Forecasting Accuracy of Earliest Assessment Versus Transitional Change in Early Education Classroom Problem Behavior Among Children at Risk

Bidirectional Associations Between Preschool Classroom Behavior and Language and Literacy Skills

“…Previous research has also found that children with underactive behavior exhibit lower vocabulary skills (Fantuzzo et al, 2003; Kaiser et al, 2000; J. M. McDermott et al, 2013; Reyes et al, 2020; Strand et al, 2011). Vocabulary is often fostered throughout the preschool day in a variety of settings or activities.…”

“…Unfortunately, however, existing studies have found that children who display underactive behavior in the preschool classroom are also at risk of learning difficulties (Bulotsky-Shearer, Bell, & Domínguez, 2012; Domínguez et al, 2011; Fantuzzo et al, 2003; J. M. McDermott et al, 2013; Reyes et al, 2020). For example, underactive behaviors, such as shyness and social withdrawal, have been linked to lower expressive and receptive vocabulary (Bub et al, 2007; Fantuzzo et al, 2003; J.…”

“…Many early childhood researchers have identified significant associations between behavioral needs and academic underachievement (e.g., J. M. McDermott et al, 2013; Montes et al, 2012; Reyes et al, 2020), with many focusing on language and literacy outcomes (e.g., Bulotsky-Shearer & Fantuzzo, 2011; Chow et al, 2018; Chow & Wehby, 2018; Fantuzzo et al, 2003; McClelland et al, 2007). Early language and literacy skills have also been identified as important predictors of children’s future school success (Duncan et al, 2007; Justice et al, 2008; Whitehurst & Lonigan, 1998) and found to serve as protective factors for children at risk of academic difficulties in other domains (Burchinal et al, 2008).…”

Latent profile analysis of classroom behavior problems in an American national sample of prekindergarten children

“…The current study enumerates both the characteristic behavior problems and problem contexts of each latent profile by employing the Adjustment Scales for Early Transition in Schooling (ASETS; McDermott et al, 2013McDermott et al, , 2014, which consists of a large set of behavioral problem items embedded in learning, peer-and teacher-interaction contexts throughout the classroom. Learning is a socially embedded process, and behavior problems rooted in different classroom situations may yield different developmental outcomes (Hamre & Pianta, 2010;Reyes et al, 2020); therefore, our findings will indicate the prevalence and strength of different behavior problems across specific classroom contexts to inform where interventions may be most effectively employed.…”

Teacher–Child Interaction Quality Buffers Negative Associations Between Challenging Behaviors in Preschool Classroom Contexts and Language and Literacy Skills

“…Traditional rating scales measuring preschool externalizing and internalizing behaviors are found to be negatively associated with language (e.g., expressive and receptive language skills) and literacy skills (e.g., phonological awareness and letter knowledge) in low-income samples (Bichay-Awadalla et al, 2019; Bulotsky-Shearer et al, 2011, 2012; Curby et al, 2015; McDermott et al, 2013; Reyes et al, 2020; Roy & Raver, 2014; Qi, van Horn, et al, 2019; Tan & Dobbs-Oates, 2013). Preschool challenging behaviors also are associated negatively with language and literacy in kindergarten (Hartman et al, 2017).…”