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Kulkarni, Tara; Sullivan, Amanda L. – Psychology in the Schools, 2019
Recent studies report the cumulative prevalence of behavioral disorders among school-age children to be second only to anxiety disorders. Unfortunately, by the time behavior has been identified as needing special education services, patterns of disruptive and externalizing behavior have often become unremitting. If at-risk behavior can be reliably…
Descriptors: Correlation, Elementary School Students, Behavior Problems, Kindergarten
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McDermott, Paul A.; Rovine, Michael J.; Reyes, Roland S.; Chao, Jessica L.; Scruggs, Richard; Buek, Katharine; Fantuzzo, John W. – Psychology in the Schools, 2018
This study examined the latent developmental patterns for classroom learning behaviors among children from underresourced families. Based on standardized teacher observations, a large sample (N = 2,152) of children was assessed for manifestations of Competence Motivation and Attentional Persistence twice annually through Head Start, kindergarten,…
Descriptors: Early Childhood Education, Preschool Children, Kindergarten, Grade 1
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Mattison, Amira; Raffaele Mendez, Linda M.; Dedrick, Robert; Dickinson, Sarah; Wingate, Emily; Hanks, Camille – Psychology in the Schools, 2018
Our goals in this study were to examine (a) the degree to which teacher perceptions of children's behavior in kindergarten (averaged across fall and spring for each child) predict retention by Grade 5 and (b) whether these relationships are moderated by student race, gender, or socioeconomic status (SES). Data from the Early Childhood Longitudinal…
Descriptors: Preschool Teachers, Teacher Attitudes, Kindergarten, Predictor Variables
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Hall, Cristin M.; Welsh, Janet A.; Bierman, Karen L.; Nix, Robert – Psychology in the Schools, 2016
The association between social withdrawal, school adjustment, and academic functioning in preschool and school entry is well-established. Children who experience social withdrawal in primary grades are at risk for decreased academic performance. The bidirectional relationships among early literacy and social withdrawal in primary grades have not…
Descriptors: Kindergarten, Withdrawal (Psychology), Reading Achievement, At Risk Students
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Lembke, Erica S.; McMaster, Kristen L.; Stecker, Pamela M. – Psychology in the Schools, 2010
The purpose of this article is to describe research-based reading intervention within a Response-to-Intervention (RTI) model, using prevention science as a context. First, RTI is defined and a rationale is provided for its use in improving the reading performance of all students, particularly those students identified as at risk for…
Descriptors: Reading Difficulties, Intervention, Reading Research, Prevention