One hundred ninety-five boys with attention-deficit/hyperactivity disorder (ADHD) were compared with 73 comparison boys (M = 9.83 years, SD = 1.30) on self-perceptions relative to a teacher-rated criterion. Emphasis was placed on ADHD subgroup comparisons according to level of aggression, academic achievement, and depression compared with control boys. Consistent with the authors' prediction, ADHD boys overestimated relative to teacher report, more than did controls, in the scholastic competence, social acceptance, and behavioral conduct domains. Examination of discrepancy scores (child rating - teacher rating) by comorbidity subgroups suggested that aggressive and low-achieving ADHD boys tended to overestimate their competence the most in the domains in which they were the most impaired. Results are discussed in terms of prior literature on "positive illusions" in ADHD children.

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The relationships between preschool children and their teachers are an important component of the quality of the preschool experience. This study used attribution theory as a framework to better understand these relationships, examining the connection between teachers’ perceptions of children's behavior and teachers’ behavior toward those children. One hundred seven preschool children and 24 preschool teachers participated in this study. Two teachers reported on each child's behavior using the Teacher Report Form of the Child Behavior Checklist. Commands and praise directed toward children by the teachers in the study were coded from classroom videotapes. Teachers gave more commands to children they perceived as having greater general behavior problems, even after controlling for the shared variance in the other classroom teacher's report of the child's behavior. Implications for school psychologists, teachers, and researchers are discussed.

Teachers implemented a 6-week classroom intervention designed to promote emergent math skills and math interest in preschool-aged children. Teachers in experimental classrooms incorporated mathrelevant activities into their daily routine during circle time, transitions, mealtime, and small-group activities. Control classrooms engaged in their typical activities. After the program, experimental children scored significantly higher than control children on a standardized test of math ability and enjoyed math activities more than the control children, as measured by both teacher and self-report. Teachers rated the program as highly satisfactory and reported that they increased their own enjoyment and skill in implementing math activities in their classrooms. The intervention effects were largely accounted for by substantial gains by boys, whereas girls showed much smaller program response.Math skills are critical to many science and technology careers (Clark, 1988), and math deficiencies limit students' career options (Eccles, 1997). General worry has been expressed about poor performance among U. S. children (e.g., Geary, 1996), with particular concern about math development in girls and low-SES (socioeconomic status) children (e.g., Eccles, 1997; National Science Foundation, 1996). Women compose only 8% of engineers and 20% of physical scientists (National Science Foundation, 1996), and low-SES groups are even more vulnerable to poor math attainment (Rech & Stevens, 1996). Because math-oriented jobs tend to be well paid, these patterns contribute to the gender gap in salaries and to chronic cycles of poverty. In addition to the economic consequences of poor math achievement, poor school performance puts children at risk for mental health problems (Caspi,

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