Showing papers in "Journal of School Psychology in 2000"

TL;DR: In this study, measures were obtained from a normative sample of 387 children in kindergarten and first grade from high-risk neighborhoods in 4 different sites and results indicated that the 3 risk factors were differentially associated with the 6 PI factors.

TL;DR: In this article, the authors explored multiple predictors of high school dropout across development, including early home environment, quality of early caregiving, socioeconomic status, IQ, behavior problems, academic achievement, peer relations, and parent involvement.

TL;DR: In this article, the authors found that the perceived quality of family-school interaction was a better predictor of trust than was the frequency of contact or demographic variables, which was positively correlated with three indicators of school performance.

TL;DR: This article examined aspects of children's social and contextual experience in schools and found that students who had poor relationships with teachers and poor bonds with school had poorer scores on self-and teacher ratings of social and emotional adjustment than children classified as having positive relationships and bonds.

TL;DR: This article examined children's relationships with their teachers in a three-year longitudinal study beginning in their next-to-last year of preschool and continuing through kindergarten and found that teachers reported greater closeness and more dependency in their relationships with girls than with boys.

TL;DR: In this article, the authors examined the characteristics of teachers (e.g., ethnicity, gender, relationship history) and children and found that the perceived attachment history was a significant predictor of the quality of child-teacher relationships.

TL;DR: The authors examined the effects of teacher race, pupil race, and teacher-child racial congruence on teacher ratings of the school adjustment of 445 kindergarten through fifth-grade children from 70 classrooms in 24 racially mixed urban schools.

TL;DR: In this article, the authors explored the nature and consequences of developmental change in speed of information processing and found evidence that age differences in processing speed reflect developmental changes in a global mechanism that limits processing speed on most tasks.

TL;DR: A review of the literature on school reintegration programs for children with cancer can be found in this paper, where a discussion of research issues highlights design difficulties in the field and suggest suggestions for school psychologists working with chronically ill children.

TL;DR: This article examined whether mothers' verbal input at 3 years of age that specifies relations between objects, actions, and concepts (scaffolding) related to children's development of verbal and nonverbal cognitive skills from 3 through 6 years.

TL;DR: In this article, the authors examined the efficacy of the PrimeTime intervention and the soundness of their model of change and highlighted the importance of testing both intervention efficacy and putative mechanisms of change when evaluating newly developed treatment models.

TL;DR: This paper found that the relation between self-concept and adjustment is not best described by a simple linear relation between these variables, but may be better explained by the consistency or discrepancy between self and external appraisals.

TL;DR: In this paper, the role of freshman-year risk and protective factors in relation to dropout status and senior-year adjustment indices among those who remained in school, including academic performance, psychological symptoms, and drug use.

TL;DR: In this paper, six principles of developmental psychopathology (defined as a broad framework that incorporates diverse theoretical principles and orientations) are applied to the development, evaluation and application of interventions for the prevention and treatment of dysfunction in children and adolescents.

TL;DR: Examination of academic, behavioral, and social outcomes of a cohort of children and adolescents following TBI revealed that premorbid functions were significant predictors of reading and spelling achievement and adaptive functioning.

TL;DR: The authors investigated differences in social cognitive processing between two subtypes of aggressive children: those rejected by their peers and those not rejected, and found that aggressive children who are not also peer-rejected appear to have a distinct pattern of social cognitive biases that reflect antisocial beliefs likely to support the use of aggression to obtain desired goals.

TL;DR: In this article, the etiology of the covariation between mathematics performance and general cognitive ability in data from a sample of 555 twins selected for learning deficits (310 monozygotic [MZ] and 245 same-sex dizygotic [DZ] twin pairs).

TL;DR: The results of a 2-year longitudinal study of a sample of 23 mother-infant dyads observed during a free-play interaction session when infants were 6 and 8 months of age and then assessed for language and intellectual outcomes during the second and third years of life were reported in this article.

TL;DR: This paper conducted interviews with 25 school psychologists in eight school districts in the Pacific Northwest and found that participants did not conceptualize their careers in stages, described themes over the course of their careers, key influences on their professional development, and changes in attitudes and engagement over their professional lives.

TL;DR: Overall, children with asthma improved more than the children with epilepsy, and with the exception of children with high-severity epilepsy over time, the majority of the children were near the population mean in achievement-related behavior at follow-up.

TL;DR: In this paper, the authors elaborate why there is need for theory in child and adolescent therapy research, the different foci of theory, and the progression of description to explanation in research.

TL;DR: The authors reviewed literature from the field of developmental behavior genetics and found that the relative effect of genetic influences on cognitive ability may increase with age, whereas the relative influence of shared environment may decrease.

TL;DR: In many ways a revolution has been occurring in applied areas of psychology through the recent emphasis on empirically supported interventions (ESIs) and their application to child and adult problems.

TL;DR: In a recent special issue as discussed by the authors, the development of intelligence from different perspectives, each of which is relevant for researchers and practitioners interested in children's school performance, is explored from a variety of perspectives.

TL;DR: In this paper, the authors argue that a utilitarian action-oriented approach to theory in which theories are local and particular statements that attempt to explain observed phenomena has replaced the traditional view of theory as truth.

TL;DR: The Essential Role of Theory in the Science of Treating Children: Beyond Empirically Supported Treatments as discussed by the authors has been a useful and important critique of our current practice in a certain area; in this case, in the use of empirically supported treatments (EST) with children and adolescents.

TL;DR: In this article, a study was designed to determine the extent to which adults' ratings of cognitive and social competence among rural African American children converge, and the results showed that parents' involvement in their children's schools would be associated with more similarity in parents' and teachers' ratings than would ratings of social competence.

TL;DR: In this paper, scores from the Guide to the Assessment of Test-Session Behavior together with those from the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) acquired from a random sample of 640 children were used to test Kaufman's hypothesis that FSD will be lower than those from their corresponding factors (i.e., Verbal Comprehension and Perceptual Organization) when children display inappropriate test-taking behaviors.