Externalizing behavior problems in young children contributing factors and early intervention

Psychology in the Schools

Volumn 39, Issue 2, 2002, Pages 127-138

  Stormont, Melissa ^a  

^a UNIVERSITY OF MISSOURI   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 23044529889     PISSN: 00333085     EISSN: None     Source Type: Journal    
DOI: 10.1002/pits.10025     Document Type: Review

References (40)

1. Alderman, G.L., & Nix, M. (1997). Teachers' intervention preferences related to explanations for behavior problems, severity of the problem, and teacher experience. Behavior Disorders, 22, 87-95.
2. Barkley, R.A., Shelton, T.L., Crosswait, C., Moorehouse, M., Fletcher, K., Barrett, S., Jenkins, L., & Metevia, L. (2000). Multi-method psycho-educational intervention for preschool children with disruptive behavior: Preliminary results at post-treatment. Journal of Child Psychology, Psychiatry, and Allied Disciplines, 41, 319-332.
3. Barron, A.P., & Earls, F. (1984). The relation of temperament and social factors to behavior problems in three-year-old children. Journal of Child Psychology and Psychiatry, 25, 23-33.
4. Campbell, S.B. (1994). Hard-to-manage preschool boys: Externalizing behavior, social competence, and family context at two-year follow-up. Journal of Abnormal Child Psychology, 22, 147-166.
5. Campbell, S.B. (1998). Developmental perspectives. In T.H. Ollendick & M. Hersen (Eds.), Handbook of child psycho-pathology (3rd ed., pp. 3-35). New York: Plenum Press.
6. 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.
7. Campbell, S.B., Pierce, E.W., March, C.L., Ewing, L.J., & Szumowski, E.K. (1994). Hard-to-manage preschool boys: Symptomatic behavior across contexts and time. Child Development, 65, 836-851.
8. Campbell, S.B., Szumowski, E.K., Ewing, L.J., Cluck, D.S., & Breaux, A.M. (1982). A multidimensional assessment of parent-identified behavior problem toddlers. Journal of Abnormal Child Psychology, 10, 569-592.
9. Egeland, B., Kalkoske, M., Gottesman, N., & Erickson, M.F. (1990). Preschool behavior problems: Stability and factors accounting for change. Journal of Child Psychology and Psychiatry, 31, 891-909.
10. Gardner, F.E.M. (1987). Positive interaction between mothers and conduct problem children: Is there training for harmony as well as for fighting? Journal of Abnormal Child Psychology, 15, 283-293.
11. Gardner, F.E.M. (1989). Inconsistent parenting: Is there evidence for a link with children's conduct problems? Journal of Abnormal Child Psychology, 17, 223-233.
12. Gunter, P.L., & Coutinho, M.J. (1997). Negative reinforcement in classrooms: What we're beginning to learn. Teacher Education and Special Education, 20, 249-264.
13. Jack, S.L., Shores, R.E., Denny, R.K., Gunter, P.L., DeBriere, T., & DePaepe, P. (1996). An analysis of the relationship of teachers' reported use of classroom management strategies on types of classroom interactions. The Journal of Behavioral Education, 6, 67-87.
14. Jones, V.F., & Jones, L.S. (1998). Comprehensive classroom management: Creating communities of support and solving problems (5th ed.). Boston: Allyn and Bacon.
15. Kaiser, A.P., Hancock, T.B., Cai, X., Foster, E.M., & Hester, P.P. (2000). Parent-reported behavioral problems and language delays in boys and girls enrolled in Head Start classrooms. Behavior Disorders, 26, 26-41.
16. Kaiser, A.P., & Hester, P.P. (1997). Prevention of conduct disorder through early intervention: A social-communicative perspective. Behavior Disorders, 22, 117-130.
17. Kotkin, R. (1998). The Irvine paraprofessional program: Promising practice for serving students with ADHD. Journal of Learning Disabilities, 31, 556-564.
18. Kupersmidt, J.B., Bryant, D., & Willoughby, M.T. (2000). Prevalence of aggressive behaviors among preschoolers in head start and community child care programs. Behavior Disorders, 26, 42-52.
19. Lewis, T.J., & Sugai, G. (1999). Effective behavior support: A systems approach to proactive schoolwide management, Focus on Exceptional Children, 31, 1-24.
20. Miller, L.S., Koplewicz, H.S., & Klein, R.G. (1997). Teacher ratings of hyperactivity, inattention, and conduct problems in preschoolers. Journal of Abnormal Psychology, 25, 113-119.
21. Moffitt, T. (1990). Juvenile delinquency and attention deficit disorder: Boys' developmental trajectories from age 3 to age 15. Child Development, 61, 893-910.
22. OSEP Center on Positive Behavioral Interventions and Support. (1999, August). Applying positive behavioral support and functional behavioral assessment in schools (Technical Assistance Guide No. 1.4.3).
23. Sanson, A., Smart, D., Prior, M., & Oberklaid, F. (1993). Precursors of hyperactivity and aggression. Journal of the American Academy of Child and Adolescent Psychiatry, 32, 1207-1216.
24. Shores, R.E., Jack, S.L., Gunter, P.L., Ellis, D.N., DeBriere, T.J., & Wehby, J.H. (1993). Classroom interactions of children with behavior disorders. Journal of Emotional and Behavioral Disorders, 1, 27-39.
25. Speltz, M.L., McClellan, J., DeKlyen, M., & Jones, K. (1999). Preschool boys with oppositional defiant disorder: Clinical presentation and diagnostic change. Journal of the American Academy of Child and Adolescent Psychiatry, 38, 838-845.
26. Stormont, M. (1998). Family factors associated with externalizing disorders in preschoolers. Journal of Early Intervention, 21, 323-251.
27. Stormont, M. (2000), Early child risk factors for externalizing and internalizing behavior at a five year follow-forward assessment. Journal of Early Intervention, 23, 180-190.
28. Stormont, M. (in press). Family and child characteristics associated with stable behavior problems in preschool children. Manuscript submitted for publication.
29. Stormont, M., & Stebbins, M. (2001). Preschool teachers' accommodation preferences for children with AD/HD. Psychology in the Schools, 38, 259-268.
30. Stormont-Spurgin, M., & Zentall, S.S. (1995). Contributing factors in the manifestation of aggression in preschoolers with hyperactivity. Journal of Child Psychology, Psychiatry, and Allied Disciplines, 36, 491-509.
31. Strassberg, Z., Dodge, K.A., Bates, J.E., & Pettit, G.S. (1992). The longitudinal relation between parental conflict strategies and children's sociometric standing in kindergarten. Merrill-Palmer Quarterly, 38, 477-493.
32. Sugai, G., & Lewis, T.J. (1996). Preferred and promising practices for social skills instruction. Focus on Exceptional Children, 29, 1-16.
33. Van Acker, R., Grant, S.H., & Henry, D. (1996). Teacher and student behavior as a function of risk for aggression. Education and Treatment of Children, 19, 316-334.
34. Vitaro, F., Tremblay, R.E., Gagnon, C., & Biovin, M. (1992). Peer rejection from kindergarten to grade 2: Outcomes, correlates, and prediction. Merrill-Palmer Quarterly, 38, 382-400.
35. Vitaro, F., Tremblay, R.E., Gagnon, C., & Pelletier, D. (1994). Predictive accuracy of behavioral and sociometric assessments of high-risk kindergarten children. Journal of Clinical Child Psychology, 23, 272-282.
36. Walker, U.M. (1998, March/April). First steps to prevent antisocial behavior. Teaching Exceptional Children, 16-19.
37. Walker, U.M., Colvin, G., & Ramsey, E. (1995). Antisocial behavior in school: Strategies and best practices. Pacific Grove, CA: Brooks/Cole.
38. Walker, H.M., Stiller, B., Severson, H.H., Golly, A., & Feil, E.G. (1998). First step to success: Intervening at the point of school entry to prevent antisocial behavior patterns. Psychology in the Schools, 35, 259-269.
39. Webster-Stratton, C. (1997). Early intervention for families of preschool children with conduct problems. In M.J. Guralnick (Ed.), The effectiveness of early intervention (pp. 429-453). Baltimore, MD: Brookes.
40. White, J.L., Moffitt, T.E., Earls, F., Robins, L., & Silva, P.A. (1990). How early can we tell?: Predictors of childhood conduct disorder and adolescent delinquency. Criminology, 28, 507-533.