The Experts below are selected from a list of 246 Experts worldwide ranked by ideXlab platform
Kathryn Hopps - One of the best experts on this subject based on the ideXlab platform.
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PreSchool + School + Communication = What for Educator Relationships?.
Early Years, 2014Co-Authors: Kathryn HoppsAbstract:Communication between educators in PreSchool and School settings has been promoted consistently in research literature and policy as a practice to enhance children’s transition to School. Underlying the practice are the assumptions that communication between educators is (a) a way of building on children’s learning and responding to their diverse needs and interests as they start School and (b) a means of developing positive relationships between educators. Whilst it is an advocated practice, there has been little research about the consequences of PreSchool–School communication or exploration of the ways in which the practice might support positive transition experiences. This paper specifically addresses what happens for educators as a result of PreSchool–School interactions. The communication experiences of PreSchool and School educators reported in an online questionnaire provide important insights into the impact of intersetting communications, particularly on educator relationships. Most outcomes fo...
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Teacher Communication across the PreSchool-School Boundary.
Australasian Journal of Early Childhood, 2004Co-Authors: Kathryn HoppsAbstract:The issue of children's transitions from prior-to-School settings to School is a complex one which has been the focus of research for the past 30 years. To ease children's transitions, communicatio...
Rhea Paul - One of the best experts on this subject based on the ideXlab platform.
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promoting social communication in high functioning individuals with autistic spectrum disorders
Child and Adolescent Psychiatric Clinics of North America, 2003Co-Authors: Rhea PaulAbstract:This article reviews a range of social communication interventions that have been developed for students with autism at the PreSchool, School age, and adolescent level. Adult-mediated and peer-mediated methods that use highly structured, child-centered, and hybrid methods are examined. Programs that provide information on generalization and maintenance are identified. A set of recommendations for programs that would seem to be most appropriate for students with Asperger syndrome is presented.
Jason T Downer - One of the best experts on this subject based on the ideXlab platform.
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parent characteristics economic stress and neighborhood context as predictors of parent involvement in PreSchool children s education
Journal of School Psychology, 2007Co-Authors: Christine Waanders, Julia L Mendez, Jason T DownerAbstract:This study examines factors related to three dimensions of parent involvement in PreSchool: School-based involvement, home-based involvement, and the parent–teacher relationship. Participants were 154 predominantly African American parents recruited from two Head Start programs. Results of bivariate and canonical correlation analyses support the validity of a multi-dimensional, ecological conceptualization of parent involvement. Perceived context variables, including economic stress and neighborhood social disorder, related negatively to parent involvement. Parent characteristics, including sense of efficacy regarding education and level of education, related positively to parent involvement. Regression analyses detected different patterns of association between predictors and the three dimensions of parent involvement. Parent characteristics were associated with home involvement, while perceived context variables were predictive of the teacher–parent relationship. Implications of differential predictors for different domains of parent involvement and directions for future research and intervention with low-income families are discussed.
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Parent characteristics, economic stress, and neighborhood context as predictors of parent involvement in PreSchool children’s education
Journal of School Psychology, 2007Co-Authors: Christine Waanders, Julia L Mendez, Jason T DownerAbstract:This study examines factors related to three dimensions of parent involvement in PreSchool: School-based involvement, home-based involvement, and the parent–teacher relationship. Participants were 154 predominantly African American parents recruited from two Head Start programs. Results of bivariate and canonical correlation analyses support the validity of a multi-dimensional, ecological conceptualization of parent involvement. Perceived context variables, including economic stress and neighborhood social disorder, related negatively to parent involvement. Parent characteristics, including sense of efficacy regarding education and level of education, related positively to parent involvement. Regression analyses detected different patterns of association between predictors and the three dimensions of parent involvement. Parent characteristics were associated with home involvement, while perceived context variables were predictive of the teacher–parent relationship. Implications of differential predictors for different domains of parent involvement and directions for future research and intervention with low-income families are discussed.
Marcel Zentner - One of the best experts on this subject based on the ideXlab platform.
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Identifying child temperament risk factors from 2 to 8 years of age: validation of a brief temperament screening tool in the US, Europe, and China
European Child & Adolescent Psychiatry, 2019Co-Authors: Marcel ZentnerAbstract:Despite ample evidence linking particular child temperament characteristics to behavior disorders later in life, there is currently a lack of temperament measures that can be used early, easily, and widely for screening purposes. To redress this gap, the current research aimed at developing a very brief scale of child temperament characteristics that have been found to predict behavior problems over the long term, are represented across models of temperament, and have the potential to exhibit measurement invariance over different countries and childhood periods. The new scale was derived from the Integrative Child Temperament Inventory, a 30-item measure to assess five well-established temperament dimensions, and examined in three studies with samples of children aged between 2 and 8 years across five countries: The United States, the United Kingdom, China, Germany, and Spain ( N = 13,425; boys 55.96%). The studies included tests of measurements invariance, of convergent validity with established measures of temperament, and of criterion validity with measures of behavior problems. The scale exhibited full metric invariance and partial scalar invariance across age groups (toddlerhood, PreSchool, School age) and countries. Test–retest reliability, interrater reliability across teachers, and convergent and criterion validity were adequate. Preliminary data on the measure’s clinical utility suggest a favorable balance between brevity and screening accuracy. Altogether, this study suggests that early childhood temperament characteristics placing children at risk for developing behavior problems much later in life can be quickly, effectively, and commensurably assessed across different countries and age groups.
Dianne S Ward - One of the best experts on this subject based on the ideXlab platform.
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physical activity and healthy eating environmental audit tools in youth care settings a systematic review
Preventive Medicine, 2015Co-Authors: Rahma Ajja, Michael W Beets, Jessica Chandler, Andrew T Kaczynski, Dianne S WardAbstract:Abstract Background There is a growing interest in evaluating the physical activity (PA) and healthy eating (HE) policy and practice environment characteristics in settings frequented by youth (≤ 18 years). Objective This review evaluates the measurement properties of audit tools designed to assess PA and HE policy and practice environment characteristics in settings that care for youth (e.g., childcare, School, afterSchool, summer camp). Method Three electronic databases, reference lists, educational department and national health organizations' web pages were searched between January 1980 and February 2014 to identify tools assessing PA and/or HE policy and practice environments in settings that care for youth (≤ 18 years). Results Sixty-five audit tools were identified of which 53 individual tools met the inclusion criteria. Thirty-three tools assessed both the PA and HE domains, 6 assessed the PA domain and 14 assessed the HE domain solely. The majority of the tools were self-assessment tools (n = 40), and were developed to assess the PA and/or HE environment in School settings (n = 33), childcare (n = 12), and after School programs (n = 4). Four tools assessed the community at-large and had sections for assessing PreSchool, School and/or afterSchool settings within the tool. The majority of audit tools lacked validity and/or reliability data (n = 42). Inter-rater reliability and construct validity were the most frequently reported reliability (n = 7) and validity types (n = 5). Conclusions Limited attention has been given to establishing the reliability and validity of audit tools for settings that care for youth. Future efforts should be directed towards establishing a strong measurement foundation for these important environmental audit tools.