Dimensionality of Oppositional Defiant Disorder Symptoms Across Elementary-School Grades.

Various models of the dimensionality of behaviors associated with Oppositional Defiant Disorder (ODD) have been proposed or reported. Many of these models describe ODD-related behaviors in either two- or three-factor models. The purpose of the study was to determine which of the models of ODD-related behaviors demonstrated the best fit using teacher report of 15,521 children across eight grade levels and to examine measurement invariance of the model across grades.

Do Parent and Teacher Ratings of ADHD Reflect the Same Constructs? A Measurement Invariance Analysis.

Discrepancies between parent and teacher ratings of problem behaviors related to Attention-Deficit/Hyperactivity Disorder (ADHD) are reported frequently. Previous studies have hypothesized that these discrepancies are the results of various informant biases and have evaluated whether the rating scales are measuring behaviors the same way across informants. The purpose of this study was to evaluate if two rating scales of ADHD behavior, the Strengths and Weaknesses of ADHD Symptoms and Normal Behavior Rating Scale (SWAN) and the Conners' Teacher Rating Scale-15 (CTRS-15), reflected the same underlying constructs across parent and teacher report.

Does preschool children's self-regulation moderate the impacts of instructional activities? Evidence from a randomized intervention study.

There is strong evidence linking children's self-regulation with their academic and behavioral outcomes. These relations have led to the development of interventions aimed at improving academic outcomes by promoting self-regulation, based in part on the idea that self-regulation promotes the development of academic skills. Although a considerable number of studies have examined the degree to which interventions designed to improve aspects of self-regulation have a positive impact on academic outcomes, only a few studies have examined the degree to which children's self-regulation moderates the effects of academic interventions.