Screening for Externalizing Behavior Problems

Casat, Charles D.; Norton, H. James

doi:10.1097/00004583-200011000-00003

Cited by 3 publications

(2 citation statements)

References 5 publications

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“…Internal consistency in the current sample was .81. There are strong validity data on this widely-used scale (e.g., Casat, Norton, & Boyle-Whitesel, 1999; Nolan & Gadow, 1994; Pelham et al, 1989), and findings suggest that construct equivalence applies across children from different ethnic groups (Reid, Casat, Norton, Anastopoulos, & Temple, 2001). Raw scores, potentially ranging from 0 to 15, are reported.…”

Section: Methodsmentioning

confidence: 99%

The association between preschool children's social functioning and their emergent academic skills

Arnold

Kupersmidt

Voegler‐Lee

et al. 2012

Early Childhood Research Quarterly

124

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This study examined the relationship between social functioning and emergent academic development in a sample of 467 preschool children (M = 55.9 months old, SD = 3.8). Teachers reported on children’s aggression, attention problems, and prosocial skills. Preliteracy, language, and early mathematics skills were assessed with standardized tests. Better social functioning was associated with stronger academic development. Attention problems were related to poorer academic development controlling for aggression and social skills, pointing to the importance of attention in these relations. Children’s social skills were related to academic development controlling for attention and aggression problems, consistent with models suggesting that children’s social strengths and difficulties are independently related to their academic development. Support was not found for the hypothesis that these relationships would be stronger in boys than in girls. Some relationships were stronger in African American than Caucasian children. Children’s self-reported feelings about school moderated several relationships, consistent with the idea that positive feelings about school may be a protective factor against co-occurring academic and social problems.

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Section: Methodsmentioning

confidence: 99%

The association between preschool children's social functioning and their emergent academic skills

Arnold

Kupersmidt

Voegler‐Lee

et al. 2012

Early Childhood Research Quarterly

124

View full text Add to dashboard Cite

show abstract

“…Though internal consistency for this form version has not been reported with preschoolers, similar versions have reported internal consistency upwards of .87 with preschoolers (McGoey, DuPaul, Haley, & Shelton, 2007). In addition, there are strong validity data on this widely-used scale (e.g., Casat, Norton, & Boyle-Whitesel, 1999; Nolan & Gadow, 1994; Pelham et al, 1989), and findings suggest that construct equivalence applies across children from different ethnic groups (Reid, Casat, Norton, Anastopoulos, & Temple, 2001). Internal reliability for this sample was adequate ( α oppositional = .87, α inattentive = .82).…”

Section: Methodsmentioning

confidence: 99%

Teacher (mis)perceptions of preschoolers’ academic skills: Predictors and associations with longitudinal outcomes.

Baker¹,

Tichovolsky²,

Kupersmidt³

et al. 2015

Journal of Educational Psychology

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Preschool teachers have important impacts on children’s academic outcomes, and teachers’ misperceptions of children’s academic skills could have negative consequences, particularly for low-income preschoolers. This study utilized data gathered from 123 preschool teachers and their 760 preschoolers from 70 low-income, racially diverse centers. Hierarchical linear modeling was utilized to account for the nested data structure. Even after controlling for children’s actual academic skill, older children, children with stronger social skills, and children with fewer inattentive symptoms were perceived to have stronger academic abilities. Contrary to hypotheses, preschoolers with more behavior problems were perceived by teachers to have significantly better pre-academic abilities than they actually had. Teachers’ perceptions were not associated with child gender or child race/ethnicity. Although considerable variability was due to teacher-level characteristics, child characteristics explained 42% of the variability in teachers’ perceptions about children’s language and pre-literacy ability and 41% of the variability in teachers’ perceptions about mathability. Notably, these perceptions appear to have important impacts over time. Controlling for child baseline academic skill and child characteristics, teacher perceptions early in the preschool year were significantly associated with child academic outcomes during the spring for both language and pre-literacy and math. Study implications with regard to the achievement gap are discussed.

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