Socioeconomically disadvantaged children face elevated risk for behavior problems. Greater understanding of the relationships between a range of socioeconomic factors and behavioral trajectories across childhood is needed to improve prevention efforts.
Behavior trajectories of youth are influenced by a range of demographic and socioeconomic factors.
Disruptive behavior in the classroom negatively affects all students’ academic engagement, achievement, and behavior. Group contingencies have been proven effective in reducing disruptive behavior as part of behavior interventions in the classroom.
Minimizing problem behavior in the classroom is crucial for social skills development and academic success of students. This study investigated the effectiveness of an intervention strategy for diminishing disruptive behavior (e.g., talking out of turn), the Good Behavior Game (GBG).
Organized youth programs provide a context where adolescents experience strong emotions and may develop new ways of
thinking about and dealing with emotions. The current study examined youth’s reports of positive and negative emotions
Youth experience a range of emotions that have implications on learning outcomes and emotion socialization.
Children’s and adolescents’ cognitive abilities, social adaptation, and externalizing behaviors are broadly associated with each other at the bivariate level; however, the direction, ordering, and uniqueness of these associations have yet to be identified.