Child maltreatment is prominent in the United States making it a public health issue; maltreatment during childhood results in higher risk of physical and mental health problems. Previously data on the prevalence of maltreatment was based on retrospective self-reports.
This study examined the effects yielded from the implementation of assessment-based behavior support plans on the engagement and problem behavior of three young children with behavioral challenges in a community early childhood program.
Child assessments were utilized to evaluated the effects of an individualized positive behavior support (PBS) process in an early childhood classroom.
This investigation examined the mutual influences between structured parenting and child social wariness during toddlerhood using a longitudinal adoption design. The sample consisted of 361 adoption-linked families, each including an adopted child, adoptive parents, and a birth mother.
Several studies have linked childhood anxiety symptoms to parenting behaviors; however, the mechanisms of this association are not well characterized and may be due to socialization, shared genes, or a combination of both.
The development of child and adolescent self-concept was examined as a function of the self-concept domain, social/developmental/educational transitions, and gender.
Elementary through high school students participated in 12 waves of data collection over six years to assess the development of self-concept in social, developmental, and educational transitions.
Research documents the importance of school connectedness for promoting positive youth development, academic achievement, and overall school success (see Monahan el al., this issue).
Youth, parents and guardian, and school staff reports were used to explore key design features and qualities of after-school programs that foster school connectedness, (i.e., the degree to which youth feel connected to their school, measured by feelings of connection, attendance, and academic out