Testing the Efficacy of INSIGHTS on Student Disruptive Behavior, Classroom Management, and Student Competence in Inner City Primary Grades.

A prevention trial tested the efficacy of INSIGHTS into Children's Temperament as compared to a Read Aloud attention control condition in reducing student disruptive behavior and enhancing student competence and teacher classroom management. Participants included 116 first and second grade students, their parents, and their 42 teachers in six inner city schools. Teachers completed the Sutter-Eyberg Student Behavior Inventory (SESBI) and the Teacher's Rating Scale of Child's Actual Competence and Social Acceptance (TRS) at baseline and again upon completion of the intervention.

Temperament-Based Intervention: Re-examining Goodness of Fit.

The purpose of this paper is to discuss how recent advances in the temperament field have contributed to the scientific foundation of temperament-based intervention. A presentation of the historical origins of temperament-based intervention is followed by examples of recent studies that add to its empirical support. Guidelines for developing and adapting temperament-based interventions are offered.

A re-examination of the validity and reliability of the School-Age Temperament Inventory.

Background: As a construct, temperament provides a framework for understanding differences among individuals in reaction to their life experiences. The measurement of the construct concerns both researchers and clinicians.

Objective: The purpose of this study was to examine whether the School-Age Temperament Inventory continued to demonstrate reliability and validity when retested with three existent samples of parent respondents.

Transforming temperament profile statistics into puppets and other visual media.

This article describes the evolution of visual media that was developed to enhance a clinical intervention called INSIGHTS into Children's Temperament. First, the theoretical and research studies that supported the intervention are presented. Then the iterative steps used to transform the statistical data that identified common school-age children's temperament profiles into puppets and other visual media are enumerated.

The temperament profiles of school-age children.

Maternal reports of child temperament were used to develop temperament profiles of school-age children. The subjects were 883 children who were between 4 and 12 years of age. The children's families varied substantially in their socioeconomic status and race/ethnicity.