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Current Filters: Author:Fantuzzo, John W. [remove]; Classification:Behavior/Social & Emotional Development/Socialization [remove];

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Community-based resilient peer treatment of withdrawn maltreated preschool children
Fantuzzo, John W., 1996
Journal of Consulting and Clinical Psychology, 64(6), 1377-1386

A study concerning the differences in social play of maltreated and nonmaltreated preschool children and the effectiveness of a resilient peer treatment (RPT) for socially withdrawn victims of physical abuse and neglect

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Identifying and promoting social competence with African American preschool children: Developmental and contextual considerations
Mendez, Julia, 2002
Psychology in the Schools, 39(1), 111-123

A study assessing temperament, language, self-regulation, and peer play, in a sample of 139 low-income African American children attending Head Start

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An investigation of classroom situational dimensions of emotional and behavioral adjustment and cognitive and social outcomes for Head Start children
Bulotsky-Shearer, Rebecca, January 2008
Developmental Psychology, 44(1), 139-154

An investigation of the influence of classroom behavior problems on preschool readiness outcomes among low-income preschool children in urban areas

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Investigation of dimensions of social-emotional classroom behavior and school readiness for low-income urban preschool children
Fantuzzo, John W., March 2007
School Psychology Review, 36(1), 44-62

An investigation of higher order dimensions of early educator's classroom strategies to promoting learning, social, emotional, and behavioral adjustments for low income preschool children

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An investigation of preschool classroom behavioral adjustment problems and social-emotional school readiness competence
Fantuzzo, John W., 2005
Early Childhood Research Quarterly, 20(3), 259-275

An examination of the relationship between multiple dimensions of classroom behavioral adjustment problems and socioemotional competencies for urban Head Start children in the Northeast

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Multirater congruence on the social skills rating system: Mother, father, and teacher assessments of urban Head Start children's social competences
Fagan, Jay, 1999
Early Childhood Research Quarterly, 14(2), 229-242

An investigation of mother and father ratings on Social Skills Rating System factors for urban Head Start children and an examination of the relationships between teacher and mother and teacher and father

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Parent involvement in early childhood education and children's peer-play competencies: An examination of multivariate relationships
Fantuzzo, John W., 2003
NHSA Dialog, 6(1), 3-21

A study of the relationship between parent involvement and the peer-play competencies of preschool children, measured with the Parent Involvement in Children's Education Scale (PICES) and the Penn Interactive Peer Play Scale (PIPPS), from a sample of 526 parents

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Preschool behavior problems in classroom learning situations and literacy outcomes in kindergarten and first grade
Bulotsky-Shearer, Rebecca, Q1 2011
Early Childhood Research Quarterly, 26(1), 61-73

An estimation of the influence of behavior problems on children's literacy outcomes, based on a sample of 2,682 four-year-old Head Start children assessed during preschool, kindergarten, and first grade

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The preschool learning behaviors scale: Dimensionality and external validity in Head Start
McDermott, Paul, 2012
School Psychology Review, 41(1), 66-81

A psychometric study of the dimensionality and utility of the Preschool Learning Behaviors Scale for use with disadvantaged preschool children that includes an examination of the relationship between preschool learning and reduced cognitive non-proficiency and behavioral maladjustment up to 3 years later, based on data from 119 teachers and 1,666 children in urban Head Start classrooms

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Preschool peer interactions and readiness to learn: Relationships between classroom peer play and learning behaviors and conduct
Coolahan, Kathleen Coyle, 2000
Journal of Educational Psychology, 92(3), 458-465

An inquiry into the role of peer play in the development of both learning and problem behaviors in children, based on a sample of 556 low-income children and 43 teachers from 14 Head Start centers in a northeastern city, evaluated using the Penn Interactive Peer Play Scale (PIPPS), and the Preschool Learning Behaviors Scale (PLBS) or the Conners Teacher Rating Scale (CTRS)

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Preschool version of the Social Skills Rating System: An empirical analysis of its use with low-income children
Fantuzzo, John W., 1998
Journal of School Psychology, 36(2), 199-214

An investigation of the reliability and validity of the published teacher version of the preschool Social Skills Rating System (SSRS) for Head Start children

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Relations between behavior problems in classroom social and learning situations and peer social competence in Head Start and kindergarten
Bulotsky-Shearer, Rebecca, December, 2010
Journal of Emotional and Behavioral Disorders, 18(4), 195-210

A study of relationships between preschool situational problems and peer social competence at the end of preschool, and a second study of relationships between preschool situational problems and peer social competence at the end of kindergarten that controls for peer social competence and child demographic variables, based on data from 257 Head Start children from a large urban school district

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The relationship between peer-play interactions in the family context and dimensions of school readiness for low-income preschool children
Fantuzzo, John W., 2002
Journal of Educational Psychology, 94(1), 79-87

A study of the relationship between peer-play interactions in the family context and dimensions of school readiness for low-income preschool children

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Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

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