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Bidirectional Links Between Teachers’ Disciplinary Practices, Students’ Peer Status, and Students’ Aggression in Kindergarten

Journal of abnormal child psychology, 2021-05, Vol.49 (5), p.671-682

2021

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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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ADHD Symptoms and Educational Level in Adolescents: The Role of the Family, Teachers, and Peers

Journal of abnormal child psychology, 2023-07, Vol.51 (7), p.1051-1066

2023

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Teachers’ Victimization-Related Beliefs and Strategies: Associations with Students’ Aggressive Behavior and Peer Victimization

Journal of abnormal child psychology, 2015, Vol.43 (1), p.45-60

2015

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Reciprocal Relations Between Conflicted Student-teacher Relationship and Children’s Behavior Problems: Within-person Analyses from Norway and the USA

Journal of abnormal child psychology, 2023-03, Vol.51 (3), p.331-342

2023

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Parent and Teacher Ratings of Tonic and Phasic Irritability in a Clinical Sample

Journal of abnormal child psychology, 2024-06, Vol.52 (6), p.891-903

2024

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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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Effectiveness of Specific Techniques in Behavioral Teacher Training for Childhood ADHD Behaviors: Secondary Analyses of a Randomized Controlled Microtrial

Journal of abnormal child psychology, 2022-07, Vol.50 (7), p.867-880

2022

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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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Comparing the Predictive Utility of Parent and Teacher Reports of Externalizing Behaviors on Concurrent Academic Achievement in Preschool-Aged Children

Journal of abnormal child psychology, 2024-05, Vol.52 (5), p.789-802

2024

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Callous-unemotional Traits and Child Response to Teacher Rewards, Discipline, and Instructional Methods in Chinese Preschools: A Classroom Observation Study

Journal of abnormal child psychology, 2024-03, Vol.52 (3), p.339-352

2024

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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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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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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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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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Bidirectional Links Between Teachers’ Disciplinary Practices, Students’ Peer Status, and Students’ Aggression in Kindergarten

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

ADHD Symptoms and Educational Level in Adolescents: The Role of the Family, Teachers, and Peers

Teachers’ Victimization-Related Beliefs and Strategies: Associations with Students’ Aggressive Behavior and Peer Victimization

Reciprocal Relations Between Conflicted Student-teacher Relationship and Children’s Behavior Problems: Within-person Analyses from Norway and the USA

Parent and Teacher Ratings of Tonic and Phasic Irritability in a Clinical Sample

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

Effectiveness of Specific Techniques in Behavioral Teacher Training for Childhood ADHD Behaviors: Secondary Analyses of a Randomized Controlled Microtrial

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

Comparing the Predictive Utility of Parent and Teacher Reports of Externalizing Behaviors on Concurrent Academic Achievement in Preschool-Aged Children

Callous-unemotional Traits and Child Response to Teacher Rewards, Discipline, and Instructional Methods in Chinese Preschools: A Classroom Observation Study

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

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

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

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

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