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1.
Maternal negativity in parent-child interactions related to both the presence and persistence of child externalizing behavior problems. We examined how behavior of 120 mothers and their children in an interaction task at preschool related to assessments of child behavior problems at preschool, first grade, and third grade. At preschool and first-grade, children were assigned to three groups: comparison, moderate externalizing, and pervasive externalizing; at both timepoints the pervasive externalizing group had greater maternal negativity assessed at preschool. Maternal negativity was predicted, beyond the child's disruptive behavior in the task, by two variables: mother's perception of low spousal agreement and support related to child problems and depression. At third grade, child symptoms and diagnoses of ADHD and ODD were predicted by mothers' commands and repeat commands, though not negativity, in the preschool interaction task. Implications of these findings for early family intervention are discussed.  相似文献   

2.
Maternal negativity in parent-child interactions related to both the presence and persistence of child externalizing behavior problems. We examined how behavior of 120 mothers and their children in an interaction task at preschool related to assessments of child behavior problems at preschool, first grade, and third grade. At preschool and first-grade, children were assigned to three groups: comparison, moderate externalizing, and pervasive externalizing; at both timepoints the pervasive externalizing group had greater maternal negativity assessed at preschool. Maternal negativity was predicted, beyond the child's disruptive behavior in the task, by two variables: mother's perception of low spousal agreement and support related to child problems and depression. At third grade, child symptoms and diagnoses of ADHD and ODD were predicted by mothers' commands and repeat commands, though not negativity, in the preschool interaction task. Implications of these findings for early family intervention are discussed.  相似文献   

3.
Grounded in person–environment fit theory, this study examined whether low‐income mothers’ preferences for education moderated the effects of employment‐ and education‐focused welfare programs on children’s positive and problem behaviors. The sample included 1,365 families with children between ages 3 and 5 years at study entry. Results 5 years after random assignment, when children were ages 8–10 years, indicated that mothers’ education preferences did moderate program impacts on teacher‐reported child behavior problems and positive behavior. Children whose mothers were assigned to the education program were rated by teachers to have less externalizing behavior and more positive behavior than children whose mothers were assigned to the employment program but only when mothers had strong preferences for education.  相似文献   

4.
Objective. African American children exposed to multiple social risk factors during early childhood often experience academic difficulties, so identification of protective factors is important. Design. Academic and school behavior trajectories from kindergarten through third grade were studied among 75 African American children who have been followed prospectively since infancy to test hypothesized protective factors: quality of home and child care environments during early childhood, child language and social skills at entry to kindergarten, and school characteristics. Results. Children exposed to multiple risks in early childhood showed lower levels of academic and social-emotional skills from kindergarten through third grade. Parenting mediated the association with risk. Children's language skills, parenting, and child care quality serve as protective factors in acquisition of mathematics skills and reduction in problem behaviors during the first 4 years of primary school for African American children facing multiple risks. Attending a school with a higher proportion of children from low-income families might predict increasing numbers of problem behaviors over time. Conclusions. Exposure to social risk in early childhood negatively predicted academic achievement and adjustment during early elementary school for African American children, in part through associations between exposure to social risk and less responsive and stimulating parenting. Furthermore, the negative associations between risk and academic outcomes were substantially weaker when children had more responsive and sensitive parents or child care providers or entered school with stronger language skills.  相似文献   

5.
Research Findings: Racial/ethnic minority low-income children with temperaments high in negative reactivity are at heightened risk for developing disruptive behavior problems. Teacher–child relationships characterized by high levels of closeness and low levels of conflict may protect against the development of disruptive behaviors in school. The present study examined whether teacher–child closeness and conflict moderated the association between temperamental negative reactivity and growth in disruptive behaviors in low-income Black and Hispanic kindergarten and 1st-grade children. Findings revealed that negative reactivity predicted higher overall levels of in-school disruptive behavior problems at the beginning of kindergarten as well as growth in behavior problems over kindergarten and 1st grade. However, the effect of negative reactivity on disruptive behaviors was attenuated when children had relationships with teachers characterized by high levels of closeness and low levels of conflict. Practice or Policy: Implications for further research and practice are discussed.  相似文献   

6.
This paper examines the contribution of parents’ education and children’s gender on parental expectations of their children’s future education and the role of parental perceptions of their child’s competencies in the formation of their expectations. A group of university and vocationally educated parents (N = 418) were asked to estimate the probability of their child entering gymnasium (high school) or vocational education and assess the child’s competencies, first in preschool, and then at the end of the third school year. It was found that the education and gender‐bound differences in the parental expectations were established before the child entered school, and by the end of the third school year the relationships between expectations and competence assessments strengthened and were more uniform among the parents. The findings suggested that the parental assessments of their child’s abilities can be regarded as a potentially important social‐psychological process through which social differences are transformed into the individualized interpretations of the child’s educational prospects.  相似文献   

7.
The present study examined reciprocal influences between student–teacher relationship quality and students’ externalizing and internalizing behaviors in secondary education. Our sample included 1,219 secondary school students (49.1% boys; Mage = 13.53, SD = 1.77) from seventh, eighth, tenth, and eleventh grade. Students reported about their externalizing and internalizing behaviors and the quality of the relationships (closeness, conflict) with their Dutch and math teachers at three occasions within one school year. Cross-lagged path models showed positive reciprocal associations between conflict with the math teacher and externalizing behavior over time. For the Dutch teacher, externalizing behavior positively predicted conflict over time, but not the other way around. Externalizing behavior also negatively predicted closeness with both teachers over time.  相似文献   

8.
Research Findings: Data from a national sample of Portuguese preschool centers were used to examine the relationship between age of start and number of hours in child care and levels of externalizing and prosocial behaviors with peers. Participants were both parents and teachers of 543 children (mean age = 4.5 years, 50.6% girls). Children started child care between 3 and 64 months and were attending child care 1–9 hr per day. The child care centers’ classrooms had adult–child ratios between 5 and 8.7 and group sizes between 15 and 26 children. Externalizing and prosocial behavior with peers was assessed with the Social Competence and Behavior Evaluation Scale–Short Form completed by the 3 adult informants. Control variables included family sociodemographics and education level, maternal parenting style assessed with the Parenting Styles and Dimensions Questionnaire, and maternal stress assessed with the Parenting Experiences questionnaire. Practice or Policy: Both the number of hours per week in child care and an earlier start of center-based child care had modest but significant associations with dimensional scores from teachers’ reports of externalizing behavior but not with mothers’ or fathers’ reports, suggesting that externalizing behavior with peers could be regarded as context specific to peer relationships in group child care. There was no evidence that the quantity of exposure to child care per se could be a substantial risk factor for severe levels of externalizing behavior. Prosocial behavior with peers was not significantly associated with the number of hours in child care or with the age of entry into group child care.  相似文献   

9.
This study examined program outcomes of student problem behavior and social skills, based on teachers' perspectives, before and after early behavioral intervention services. The study targeted students in kindergarten through grade 5 who were identified by the school system as being at risk for emotional and behavioral disorders. Students identified received early intervention services based on individualized positive behavior supports (i.e. social skills training, functional behavioral assessment, and team collaboration). The results indicate that early intervention services that teach social skills and use functional behavioral assessments to deal with problem behaviors are beneficial to children displaying behavioral challenges.  相似文献   

10.
This study examined bidirectional associations between mothers' depressive symptoms and children's externalizing behavior and whether they were moderated by preschool‐age effortful control and gender. Mothers and teachers reported on 224 primarily White, middle‐class children at ages 3, 5, and 10. Effortful control was assessed via behavioral battery and mother ratings. Structural equation modeling indicated that maternal depressive symptoms at child age 3 predicted more externalizing behavior at age 10 among children with low effortful control and among boys. Externalizing behavior at age 3 predicted fewer depressive symptoms at the age 10 assessments among mothers of children with high effortful control. Boys with suboptimal self‐regulation exposed to high levels of maternal depressive symptoms were at greatest risk for school‐age behavioral problems.  相似文献   

11.
Objective. To better understand the antecedents of fathers’ positive engagement and child externalizing behaviors, we examined the roles of maternal coparenting attitudes and fathers’ prenatal intuitive parenting behaviors in predicting fathers’ positive engagement and toddler externalizing behaviors. Design. One hundred and eighty-two dual-earner families residing in Columbus, Ohio, were recruited when parents were expecting their first child. They were followed across the transition to parenthood and assessed at the third trimester (Time 1), 3 months postpartum (Time 2), 9 months postpartum (Time 3), and when the child reached approximately 27 months of age (Time 4). Mothers reported their perceptions of their partners’ parenting competence (i.e., coparenting attitudes) and their children’s externalizing behaviors at Times 2 and 4, respectively. Fathers reported their own positive engagement at Times 2 and 3. Fathers’ intuitive parenting behaviors were observed at Time 1. Results. After controlling for fathers’ positive engagement at Time 2, maternal endorsement of fathers’ parenting competence positively predicted fathers’ positive engagement at Time 3, especially for fathers who displayed average or high levels of prenatal intuitive parenting behaviors. For families with fathers who displayed average or above-average intuitive parenting behaviors, maternal endorsement of fathers’ parenting competence was negatively associated with children’s externalizing behaviors through its positive association with fathers’ positive engagement. Conclusions. Maternal coparenting attitudes in conjunction with fathers’ prenatal intuitive parenting predicted toddler externalizing behaviors through their association with fathers’ positive engagement.  相似文献   

12.
This study examined the third‐grade outcomes of 11,902 low‐income Latino children who experienced public school pre‐K or child care via subsidies (center‐based care) at age 4 in Miami‐Dade County, Florida. Regression and propensity score analyses revealed that children who experienced public school pre‐K earned higher scores on standardized assessments of math and reading in third grade and had higher grade point averages than those who attended center‐based care 4 years earlier. The sustained associations between public school pre‐K (vs. center‐based care) and third‐grade outcomes were mediated by children's kindergarten entry preacademic and social–behavioral skills, and among English‐language learners, English proficiency. Implications for investing in early childhood programs to assist with the school readiness of young Latino children in poverty are discussed.  相似文献   

13.
ABSTRACT

Low academic achievements are predicted by early disadvantages. Because achievement gaps typically escalate with age, early efforts to prevent future academic disadvantages are called for. The current study examines whether exposure to structured pre-academic activities in Early Childhood Education and Care (ECEC) play a compensatory role for the early academic achievements in school (teacher ratings and screening tests of reading and math) of children who were at developmental (low receptive language), behavioral (high externalizing behavior and low effortful control) and socio-economic (low maternal education) risk in preschool. Using a sample of 934 children from the longitudinal Behavioral Outlook Developmental Study to examine between-school comparisons and within-school fixed effects models, findings suggest that preschoolers with externalizing behaviors may moderately benefit from structured pre-academic activities prior to school entry. However, it is concluded that this pre-academic boost is weak and may be limited to a short transition period from ECEC to school.  相似文献   

14.
Student behavioral concerns are a top priority for school psychologists. This project took an ecological systems perspective by examining the contribution of students’ initial externalizing and internalizing behaviors and the quality of their classroom environments to their behavioral outcomes across one school year. Participants included 322 elementary students and their 32 teachers. Results suggested that externalizing and internalizing behaviors were stable over time. However, the correlation between fall and spring internalizing behavior was accentuated if students also had high externalizing behavior in the fall. Poor spring behavioral engagement was predicted by students’ fall internalizing (but not externalizing) behavior. Importantly, classrooms high in emotional support attenuated the stability of students’ internalizing behavior. In addition, students’ fall externalizing behavior appeared to be associated with reduced spring internalizing behavior in classrooms high in emotional support or classroom organization. Findings underscore the importance of considering both student‐ and classroom‐level factors when predicting elementary students’ behavioral outcomes.  相似文献   

15.
This study investigates the dynamic interplay between teacher–child relationship quality and children's behaviors across kindergarten and first grade to predict academic competence in first grade. Using a sample of 338 ethnically diverse 5‐year‐old children, nested path analytic models were conducted to examine bidirectional pathways between children's behaviors and teacher–child relationship quality. Low self‐regulation in kindergarten fall, as indexed by inattention and impulsive behaviors, predicted more conflict with teachers in kindergarten spring and this effect persisted into first grade. Conflict and low self‐regulation jointly predicted decreases in school engagement which in turn predicted first‐grade academic competence. Findings illustrate the importance of considering transactions between self‐regulation, teacher–child relationship quality, and school engagement in predicting academic competence.  相似文献   

16.
Across the United States, children with behavioral and emotional problems receive one of a variety of labels if they are determined eligible for special education services. Labels like SED, EBD, and BD can result in lowered or negative expectations that others have for these children. This study investigated the effects of label, child's gender and race, child's educational placement, and availability of definitional information on prognostic judgments for children with behavior problems. Three‐hundred‐sixty‐three undergraduate students enrolled in teacher education courses read a vignette and completed a prognostic outlook questionnaire. The questionnaire items asked for judgments about the likelihood of further behavioral disruption, the likelihood of developing and maintaining adequate interpersonal relationships, and requested an estimate of overall adjustment of the child. The vignette described an elementary school child with behavior problems and its content was held constant. Gender (boy vs. girl), race (African American vs. Caucasian), educational placement (receiving special education services full‐time through inclusion vs. self‐contained), diagnostic label (BD vs. EBD vs. SED) and definition of the disorders (present vs. absent) were varied. There was a label × race × placement interaction and a label × definition interaction for the behavioral disruptiveness dependent measure. Under the inclusion condition White children who had the SED or EBD label were rated to be significantly more likely to be disruptive than children with the BD label. For the 2‐way interaction when no definitional information was given children who had the SED label were rated more likely to be disruptive than children who had either the EBD or BD labels. There was also a significant gender × race × definition interaction on the overall adjustment measure. However, post hoc contrasts were not significant and no conclusions were drawn other than that the effect was minimal. There was a significant main effect of gender on the interpersonal relationships variable. Girls were judged as significantly more likely to develop appropriate interpersonal relationships with others than were boys. No other significant effects were noted. © 1999 John Wiley & Sons, Inc.  相似文献   

17.
The early identification of young children's special educational needs (SEN), as well as the development of specific strategies to support those children identified with special needs, are increasingly recognised as crucial to facilitating good adjustment to school and to ensuring that such children are helped to reach their full potential in education. Using a large national sample of young children in England whose developmental progress was followed up from pre‐school, this study investigates which child, family, home and pre‐school factors can be viewed as risk or protective factors for later SEN‐status at age 10. The experience of high‐quality pre‐school education is shown to reduce the likelihood of a child being identified as experiencing SEN in the long run. Teachers’ assessments of SEN are found to be strongly related to children's reading and mathematics attainment, but other factors also predict SEN, including a child's age within a year group.  相似文献   

18.
This study reports the findings of a pilot demonstration project called Together for Kids, which used a mental health consultation model to address the needs of young children with challenging behaviors who are identified in preschool classrooms. The study was conducted in four preschool programs and one Head Start program serving children ages 3–5, including both private-pay families and those using public subsidies. Rates of significant behavior problems as assessed by preschool teachers using a standardized scale were high, with 34% of all children enrolled in preschool classrooms in these sites over a 3-year period identified at-risk of externalizing or internalizing problems. Classroom teachers, as well as individual children and families identified as at-risk, were provided services, including, classroom observation and teacher training, individual child assessment and therapy, family assessment and support, and referrals for other family needs. Analysis of outcomes for 47 children and families with externalizing behavior problems who received individualized consultation, compared to 89 control children, and analysis of outcomes of a matched group of 19 intervention and 19 control children, revealed that the intervention was associated with significant improvements in classroom aggressive and maladaptive behavior, and growth in adaptive behavior. Improvements in child behavior were associated with total hours of individual child services provided, and with improvements in child developmental skills. Significant reductions in the rate of children suspended or terminated from child care programs were also found. Implications for further development of models of early childhood mental health consultation are discussed.  相似文献   

19.
Objective. This study considered the role of mothers' depressive symptoms and hostile-controlling behavior in young children's externalizing and internalizing behavior problems. Pathways of influence between mothers' depressive symptoms and hostile-controlling behavior and children's externalizing and internalizing behavior problems also were examined. Design. Data were collected at child ages 4 and 6 years from a nonclinical, community sample of 51 mothers and their children. At both assessments, mothers' behavior was observed during a structured mother - child play activity, and mothers completed questionnaires to assess their depressive symptoms and children's externalizing and internalizing symptoms. Results. Hierarchical regression analyses revealed different patterns of findings across the 2 assessments as well as different patterns of findings for children's externalizing versus internalizing behaviors. At age 4, mothers' depressive symptoms and hostile-controlling behavior predicted children's externalizing behaviors; at age 6, only mothers' hostile-controlling behavior predicted children's externalizing behaviors. Regarding children's internalizing behaviors, mothers' depressive symptoms were significant predictors at child age 4; however, by age 6, mothers' depressive symptoms were no longer significant predictors. When longitudinal modeling was applied to the data, some support for both maternal and child effects was found. Conclusions. Findings highlight the importance of considering mothers' depressive symptoms and hostile-controlling behavior in predicting children's externalizing and internalizing behavior problems and suggest different etiological pathways for externalizing versus internalizing expressions of dysfunction.  相似文献   

20.
Despite school‐based services, adolescents with maladaptive behavior experience negative outcomes, highlighting the need for insight into factors that contribute to and escalate behavior problems during middle school—a high‐risk period. We examined how perceived school stress, stress regulation (engagement/disengagement coping, involuntary responses), and executive function of 79 middle schoolers with and without significant behavior problems were related to internalizing and externalizing behaviors. Results showed students with significant behavior problems (a) had lower executive function abilities and higher peer stress, (b) used less engagement coping, and (c) reported more maladaptive behaviors than typical peers. For all students, school‐based stress positively predicted behavior problems and use of stress regulation techniques, with group moderating effects. Involuntary responses to stress positively predicted maladaptive behaviors, whereas engagement/disengagement coping predicted internalizing behaviors only. As a mediator, engagement coping decreased the relationship between perceived stress and behavior problems. Based on these findings, we highlight important prevention and intervention areas.  相似文献   

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