Teacher-child relationship and behavior problem trajectories in elementary school

American Educational Research Journal

Volumn 48, Issue 1, 2011, Pages 120-162

  O'Connor, Erin E ^a   Dearing, Eric ^b   Collins, Brian A ^a  

^a NEW YORK UNIVERSITY   (United States)

^b BOSTON COLLEGE   (United States)

Author keywords

behavior problems; child development; elementary school; longitudinal studies; psychology; social processes development; student behavior attitude; student development; teacher child relationships

Indexed keywords

EID: 78651388540     PISSN: 00028312     EISSN: None     Source Type: Journal    
DOI: 10.3102/0002831210365008     Document Type: Article

References (146)

1. Abramowitz, M., & Stegun, I.A. (1968). Handbook of mathematical functions. Washington, DC: National Bureau.
2. Achenbach, T.M. (1991). Manual for the Child Behavior Checklist and 1991 profile. Burlington: Department of Psychiatry, University of Vermont.
3. Achenbach, T.M. (1992). Manual for the Child Behavior Checklist 2-3 and 1992 profile. Burlington, VT: Department of Psychiatry, University of Vermont.
4. Ashman, S.B., Dawson, G., & Panagiotides, H. (2008). Trajectories of maternal depression over 7 years: Relations with child psychophysiology and behavior and role of contextual risks. Development and Psychopathology, 20(01), 55-77.
5. Baker, J.A. (2006). Contributions of teacher-child relationships to positive school adjustment during elementary school. Journal of School Psychology, 44(3), 211-229.
6. Baker, J.A., Grant, S., & Morlock, L. (2008). The teacher-student relationship as a developmental context for children with internalizing or externalizing behavior problems. School Psychology Quarterly, 23(1), 3-15.
7. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Upper Saddle River, NJ: Prentice Hall.
8. Barriga, A.Q., Doran, J.W., Newell, S.B., Morrison, E.M., Barbetti, V., & Dean Robbins, B. (2002). Relationships between problem behaviors and academic achievement in adolescents: The unique role of attention problems. Journal of Emotional and Behavioral Disorders, 10(4), 233-240.
9. Battistich, V., Solomon, D., Kim, D., Watson, M., & Schaps, E. (1995). Schools as communities, poverty levels of student populations, and students' attitudes, motives, and performance: A multilevel analysis. American Educational Research Journal, 32(3), 627-658.
10. Belsky, J., & Fearon, R.M. (2002). Early attachment security, subsequent maternal sensitivity, and later child development: Does continuity in development depend upon continuity of caregiving? Attachment & Human Development, 4(3), 361-387.
11. Berry, D., & O'Connor, E. (in press). Behavioral risk, teacher-child relationships, and social skill development across middle childhood: A child-by-environment analysis of change. Journal of Applied Developmental Psychology.
12. Birch, S.H., & Ladd, G.W. (1997). The teacher-child relationship and children's early school adjustment. Journal of School Psychology, 35(1), 61-79.
13. Birch, S.H., & Ladd, G.W. (1998). Children's interpersonal behaviors and the teacher-child relationship. Developmental Psychology, 34(5), 934-946.
14. Bracken, B.A., & Craine, R.M. (1994). Children's and adolescents' interpersonal relations: Do age, race, and gender define normalcy? Journal of Psychoeducational Assessment, 12, 14-32.
15. Bradley, R.H. (1994). The HOME Inventory: Review and reflections. Advances in Child Development and Behavior, 25, 241-288.
16. Bradley, R.H., Caldwell, B.M., Rock, S.L., Hamrick, H.M., & Harris, P. (1988). Home observation for measurement of the environment: Development of a home inventory for use with families having children 6 to 10 years old. Contemporary Educational Psychology, 13(1), 58-71.
17. Bradley, R.H., Corwyn, R.F., Burchinal, M., McAdoo, H.P., & Coll, C.G. (2001). The home environments of children in the United States Part II: Relations with behavioral development through age thirteen. Child Development, 72(6), 1868-1886.
18. Bradley, R.H., Corwyn, R.F., Caldwell, B.M., Whiteside-Mansell, L., Wasserman, G.A., & Mink, I.T. (2000). Measuring the home environments of children in early adolescence. Journal of Research on Adolescence, 10(3), 247-288.
19. Breen, M.J. (1985). The Woodcock-Johnson test of cognitive ability: A comparison of two methods of cluster scale analysis for three learning disability subtypes. Journal of Psychoeducational Assessment, 3(2), 167-174.
20. Broberg, A.G., Ekeroth, K., Gustafsson, P.A., Hansson, K., Hägglöf, B., Ivarsson, T.,et al.(2001). Self-reported competencies and problems among Swedish adolescents: A normative study of the YSR. European Child & Adolescent Psychiatry, 10(3), 186-193.
21. Broidy, L.M., Nagin, D.S., Tremblay, R.E., Bates, J.E., Brame, B., Dodge, K.A.,et al.(2003). Developmental trajectories of childhood disruptive behaviors and adolescent delinquency: A six-site, cross-national study. Developmental Psychology, 39, 222-245.
22. Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.
23. Burgess, K.B., Wojslawowicz, J.C., Rubin, K.H., Rose-Krasnor, L., & Booth-LaForce, C. (2006). Social information processing and coping strategies of shy/withdrawn and aggressive children: Does friendship matter? Child Development, 77, 371-383.
24. Buyse, E., Verschueren, K., Doumen, S., Van Damme, J., & Maes, F. (2008). Classroom problem behavior and teacher-child relationships in kindergarten: The moderating role of classroom climate. Journal of School Psychology, 46(4), 367-391.
25. Caldwell, B., & Bradley, B. (1984). Home observation for measurement of the environment. Little Rock University of Arkansas at Little Rock.
26. Campbell, S.B., Pierce, E.W., Moore, G., & Marakovitz, S. (1996). Boys' externalizing problems at elementary school age: Pathways from early behavior problems, maternal control, and family stress. Development and Psychopathology, 8, 701-719.
27. Caspi, A., Moffitt, T.E., Newman, D.L., & Silva, P.A. (1996). Behavioral observations at age 3 years predict adult psychiatric disorders. Longitudinal evidence from a birth cohort. Archives of General Psychiatry, 53(11), 1033-1039.
28. Cassidy, J., & Marvin, R.S., & the MacArthur Working Group on Attachment. (1992). Attachment organization in preschool children: Coding guidelines. Unpublished manuscript, MacArthur Working Group on Attachment, Seattle, WA.
29. Cicchetti, D., & Toth, S.L. (1995). Developmental psychopathology and disorders of affect. In D. Cicchetti & M. A. Cohen (Eds.), Developmental psychopathology: Vol. 2. Risk, disorder, and adaptation (pp. 369-420). Oxford, UK: Wiley.
30. Cohen, M.A. (1998). The monetary value of saving a high-risk youth. Journal of Quantitative Criminology, 14, 5-33.
31. Coie, J.D., Christopoulos, C., Terry, R., Dodge, K.A., & Lochman, J.E. (1989). Types of aggressive relationships, peer rejection, and developmental consequences. In B. H. Schneider, G. Attili, J. Nadel, & R. Weissberg (Eds.), Social competence in developmental perspective. NATO Advanced Science Institutes series. Series D: Behavioral and social sciences (Vol. 51, pp. 223-236). New York: Kluwer Academic.
32. Collins, W.A. (1997). Relationships and development during adolescence: Interpersonal adaptation to individual change. Personal Relationships, 4(1), 1-14.
33. Collins, W.A., Harris, M.L., & Susman, A. (1995). Parenting during middle childhood. Handbook of Parenting, 1, 65-89.
34. 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.
35. Cowen, E.L., Hightower, A.D., Work, W.C., Pedro-Carroll, J.A., & Wyman, P.A. (1996). School-based prevention for children at risk: The primary mental health project. Washington, DC: American Psychological Association.
36. Crick, N.R., & Dodge, K.A. (1994). A review and reformulation of social information-processing mechanisms in children's social adjustment. Psychological bulletin, 115(1), 74-101.
37. Cummings, E.M., & Davies, P. (1996). Emotional security as a regulatory process in normal development and the development of psychopathology. Development and Psychopathology, 8(1), 123-139.
38. Dearing, E., McCartney, K., & Taylor, B.A. (2006). Within-child associations between family income and externalizing and internalizing problems. Developmental Psychology, 42(2), 237-252.
39. Dodge, K.A. (1993). Social-cognitive mechanisms in the development of conduct disorder and depression. Annual Review of Psychology, 44(1), 559.
40. Dodge, K.A., & Pettit, G.S. (2003). A biopsychosocial model of the development of chronic conduct problems in adolescence. Developmental Psychology, 39, 349-371.
41. Doll, B. (1996). Prevalence of psychiatric disorders in children and youth: An agenda for advocacy by school psychology. School Psychology Quarterly, 11(1), 20-46.
42. Domina, T. (2005). Leveling the home advantage: Assessing the effectiveness of parental involvement in elementary school. Sociology of Education, 78(3), 233-249.
43. Entwisle, D.R., & Alexander, K.L. (1988). Factors affecting achievement test scores and marks of Black and White first graders. The Elementary School Journal, 88(5), 449-471.
44. Evans, G.W. (2004). The environment of childhood poverty. American Psychologist, 59(2), 77-92.
45. Fleming, J.E., & Offord, D.R. (1990). Epidemiology of childhood depressive disorders: A critical review. Journal of the American Academy of Child & Adolescent Psychiatry, 29(4), 571-580.
46. Foster, E.M., Dodge, K.A., & Jones, D. (2003). Issues in the economic evaluation of prevention programs. Applied Developmental Science, 7(2), 76-86.
47. Garber, J., & Hilsman, R. (1992). Cognitions, stress, and depression in children and adolescents. Child and Adolescent Psychiatric Clinics of North America, 1(1), 129-167.
48. Goldberg, S. (1997). Attachment and childhood behavior problems in normal, at-risk and clinical samples. In L. Atkinson & K. Zucker (Eds.), Attachment and psychotherapy (pp. 171-195). New York: Guilford.
49. Gottman, J.M., Katz, L.F., & Hooven, C. (1997). Meta-emotion: How families communicate emotionally. Mahwah, NJ: Lawrence Erlbaum.
50. Graham, J.W., & Donaldson, S.I. (1993). Evaluating interventions with differential attrition: The importance of nonresponse mechanisms and use of follow-up data. Journal of Applied Psychology, 78(1), 119-128.
51. Greenberg, M.T., Speltz, M.L., Deklyen, M., & Jones, K. (2001). Correlates of clinic referral for early conduct problems: Variable- and person-oriented approaches. Development and Psychopathology, 13(2), 255-276.
52. Gross, H., Shaw, D., & Moilanen, K. (2008). Reciprocal associations between boys' externalizing problems and mothers' depressive symptoms. Journal of Abnormal Child Psychology, 36(5), 693-709.
53. Hamre, B.K., & Pianta, R.C. (2001). Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade. Child Development, 72(2), 625-638.
54. Hamre, B.K., Pianta, R.C., Downer, J.T., & Mashburn, A.J. (2008). Teachers' perception of conflict with young students: Looking beyond problem behaviors. Social Development, 17(1), 115-136.
55. Hartup, W.W. (1986). On relationships and development. Hillsdale, NJ: Lawrence Erlbaum.
56. Hartup, W.W., & Laursen, B. (1993). Close friendships during adolescence: New directions for child development, No. 60. San Francisco: Jossey-Bass.
57. Henricsson, L., & Rydell, A.M. (2004). Elementary school children with behavior problems: Teacher-child relations and self-perception. A prospective study. Merrill Palmer Quarterly Journal of Developmental Psychology, 50(2), 111-138.
58. Hinshaw, S.P. (2002). Preadolescent girls with attention-deficit/hyperactivity disorder: I. Background characteristics, comorbidity, cognitive and social functioning, and parenting practices. Journal of Consulting and Clinical Psychology, 70(5), 1086-1098.
59. Howes, C. (2000). Social-emotional classroom climate in child care, child-teacher relationships and children's second grade peer relations. Social Development, 9(2), 291-204.
60. Howes, C., & Hamilton, C.E. (1992). Children's relationships with child care teachers: Stability and concordance with parental attachments. Child Development, 63(4), 867-878.
61. Howes, C., & Hamilton, C.E. (1993). The changing experience of child care: Changes in teachers and in teacher-child relationships and children. Early Childhood Research Quarterly, 8(1), 15-32.
62. Howes, C., Hamilton, C.E., & Matheson, C.C. (1994). Children's relationships with peers: Differential associations with aspects of the teacher-child relationship. Child Development, 65, 253-263.
63. Howes, C., & Ritchie, S. (1999). Changes in child-teacher relationships in a therapeutic preschool program. Early Child Education and Development, 9, 411-422.
64. Howes, C., & Ritchie, S. (2002). A matter of trust: Connecting teachers and learners in the early childhood classroom. New York: Teachers College Press.
65. Hughes, J.N., & Cavell, T.A. (1999). Influence of the teacher-student relationship in childhood conduct problems: A prospective study. Journal of Clinical Child Psychology, 28(2), 173.
66. Jerome, E.M., Hamre, B.K., & Pianta, R.C. (2008). Teacher-child relationships from kindergarten to sixth grade: Early childhood predictors of teacher-perceived conflict and closeness. Social Development, 18(4), 915-945.
67. Jimerson, S., Egeland, B., Sroufe, L.A., & Carlson, E. (2000). A prospective, longitudinal study of high school dropouts: Examining multiple predictors across development. Journal of School Psychology, 28(6), 525-549.
68. Kazdin, A.E. (1997). Conduct disorder across the life-span. In S. Luthar, J. A. Burack, D. Cicchetti, & J. R. Weisz (Eds.), Developmental psychopathology: Perspectives on adjustment, risk, and disorder (pp. 248-272). New York: Cambridge University Press.
69. Keiley, M.K., Bates, J., Dodge, K., & Pettit, G. (2000). A cross-domain growth analysis: Externalizing and internalizing behaviors during 8 years of childhood. Journal of Abnormal Child Psychology, 28, 161-179.
70. Keiley, M.K., Lofthouse, N., Bates, J.E., Dodge, K.A., & Pettit, G.S. (2003). Differential risks of covarying and pure components in mother and teacher reports of externalizing and internalizing behavior across ages 5 to 14. Journal of Abnormal Child Psychology, 31(3), 267-283.
71. Kellum, S., Rebok, G., Ialongo, N., & Mayer, L. (1994). The course and malleability of aggressive behavior from early first grade into middle school: Results of a developmental epidemiologically-based preventive trial. Journal of Child Psychology and Psychiatry, 35, 259-281.
72. Kohl, G.O., Lengua, L.J., & McMahon, R.J. (2000). Parent involvement in school conceptualizing multiple dimensions and their relations with family and demographic risk factors. Journal of School Psychology, 38(6), 501-523.
73. Kovacs, M., & Devlin, B. (1998). Internalizing disorders in childhood. Journal of Child Psychology and Psychiatry, 39(1), 47-63.
74. Lacourse, E., Cote, S., Nagin, D.S., Vitaro, F., Brendgen, M., & Tremblay, R.E. (2002). A longitudinal-experimental approach to testing theories of antisocial behavior development. Development and Psychopathology, 14, 909-924.
75. Ladd, G.W., Birch, S.H., & Buhs, E.S. (1999). Children's social and scholastic lives in kindergarten: Related spheres of influence? Child Development, 70(6), 1373-1400.
76. Ladd, G.W., & Burgess, K.B. (1999). Charting the relationship trajectories of aggressive, withdrawn, and aggressive/withdrawn. Child Development, 70(4), 910.
77. LeMare, L.J., & Rubin, K.H. (1987). Perspective taking and peer interaction: Structural and developmental analyses. Child Development, 58, 306-315.
78. Letcher, P., Smart, D., Sanson, A., & Toumbourou, J.W. (2008). Psychosocial precursors and correlates of differing internalizing trajectories from 3 to 15 years. Social Development, 18(3), 618-647.
79. Love, J.M., Meckstroth, A., & Sprachman, S. (1997). Measuring the quality of program environments in Head Start and other early childhood programs: A review and recommendations for future research. Washington, DC: U.S Department of Education, National Center for Education Statistics.
80. Lynch, M., & Cicchetti, D. (1992). Maltreated children's reports of relatedness to their teachers. New Directions for Child Development, 57, 81-108.
81. Malone, B.G., & Tietjens, C.L. (2000). Re-examination of classroom rules. Special Services in the Schools, 16(1), 159-170.
82. Mashburn, A.J., Hamre, B.K., Downer, J.T., & Pianta, R.C. (2006). Teacher and classroom characteristics associated with teachers' ratings of pre-kindergartners' relationships and behaviors. Journal of Psychoeducational Assessment, 24(4), 367-380.
83. McCartney, K., Burchinal, M., & Bub, K.L. (2006). Introduction to the monograph. Monographs of the Society for Research in Child Development, 71(3), 1-8.
84. McCartney, K., Owen, M.T., Booth, C.L., Clarke-Stewart, A., & Vandell, D.L. (2004). Testing a maternal attachment model of behavior problems in early childhood. Journal of Child Psychology and Psychiatry, 45(4), 765-778.
85. McGrew, K., & Kopnick, S. (1993). The relationship between the WJ-R cognitive clusters and writing achievement across the life-span. School Psychology Review, 22, 687-695.
86. Meehan, B.T., Hughes, J.N., & Cavell, T.A. (2003). Teacher-student relationships as compensatory resources for aggressive children. Child Development, 74(4), 1145-1157.
87. Midgley, C., Eccles, J.S., & Feldlaufer, H. (1991). Classroom environment and the transition to junior high school. Educational Environments: Evaluation, Antecedents and Consequences, pp. 113-139.
88. Midgley, C., Maehr, M., Hruda, L., Anderman, E., Anderman, L., Freeman, K.,et al.(2000). Manual for the Patterns of Adaptive Learning Scales. Ann Arbor: University of Michigan.
89. Miller-Johnson, S., & Maumary-Gremaud, A. (1995). Parent-Teacher Involvement Questionnaire. Durham, NC: Duke University.
90. Moffitt, T.E., Caspi, A., Dickson, N., Silva, P., & Stanton, W. (1996). Childhood-onset versus adolescent-onset antisocial conduct problems in males: Natural history from ages 3 to 18 years. Development and Psychopathology, 8(2), 399-424.
91. Morrison, F.J., & McDonald Connor, C. (2002). Understanding schooling effects on early literacy: A working research strategy. Journal of School Psychology, 40(6), 493-500.
92. Nagin, D.S. (1999). Analyzing developmental trajectories: A semiparametric, group-based approach. Psychological Methods, 4(2), 139-157.
93. Nagin, D., & Tremblay, R.E. (1999). Trajectories of boys' physical aggression, opposition, and hyperactivity on the path to physically violent and nonviolent juvenile delinquency. Child Development, 70(5), 1181-1196.
94. Nagin, D.S., & Tremblay, R.E. (2001). Analyzing developmental trajectories of distinct but related behaviors: A group-based method. Psychological Methods, 6(1), 18-34.
95. NICHD Early Child Care Research Network. (1997). The effects of infant child care on infant-mother attachment security: Results of the NICHD Study of Early Child Care. Child Development, 68(5), 860-879.
96. NICHD Early Child Care Research Network. (1999). Chronicity of maternal depressive symptoms, maternal sensitivity, and child functioning at 36 months. Developmental Psychology, 35, 1297-1310.
97. NICHD Early Child Care Research Network. (2001). Nonmaternal care and family factors in early development: An overview of the NICHD Study of Early Child Care. Journal of Applied Developmental Psychology, 22, 559-579.
98. NICHD Early Child Care Research Network. (2002). The relation of global first-grade classroom environment to structural classroom features and teacher and student behaviors. The Elementary School Journal, 102(5), 367-387.
99. NICHD Early Child Care Research Network. (2003). Social functioning in first grade: Prediction from home, child care and concurrent school experience. Child Development, 74(6), 1639-1662.
100. NICHD Early Child Care Research Network. (2004). Trajectories of physical aggression from toddlerhood to middle childhood. Monographs of the Society for Research in Child Development, 69(4), Serial No. 278.
101. NICHD Early Child Care Research Network. (2005a). A day in third grade: Classroom quality, teacher, and student behaviors. Elementary School Journal, 105(4), 377-394.
102. NICHD Early Child Care Research Network. (2005b). Predicting individual differences in attention, memory, and planning in first graders from experiences at home, child care, and school. Developmental Psychology, 41, 99-114.
103. Nock, M.K., & Kazdin, A.E. (2002). Examination of affective, cognitive, and behavioral factors and suicide-related outcomes in children and young adolescents. Journal of Clinical Child & Adolescent Psychology, 31(1), 48.
104. O'Connor, E. (in press). Teacher-child relationships as dynamic systems. Journal of School Psychology.
105. O'Connor, E., & McCartney, K. (2007). Examining teacher-child relationships and achievement as part of an ecological model of development. American Educational Research Journal, 44(2), 340-369.
106. Pederson, N., Ripatti, S., Berg, S., Hofer, S., Finkel, D., Gatz, M.,et al.(2003). The influence of mortality on twin models of change: Addressing missingness through multiple imputation. Behavior Genetics, 32(2), 161-169.
107. Perry, D.G., Kusel, S.J., & Perry, L.C. (1988). Victims of peer aggression. Developmental Psychology, 24(6), 807-814.
108. Pianta, R.C. (1992). The Student Teacher Relationship Scale. Charlottesville: University of Virginia.
109. Pianta, R.C. (1997). Adult-child relationship processes and early schooling. Early Education & Development, 8(1), 11-26.
110. Pianta, R.C. (1999). Enhancing relationships between children and teachers. Washington, DC: American Psychological Association.
111. Pianta, R.C., & Caldwell, C.B. (1990). Stability of externalizing symptoms from kindergarten to first grade and factors related to instability. Development and Psychopathology, 2(3), 247-258.
112. Pianta, R.C., & Castaldi, J. (1989). Stability of internalizing symptoms from kindergarten to first grade and factors related to instability. Development and Psychopathology, 1(4), 305-316.
113. Pianta, R.C., & Hamre, B. (2001). Students, teachers, and relationship support (STARS). Lutz, FL: Psychological Assessment Resources.
114. Pianta, R.C., & Nimetz, S.L. (1991). Relationships between children and teachers: Associations with classroom and home behavior. Journal of Applied Developmental Psychology, 12(3), 379-393.
115. Pianta, R.C., Steinberg, M.S., & Rollins, K.B. (1995). The first two years of school: Teacher-child relationships and deflections in children's classroom adjustment. Development and Psychopathology, 7(2), 295-312.
116. Pianta, R.C., & Stuhlman, M.W. (2004). Teacher-child relationships and children's success in the first years of school. School Psychology Review, 33(3), 444-458.
117. Pianta, R.C., & Walsh, D.J. (1996). High-risk children in schools: Constructing sustaining relationships. New York: Routledge.
118. Plomin, R., Defries, J.C., McClearn, G.E., & Rutter, M. (1997). Behavior genetics. In Nature, nurture, behavior (3rd ed., p. 74). New York: W. H. Freeman & Co.
119. Radloff, L.S. (1977). The CES-D scale: A self-report depression scale for research in the general population. Applied Psychological Measurement, 1, 385-401.
120. Rimm-Kaufman, S.E., Early, D.M., Cox, M.J., Saluja, G., Pianta, R.C., Bradley, R.H.,et al.(2002). Early behavioral attributes and teachers' sensitivity as predictors of competent behavior in the kindergarten classroom. Journal of Applied Developmental Psychology, 23(4), 451-470.
121. Rimm-Kaufman, S.E., La Paro, K.M., Downer, J.T., & Pianta, R.C. (2005). The contribution of classroom setting and quality of instruction to children's behavior in kindergarten classrooms. The Elementary School Journal, 105(4), 377-394.
122. Roza, S.J., Hofstra, M.B., van der Ende, J., & Verhulst, F.C. (2003). Stable prediction of mood and anxiety disorders based on behavioral and emotional problems in childhood: A 14-year follow-up during childhood, adolescence, and young adulthood. American Journal of Psychiatry, 160(12), 2116-2121.
123. Rubin, D.B. (1978). Multiple imputation in sample surveys: A phenomenological Bayesian approach to nonresponse (with discussion). Paper presented at the Proceedings of the American Statistical Association.
124. Rubin, K.H., Chen, X., McDougall, P., Bowker, A., & McKinnon, J. (1995). The Waterloo Longitudinal Project: Predicting internalizing and externalizing problems in adolescence. Development and Psychopathology, 7(4), 751-764.
125. Rubin, K.H., Daniels-Beirness, T., & Bream, L. (1984). Social isolation and social problem solving: A longitudinal study. Journal of Consulting and Clinical Psychology, 52(1), 17-25.
126. Rutter, M. (1986). The developmental psychopathology of depression: Issues and perspectives. Depression in Young People: Developmental and Clinical Perspectives, pp. 3-30.
127. Rutter, M., & Maughan, B. (2002). School effectiveness findings 1979-2002. Journal of School Psychology, 40(6), 451-475.
128. Schafer, J.L. (1997). Analysis of incomplete multivariate data. London: Chapman and Hall.
129. Selman, R. (1987). Childhood social regulation of intimacy and autonomy: A developmental-constructionist perspective. Moral Development Through Social Interaction, p. 43.
130. Shaw, D.S., Gilliom, M., Ingoldsby, E.M., & Nagin, D.S. (2003). Trajectories leading to school-age conduct problems. Developmental Psychology, 39(2), 189-200.
131. Shaw, D.S., Lacourse, E., & Nagin, D.S. (2005). Developmental trajectories of conduct problems and hyperactivity from ages 2 to 10. Journal of Child Psychology and Psychiatry, 46(9), 931-942.
132. 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(1), 27.
133. Silver, R.B., Measelle, J.R., Armstrong, J.M., & Essex, M.J. (2005). Trajectories of classroom externalizing behavior: Contributions of child characteristics, family characteristics, and the teacher-child relationship during the school transition. Journal of School Psychology, 43(1), 39-60.
134. Singer, J.D., & Willett, J.B. (2003). Applied longitudinal data analysis: Modeling change and event occurrence. New York: Oxford University Press.
135. Snyder, J., Brooker, M., Patrick, M.R., Snyder, A., Schrepferman, L., & Stoolmiller, M. (2003). Observed peer victimization during early elementary school: Continuity, growth, and relation to risk for child antisocial and depressive behavior. Child Development, 74(6), 1881-1898.
136. U.S. Census Bureau. (1999). Statistical abstract of the United States: 1999. Washington, DC: Author.
137. 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(3), 316-334.
138. Van Izendoorn, M.H., Goldberg, S., Kroonenberg, P.M., & Frenkel, O.J. (1992). The relative effects of maternal and child problems on the quality of attachment: A meta-analysis of attachment in clinical samples. Child Development, 63(4), 840-858.
139. Walden, T., & Garber, J. (1994). Emotional development: Developmental principles amid clinical issues in psychology and psychiatry. London: Blackwell.
140. Walker, H.M., Nishioka, V.M., Zeller, R., Severson, H.H., & Feil, E.G. (2000). Causal factors and potential solutions for the persistent under identification of students having emotional or behavioral disorders in the context of schooling. Assessment for Effective Intervention, 26(1), 29.
141. Waters, E., & Deane, K.E. (1985). Defining and assessing individual differences in attachment relationships: Q-methodology and the organization of behavior in infancy and early childhood. Monographs of the Society for Research in Child Development, 50(1), 41-65.
142. Wen-Jui, H., Leventhal, T., & Linver, M.R. (2004). The Home Observation for Measurement of the Environment (HOME) in middle childhood: A study of three large-scale data sets. Parenting: Science and Practice, 4(2-3), 189-210.
143. Wichmann, C., Coplan, R.J., & Daniels, T. (2004). The social cognitions of socially withdrawn children. Social Development, 13(3), 377-392.
144. Winer, B.J. (1971). Statistical principles in experimental design (2nd ed.). New York: McGraw-Hill.
145. Woodcock, R.W., & Johnson, M.B. (1990). Woodcock-Johnson Psycho-Educational Battery-Revised. Chicago: Riverside.
146. Zahn-Waxler, C., Klimes-Dougan, B., & Slattery, M.J. (2000). Internalizing problems of childhood and adolescence: Prospects, pitfalls, and progress in understanding the development of anxiety and depression. Development and Psychopathology, 12(3), 443-466.