Effects of a School Readiness Intervention for Children in Foster Care on Oppositional and Aggressive Behaviors in Kindergarten.
作者信息
Pears Katherine C, Kim Hyoun K, Fisher Philip A
机构信息
Oregon Social Learning Center, 10 Shelton McMurphey Blvd., Eugene, OR 97401-4928, United States.
出版信息
Child Youth Serv Rev. 2012 Dec;34(12):2361-2366. doi: 10.1016/j.childyouth.2012.08.015.
Abstract
摘要
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Immediate Effects of a School Readiness Intervention for Children in Foster Care.一项针对寄养儿童的入学准备干预措施的即时效果。
Early Educ Dev. 2013 Aug;24(6):771-791. doi: 10.1080/10409289.2013.736037.
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Interventions shown to aid executive function development in children 4 to 12 years old.干预措施被证明有助于 4 至 12 岁儿童执行功能的发展。
Science. 2011 Aug 19;333(6045):959-64. doi: 10.1126/science.1204529.
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The influence of classroom aggression and classroom climate on aggressive-disruptive behavior.课堂攻击行为和课堂氛围对攻击-破坏性行为的影响。
Child Dev. 2011 May-Jun;82(3):751-7. doi: 10.1111/j.1467-8624.2011.01586.x. Epub 2011 Mar 23.
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Adult outcomes of childhood dysregulation: a 14-year follow-up study.儿童失调的成人结局：一项 14 年随访研究。
J Am Acad Child Adolesc Psychiatry. 2010 Nov;49(11):1105-16. doi: 10.1016/j.jaac.2010.08.006.
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Early elementary school adjustment of maltreated children in foster care: the roles of inhibitory control and caregiver involvement.受虐寄养儿童的早期小学适应：抑制控制和照顾者参与的作用。
Child Dev. 2010 Sep-Oct;81(5):1550-64. doi: 10.1111/j.1467-8624.2010.01491.x.
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Dynamic changes in anger, externalizing and internalizing problems: attention and regulation.愤怒、外化和内化问题的动态变化：注意力和调节。
J Child Psychol Psychiatry. 2011 Feb;52(2):156-66. doi: 10.1111/j.1469-7610.2010.02301.x. Epub 2010 Sep 1.
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Predicting negative life outcomes from early aggressive-disruptive behavior trajectories: gender differences in maladaptation across life domains.预测早期攻击性破坏行为轨迹中的负面生活结果：生活领域适应不良的性别差异。
J Youth Adolesc. 2010 Aug;39(8):953-66. doi: 10.1007/s10964-009-9442-8. Epub 2009 Aug 18.
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Indiscriminate friendliness in maltreated foster children.受虐寄养儿童的滥好人行为。
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Biological processes in prevention and intervention: the promotion of self-regulation as a means of preventing school failure.预防与干预中的生物过程：促进自我调节作为预防学业失败的一种手段。
Dev Psychopathol. 2008 Summer;20(3):899-911. doi: 10.1017/S0954579408000436.
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