Child Care and Early Education Research Connections
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Child Behavior Checklist Teacher's Report Form
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Instruments
Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.
Do effects of early child care extend to age 15 years?: Results from the NICHD Study of Early Child Care and Youth Development
Child Behavior Checklist Teacher's Report Form for Ages 6-18
A twelve-year follow-up study of maltreated and at-risk children who received early therapeutic child care
Type of child care and children's development at 54 months
Proactive screening for emotional/behavioral concerns in Head Start preschools: Promising practices and challenges in applied research
Care neglect, supervisory neglect, and harsh parenting in the development of children's aggression: A replication and extension
Child Behavior Checklist for Ages 2-3
Child Behavior Checklist for Ages 6-18
Child Behavior Checklist for Ages 4-18
Child Behavior Checklist/1.5-5
An evaluation of Best Families, a parenting education intervention program for Head Start families: The effects on child-rearing style, affirming communication, and children's behavior
A curriculum-based approach for social-cognitive skills training: An intervention targeting aggression in Head Start preschoolers
Observed differences between early childhood programs in the U.S. and Korea: Reflections of ''developmentally appropriate practices'' in two cultural contexts
Agreement and stability of teacher rating scales for assessing ADHD in preschoolers
Parental factors correlated with developmental outcome in the migrant Head Start child
Does class size in first grade relate to children's academic and social performance or observed classroom processes?
Testing associations between young children's relationships with mothers and teachers
Duration and developmental timing of poverty and children's cognitive and social development from birth through third grade
Social functioning in first grade: Associations with earlier home and child care predictors and with current classroom experiences
Preschoolers? academic readiness: What role does the teacher-child relationship play?
Individual experiences of children with and without disabilities in early childhood settings
Relationship-focused child care practices: Quality of care and child outcomes for children in poverty
Social-emotional problems in early childhood and the development of depressive symptoms in school-age children
Children's negative emotionality moderates influence of parenting styles on preschool classroom adjustment
Context-inappropriate anger, emotion knowledge deficits, and negative social experiences in preschool
Genetic moderation of early child-care effects on social functioning across childhood: A developmental analysis
In the running for successful outcomes: Exploring the evidence for thresholds of school readiness
Results of the Aprender a Convivir Program for development of social competence and prevention of antisocial behavior in four-year-old children
Identification of disabilities and service receipt among preschool children living in poverty
Improving school readiness: A multi-systemic examination of early childhood education
Enhancing social competence and the child-teacher relationship using a child-centred play training model in Hong Kong preschools
Teachers' ratings of preschool children's behaviour: Inter-teacher agreement and variation in their agreement
From early care and education to adult problem behaviors: A prevention pathway through after-school organized activities
NICHD Study of Early Child Care and Youth Development: Phase I, 1991-1994 [United States]
NICHD Study of Early Child Care and Youth Development: Phase II, 1995-1999 [United States]
NICHD Study of Early Child Care and Youth Development: Phase III, 2000-2004 [United States]
NICHD Study of Early Child Care and Youth Development: Phase IV, 2005-2007 [United States]
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