Differentiating Preschool Children with Conduct Problems and Callous-Unemotional Behaviors through Emotion Regulation and Executive Functioning.

Callous-unemotional (CU) traits are important characteristics for identifying severe patterns of conduct problems (CP). The current study focused on (a) identifying subgroups of young children displaying a combination of CP and CU and (b) examining the extent to which executive functioning (EF) and emotion regulation (ER) are associated with CU behaviors. Participants included 249 preschoolers ( = 249, 78% boys,  = 4.

Latino parent involvement and associations with home literacy and oral reading fluency.

Objective: Grounded in Hoover-Dempsey and Sandler's theoretical model of parents' motivations for involvement in their children's education, the aim of this study was to examine the associations between Latino parents' perceptions of involvement and the home literacy environment, as well as children's oral reading fluency (ORF). We further considered salient contextual factors (i.e.

Does dose of early intervention matter for preschoolers with externalizing behavior problems? A pilot randomized trial comparing intensive summer programming to school consultation.

The goals of this study were to (a) isolate the ideal length (i.e., 4 or 8 weeks) of the Summer Treatment Program for Kindergarteners (STP-PreK) for improving school readiness and kindergarten success outcomes of preschool children with externalizing behavior problems (EBPs) during the transition to kindergarten; and (b) compare the STP-PreK model to a more standard approach in school settings (i.