Sentences with phrase «teacher ratings of»

Responding to the call for independent data in maternal depression research (Burt et al. 2005), separate informants were used to assess the four constructs in the model — maternal reports of their depressive symptomatology, observer ratings of the quality of mother - child interaction, teacher ratings of child emotion regulation, and peer nominations of child social preference.

Pelham we, Gnagy eM, Greenslade Ke, Milich r. Teacher ratings of DSM - III - r symptoms for the disruptive behaviour disorders.

Connolly and Doyle (1981) documented that, during the early childhood years, teacher ratings of child peer acceptance have concurrent and predictive validity, correlating with observational assessments of peer relations and peer - nominations.

High risk was determined by teacher ratings of the externalizing scales of the Teacher's Report Form (TRF; Achenbach 1991; Verhulst et al. 1997).

Teacher ratings of boys» ability to cope constructively with negative emotions were positively related to the boys» social status, whereas teachers» ratings of boys» acting out in response to peer provocation were negatively related to their social status (Eisenberg et al. 1993).

Parent and Teacher Ratings of Temperamental Disposition to Social Anxiety: The BIS 3 — 6.

Discrepancies in parent and teacher ratings of low - income preschooler's social skills.

Findings on a non-clinical sample of children between 5 - and 7 - years old, comparing the MCAST with concurrent maternal attachment representation, measures of child temperament and behavior and concurrent ratings on the Separation Anxiety Test (Resnick 1993), showed that ratings of disorganized attachment on the MCAST were associated with Unresolved status on concurrent maternal AAIs, and with independent teacher ratings of classroom behavior (Goldwyn et al. 2000).

Combined effect sizes for parent and teacher ratings of internalizing behavior problems were small (< 0.28) and for externalizing behavior problems negligible (< 0.09) and not significant.

The goal of the present study is to examine genetic and environmental influences on maternal and teacher ratings of Attention Problems (AP) in 7 - year - old children.

Teacher ratings of conduct problems and official records of use of special education resources gave modest effect - size evidence that the intervention was preventing conduct problem behavior at school.

Briefly, they were referred by schools because of behavioral problems and had elevated parent and teacher ratings of hyperactivity, an IQ of at least 85, and a diagnosis of hyperkinetic reaction of childhood.27, 28 Children with a pattern of aggressive or antisocial behavior were excluded to rule out comorbid conduct disorder.

In the absence of such an active randomized control condition and in the absence of significant effects on teacher ratings of ADHD behavior, we can not ascertain that the observed improvements can be attributed to the specific treatment procedures, instead of non-specific treatment factors or expectancy effects of parents.

Factor Structure of Teacher Ratings of the ODD Symptoms in Children.

Children who have disorganized attachment with their primary attachment figure have been shown to be vulnerable to stress, have problems with regulation and control of negative emotions, and display oppositional, hostile - aggressive behaviours, and coercive styles of interaction.2, 3 They may exhibit low self - esteem, internalizing and externalizing problems in the early school years, poor peer interactions, unusual or bizarre behaviour in the classroom, high teacher ratings of dissociative behaviour and internalizing symptoms in middle childhood, high levels of teacher - rated social and behavioural difficulties in class, low mathematics attainment, and impaired formal operational skills.3 They may show high levels of overall psychopathology at 17 years.3 Disorganized attachment with a primary attachment figure is over-represented in groups of children with clinical problems and those who are victims of maltreatment.1, 2,3 A majority of children with early disorganized attachment with their primary attachment figure during infancy go on to develop significant social and emotional maladjustment and psychopathology.3, 4 Thus, an attachment - based intervention should focus on preventing and / or reducing disorganized attachment.

The screening included teacher ratings of disruptive behavior followed by parent ratings of child behavior at home.

At pretest, teacher ratings of ROE1 and ROE2 indicated statistically significantly higher physical aggression (ROE1 only), higher indirect aggression and lower pro-social behaviour compared with the control group (all p <.05).

Parent and teacher ratings of ADHD symptoms: psychometric properties in a community - based sample

In some instances, greater improvement was shown in children with higher teacher ratings of psychopathology.

Teacher ratings of internalizing behavior increased in the intervention group and comparison groups.

Reciprocal Relationships between Teacher Ratings of Internalizing and Externalizing Behaviors in Adolescents with Different Levels of Cognitive Abilities.

A comparison of objective classroom measures and teacher ratings of attention deficit disorder.

When compared with children in a control group, those who participated in the Second Step program showed greater improvement in teacher ratings of their social competence, were less aggressive, and were more likely to choose positive goals.

Such short - term benefits include decreased classroom disruptions, improvement in teacher ratings of the child's ADHD behavior, improvement in compliance with adult requests, improvement in peer interactions, and increase in on - task behavior and academic productivity.

Teacher ratings of their students» classroom behavior indicated no significant difference between the pre-and post-test means on the Ready, Willing, and Able subscale of the BRC (46.93; 46.81; t =.31).

Higher IQ and socioeconomic status were associated with better educational outcomes (more Study members with degrees and fewer without any qualifications), whereas parent and teacher ratings of antisocial and hyperactive behavioral problems at 5 years of age were associated with poorer outcomes (P ≤.001).

Television viewing between 5 and 15 years of age was associated with lower childhood socioeconomic status (P <.001), lower IQ (P <.001), and each of the parent and teacher ratings of antisocial and hyperactive behavior at 5 years of age (P <.05).

The groups did not differ for teacher ratings of behaviour.

Reh et al22 investigated the factor structure and concurrent and discriminant validity of QbTest and found the hyperactivity factor correlated with teacher ratings of hyperactive behaviour, providing evidence for the utility of including this additional measure of activity in a CPT.

Teacher ratings of language and communication after intervention were not significantly different between groups, although ratings of parent - child interactions by independent assessors were positive for children in the social - communication group.

Outcomes included teacher ratings of academic skills, emergent literacy skills, and behavior.

The Kindergarten Academic and Behavior Readiness Screener: The utility of single - item teacher ratings of kindergarten readiness.

UVA researchers used teacher ratings of children's performance for their study, as well as direct assessments of their students» literacy and language skills for a more objective measure.

These four groups were compared on measures of nonverbal reasoning, working memory, verbal knowledge, listening comprehension, phonological awareness, and rapid naming, as well as on teacher ratings of attention problems and self - reported efficacy.

The study examined whether teacher ratings of

Teacher ratings of social behavior showed improvement over time.

Teacher ratings of child learning behaviors, as operationalized by the Learning Behaviors Scale (LBS; McDermott, Green, Francis, & Stott, 1996), reflect four relatively independent subareas: competence motivation, attitude toward learning, attention / persistence, and strategy / flexibility.

During middle school, for example, students from elementary schools that had implemented the Developmental Studies Center's Child Development Project — a program that emphasizes community building — were found to outperform middle school students from comparison elementary schools on academic outcomes (higher grade - point averages and achievement test scores), teacher ratings of behavior (better academic engagement, respectful behavior, and social skills), and self - reported misbehavior (less misconduct in school and fewer delinquent acts)(Battistich, 2001).

Teacher ratings of the principal add another 15 percent, as do ratings by the principal's supervisor.

Looking at teacher ratings of school climate, school openness to parents, and district support (from Round Two of the teacher survey), we find once again that as poverty and diversity increase, teachers «ratings of climate, openness to parents, and district support decrease (see Table 1.6.1 below, and Appendix C1.6.1).141

In every case, the difference between top versus bottom 20 % mean teacher ratings of principals is the difference of at least one scale step (see Table 2).

In the ECLS - K, we use the approaches to learning scale, which is based on teacher ratings of students» attentiveness, task persistence, and eagerness to learn on a four - point scale.

They then control for student - level kindergarten test scores and teacher ratings of student behavior; with those controls, they find black students are statistically significantly less likely to be in special education than whites.

For instance, in one study, counting skills and understanding of quantities and the relationships between them in the year before starting primary school predicted children's maths achievement and teacher ratings of competence in maths one year later (Aunio, & Niemivirta, 2010).

JE: You mentioned there you also looked at teacher ratings of problem behaviour.

Children who started school a year later did not perform better in teacher ratings of their academic attainment than children who had started at an age appropriate time.

Associations Between Duration of Breastfeeding and Measures of Cognitive Ability, Teacher Ratings of School Performance, Standardized Tests of Achievement, and High School Success

Associations Between Duration of Breastfeeding and Measures of Cognitive Ability, Teacher Ratings of School Performance, Standardized Tests of Achievement, and High School Success After Adjustment for Covariates

In general, the results suggest that after adjustment for confounding, there were small but consistent tendencies for increasing duration of breastfeeding to be associated with increased IQ, increased performance on standardized tests, higher teacher ratings of classroom performance, and better high school achievement.

On average, children who were breastfed for ≥ 8 months 1) scored between 0.35 and 0.59 SD units higher on standardized tests of ability or achievement and teacher ratings of school performance than children who were not breastfed, and 2) were considerably less likely than nonbreastfed children to leave school without qualifications (relative risk = 0.38; 95 % CI: 0.25, 0.59).