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When to Use Broader Internalising and Externalising Subscales Instead of the Hypothesised Five Subscales on the Strengths and Difficulties Questionnaire (SDQ): Data from British Parents, Teachers and Children

Journal of abnormal child psychology, 2010-11, Vol.38 (8), p.1179-1191

2010

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Developmental Links Between Children’s Working Memory and their Social Relations with Teachers and Peers in the Early School Years

Journal of abnormal child psychology, 2016-01, Vol.44 (1), p.19-30

2016

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Sex Differences in Autism Spectrum Disorder based on DSM-5 Criteria: Evidence from Clinician and Teacher Reporting

Journal of abnormal child psychology, 2014-11, Vol.42 (8), p.1381-1393

2014

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Racial Differences Between Black Parents’ and White Teachers’ Perceptions of Attention-Deficit/Hyperactivity Disorder Behavior

Journal of abnormal child psychology, 2020-05, Vol.48 (5), p.661-672

2020

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Classroom Interactions, Dyadic Teacher–Child Relationships, and Self–Regulation in Socially Disadvantaged Young Children

Journal of abnormal child psychology, 2016, Vol.44 (1), p.7-17

2016

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Callous-Unemotional Traits and Antisocial Behavior in South Korean Children: Links with Academic Motivation, School Engagement, and Teachers’ Use of Reward and Discipline

Journal of abnormal child psychology, 2020-09, Vol.48 (9), p.1183-1195

2020

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Improving Teacher-Child Relationship Quality and Teacher-Rated Behavioral Adjustment Amongst Externalizing Preschoolers: Effects of a Two-Component Intervention

Journal of abnormal child psychology, 2015-02, Vol.43 (2), p.243-257

2015

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Sustainability of teacher implementation of school-based mental health programs

Journal of abnormal child psychology, 2005-12, Vol.33 (6), p.665-679

2005

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ADHD Parent and Teacher Symptom Ratings: Differential Item Functioning across Gender, Age, Race, and Ethnicity

Journal of abnormal child psychology, 2020-05, Vol.48 (5), p.679-691

2020

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Mapping the Growth of Heterogeneous Forms of Externalizing Problem Behavior Between Early Childhood and Adolescence:A Comparison of Parent and Teacher Ratings

Journal of abnormal child psychology, 2018-07, Vol.46 (5), p.935-950

2018

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Social Risk and Peer Victimization in Elementary School Children: The Protective Role of Teacher-Student Relationships

Journal of abnormal child psychology, 2016-05, Vol.44 (4), p.691-703

2016

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Advancing the Multi-Informant Assessment of Sluggish Cognitive Tempo: Child Self-Report in Relation to Parent and Teacher Ratings of SCT and Impairment

Journal of abnormal child psychology, 2019-01, Vol.47 (1), p.35-46

2019

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Peer Victimization and Anxiety in Genetically Vulnerable Youth: The Protective Roles of Teachers’ Self-Efficacy and Anti-Bullying Classroom Rules

Journal of abnormal child psychology, 2015-08, Vol.43 (6), p.1095-1106

2015

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Teacher Involvement Prevents Increases in Children’s Depressive Symptoms: Bidirectional Associations in Elementary School

Journal of abnormal child psychology, 2019-02, Vol.47 (2), p.359-367

2019

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Teacher Characteristics and Peer Victimization in Elementary Schools: A Classroom-Level Perspective

Journal of abnormal child psychology, 2015, Vol.43 (1), p.33-44

2015

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Bidirectional Effects Between Callous-Unemotional Traits and Student-Teacher Relationship Quality Among Middle School Students

Journal of abnormal child psychology, 2020-02, Vol.48 (2), p.277-288

2020

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The Application of the Preschool Child Behavior Checklist and the Caregiver–Teacher Report Form to Mainland Chinese Children: Syndrome Structure, Gender Differences, Country Effects, and Inter-Informant Agreement

Journal of abnormal child psychology, 2011-02, Vol.39 (2), p.251-264

2011

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Modeling Rater Disagreement for ADHD: Are Parents or Teachers Biased?

Journal of abnormal child psychology, 2007-08, Vol.35 (4), p.536-542

2007

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Mother-Teacher Agreement on Preschoolers’ Symptoms of ODD and CD: Does Context matter?

Journal of abnormal child psychology, 2012-08, Vol.40 (6), p.933-943

2012

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The Role of Teacher Behavior Management in the Development of Disruptive Behaviors: An Intervention Study with the Good Behavior Game

Journal of abnormal child psychology, 2010-08, Vol.38 (6), p.869-882

2010

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Incremental Validity of Teacher and Parent Symptom and Impairment Ratings when Screening for Mental Health Difficulties

Journal of abnormal child psychology, 2017-05, Vol.45 (4), p.827-837

2017

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Identifying ADHD Symptoms Most Associated with Impairment in Early Childhood, Middle Childhood, and Adolescence Using Teacher Report

Journal of abnormal child psychology, 2015-10, Vol.43 (7), p.1243-1255

2015

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The Role of Teacher Cognition and Behavior in Children’s Peer Relations

Journal of abnormal child psychology, 2009-07, Vol.37 (5), p.665-677

2009

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The Use of Indirect Aggression among Boys and Girls with and without Conduct Problems: Trajectories from Childhood to Adolescence

Journal of abnormal child psychology, 2021-01, Vol.49 (1), p.77-89

2021

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The Role of Parent, Teacher, and Peer Events in Maintaining Depressive Symptoms during Early Adolescence

Journal of abnormal child psychology, 2015-02, Vol.43 (2), p.325-337

2015

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When to Use Broader Internalising and Externalising Subscales Instead of the Hypothesised Five Subscales on the Strengths and Difficulties Questionnaire (SDQ): Data from British Parents, Teachers and Children

Developmental Links Between Children’s Working Memory and their Social Relations with Teachers and Peers in the Early School Years

Sex Differences in Autism Spectrum Disorder based on DSM-5 Criteria: Evidence from Clinician and Teacher Reporting

Racial Differences Between Black Parents’ and White Teachers’ Perceptions of Attention-Deficit/Hyperactivity Disorder Behavior

Classroom Interactions, Dyadic Teacher–Child Relationships, and Self–Regulation in Socially Disadvantaged Young Children

Callous-Unemotional Traits and Antisocial Behavior in South Korean Children: Links with Academic Motivation, School Engagement, and Teachers’ Use of Reward and Discipline

Improving Teacher-Child Relationship Quality and Teacher-Rated Behavioral Adjustment Amongst Externalizing Preschoolers: Effects of a Two-Component Intervention

Sustainability of teacher implementation of school-based mental health programs

ADHD Parent and Teacher Symptom Ratings: Differential Item Functioning across Gender, Age, Race, and Ethnicity

Mapping the Growth of Heterogeneous Forms of Externalizing Problem Behavior Between Early Childhood and Adolescence:A Comparison of Parent and Teacher Ratings

Social Risk and Peer Victimization in Elementary School Children: The Protective Role of Teacher-Student Relationships

Advancing the Multi-Informant Assessment of Sluggish Cognitive Tempo: Child Self-Report in Relation to Parent and Teacher Ratings of SCT and Impairment

Peer Victimization and Anxiety in Genetically Vulnerable Youth: The Protective Roles of Teachers’ Self-Efficacy and Anti-Bullying Classroom Rules

Teacher Involvement Prevents Increases in Children’s Depressive Symptoms: Bidirectional Associations in Elementary School

Teacher Characteristics and Peer Victimization in Elementary Schools: A Classroom-Level Perspective

Bidirectional Effects Between Callous-Unemotional Traits and Student-Teacher Relationship Quality Among Middle School Students

The Application of the Preschool Child Behavior Checklist and the Caregiver–Teacher Report Form to Mainland Chinese Children: Syndrome Structure, Gender Differences, Country Effects, and Inter-Informant Agreement

Modeling Rater Disagreement for ADHD: Are Parents or Teachers Biased?

Mother-Teacher Agreement on Preschoolers’ Symptoms of ODD and CD: Does Context matter?

The Role of Teacher Behavior Management in the Development of Disruptive Behaviors: An Intervention Study with the Good Behavior Game

Incremental Validity of Teacher and Parent Symptom and Impairment Ratings when Screening for Mental Health Difficulties

Identifying ADHD Symptoms Most Associated with Impairment in Early Childhood, Middle Childhood, and Adolescence Using Teacher Report

The Role of Teacher Cognition and Behavior in Children’s Peer Relations

The Use of Indirect Aggression among Boys and Girls with and without Conduct Problems: Trajectories from Childhood to Adolescence

The Role of Parent, Teacher, and Peer Events in Maintaining Depressive Symptoms during Early Adolescence

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