From horizontal to vertical management styles: A qualitative look at head start staff strategies for addressing behavior problems

Early Education and Development

Volumn 11, Issue 3, 2000, Pages 283-306

  Lara, Sandra Luz ^a   McCabe, Lisa A ^a   Brooks Gunn, Jeanne ^a  

^a Och Spine at New York Presbyterian Hospitals   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 75949164199     PISSN: 10409289     EISSN: None     Source Type: Journal    
DOI: 10.1207/s15566935eed1103_4     Document Type: Article

References (51)

1. Abell, E., Clawson, M., & Washington, W. N. (1996). Parenting values, attitudes, behaviors, and goals of African American mothers from a low-income population in relation to social and societal contexts. Journal of Family Issues, 17, 593-613.
2. Arnold, D. H., McWilliams, L, & Arnold, E. H. (1998). Teacher discipline and child misbehavior in day care: Untangling causality with correlational data. Developmental Psychology, 34 (2), 276-287.
3. Beare, P. L., & Lynch, E. C. (1986). Under identification of preschool children at risk for behavioral disorders. Behavioral Disorders, 11, 177-183.
4. Berlin, L. J., O’Neal, C. R. & Brooks-Gunn, J. (1998). What makes early intervention programs work? The program, its participants, and their interaction. Zero to Three, 18, 4-15.
5. nd ed.). New York, NY: Cambridge University Press.
6. Brooks-Gunn, J., Duncan, G., & Aber, J. L. (Eds.) (1997). Neighborhood Poverty: Context and consequences for children (Volume 1). Policy implications in studying neighborhoods (Volume 2). New York: Russell Sage Foundation Press.
7. Carey, K. T. (1997). Preschool interventions. In A. P. Goldstein & J. C. Conoley (Eds.), School violence intervention: A practical handbook (pp. 93-106). New York: The Guilford Press.
8. th ed., pp. 779-862). New York: John Wiley and Sons, Inc.
9. Conduct Problems Prevention Research Group (1992). A developmental and clinical model for the prevention of conduct disorder: The FAST Track Program. Development and Psychopathology, 4, 509-527.
10. Duncan, G., & Brooks-Gunn, J. (Eds.) (1997). Consequences of growing up poor. New York: Russell Sage Foundation Press. '
11. Duncan, G. J., Brooks-Gunn, J., & Klebanov, P. K. (1994). Economic deprivation and early-childhood development Child Development, 65 (2), 296-318.
12. Eisenberg, N., Guthrie, I., Fabes, R., Reiser, M., Murphy, B., Holgren, R., Maszk, P., & Losoya, S. (1997). The relations of regulation and emotionality to resiliency and competent social functioning in elementary school children. Child Development, 68, 295-311.
13. Farrington, D. P. (1991). Childhood aggression and adult violence: Early precursors and later life outcomes. In D. J. Pepler & K. Rubin (Eds.), The development and treatment of childhood aggression (pp. 5-29). Hillsdale, NJ: Erlbaum.
14. Fisher, M., Rolf, J. E., Hasazi, J. E., & Cummings, L. (1984). Follow-up of a preschool epidemiological sample: Cross-age continuities and predictions of later adjustment with internalizing and externalizing dimensions of behavior. Child Development, 55, 137-150.
15. Handen, B. L., Parrish, J. M., McClung, T. J., Kerwin, M. E., & Evans, L. D. (1992). Using guided compliance versus time out to promote child compliance: A preliminary comparative analysis in an analogue context. Research in Developmental Disabilities, 13, 157-170.
16. Hinshaw, S. P. (1992). Academic underachievement, attention deficits and aggression: Comorbidity and implications for intervention. Journal of Consulting and Clinical Psychology, 60, 893-903.
17. Huesmann, L. R., Eron, L. D., Lefkowitz, M. M., & Walder, L. O. (1984). Stability of aggression over time and generations. Developmental Psychology, 20 (6), 1120-1134.
18. Jones, R. M., Sloane, H. N., & Roberts, M. W. (1992). Limitations of “Don’t” instructional control. Behavior Therapy, 23,131-140.
19. Keenan, K, Shaw, D. S., Walsh, B., Delliquadri, E., & Giovannelli, J. (1997). DSM-HI-R disorders in preschool children from low-income families. Journal of the American Academy of Child and Adolescent Psychiatry, 36, 620-627.
20. Keim, K. S., Swanson, M. A., Cann, S. E., & Salinas, A. (1999). Focus group methodology: Adapting the process for low-income adults and children of Hispanic and Caucasian ethnicity. Family and Consumer Sciences Research Journal, 27 (4), 451-465.
21. nd ed.) New York: Cambridge University Press.
22. nd Ed). Chicago: University of Chicago Press.
23. Lavigne, J. V., Arend, R., Rosenbaum, D., Binns, H. J., Christoffel, K. K., & Gibbons, R. D. (1998). Psychiatric disorders with onset in the preschool years: H Correlates and predictors of stable case status. Journal of the American Academy of Child and Adolescent Psychiatry, 37 (12), 1255-1261.
24. Lavigne, J. V., Gibbons, R. D., Christoffel, K. K., Arend, R, Rosenbaum, D., Binns, H., Dawson, N., Sobel, H., & Isaacs, C. (1996). Prevalence rates and correlates of psychiatric disorders among preschool children. Journal of the American Academy of Child and Adolescent Psychiatry, 35 (2), 204-214.
25. Loeber, R. (1990). Development and risk factors of juvenile antisocial behavior and delinquency. Clinical Psychology Review, 10, 1-41.
26. McCabe, L. (1997, April). Social development in preschool: Children’s changing needs and teachers changing methods. Poster presented at the biennial meeting of the Society for Research in Child Development, Washington, D.C.
27. Maccoby, E. E., & Martin, J. A. (1983). Socialization in the context of the family: Parent-child interaction. In E. M. Hetherington (Ed.) Handbook of child psychology: Socialization, personality, and social development (Vol. 4, pp. 1-102). New York, NY: John Wiley & Sons.
28. nd Ed.). Thousand Oaks, CA: Sage Publications.
29. NUD*IST 4.0 (Non numerical unstructured data indexing searching and theory-building) (1997). Melbourne Victoria Australia: Qualitative Solutions and Research Pty Ltd.
30. Olweus, D. (1979). Stability and aggressive reaction patterns in males: A review. Psychological Bulletin, 86, 852-875.
31. Ostroff, F. (1999). The horizontal organization: How to use structure to boost business & employee performance. New York: Oxford University Press.
32. Reichers, A. E., & Schneider, B. (1990). Climate and culture: An evolution of constructs. In B. Schneider (Ed.), Organizational climate and culture (pp.5-39). San Francisco: Jossey-Bass.
33. Resnick, G., & Till, N. (1999, April). Is Head Start providing high-quality educational services? "Unpacking" classroom processes. Paper presented at the Society for Research in Child Development. Albuquerque, NM.
34. Roff, J. D., & Wirt, R. D. (1984). Childhood aggression and social adjustment as antecedents of delinquency. Journal of Abnormal Child Psychology, 12(1), 111-126.
35. Sampson, R. J., Raudenbush, S. W., & Earls, F. (1997). Neighborhoods and violent crime: A multilevel study of collective efficacy. Science, 277 (15), 918-924.
36. Shadur, M.A., Kienzle, R., & Rodwell, J. J. (1999). The relationship between organizational climate and employee perceptions of involvement. Group and Organization Management, 24 (4), 479-503.
37. Sherburne, S., Utley, B., McConnell, S., & Gannon, J. (1988). Decreasing violent or aggressive theme play among preschool children with behavior disorders. Exceptional Children, 55, 166-172.
38. Spivack, G., Marcus, J., & Swift, M. (1986). Early classroom behaviors and later misconduct. Developmental Psychology, 22 (1), 124-131.
39. Stouthamer-Loeber, M., & Loeber, R. (1989). The use of prediction data in understanding delinquency. In L. A. Bond & B. E. Compas (Eds.), Primary prevention and promotion in the schools (pp. 179-202). Newbury Park, CA: Sage.
40. Swiezy, N.B., Matson, J.M., & Box, P. (1992). The good behavior game: A token reinforcement system for preschoolers. Child and Family Behavior Therapy, 14, 21-32.
41. Tolan, P. H., Guerra, N. G., & Kendall, P. C. (1995). A developmental-ecological perspective on antisocial behavior in children and adolescents: Toward a unified risk and intervention framework. Journal of Consulting and Clinical Psychology, 63 (4), 579-584.
42. Tremblay, R. E., LeBlanc, M., & Schwatzman, A. E. (1988). The predictive power of first-grade peer and teacher ratings of behavior: Sex differences in anti-social behavior and personality at adolescence. Journal of Abnormal Child Psychology, 16 (5), 571-583.
43. Turner, H. S., & Watson, S. T. (1999). Consultant’s guide for the use of time-out in the preschool and elementary classroom. Psychology in the Schools, 36 (2), 135-148.
44. Weiss, R. S. (1994). Learning from Strangers: The art and method of qualitative interview studies. New York, NY: The Free Press.
45. 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.
46. Whitebook, M., Howes, C., & Phillips, D. A. (1990). Who cares? Child care teachers and the quality of care in America Final report of the National Child Care Staffing Study. Oakland, CA: Child Care Employee Project.
47. Witt, J. C., & Robbins, J. R. (1988). Acceptability of reductive interventions for the control of inappropriate child behavior. Journal of Abnormal Child Psychology, 13(1), 59-67.
48. Yoshikawa, H. (1995). Long-term effects of early childhood programs on social outcomes and delinquency. The Future of Children: Long-Term Outcomes of Early Childhood Programs, 5 (3), 51-75.
49. Yoshikawa, H. (1994). Prevention as cumulative protection: Effects of early family support and education on chronic delinquency and its risks. Psychological Bulletin, 115 (1), 28-54.
50. Yoshikawa, H., & Knitzer, J. (1997). Lessons from the field: Head Start mental health strategies to meet changing needs. New York, NY: National Center for Children in Poverty, Columbia University School of Public Health, and American Orthopsychiatric Association.
51. Zabel, M. K. (1986). Time-out use with behaviorally disordered students. Behavioral Disorders, 12, 15-21.