The Incredible Years (IY) Series includes separate group interventions to improve parenting interactions, teacher classroom management, and child social-emotional regulation. Although originally developed to treat early onset conduct problems, IY targets many of the proposed mechanisms and risk factors for internalizing distress in early childhood. Prior studies have demonstrated the effects of...

Despite robust evidence that parents and teachers provide incremental validity in the assessment of attention-deficit/hyperactivity disorder (ADHD), far less is known about the predictive utility of various strategies for incorporating these multi-informant data. Thus, we compared the 2-year predictive validity of four common assessment methods (i.e., algorithms) for ADHD symptoms--(a) parent o...

Empirical evidence from developed countries supports the idea that parent-teacher interaction is high and improves student outcomes. The evidence from developing countries is, however, decidedly mixed. Using longitudinal data that we collected from nearly 6,000 students and 600 teachers in rural China, we show that the prevalence of parent-teacher interaction is generally much lower than that o...

Research suggests that genetic syndromes associated with intellectual disability often have specific cognitive and behavioural profiles. It has been suggested that educational approaches need to reflect these profiles. Parents (n = 381) and teachers (n = 204) of children with one of four syndromes, fragile X syndrome, Prader–Willi syndrome, Williams syndrome and velo-cardio-facial syndrome were...

OBJECTIVE To determine whether there are differences in the social gradient of parent-reported and teacher-reported child psychological well-being. DESIGN Secondary data analysis comparing ratings of child psychological well-being (Strengths and Difficulties Questionnaire, SDQ) in the UK Millennium Cohort Study at 7 years by socioeconomic circumstances (SEC). A number of measures of SEC were ...

BACKGROUND Very preterm (VP) children face a broad range of neurodevelopmental sequelae, including behavioral problems. AIM To investigate prevalence, pervasiveness and co-occurrence of symptoms of attention deficit hyperactivity disorder (ADHD) and autism spectrum disorder (ASD) in school-age children born very preterm. METHODS Using questionnaire and diagnostic interview data, parent and ...

Methods for measuring homework performance have been limited primarily to parent reports of homework deficits. The Homework Performance Questionnaire (HPQ) was developed to assess the homework functioning of students in Grades 1 to 8 from the perspective of both teachers and parents. The purpose of this study was to examine the factorial validity of teacher and parent versions of this scale, an...

This study explored item-level change in pre-service teachers’ attitudes toward teacher- and parent-initiated parent involvement across four diverse universities. Pre-service teacher (N = 1658) were measured before after exposure to the online Parent Teacher Education Connection (PTEC) curriculum which provides information about Epstein’s six types of involvement. The universities infused this ...

BACKGROUND Although characterised by motor impairments, children with Developmental Coordination Disorder (DCD) also show high rates of psychopathology (anxiety, depression, low self-esteem). Such findings have led to calls for the screening of mental health problems in this group. AIMS To investigate patterns and profiles of emotional and behavioural problems in children with and without DCD...