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Détail de l'auteur
Auteur Gerald J. AUGUST |
Documents disponibles écrits par cet auteur (2)
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Moving Toward Precision Healthcare in Children's Mental Health: New Perspectives, Methodologies, and Technologies in Therapeutics and Prevention / Gerald J. AUGUST in Development and Psychopathology, 28-3 (August 2016)
[article]
Titre : Moving Toward Precision Healthcare in Children's Mental Health: New Perspectives, Methodologies, and Technologies in Therapeutics and Prevention Type de document : Texte imprimé et/ou numérique Auteurs : Gerald J. AUGUST, Auteur ; Dante CICCHETTI, Auteur ; Abigail GEWIRTZ, Auteur Article en page(s) : p.889-889 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1017/S0954579416000481 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292
in Development and Psychopathology > 28-3 (August 2016) . - p.889-889[article] Moving Toward Precision Healthcare in Children's Mental Health: New Perspectives, Methodologies, and Technologies in Therapeutics and Prevention [Texte imprimé et/ou numérique] / Gerald J. AUGUST, Auteur ; Dante CICCHETTI, Auteur ; Abigail GEWIRTZ, Auteur . - p.889-889.
Langues : Anglais (eng)
in Development and Psychopathology > 28-3 (August 2016) . - p.889-889
Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1017/S0954579416000481 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292 Predictive Power of Peer Behavioral Assessment for Subsequent Maladjustment in Community Samples of Disruptive and Nondisruptive Children / George M. REALMUTO in Journal of Child Psychology and Psychiatry, 41-2 (February 2000)
[article]
Titre : Predictive Power of Peer Behavioral Assessment for Subsequent Maladjustment in Community Samples of Disruptive and Nondisruptive Children Type de document : Texte imprimé et/ou numérique Auteurs : George M. REALMUTO, Auteur ; Gerald J. AUGUST, Auteur ; Joel M. HEKTNER, Auteur Année de publication : 2000 Article en page(s) : p.181-190 Langues : Anglais (eng) Mots-clés : Peer reputation externalizing behavior problems internalizing behavior problems assessment disruptive behavior high-risk studies peer relationships prediction school children Index. décimale : PER Périodiques Résumé : In a prospective, longitudinal study with community samples of disruptive and nondisruptive children, the predictive relations between peer-assessed dimensions of behavioral reputation in elementary school and teacher-rated behavioral adjustment and test scores of academic achievement were examined over a 4-year period. The Revised Class Play (RCP), a social role matching instrument completed by students about their classmates, was used to assess behavioral dimensions of children's peer reputation at baseline. Regression analyses showed that the RCP dimensions of aggressive-disruptive, sensitive-isolated, and social etiquette were the best predictors of later teacher-rated externalizing problems, internalizing problems, and subsequent adaptive skills respectively. Only IQ predicted later academic achievement. When IQ and disruptive/nondisruptive group status were added to each regression equation they further contributed as significant predictors. When parent and teacher ratings of behavior problems at baseline were entered jointly with RCP dimensions into regression equations, the peer dimensions further explained outcome variance. Additive effects of the RCP dimensions were found only for the externalizing problems outcome. Disruptive children with mild levels of aggressive behavior and high levels of sensitive-isolated behavior had less externalizing problems at outcome. A comparison of the difference between disruptive and nondisruptive groups in the relationship of baseline RCP scores to teacher outcomes showed no difference between groups, suggesting that the groups did not depart appreciably from their initial differences relative to each other over time. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125
in Journal of Child Psychology and Psychiatry > 41-2 (February 2000) . - p.181-190[article] Predictive Power of Peer Behavioral Assessment for Subsequent Maladjustment in Community Samples of Disruptive and Nondisruptive Children [Texte imprimé et/ou numérique] / George M. REALMUTO, Auteur ; Gerald J. AUGUST, Auteur ; Joel M. HEKTNER, Auteur . - 2000 . - p.181-190.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 41-2 (February 2000) . - p.181-190
Mots-clés : Peer reputation externalizing behavior problems internalizing behavior problems assessment disruptive behavior high-risk studies peer relationships prediction school children Index. décimale : PER Périodiques Résumé : In a prospective, longitudinal study with community samples of disruptive and nondisruptive children, the predictive relations between peer-assessed dimensions of behavioral reputation in elementary school and teacher-rated behavioral adjustment and test scores of academic achievement were examined over a 4-year period. The Revised Class Play (RCP), a social role matching instrument completed by students about their classmates, was used to assess behavioral dimensions of children's peer reputation at baseline. Regression analyses showed that the RCP dimensions of aggressive-disruptive, sensitive-isolated, and social etiquette were the best predictors of later teacher-rated externalizing problems, internalizing problems, and subsequent adaptive skills respectively. Only IQ predicted later academic achievement. When IQ and disruptive/nondisruptive group status were added to each regression equation they further contributed as significant predictors. When parent and teacher ratings of behavior problems at baseline were entered jointly with RCP dimensions into regression equations, the peer dimensions further explained outcome variance. Additive effects of the RCP dimensions were found only for the externalizing problems outcome. Disruptive children with mild levels of aggressive behavior and high levels of sensitive-isolated behavior had less externalizing problems at outcome. A comparison of the difference between disruptive and nondisruptive groups in the relationship of baseline RCP scores to teacher outcomes showed no difference between groups, suggesting that the groups did not depart appreciably from their initial differences relative to each other over time. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125