changes in behavior. (Author)

To develop a peer rating scale from which a behavioral complex corresponding to hyperkinetic impulse disorder could emerge, 27 seventh graders answered a yes/no 50-item questionnaire on child behavior for each of 23 classroom peers. The findings refute the view that hyperactivity is merely a pejorative term used by adults about child behavior.…

To ascertain whether subjects with similar behavior profiles also showed similar psychoeducational problems, 108 emotionally disturbed boys (aged 9 to 14 years) were studied. Teachers rated the behavior of children in their classes using the Quay Behavior Problem Checklist; subjects were also given achievement and intelligence tests. Seven…

This study compared parent and teacher behavioral ratings for 77 children (ages 5-16) diagnosed as having attention deficit disorder with hyperactivity (ADD/H), attention deficit disorder without hyperactivity (ADD/WO), or learning disabilities (LD). ADD/WO and LD children were rated similarly on symptoms of withdrawal and impulsivity but differed…

Only the Social Withdrawal and Social Competence subscales of the Child Behavior Checklist (CBCL) tapped a Social Competence factor in common with Social Competence subscales from a parent rating scale (Social Skills Rating System) and a scale (Pupil Evaluation Inventory) for teachers. Mothers of 93 boys (aged 7 to 11 years) completed the CBCL.…

Teachers completed Connors Teacher Rating Scale on 581 special education and 45 regular education students to examine effects of age, sex, and race on Cohen and Hynd Factor Analysis. Four special education subgroups obtained distinct behavioral profiles. Results support use of Cohen and Hynd factor analysis in providing clinically meaningful…

The utility of teacher ratings of student academic performance and psychosocial behaviors as technically sound indirect measures of student outcomes was demonstrated in a long-term study of the effects of background variables on a cohort of Danish children (n=350). The Baker-Mednick Teacher Rating Form was developed for this purpose. (SLD)