Disruptive behavior disorders in childhood are increasingly pervasive and associated with numerous, negative long-term outcomes. The current study examined whether adding a brief, home-visitation intervention to an existing, multi-component (child and teacher) intervention, would improve social-emotional and behavioral outcomes for young children…

The current study explored the effects of child-centered group play therapy (CCGPT) on anxiety symptoms and problematic classroom behaviors of preschool children. Using a single case design, 4 preschool children with clinical levels of anxiety problems as rated by parents or teachers on the Child Behavior Checklist/Caregiver-Teacher Report Form,…

Using data from more than 7000 children from the Norwegian Mother, Father and Child (MoBa) study, this study explored the role of school readiness and teacher-child closeness in the early child education and care (ECEC) setting for the prospective academic and social development of children with early externalizing problems. Mother, ECEC teachers,…

This study examined the prevalence of ADHD symptoms and anxiety as reported by parents and teachers for 180 preschool children (ages 4-5) and school-aged children (ages 6-7) with ASD using the Child Behavior Checklist--Parent and Teacher Report Forms (Achenbach and Rescorla, Manual for ASEBA school-age forms & profiles, Research Center for…

In this article, the association between parental and professional caregivers' perceptions of early life stress (ELS) and the level of preschool social participation was examined, as was the possible moderating effect of parental health. In a community-based study, both parents and professional caregivers of 346 children aged 3 years provided…

The purpose of this study was to examine the relationship between language skills and behavioural problems and the potential moderating role of the quality of classroom emotional support in this relationship among 242 preschool children from low-income families. The "Preschool Language Scale-5" was administered individually to each…

This study tested international similarities and differences in scores on a scale comprising 12 items identified by international mental health experts as being very consistent with the "Diagnostic and Statistical Manual of Mental Disorders" (5th ed.) category of autism spectrum disorder. Participants were 19,850 preschoolers in 24…

The present study aimed to identify predictors of agreement and disagreement concerning emotional and behavioral problems reported by the mothers and teachers of preschool-aged children. Participants included 172 (89 boys) children, their mothers, and their preschool teachers. Mothers were asked to complete the Child Behavior Checklist for Ages…

Task persistence is related to attentional regulation and is needed for the successful transition to school. Understanding preschoolers' task persistence with caregivers could better inform the development and prevention of attention problems across this transition. Preschoolers' real-time task persistence profiles during problem-solving tasks…

Challenging behavior in preschool can lead to harmful outcomes for some children. While interventions have been shown to be effective in reducing or eliminating challenging behavior, evidence suggests that young children with challenging behavior are under-identified for services, increasing their risk for expulsion from early childhood programs.…

This study examined the prevalence of ADHD symptoms and anxiety as reported by parents and teachers for 180 preschool children (ages 4-5) and school-aged children (ages 6-7) with ASD using the Child Behavior Checklist--Parent and Teacher Report Forms (Achenbach and Rescorla, Manual for ASEBA school-age forms & profiles, Research Center for…

The current study explored the role of teacher-child relationship plays on the relationship between preschooler's shyness level and externalizing problem. The sample consisted of 463 children from 6 preschools of Shandong province in northern China. Mothers reported the shyness level, aggressive behavior, and attention problem of their children,…

Teacher-child relationships in early childhood are a crucial prerequisite for children's emotional, social and academic development. Therefore, it is important to be able to measure accurately the quality of interactions among them. The Student-Teacher Relationship Scale (STRS) is a widely accepted instrument in measuring the quality of…

Deficits in self-regulatory skills underlie or contribute to a range of adverse developmental problems and disorders, including ADHD (Barkley, 1997), eating disorders (Attie & Brooks-Gunn, 1995) and risk -taking behaviour (Cantor & Sanderson 1998; Eisenberg et al., 2005). Self-regulation has been recognised as an important factor in aiding…

Following the implementation of Tier 1 and Tier 2 Positive Behavior Support (PBS) strategies in six Head Start (HS) classrooms, three children in two classrooms were identified who had significant behavioral challenges and met the criteria for the use of individualized PBS. The purpose of this demonstration was to evaluate whether the effects of…