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The Consistency Of Teacher Ratings On The Behavior Assessment System For Children-3 And The Child Behavior Checklist 1.5-5, Carly A. Rentsch
The Consistency Of Teacher Ratings On The Behavior Assessment System For Children-3 And The Child Behavior Checklist 1.5-5, Carly A. Rentsch
Masters Theses & Specialist Projects
The assessment of children’s social-emotional skills, especially in the preschool years, is essential, as it yields early identification of problems and allows for appropriate interventions to be tried. School psychologists and other professionals use a variety of assessment methods (e.g., observations, interviews, behavior rating scales) to determine a child’s social-emotional abilities. Two popular behavior rating scales used frequently by professionals are the Behavior Assessment System for Children-Third Edition (BASC-3) and the Child Behavior Checklist 1.5-5 (CBCL 1.5-5). The current study examines the consistency of results from the two instruments. Fifty-six Head Start teachers from two regions of the country completed …
Child Temperamental Regulation And Classroom Quality In Head Start: Considering The Role Of Cumulative Economic Risk, Kathleen Moritz Rudasill, Leslie R. Hawley, Jennifer Locasale-Crouch, Eric S. Buhs
Child Temperamental Regulation And Classroom Quality In Head Start: Considering The Role Of Cumulative Economic Risk, Kathleen Moritz Rudasill, Leslie R. Hawley, Jennifer Locasale-Crouch, Eric S. Buhs
Department of Educational Psychology: Faculty Publications
There is growing recognition that cumulative economic risk places children at higher risk for depressed academic competencies (Crosnoe & Cooper, 2010; NCCP, 2008; Sameroff, 2000). Yet, children’s temperamental regulation and the quality of the early childhood classroom environment have been associated with better academic skills. This study is an examination of prekindergarten classroom quality (instructional support, emotional support, organization) as a moderator between temperamental regulation and early math and literacy skills for children at varying levels of cumulative economic risk. The sample includes children enrolled in Head Start programs drawn from the FACES 2009 study. Three main findings emerged. First, …