OBJECTIVES To determine if there is a relationship between overweight and behavior problems among children as young as 5 years old by studying the association between overweight and behavioral health at entry into kindergarten and to determine whether overweight status is a risk factor for the onset of new behavior problems during the first 2 years in school. DESIGN We use data from a nationa...

The unique and interactive contributions of past externalizing behavior, negative parenting, and teacher–child relationship quality to externalizing behavior trajectories after the transition to school were examined. In a sample of 283 children, random regression analyses indicated that conflict in the teacher–child relationship during the school transition contributed to faster rates of increa...

Teachers are o�en ill-prepared to manage classrooms in urban schools. In the present study, an empirically-based behavioral management strategy, the Good Behavior Game (Game), was investigated. The effects of the Game on student behavior and teacher response statements, including praise, were examined. A teacher with 22 students in a first grade classroom of an urban elementary school participa...

OBJECTIVES Many adults mention past incidences of verbal abuse by the teacher as the most overwhelming negative experience in their lives. The present study examined (1) the course and stability of verbal abuse by the teacher from kindergarten through grade 4 and (2) the link between verbal abuse by the teacher and children's behavioral, emotional, and academic adjustment. DESIGN Participants...

A multiple baseline design across participants was used to determine how teacher greetings affected on-task behavior of 3 middle school students with problem behaviors. Momentary time sampling was used to measure on-task behavior during the first 10 min of class. Teacher greetings produced increases in students' on-task behavior from a mean of 45% in baseline to a mean of 72% during the interve...

BACKGROUND Internalizing and externalizing problem behavior at school can have major consequences for a child and is predictive for disorders later in life. Teacher ratings are important to assess internalizing and externalizing problems at school. Genetic epidemiological studies on teacher-rated problem behavior are relatively scarce and the reported heritability estimates differ widely. A uni...

This investigation tested the effects of the Metropolitan Area Child Study (MACS) classroom enhancement intervention on teacher behavior. The teacher intervention consisted of teacher seminars and individual consultation, and was delivered in all three intervention conditions of the MACS study. Subjects for the present study were 287 students at high risk for aggression and 48 teachers randomly...