(2000). Preschool peer interactions and readiness to learn: Relationships between classroom peer play and learning behaviors and conduct. Journal of Educational Psychology, 92,[458][459][460][461][462][463][464][465]

This study investigated treatment-related symptom clusters and the influence of selected demographic/clinical variables on symptom clustering in breast cancer patients across a treatment trajectory. A secondary analysis of 282 breast cancer patients receiving chemotherapy or radiotherapy was done to determine the clustering of oncologic treatment-related symptoms at selected time points of treatment. Two distinct clusters were identified: a psychoneurological cluster and an upper gastrointestinal cluster. The clustering of symptoms was generally stable across the treatment trajectory. The clustering, however, was weaker when the time lapse after the completion of treatment became longer. Demographic and clinical variables did not significantly influence symptom clustering. Psychoneurological symptoms had a tendency to occur together across the treatment trajectory, as did upper gastrointestinal symptoms. Effective symptom assessment/management strategies need to take into account this co-occurrence of symptoms. The findings from this study underscore the need for further investigation of the common biological basis of symptoms to attain more effective management of multiple symptoms.

This article presents the design, national standardization, and validation of the Preschool Learning Behaviors Scale (McDermott, Green, Francis, & Stott, 2000). A normative sample (N = 100) of 3‐ to 5–1/2‐year‐olds was configured to the U.S. Census, wherewith factor analyses yielded distinct and reliable dimensions of Competence Motivation, Attention/Persistence, and Attitude Toward Learning. The solution was invariant in an independent national sample (N = 170) and generalizable across child sex, age, ethnicity, and parent education level. Three‐week stability and interobserver agreement were supported with a local Head Start sample (N = 52). Bivariate and canonical correlations demonstrated validity convergence with indices of social skills, divergence from behavior problems, and substantial independence from cognitive ability. Implications and future research are considered. © 2002 Wiley Periodicals, Inc.

PurposeThe objective of this paper is to present different perspectives on building “trust” among supply chain participants working on construction projects.Design/methodology/approachA case study methodology was adopted; with five construction projects selected as five case studies for the trust in construction project on the basis a selection criteria devised for the research project. Over 40 interviews were conducted with participants operating at different levels in their respective organisations and at different point in the supply chain.FindingsThe information provided by the multiple informants was, to a large extent, consistent with much of the academic literature relating to the importance of and barriers to trust. Specifically, the case studies highlighted: what people within the construction industry understand by trust, reliance, and honest professional relationship; the key factors that contribute towards building trust and factors that result into breakdown of trust; and organisational and project related factors that influence trust and relationships among people within the industry.Research limitations/implicationsThe findings from this study are limited due to: a small number of case studies undertaken, focused within the North West Region of England, and limited time and resources available. However, the ideas proposed for ways to develop trust in construction projects as seen from project findings have important implications for not only the clients but also for the main contractors and sub‐contractors who need to pay greater attention to build trusting and long‐term relationship as part of an integrated supply chain in order to deliver the continuous demand for services especially from public sector clients.Practical implicationsIf more businesses operating in the construction sector gave more thought to the importance of trust in construction projects then this could have a significant impact on contract design and over all procurement strategy. Specifically the repetitive work carried out by the local authorities in the UK, such as school building and maintenance, social housing stock improvement, etc., can be subcontracted to the contractors on a longer term basis resulting into long term supply chain relationship among organisations and cost savings.Originality/valueThe research is among the first attempts in response to Latham report published in 1994, in order to explore the role of trust in construction projects, from the perspective of multiple stakeholders. The paper provides insights into the practical issues that prevent the widespread development of trust within the construction industry, which is a challenge that clearly warrants further attention from academics and practitioners.

The validity generalization of the Preschool Learning Behavior Scale (PLBS; McDermott, Green, Francis, & Stott, 2000) dimensions was assessed for low-income, urban, preschool children. A three-factor structure was found: Competence Motivation, Attention/Persistence, and Attitude Toward Learning. This structure was congruent with the PLBS structure derived from the national standardization sample. Multi-method, multi-source concurrent validity analyses further substantiated the PLBS dimensions for use with this population. Measures of interactive peer play behaviors at home and at school, dimensions of classroom self-regulation, and assessments of receptive and expressive vocabulary provided convergent validity for the PLBS dimensions, while measures of disruptive and disconnected peer play behaviors at home and at school provided divergent validity.

The present concurrent study combined developmental and ecological considerations to examine the unique contribution of multiple preschool competencies to an indicator of early academic success. Participants included 195 Head Start children from 32 classrooms representative of a large, urban Head Start program. Dimensional (variable-centered) analyses revealed 3 distinct classroom competency dimensions (i.e., General Classroom Competencies, Specific Approaches to Learning, and Interpersonal Classroom Behavioral Problems). The first 2 of these dimensions were found to be uniquely associated with early academic success. Findings from typological (person-centered) analyses supported the dimensional findings. Typological analyses revealed 7 profiles of classroom competency distinguished by high scores on the dimensions of General Competencies and Approaches to Learning, and these profiles were found to relate differentially to the indicator of early academic success.

This article presents the design, nationwide standardization, and validation of the Adjustment Scales for Children and Adolescents (ASCA), a device that bases psychopathology on pervasiveness of problem behavior across multiple situations. A norm sample of 1,400 5-through 17-year-old Ss was stratified according to the U.S. Census by age, gender, academic level, ethnicity, handicapping condition, national region, community size, and parent education. An additional 1,418 Ss composed supplementary validity generalization samples, and all Ss were evaluated by teachers using ASCA. Exploratory and confirmatory components analyses revealed 8 distinct and reliable syndromes, 6 of which are core syndromes found to be generalizable across age, gender, and ethnicity: Attention-Deficit Hyperactive, Solitary Aggressive (Provocative), Solitary Aggressive (Impulsive), Oppositional Defiant, Diffident, and Avoidant. Concurrent and discriminant validity were demonstrated for the core syndromes, and their use in practice and future research is discussed.Contemporary research and practice show a growing preference for objective rather than analytic or inferential definitions of child psychopathology. This is manifest in the rapid development of behavioral criteria for the identification and classification of social and emotional disturbance in the fields of clinical child psychology and psychiatry (Achenbach, 1988; American Psychiatric Association, 1991;Fantuzzo & McDermott, 1992).Psychologists are particularly encouraged by the advantages associated with standardized rating scales and checklists that are keyed to observable and potentially alterable behaviors. More popular scales afford unobtrusive evaluations of child behavior in natural social settings, such as classroom or home (as compared with isolated clinical examination sessions), and as made by contextually knowledgeable adults, such as teachers and parents. Teachers, although imperfect observers, can inform a more objective understanding of children, as derived through observation of many children across time and in the common social arenas of play, competition, and learning.Notwithstanding compelling theoretical and research foundations, the empirical study of child psychopathology has been impeded. Rating scales often produce ambiguous measures of behavior pathology that do not conform to theoretical or clinical expectation or that overlap too extensively to permit differential interpretation. For example, dimensions intended to identify behavior that is distinctly hyperactive typically correlate .85-.60 with dimensions intended to identify distinctly aggressive behavior (

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