Top

Journal of Psychopathology and Behavioral Assessment

Gepubliceerd in:

01-12-2014

Improving School Readiness in Preschoolers with Behavior Problems: Results from a Summer Treatment Program

Auteurs: Paulo A. Graziano, Janine Slavec, Katie Hart, Alexis Garcia, William E. Pelham Jr.

Gepubliceerd in: Journal of Psychopathology and Behavioral Assessment | Uitgave 4/2014

Abstract

To examine a) the feasibility of delivering a summer treatment program for pre-kindergarteners (STP-PreK) with externalizing behavior problems (EBP) and b) the extent to which the STP-PreK was effective in improving children’s school readiness outcomes. Participants for this study included 30 preschool children (77 % boys; Mean age = 5.33 years; 77 % Hispanic background) with at-risk or clinically elevated levels of EBP. The STP-PreK was held at an early education center and ran for 8-weeks (M-F, 8 a.m.–5 p.m.) during the summer between preschool and kindergarten. In addition to a behavioral modification system and comprehensive school readiness curriculum, a social-emotional curriculum was also embedded within the STP-PreK to target children’s self-regulation skills (SR). Children’s pre- and post-school readiness outcomes included a standardized school readiness assessment as well as parental report of EBP, adaptive functioning, and overall readiness for kindergarten. SR skills were measured via a standardized executive functioning task, two frustration tasks, and parental report of children’s emotion regulation, and executive functioning. The STP-PreK was well received by parents as evidenced by high attendance and satisfaction ratings. Additionally, all school readiness outcomes (both parent and observational tasks) significantly improved after the intervention (Cohen’s d effect sizes ranged from 0.47 to 2.22) with all effects, except parental report of emotion regulation, being maintained at a 6-month follow-up. These findings highlight the feasibility and utility of delivering an early intervention summer program that can successfully target multiple aspects of children’s school readiness, including behavioral, social-emotional/self-regulation, and academics.

vorige artikel Psychophysiological and Neuropsychological Characteristics of Non-Incarcerated Adult Males with Higher Levels of Psychopathic Personality Traits

volgende artikel Forms and Functions of Aggression in Adolescents: Validation of the Portuguese Version of the Peer Conflict Scale

Al Otaiba, S., & Fuchs, D. (2002). Characteristics of children who are unresponsive to early literacy intervention: a review of the literature. Remedial and Special Education, 23, 300–316.CrossRef

Arbeau, K. A., & Coplan, R. J. (2007). Kindergarten teachers’ beliefs and responses to hypothetical prosocial, asocial, and antisocial children. Merrill-Palmer Quarterly, 53(2), 291–318.CrossRef

August, G. J., Bloomquist, M. L., Realmuto, G. M., & Hektner, J. M. (2007). The early risers “skills for success” program: A targeted intervention for preventing conduct problems and substance abuse in aggressive elementary school children. In P. H. Tolan, J. Szapocznick, & S. Sambrano (Eds.), Preventing youth substance abuse: Science-based programs for children and adolescents (pp. 137–158). Washington, DC: American Psychological Association.CrossRef

Barkley, R. A. (2010). Deficient emotional self-regulation: a core component of attention-deficit/hyperactivity disorder. Journal of ADHD & Related Disorders, 1(2), 5–37.

Barnett, W. S., Jung, K., Yarosz, D. J., Thomas, J., Hornbeck, A., Stechuk, R., et al. (2008). Educational effects of the tools of the mind curriculum: a randomized trial. Early Childhood Research Quarterly, 23, 299–313.CrossRef

Beck, S. J., Hanson, C. A., Puffenberger, S. S., Benninger, K. L., & Benniger, W. B. (2010). A controlled trial of working memory training for children and adolescents with ADHD. Journal of Clinical Child and Adolescent Psychology, 39, 825–836.PubMedCrossRef

Bierman, K. L., Nix, R. L., Greenberg, M. T., Blair, C., & Domitrovich, C. E. (2008). Executive functions and school readiness intervention: Impact, moderation, and mediation in the head start REDI program. Development and Psychopathology, 20, 821–843.PubMedCrossRefPubMedCentral

Blair, C. (2002). School readiness: integrating cognition and emotion in a neurobiological conceptualization of children’s functioning at school entry. American Psychologist, 57, 111–127.PubMedCrossRef

Blair, C., & Diamond, A. (2008). Biological processes in prevention and intervention: the promotion of self-regulation as a means of preventing school failure. Development and Psychopathology, 20, 899–911.PubMedCrossRefPubMedCentral

Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78, 647–663.PubMedCrossRef

Bodrova, E., & Leong, D. J. (2007). Tools of the mind: The Vygotskian approach to early childhood education (2nd ed.). New York: Merrill/Prentice Hall.

Boggs, S. R., Eyberg, S. M., Edwards, D. L., Rayfield, A., Jacobs, J., Bagner, D., & Hood, K. K. (2005). Outcomes of parent-child interaction therapy: A comparison of treatment completers and study dropouts one to three years later. Child & Family Behavior Therapy, 26(4), 1–22.

Bracken, B. A. (2002). Bracken school readiness assessment, second. San Antonio: The Psychological Corporation.

Brestan, E., Jacobs, J., Rayfield, A., & Eyberg, S. M. (1999). A consumer satisfaction measure for parent–child treatments and its relationship to measures of child behavior change. Behavior Therapy, 30, 17–30.CrossRef

Bronson, M. B., Tivnan, T., & Seppanen, P. S. (1995). Relations between teacher and classroom activity variables and the classroom behaviors of prekindergarten children in Chapter 1 funded programs. Journal of Applied Developmental Psychology, 16, 253–282.CrossRef

Bush, G., Luu, P., & Posner, M. I. (2000). Cognitive and emotional influences in anterior cingulate cortex. Trends in Cognitive Sciences, 4, 215–222.PubMedCrossRef

Calkins, S. D. (2007). The emergence of self-regulation: Biological and behavioral control mechanisms supporting toddler competencies. In C. Brownell & C. Kopp (Eds.), Socioemotional development in the toddler years: Transitions and transformations (pp. 261–284). New York: Guilford Press.

Calkins, S. D., Graziano, P. A., & Keane, S. P. (2007). Cardiac vagal regulation differentiates among children at risk for behavior problems. Biological Psychology, 74, 144–153.PubMedCrossRefPubMedCentral

Campbell, S. (2002). Behavior problems in preschool children: Clinical and developmental issues (2nd ed.). New York: Guilford Press.

Campbell, S. B., & Ewing, L. J. (1990). Follow‐up of hard‐to‐manage preschoolers: adjustment at age 9 and predictors of continuing symptoms. Journal of Child Psychology and Psychiatry, 31, 871–889.PubMedCrossRef

Chronis, A. M., Chacko, A., Fabiano, G. A., Wymbs, B. T., & Pelham, W. E., Jr. (2004). Enhancements to the behavioral parent training paradigm for families of children with ADHD: review and future directions. Clinical Child and Family Psychology Review, 7, 1–27.PubMedCrossRef

Clark, C. A., Pritchard, V. E., & Woodward, L. J. (2010). Preschool executive functioning abilities predict early mathematics achievement. Developmental Psychology, 46, 1176–1191.PubMedCrossRef

Cooper, H., Charlton, K., Valentine, J. C., & Muhlenbruck, L. (2000). Making the most of summer school: A meta-analytic and narrative review. Monographs of the Society for Research Development, 65(1), 1–118.

Cooper, H., Nye, B., Charlton, K., Lindsay, J., & Greathouse, S. (1996). The effects of summer vacation on achievement test scores: a narrative and meta-analytic review. Review of Educational Research, 66, 227–268.CrossRef

Cunningham, C. E., Bremmer, R.B., & Secord-Gilbert, M. (1998). COPE, the Community Parent Education Program: A school based family system oriented workshop for parents of children with disruptive behavior disorders (Leader’s manual). Hamilton, ON: COPE Works.

Denham, S. A. (2006). Social-emotional competence as support for school readiness: what is it and how do we assess it? Early Education and Development, 17, 57–89.CrossRef

Diamond, A., Barnett, W. S., Thomas, J., & Munro, S. (2007). Preschool program improves cognitive control. Science, 318, 1387–1388.PubMedCrossRefPubMedCentral

Eisenberg, N., Valiente, C., & Eggum, N. D. (2010). Self-regulation and school readiness. Early Education and Development, 21, 681–698.PubMedCrossRefPubMedCentral

Espy, K. A., McDiarmid, M. M., Cwik, M. F., Stalets, M. M., Hamby, A., & Senn, T. E. (2004). The contribution of executive functions to emergent mathematic skills in preschool children. Developmental Neuropsychology, 26, 465–486.PubMedCrossRef

Eyberg, S. M., Funderburk, B. W., Hembree-Kigin, T. L., McNeil, C. B., Querido, J. G., & Hood, K. K. (2001). Parent–child interaction therapy with behavior problem children: one and two year maintenance of treatment effects in the family. Child & Family Behavior Therapy, 23(4), 1–20.CrossRef

Eyberg, S. M., Nelson, M. M., & Boggs, S. R. (2008). Evidence-based psychosocial treatments for children and adolescents with disruptive behavior. Journal of Clinical Child & Adolescent Psychology, 37, 215–237.CrossRef

Fabiano, G. A., Pelham, W. E., Gnagy, E. M., Burrows-MacLean, L., Coles, E. K., Chacko, A., et al. (2007). The single and combined effects of multiple intensities of behavior modification and multiple intensities of methylphenidate in a classroom setting. School Psychology Review, 36, 195–216.

Gioia, G. A., Espy, K. A., & Isquith, P. K. (2003). The behavior rating inventory of executive function—preschool version. Odessa: Psychological Assessment Resources.

Goldsmith, H. H., & Rothbart, M. K. (1996). The Laboratory Temperament Assessment Battery (LAB-TAB): Locomotor Version 3.0. Technical manual. Madison: Department of Psychology, University of Wisconsin.

Graziano, P., Hart, K., & Slavec, J. (2013). School Readiness Parenting Program. Unpublished Leader's Manual.

Graziano, P., Keane, S. P., & Calkins, S. D. (2011). Sustained attention development during the toddlerhood to preschool period: associations with toddlers’ emotion regulation strategies and maternal behavior. Infant and Child Development, 20, 389–408.PubMedCrossRefPubMedCentral

Graziano, P., Reavis, R., Keane, S. P., & Calkins, S. D. (2007). The role of emotion regulation in children’s early academic success. Journal of School Psychology, 45, 3–19.PubMedCrossRefPubMedCentral

Green, C. T., Long, D. L., Green, D., Iosif, A. M., Dixon, J. F., Miller, M. R., et al. (2012). Will working memory training generalize to improve off-task behavior in children with attention-deficit/hyperactivity disorder? Neurotherapeutics, 9, 639–648.PubMedCrossRefPubMedCentral

Greenberg, M. T., Kusche, C. A., Cook, E. T., & Quamma, J. P. (1995). Promoting emotional competence in school-aged children: the effects of the PATHS curriculum. Development and Psychopathology, 7, 117–136.CrossRef

Halqren, D. W., & Clarizio, H. F. (1992). Rural special education placements: stability and change. Journal of Research in Rural Education, 8, 89–96.

Hart, K., & Graziano, P. (2013). Assessing kindergarten readiness: The development of a new tool to assess preschoolers' behavioral, social-emotional, and academic functioning in the transition to kindergarten. Nashville, TN: Paper presented at the Association for Behavioral and Cognitive Therapies.

Isquith, P. K., Crawford, J. S., Espy, K. A., & Gioia, G. A. (2005). Assessment of executive function in preschool‐aged children. Mental Retardation and Developmental Disabilities Research Reviews, 11(3), 209–215.

Jacobson, N. S., & Truax, P. (1991). Clinical significance: a statistical approach to defining meaningful change in psychotherapy research. Journal of Consulting and Clinical Psychology, 59, 12–19.PubMedCrossRef

Jimerson, S., Carlson, E., Rotert, M., Egeland, B., & Sroufe, L. A. (1997). A prospective, longitudinal study of the correlates and consequences of early grade retention. Journal of School Psychology, 35, 3–25.CrossRef

Kaminski, R. A., & Stormshak, E. A. (2007). Project STAR: Early intervention with preschool children and families for the prevention of substance abuse. In P. Tolan, J. Szcopoznik, & S. Sambrano (Eds.), Preventing youth substance abuse: Science-based programs for children and adolescents (pp. 89–109). Washington: American Psychological Association.CrossRef

Kaminski, J. W., Valle, L. A., Filene, J. H., & Boyle, C. L. (2008). A meta-analytic review of components associated with parent training program effectiveness. Journal of Abnormal Child Psychology, 36, 567–589.PubMedCrossRef

Kazdin, A. E., & Wassell, G. (1998). Treatment completion and therapeutic change among children referred for outpatient therapy. Professional Psychology: Research and Practice, 29, 332–340.CrossRef

Kuhl, J., & Kraska, K. (1989). Self-regulation and metamotivation: Computational mechanisms, development, and assessment. In R. Kanfer, P. I. Acherman, & R. Cudeck (Eds.), Abilities, motivation, and methodology: Minnesota symposium on individual differences (pp. 343–368). Hillsdale: Erlbaum.

Kupersmidt, J. B., Bryant, D., & Willoughby, M. T. (2000). Prevalence of aggressive behaviors among preschoolers in Head Start and community child care programs. Behavioral Disorders, 26, 42–52.

La Greca, A. M., Silverman, W. K., & Lochman, J. E. (2009). Moving beyond efficacy and effectiveness in child and adolescent intervention research. Journal of Consulting and Clinical Psychology, 77, 373–382.PubMedCrossRef

Lahey, B. B., Pelham, W. E., Loney, J., Lee, S. S., & Willcutt, E. (2005). Instability of the DSM-IV subtypes of ADHD from preschool through elementary school. Archives of General Psychiatry, 62(8), 896–902.PubMedCrossRef

Lonigan, C. J., Clancy-Menchetti, J., Phillips, B. M., McDowell, K., & Farver, J. M. (2005). Literacy Express: A preschool curriculum. Tallahassee: Literacy Express.

Lonigan, C. J., Farver, J. M., Phillips, B. M., & Clancy-Menchetti, J. (2011). Promoting the development of preschool children’s emergent literacy skills: a randomized evaluation of a literacy-focused curriculum and two professional development models. Reading and Writing, 24, 305–337.CrossRef

Luby, J. L., Heffelfinger, A., Measelle, J. R., Ablow, J. C., Essex, M. J., Dierker, L., et al. (2002). Differential performance of the MacArthur HBQ and DISC-IV in identifying DSM-IV internalizing psychopathology in young children. Journal of the American Academy of Child & Adolescent Psychiatry, 41(4), 458–466.CrossRef

Mahone, E. M., & Hoffman, J. (2007). Behavior ratings of executive function among preschoolers with ADHD. The Clinical Neuropsychologist, 21, 569–586.PubMedCrossRef

Majdandžić, M., & Van Den Boom, D. C. (2007). Multimethod longitudinal assessment of temperament in early childhood. Journal of Personality, 75, 121–168.PubMedCrossRef

Malecki, C. K., & Elliot, S. N. (2002). Children’s social behaviors as predictors of academic achievement: a longitudinal analysis. School Psychology Quarterly, 17, 1–23.CrossRef

Masten, A. S., Roisman, G. I., Long, J. D., Burt, K. B., Obradović, J., Riley, J. R., et al. (2005). Developmental cascades: linking academic achievement and externalizing and internalizing symptoms over 20 years. Developmental Psychology, 41, 733–746.PubMedCrossRef

McClelland, M. M., Cameron, C. E., Connor, C. M., Farris, C. L., Jewkes, A. M., & Morrison, F. J. (2007). Links between behavioral regulation and preschoolers’ literacy, vocabulary, and math skills. Developmental Psychology, 43, 947–959.PubMedCrossRef

McClelland, M. M., Acock, A. C., & Morrison, F. J. (2006). The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school. Early Childhood Research Quarterly, 21, 471–490.CrossRef

McClelland, M. M., Morrison, F. J., & Holmes, D. L. (2000). Children at risk for early academic problems: the role of learning-related social skills. Early Childhood Research Quarterly, 15, 307–329.CrossRef

MTA Cooperative Group. (1999). A 14-month randomized clinical trial of treatment strategies for attention-deficit/hyperactivity disorder. Archives of General Psychiatry, 56, 1073–1086.CrossRef

Nolan, E. E., Gadow, K. D., & Sprafkin, J. (2001). Teacher reports of DSM-IV ADHD, ODD, and CD symptoms in schoolchildren. Journal of the American Academy of Child and Adolescent Psychiatry, 40, 241–249.PubMedCrossRef

Panter, J. E., & Bracken, B. A. (2009). Validity of the Bracken School Readiness Assessment for predicting first grade readiness. Psychology in the Schools, 46(5), 397–409.

Pelham, W. E., Jr., & Fabiano, G. A. (2008). Evidence-based psychosocial treatments for attention-deficit/hyperactivity disorder. Journal of Clinical Child & Adolescent Psychology, 37, 184–214.CrossRef

Pelham, W. E., Foster, E. M., & Robb, J. A. (2007). The economic impact of attention-deficit/hyperactivity disorder in children and adolescents. Ambulatory Pediatrics, 7(1), 121–131.PubMedCrossRef

Pelham, W. E., Gnagy, E. M., Greiner, A. R., Waschbush, D. A., Fabiano, G., & Burrows-MacLean, L. (2010). Summer treatment programs for Attention-Deficit/Hyperactivity Disorder. In J. Weisz & A. Kazdin (Eds.), Evidence-based psychotherapies for children and adolescents (pp. 277–294). New York: The Guilford Press.

Pelham, W. E., Gnagy, E. M., Greiner, A., Hoza, B., Hinshaw, S. P., Swanson, J. M., et al. (2000). Behavioral versus behavioral & pharmacological treatment in ADHD children attending a summer treatment program. Journal of Abnormal Child Psychology, 28, 507–526.PubMedCrossRef

Pennington, B. F., & Ozonoff, S. (1996). Executive functions and developmental psychopathology. Journal of Child Psychology and Psychiatry, 37, 51–87.PubMedCrossRef

Pianta, R. C., Steinberg, M. S., & Rollins, K. B. (1995). The first two years of school: teacher-child relationships and deflections in children’s classroom adjustment. Development and Psychopathology, 7, 295–312.CrossRef

Ponitz, C. E., McClelland, M. M., Jewkes, A. M., Connor, C. M., Farris, C. L., & Morrison, F. J. (2008). Touch your toes! Developing a direct measure of behavioral regulation in early childhood. Early Childhood Research Quarterly, 23, 141–158.CrossRef

Raver, C. C., Jones, S. M., Li‐Grining, C., Zhai, F., Bub, K., & Pressler, E. (2011). CSRP’s impact on low‐income preschoolers’ preacademic skills: self‐regulation as a mediating mechanism. Child Development, 82, 362–378. doi:10.1111/j.1467-8624.2010.01561.x.PubMedCrossRefPubMedCentral

Raver, C. C., Jones, S. M., Li-Grining, C., Zhai, F., Metzger, M. W., & Solomon, B. (2009). Targeting children’s behavior problems in preschool classrooms: a cluster-randomized controlled trial. Journal of Consulting and Clinical Psychology, 77, 302–316.PubMedCrossRef

Reynolds, C. R., & Kamphaus, R. W. (2004). Behavior Assessment System for Children – second edition (BASC-2). Bloomington: Pearson.

Redden, S. C., Forness, S. R., Ramey, S. L., Ramey, C. T., & Brezausek, C. M. (2003). Mental health and special education outcomes of Head Start children followed into elementary school. NHSA Dialog: A Research-to-Practice Journal for the Early Intervention Field, 6, 87–110.CrossRef

Rimm-Kaufman, S. E., & Pianta, R. C. (2000). An ecological perspective on the transition to kindergarten: a theoretical framework to guide empirical research. Journal of Applied Psychology, 21, 491–511.

Risi, S., Gerhardstein, R., & Kistner, J. (2003). Children’s classroom peer relationships and subsequent educational outcomes. Journal of Clinical Child and Adolescent Psychology, 32, 351–361.PubMedCrossRef

Safran, S., & Safran, J. (1984). Elementary teacher’s tolerance of problem behaviors. The Elementary School Journal, 85, 236–243.CrossRef

Sattler, J. M., & Dumont, R. (2004). Assessment of children: WISC-IV and WPPSI-III supplement. San Diego: Jerome M. Sattler, Publisher.

Schneider, M. R. (1974). Turtle technique in the classroom. Teaching Exceptional Children, 7, 22–24.

Special Education Elementary Longitudinal Study (SEELS). (2005). SEELS data documentation. Washington: Office of Special Education Programs.

Shields, A., & Cicchetti, D. (1997). Emotion regulation among school-age children: the development and validation of a new criterion Q-sort scale. Developmental Psychology, 33, 906–916.PubMedCrossRef

Shaffer, D., Fisher, P., Lucas, C. P., Dulcan, M. K., & Schwab-Stone, M. E. (2000). NIMH diagnostic interview schedule for children version IV (NIMH DISC-IV): description, differences from previous versions, and reliability of some common diagnoses. Journal of the American Academy of Child & Adolescent Psychiatry, 39, 28–38.CrossRef

Shipstead, Z., Redick, T. S., & Engle, R. W. (2012). Is working memory training effective? Psychological Bulletin, 138, 628–654.PubMedCrossRef

Snow, C. E., Burns, M. S., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington: National Academy Press.

Tominey, S. L., & McClelland, M. M. (2011). Red light, purple light: findings from a randomized trial using circle time games to improve behavioral self-regulation in preschool. Early Education & Development, 22, 489–519.CrossRef

Upshur, C., Wenz-Gross, M., & Reed, G. (2009). A pilot study of early childhood mental health consultation for children with behavioral problems in preschool. Early Childhood Research Quarterly, 24, 29–45.CrossRef

Ursache, A., Blair, C., & Raver, C. C. (2012). The promotion of self‐regulation as a means of enhancing school readiness and early achievement in children at risk for school failure. Child Development Perspectives, 6, 122–128.CrossRef

Vohs, K. D., & Baumeister, R. F. (2004). Understanding self-regulation: An introduction. In R. F. Baumeister & K. D. Vohs (Eds.), Handbook of self-regulation: Research, theory, and applications (pp. 1–9). New York: Guilford Press.

Walcott, C. M., & Landau, S. (2004). The relation between disinhibition and emotion regulation in boys with attention deficit hyperactivity disorder. Journal of Clinical Child and Adolescent Psychology, 33, 772–782.PubMedCrossRef

Walker, H. M., Kavanagh, K., Stiller, B., Golly, A., Severson, H. H., & Feil, E. G. (1998). First step to success: an early intervention approach for preventing school antisocial behavior. Journal of Emotional and Behavioral Disorders, 6, 66–80.CrossRef

Webster‐Stratton, C., Reid, M. J., & Stoolmiller, M. (2008). Preventing conduct problems and improving school readiness: evaluation of the incredible years teacher and child training programs in high‐risk schools. Journal of Child Psychology and Psychiatry, 49, 471–488.PubMedCrossRefPubMedCentral

Wechsler, D. (2002). Wechsler Preschool and Primary Scale of Intelligence, third edition (WPPSI- -III). Sydney: Pearson.

Welsh, J. A., Nix, R. L., Blair, C., Bierman, K. L., & Nelson, K. E. (2010). The development of cognitive skills and gains in academic school readiness for children from low-income families. Journal of Educational Psychology, 102, 43–53.PubMedCrossRefPubMedCentral

Werba, B. E., Eyberg, S. M., Boggs, S. R., & Algina, J. (2006). Predicting outcome in parent–child interaction therapy success and attrition. Behavior Modification, 30, 618–646.PubMedCrossRef

West, J., Denton, J., & Reaney, L. M. (2001). The kindergarten year: Findings from the early childhood longitudinal study kindergarten class of 1999–1999. Washington: US Department of Education, National Center for Education Statistics.

Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69, 848–872.PubMedCrossRef

Zimmerman, L. K., & Stansbury, K. (2003). The influence of temperamental reactivity and situational context on the emotion-regulatory abilities of three-year-old children. The Journal of Genetic Psychology, 164, 389–409.CrossRef

Titel: Improving School Readiness in Preschoolers with Behavior Problems: Results from a Summer Treatment Program
Auteurs: Paulo A. Graziano
Janine Slavec
Katie Hart
Alexis Garcia
William E. Pelham Jr.
Publicatiedatum: 01-12-2014
Uitgeverij: Springer US
Gepubliceerd in: Journal of Psychopathology and Behavioral Assessment / Uitgave 4/2014
Print ISSN: 0882-2689
Elektronisch ISSN: 1573-3505
DOI: https://doi.org/10.1007/s10862-014-9418-1

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 4/2014

Factor Analysis of the Five Facet Mindfulness Questionnaire in a Heterogeneous Clinical Sample

Assessment of Callous-Unemotional Traits in 6 to 12 Year-Old Children with Oppositional Defiant Disorder/Conduct Disorder by Parent Ratings

The Pathological Narcissism Inventory (PNI) in Transitional Post-War Croatia: Psychometric and Cultural Considerations

Emotional Impulsivity in Children with ADHD Associated with Comorbid—Not ADHD—Symptomatology

A Preliminary Examination of the Role of Emotion Differentiation in the Relationship Between Borderline Personality and Urges for Maladaptive Behaviors

Perfectionism, Stress, Daily Hassles, Hopelessness, and Suicide Potential in Depressed Psychiatric Adolescents