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This study also examines associations between motivation and academic functioning with objective (i.e., grade point average, standardized reading and math scores) and cross-rater measurement (i.e., parent-reported homework performance). Multivariate analysis of variance controlling for sex, intelligence, and medication status found that adolescents with ADHD exhibited a significant motivational deficit compared to adolescents without ADHD across all areas of academic motivation, including intrinsic motivation (d = 0.49), extrinsic motivation (d = 0.43), and amotivation (d = 0.42). To examine whether motivation was differentially associated with academic impairment in the ADHD and comparison groups, a multi-group path analysis was conducted controlling for sex, intelligence, and medication status. Findings showed that motivation was differentially associated with academic impairment for adolescents with and without ADHD. For the comparison group, higher amotivation was associated with poorer homework performance and lower intrinsic motivation was associated with lower reading accuracy. In the ADHD group, higher amotivation was associated with poorer homework performance and math fluency, higher extrinsic motivation was associated with better homework performance and higher GPA, and higher intrinsic motivation was associated with higher reading accuracy. This study builds upon previous research in demonstrating that adolescents with ADHD have academic motivational deficits when compared to their peers without ADHD. Research is needed to understand the longitudinal interplay of academic motivation and academic functioning, with an eye towards developing or modifying interventions to increase academic motivation and academic success.",{"EN":187},"Academic Motivation Deficits in Adolescents with ADHD and Associations with Academic Functioning",{"VOID":189},"[\"12869599726450735468\"]",{"VOID":191},"10.1007\u002Fs10802-019-00601-x","PUBLICATION","VERIFIED","2024-05-02T03:17:33.524+00:00","Auto Verify","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002Fs10802-019-00601-x",[198,216,232,248,264],{"id":199,"sortIndex":23,"researcher":22,"roles":200,"affiliations":202,"properties":211},"2a2f2239-85ff-45dc-a7bd-545bbe72f689",[201],"AUTHOR",[203],{"id":204,"sortIndex":23,"affiliation":205,"properties":22},"0a174520-3d56-4525-838b-e6d84a96a17b",{"id":204,"createTime":22,"updateTime":22,"relativeEntities":206,"slug":22,"properties":207,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":210,"statistic":22},[],{"title":208},{"VI":209},"Department of Psychology, Virginia Commonwealth University, Richmond, USA",[],{"title":212,"gsAuthor":214},{"VI":213},"Zoe R. 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Psychometrika, 24, 45–51.",{},{"id":957,"createTime":958,"updateTime":959,"relativeEntities":960,"slug":961,"properties":962,"entityType":192,"verifyStatus":193,"verifyTime":973,"verifyNote":195,"languages":22,"translateLanguages":22,"viewCount":23,"primaryUrl":974,"fullTextUrl":22,"authors":975,"publicationType":289,"publisherRelationship":991,"citationCount":1017,"citationInfo":1018,"publishDate":1021,"publishYear":1019,"citationAnalyzeStatus":1022,"lastCitationAnalyze":1023,"indexDatabases":1024,"openAccess":22,"references":22,"isForceReanalyzing":524},"f0bafaf3-de77-4b81-8112-3d0b651f9ca3","2024-01-18T04:30:17.482+00:00","2026-07-25T23:58:48.176+00:00",[],"A-developmental-study-of-vigilance-in-learning-disabled-and-nondisabled-children",{"abstract":963,"title":965,"gsPaper":967,"references":969,"doi":971},{"EN":964},"\nTo test the proposition that learning-disabled children manifest a sustained attentional deficit, the Continuous Performance Test was administered to learningdisabled and nondisabled children at three age levels. Children were tested on three task lengths (5, 10, and 15 minutes) and two modalities (auditory and visual) in which dependent measures were correct detections and false responses, d′ and B values. As expected, learning-disabled children made fewer correct detections and more false responses and were less sensitive (d') to critical stimuli than were nondisabled children at all ages. There was also evidence to indicate that learningdisabled children apply different response criteria across age when compared to nondisabled children. B values varied significantly across age, group, modality, and time on task; d′ remained relatively unchanged across time periods. The popular notion that learning-disabled and younger subjects start a vigilance task with the same capacity as nondisabled older children but show a decline in attention as time on task increases was not supported.",{"EN":966},"A developmental study of vigilance in learning-disabled and nondisabled children",{"VOID":968},"[\"12829943472069099022\"]",{"VOID":970},"Anderson, R. P., Holcomb, C. G., & Doyle, R. B. Measurement of attention in hyperactive children.Exceptional Children, 1973,39, 534–539.\nBroadbent, D. E.Decision and stress. London: Academic Press, 1971.\nBrown, A. L. The development of memory: Knowing, knowing about knowing and knowing how to know. In H. Reese (Ed.),Advances in child development and behavior (Vol. 10). New York: Academic Press, 1975.\nBuck, L. Reaction time as a measure of perceptual vigilance.Psychological Bulletin, 1966,65, 291–308.\nChi, M. T. H. Short-term memory limitations in children: Capacity or processing deficits?Memory and Cognition, 1976,4, 559–572.\nConners, C. K. A teacher rating scale for use in drug studies with children.American Journal of Psychiatry, 1969,126, 884–888.\nDykman, R. A., Ackerman, P. T., Clements, S., & Peters, J. Specific learning disabilities: An attentional deficit syndrome. In H. R. Myklebust (Ed.),Progress in learning disabilities (Vol. 2). New York: Grune and Stratton, 1971.\nFederal Register, Vol. 41, No. 250, Thursday, December 29, 1977.\nGoldberg, J. O., & Konstantareas, M. M. Vigilance in hyperactive and normal children on a self-paced operant task.Journal of Child Psychology and Psychiatry, 1981,22, 55–63.\nGreen, D. M., & Swets, J. A.Signal detection theory and psychophysics. New York: Wiley, 1970.\nGrossberg, J. M., & Grant, B. F. Clinical psychophysics: Application of ratio scaling and signal detection method to research on pain, fear, drugs, and medical decision making.Psychological Bulletin, 1978,85, 11–54.\nHallahan, D. P., & Reeves, R. Selective attention and distractability. In B. F. Keogh (Ed.),Advances in special education (Vol. 1). Greenwich, Connecticut: JAI Press, 1980.\nHerman, C. S., Kirchner, G. L., Streissguth, A. P., & Little, R. E. Vigilance paradigm from preschool children used to relate vigilance behavior to IQ and prenatal exposure to alcohol.Perceptual and Motor Skills, 1980,50, 863–867.\nHunt, E. Mechanics of verbal ability.Psychological Review, 1978,85, 109–130.\nKahneman, D.Attention and effort. Englewood Cliffs, New Jersey: Prentice-Hall, 1973.\nLaBerge, D. Attention in the measurement of perceptual learning.Memory and Cognition, 1973,1, 268–276.\nLaBerge, D. Acquisition of automatic processing perceptual and associative learning. In P. Rabbit & S. Dornic (Eds.),Attention and performance. New York: Academic Press, 1975.\nLaBerge, D., & Samuels, S. J. Toward a theory of automatic information processing in reading.Cognitive Psychology, 1974,6, 293–323.\nLevy, F. The development of sustained attention (vigilance) and inhibition in children: Some normative data.Journal of Child Psychology and Psychiatry, 1980,21, 77–84.\nLogan, G. D. Attention in character-classification tasks: Evidence for the automaticity of component stages.Journal of Experimental Psychology: General, 1978,107, 32–63.\nLuria, A. R. Experimental study of the higher nervous activity of the abnormal child.Journal of Mental Deficiency Research, 1959,3, 1–22.\nMackworth, J. F.Vigilance and attention—A signal detection approach. Manchester: C. Nichols, 1970.\nRoss, A. O.Psychological aspects of learning disabilities and reading disorders. New York: McGraw-Hill, 1976.\nRutschmann, J., Comblatt, B., & Erlenmeyer-Kimling, L. Sustained attention in children at risk for schizophrenia. Reports on a continuous performance test.Archives of General Psychiatry, 1977,34, 571–575.\nSostek, A. J., Buchsbaum, M. S., & Rapoport, J. L. Effects of amphetamine on vigilance performance in normal and hyperactive children.Journal of Abnormal Child Psychology, 1980,3, 491–500.\nSternberg, R. J., & Wagner, R. K. Automatization failure in learning disabilities.Topics in Learning and Learning Disabilities, 1982,2, 1–13.\nSwanson, H. L. Developmental recall in learning-disabled children: Perceptual deficit or verbal mediation deficiency?Journal of Abnormal Child Psychology, 1979,7, 191–210.\nSwanson, H. L. Vigilance deficit in learning disabled children: A signal detection analysis.Journal of Child Psychology and Psychiatry, 1981,22, 393–399.\nSwets, J. A., & Kristofferson, A. B. Attention.Annual Review of Psychology, 1970,21, 339–366.\nSykes, D. H., Douglas, V. I., & Morgenstern, G. Sustained attention in hyperactive children.Journal of Child Psychology and Psychiatry, 1973,14, 213–220.",{"VOID":972},"10.1007\u002FBF00914249","2024-06-24T08:16:56.959+00:00","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002FBF00914249",[976],{"id":977,"sortIndex":23,"researcher":22,"roles":978,"affiliations":979,"properties":988},"868c2e81-9311-47f7-bce5-4d705f891969",[201],[980],{"id":981,"sortIndex":23,"affiliation":982,"properties":22},"e6eed136-5914-4a0f-85c6-5a279ba2244f",{"id":981,"createTime":22,"updateTime":22,"relativeEntities":983,"slug":22,"properties":984,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":987,"statistic":22},[],{"title":985},{"VI":986},"Department of Special Education, University of Northern Colorado, Greeley",[],{"title":989},{"VI":990},"H. 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The purpose of this study was to compare the effects of automated versus teacher-controlled instruction in the education of autistic children. Four autistic children, each with extreme deficits in language, social, and self-care behaviors, were trained on a matching-to-sample task under three different instructional situations within an intrasubject replication design and multiple baseline procedure. Analysis of the data showed the following results: (1) The teacher, manually operating the teaching machine, was able to teach and maintain the matching-to-sample task; (2) the same autistic children did not acquire or maintain the task when taught by the machine alone; and (3) the teacher alone (without the machine) was able to teach and maintain the task. The results suggest that automated instruction may, at least, serve as a valuable aid to teachers of autistic children. However, before machines can be used without the participation of a trained teacher, further research appears necessary. Several areas, including the role of motivation in automated instructional settings, the saliency and effectiveness of reinforcers, and the importance of controlling antecedent stimulus conditions and off-task behavior are discussed as areas of primary concern in the development of automated instruction for autistic children.",{"EN":1035},"A comparison of human and automated instruction of autistic children",{"VOID":1037},"[\"16694008880870157535\"]",{"VOID":1039},"10.1007\u002FBF00919124","2024-04-23T08:46:50.989+00:00","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002FBF00919124",[1043,1058,1073],{"id":1044,"sortIndex":23,"researcher":22,"roles":1045,"affiliations":1046,"properties":1055},"f0cae0a1-fb2e-4ad7-974d-a94e583c7c65",[201],[1047],{"id":1048,"sortIndex":23,"affiliation":1049,"properties":22},"13288b59-626d-46f3-8c4b-a075e2926ca0",{"id":1048,"createTime":22,"updateTime":22,"relativeEntities":1050,"slug":22,"properties":1051,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":1054,"statistic":22},[],{"title":1052},{"VI":1053},"Behavioral Psychology, The John F. Kennedy Institute, Johns Hopkins University School of Medicine, Baltimore",[],{"title":1056},{"VI":1057},"Dennis C. Russo",{"id":1059,"sortIndex":218,"researcher":22,"roles":1060,"affiliations":1061,"properties":1070},"4c31959e-33cf-411d-87dc-68fc64a0ae15",[201],[1062],{"id":1063,"sortIndex":23,"affiliation":1064,"properties":22},"60de589b-c2b4-4104-82d7-cee5c974de2c",{"id":1063,"createTime":22,"updateTime":22,"relativeEntities":1065,"slug":22,"properties":1066,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":1069,"statistic":22},[],{"title":1067},{"VI":1068},"University of California, Santa Barbara",[],{"title":1071},{"VI":1072},"Robert L. Koegei",{"id":1074,"sortIndex":234,"researcher":22,"roles":1075,"affiliations":1076,"properties":1085},"abb61d26-a541-4d6e-88aa-4979505266fd",[201],[1077],{"id":1078,"sortIndex":23,"affiliation":1079,"properties":22},"37c63c6a-ef9b-4b63-bc7a-3b9d68760c2a",{"id":1078,"createTime":22,"updateTime":22,"relativeEntities":1080,"slug":22,"properties":1081,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":1084,"statistic":22},[],{"title":1082},{"VI":1083},"University of California, Los Angeles",[],{"title":1086},{"VI":1087},"O. Ivar Lovaas",{"url":1041,"publisher":1089,"properties":1109},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":1090,"slug":10,"properties":1091,"entityType":20,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":23,"subjectFields":1095,"manageAffiliations":1096,"indexDatabases":1097,"url":22,"thumbnailPath":22,"statistic":1104,"gsStatistic":22,"type":172,"analyzePriority":22},[],{"issn":1092,"title":1093,"eissn":1094},{"VOID":15},{"EN":17},{"VOID":13},[],[],[1098],{"id":28,"indexDatabase":1099,"url":39,"indexYears":40,"academicFieldIds":22,"indexDatabaseRanking":41},{"id":30,"createTime":22,"updateTime":22,"relativeEntities":1100,"label":1101,"description":1102,"key":36,"publicationTags":1103,"standard":22},[],{"EN":33,"VI":33},{"EN":33,"VI":35},[38],{"impactFactor":23,"impactFactorByYear":1105,"i10Index":55,"i10IndexLast5Year":56,"totalPublication":57,"totalPublicationByYear":1106,"totalCitation":87,"totalCitationByYear":1107,"totalCitationPerPublication":129,"totalCitationPerPublicationByYear":1108,"hindexLast5Year":171,"hindex":171},{"2012":44,"2013":45,"2014":46,"2015":47,"2016":48,"2017":49,"2018":50,"2019":51,"2020":52,"2021":53,"2022":54},{"1973":59,"1974":60,"1975":61,"1976":56,"1977":62,"1978":63,"1979":64,"1980":65,"1981":64,"1982":66,"1983":66,"1984":67,"1985":68,"1986":69,"1987":64,"1988":70,"1989":71,"1990":72,"1991":60,"1992":65,"1993":66,"1994":73,"1995":63,"1996":62,"1997":73,"1998":62,"1999":65,"2000":65,"2001":72,"2002":74,"2003":71,"2004":63,"2005":70,"2006":75,"2007":76,"2008":77,"2009":78,"2010":79,"2011":80,"2012":81,"2013":82,"2014":83,"2015":84,"2016":83,"2017":85,"2018":82,"2019":82,"2020":86},{"1973":89,"1974":77,"1976":90,"1977":91,"1978":92,"1979":93,"1980":94,"1981":95,"1982":96,"1983":97,"1984":98,"1985":99,"1986":100,"1987":101,"1988":102,"1989":103,"1990":104,"1991":105,"1992":106,"1993":107,"1994":108,"1995":109,"1996":110,"2003":111,"2004":112,"2005":113,"2006":114,"2007":115,"2008":116,"2009":117,"2010":118,"2011":119,"2012":120,"2013":121,"2014":122,"2015":123,"2016":124,"2017":125,"2018":126,"2019":127,"2020":128},{"1973":131,"1974":132,"1976":133,"1977":134,"1978":135,"1979":136,"1980":137,"1981":138,"1982":139,"1983":140,"1984":141,"1985":142,"1986":143,"1987":144,"1988":145,"1989":146,"1990":147,"1991":59,"1992":148,"1993":149,"1994":150,"1995":151,"1996":152,"2003":153,"2004":154,"2005":155,"2006":156,"2007":157,"2008":158,"2009":159,"2010":160,"2011":161,"2012":162,"2013":163,"2014":164,"2015":165,"2016":166,"2017":167,"2018":168,"2019":169,"2020":170},{"pages":1110,"volume":1112},{"VOID":1111},"189-201",{"VOID":1113},"6",49,{"total":1114,"publishYear":1116,"statisticByYear":1117},1978,{"1978":218,"1980":218,"1981":234,"1983":234,"1984":234,"1985":218,"1986":218,"1987":218,"1988":234,"1992":218,"1996":234,"2000":218,"2001":250,"2002":234,"2004":234,"2007":218,"2008":234,"2010":234,"2012":266,"2013":250,"2014":234,"2015":218,"2016":218,"2018":250,"2019":218,"2021":250,"2023":234},"1978-06-01","2026-07-23T17:32:49.303+00:00",[41],[1122,1125,1128,1131,1137,1140,1143,1146,1152,1155,1158,1161,1164,1167,1170,1173,1176,1179,1182,1185,1188,1194,1197,1203,1209,1212,1215,1221,1224,1227],{"id":22,"text":1123,"url":22,"identifiers":1124},"Glahn, T. J.Effects of modeling techniques vs. instruction and general principles for teaching behavior modification to parents. Unpublished master's thesis, University of California, Santa Barbara, 1975.",{},{"id":22,"text":1126,"url":22,"identifiers":1127},"Bijou, S. W., & Baer, D. M.Child development: A systematic and empirical theory (Vol. 1). New York: Appleton-Century-Crofts, 1961.",{},{"id":325,"text":1129,"url":327,"identifiers":1130},"Briggs, L. J. Two self-instructional devices.Psychological Reports, 1958,4, 671–676.",{"doi":329},{"id":1132,"text":1133,"url":1134,"identifiers":1135},"41ba9f7e-c803-449b-a489-77b24a4c4d90","Colby, K. M. The rationale for computer-based treatment of language difficulties in nonspeaking autistic children.Journal of Autism and Childhood Schizophrenia, 1973,3, 254–260.","http:\u002F\u002Flink.springer.com\u002F10.1007\u002FBF01538283",{"doi":1136},"10.1007\u002Fbf01538283",{"id":22,"text":1138,"url":22,"identifiers":1139},"Colby, K. M., & Smith, D. C. Computers in the treatment of non-speaking autistic children. In J. H. Masserman (Ed.),Current psychiatric therapies. New York: Grune & Stratton, 1971.",{},{"id":22,"text":1141,"url":22,"identifiers":1142},"Crowder, N. A. Automatic tutoring by intrinsic programming. In A. A. Lumsdaine & R. Glaser (Eds.),Teaching machines and programmed learning. Washington, D.C.: National Education Association of the United States, 1960. Pp. 286–298.",{},{"id":22,"text":1144,"url":22,"identifiers":1145},"Cumming, W. W., & Berryman, R. The complex discriminated operant: Studies of matchingto-sample and related problems. In D. I. Mostofsky (Ed.),Stimulus generalization. Stanford: Stanford University Press, 1965.",{},{"id":1147,"text":1148,"url":1149,"identifiers":1150},"4109fca9-e6a9-4b58-8faf-cd8dd9593904","Ferster, C. B., & DeMyer, M. K. The development of performances in autistic children in an automatically controlled environment.Journal of Chronic Diseases, 1961,13, 312–345.","https:\u002F\u002Fwww.sciencedirect.com\u002Fscience\u002Farticle\u002Fpii\u002F0021968161900595",{"doi":1151},"10.1016\u002F0021-9681(61)90059-5",{"id":325,"text":1153,"url":327,"identifiers":1154},"Gewirtz, J. L. Conditional responding as a paradigm for observational, imitative learning and vicarious reinforcement. In H. W. Reese (Ed.),Advances in child development and behavior. New York: Academic Press, 1971.",{"doi":329},{"id":22,"text":1156,"url":22,"identifiers":1157},"Holtzman, W. H.Computer assisted instruction, testing, and guidance. New York: Harper & Row, 1970.",{},{"id":22,"text":1159,"url":22,"identifiers":1160},"Koegel, R. L., & Covert, A. The relationship of self-stimulation to learning in autistic children.Journal of Applied Behavior Analysis, 1972,5, 381–387.",{},{"id":325,"text":1162,"url":327,"identifiers":1163},"Koegel, R. L., & Rincover, A. Treatment of psychotic children in a classroom environment: I. Learning in a large group.Journal of Applied Behavior Analysis, 1974,7, 45–60.",{"doi":329},{"id":22,"text":1165,"url":22,"identifiers":1166},"Koegel, R. L., & Rincover, A. Some detrimental effects of using extra stimuli to guide responding in autistic and normal children.Journal of Abnormal Child Psychology, 1976,2, 59–71.",{},{"id":22,"text":1168,"url":22,"identifiers":1169},"Koegel, R. L., Russo, D. C., & Rincover, A. A method for assessing and training teachers in behavior modification with autistic children.Journal of Applied Behavior Analysis, 1977,10, 197–205.",{},{"id":22,"text":1171,"url":22,"identifiers":1172},"Koegel, R. L., & Schreibman, L. The role of stimulus variables in teaching autistic children. In O. I. Lovaas & B. D. Bucher (Eds.),Perspectives in behavior modification with deviant children. Englewood Cliffs, New Jersey: Prentice-Hall, 1974.",{},{"id":325,"text":1174,"url":327,"identifiers":1175},"Kozloff, M. A.Reaching the autistic child: A parent training program. Champaign, Illinois: Research Press, 1973.",{"doi":329},{"id":22,"text":1177,"url":22,"identifiers":1178},"Lovaas, O. I.Behavior modification: Teaching language to psychotic children (Instructional film, 45 min., 16-mm. sound). New York: Appleton-Century-Crofts, 1969.",{},{"id":22,"text":1180,"url":22,"identifiers":1181},"Lovaas, O. I.Language acquisition programs for non-linguistic children. Englewood Cliffs, New Jersey: Prentice-Hall, 1974.",{},{"id":325,"text":1183,"url":327,"identifiers":1184},"Lovaas, O. L., Berberich, J. P., Perloff, B. F., & Schaeffer, B. Acquisition of imitative speech by schizophrenic children.Science, 1966,151, 705–707.",{"doi":329},{"id":325,"text":1186,"url":327,"identifiers":1187},"Lovaas, O. L., & Koegel, R. L. Behavior therapy with autistic children. In C. E. Thoreson (Ed.),Behavior modification in education. Seventy-second yearbook of the National Society for the Study of Education. Chicago: University of Chicago Press, 1973. Pp. 230–258.",{"doi":329},{"id":1189,"text":1190,"url":1191,"identifiers":1192},"f3f89e27-8ad0-4428-92bc-31e92bf70757","Lovaas, O. I., Litrownik, A., & Mann, R. Response latencies to auditory stimuli in autistic children engaged in self-stimulatory behavior.Behavior Research and Therapy, 1971,9, 39–49.","https:\u002F\u002Fwww.sciencedirect.com\u002Fscience\u002Farticle\u002Fpii\u002F0005796771900350",{"doi":1193},"10.1016\u002F0005-7967(71)90035-0",{"id":22,"text":1195,"url":22,"identifiers":1196},"Lovaas, O. I., & Newsom, C. D. Behavior modification with psychotic children. In H. Leitenberg (Ed.),Handbook of behavior modification. New York: Appleton-Century-Crofts, 1976.",{},{"id":1198,"text":1199,"url":1200,"identifiers":1201},"d161e2e6-17c4-4e58-b370-37357881e4b4","Metz, J. R. Conditioning generalized imitation in autistic children.Journal of Experimental Child Psychology, 1965,2, 389–399.","https:\u002F\u002Fwww.sciencedirect.com\u002Fscience\u002Farticle\u002Fpii\u002F0022096565900238",{"doi":1202},"10.1016\u002F0022-0965(65)90023-8",{"id":1204,"text":1205,"url":1206,"identifiers":1207},"639291bd-5402-4dbc-84a7-34c2e9e14e44","Rincover, A., & Koegel, R. L. Classroom treatment of autistic children: II. Individualized instruction in a group.Journal of Abnormal Child Psychology, 1977,5, 113–126.","http:\u002F\u002Flink.springer.com\u002F10.1007\u002FBF00913087",{"doi":1208},"10.1007\u002FBF00913087",{"id":22,"text":1210,"url":22,"identifiers":1211},"Russo, D. C.Human vs. automated instruction of autistic children. Unpublished doctoral dissertation, University of California, Santa Barbara, 1975.",{},{"id":22,"text":1213,"url":22,"identifiers":1214},"Schreibman, L., & Koegel, R. L. Autism: A defeatable horror.Psychology Today, March 1975, 61–67.",{},{"id":1216,"text":1217,"url":1218,"identifiers":1219},"25912c69-5130-4027-99a7-ade9909fa71d","Sherman, J. A. Imitation and language development. In H. W. Reese (Ed.),Advances in child development and behavior. New York: Academic Press, 1971.","https:\u002F\u002Fwww.sciencedirect.com\u002Fscience\u002Farticle\u002Fpii\u002FS0065240708600841",{"doi":1220},"10.1016\u002Fs0065-2407(08)60084-1",{"id":325,"text":1222,"url":327,"identifiers":1223},"Sidman, M. Reading and auditory-visual equivalences.Journal of Speech and Hearing Research, 1971,14, 5–13.",{"doi":329},{"id":22,"text":1225,"url":22,"identifiers":1226},"Skinner, B. F. Teaching machines.Science, 1958,128, 969–977.",{},{"id":325,"text":1228,"url":327,"identifiers":1229},"Skinner, B. F. Reflections on a decade of teaching machines. In R. Glaser (Ed.),Teaching machines and programmed learning, Vol. II: Data and directions. Washington, D.C.: National Education Association of the United States, 1965. Pp. 5–20.",{"doi":329},{"id":1231,"createTime":1232,"updateTime":1233,"relativeEntities":1234,"slug":1235,"properties":1236,"entityType":192,"verifyStatus":193,"verifyTime":1247,"verifyNote":195,"languages":22,"translateLanguages":22,"viewCount":23,"primaryUrl":1248,"fullTextUrl":22,"authors":1249,"publicationType":289,"publisherRelationship":1265,"citationCount":22,"citationInfo":22,"publishDate":1291,"publishYear":1292,"citationAnalyzeStatus":21,"lastCitationAnalyze":1293,"indexDatabases":1294,"openAccess":22,"references":22,"isForceReanalyzing":524},"f65397e0-68da-4fd6-8165-0f7233dbde9d","2024-01-15T10:07:16.233+00:00","2026-07-23T13:33:27.523+00:00",[],"Teacher-race-student-race-and-the-behavior-problem-checklist",{"abstract":1237,"title":1239,"gsPaper":1241,"references":1243,"doi":1245},{"EN":1238},"\nThe ratings of 458 fourth- and fifth-grade boys were investigated to determine whether or not scores on the Behavior Problem Checklist vary systematically with teacher or student race. Analyses of the data for conduct problems, inadequacyimmaturity, and socialized delinquency indicated that white teachers demonstrate a strong tendency to rate black children as more deviant and white children as less deviant when contrasted with the ratings of black teachers. The ratings of black teachers were found not to vary with student race. No differences among any of the variables were found with regard to personality problems. Possible explanations for the results are discussed, along with implications for the use of the Behavior Problem Checklist in the field.",{"EN":1240},"Teacher race, student race, and the behavior problem checklist",{"VOID":1242},"[\"1651613309613814244\"]",{"VOID":1244},"Eaves, R. C. Stated reward preferences and effectiveness of reinforcement under performance conditions among black and white disturbing and nondisturbing children. Unpublished doctoral dissertation, University of Georgia, 1974.\nMcCarthy, J. M., & Paraskevopolous, J. Behavior patterns of learning disabled, emotionally disturbed, and average children.Exceptional Children, 1969,36, 69–74.\nMyers, J. L.Fundamentals of experimental design. Boston: Allyn and Bacon, 1966.\nParaskevopolous, J., & McCarthy, J. M. Behavior patterns of children with special learning disabilities.Psychology in the Schools, 1970,7, 42–46.\nPeterson, D. R. Behavior problems of middle childhood.Journal of Consulting Psychology, 1961,25, 205–209.\nQuay, H. C. Personality dimensions in delinquent males as inferred from the factor analysis of behavior ratings.Journal of Research in Crime and Delinquency, 1964,1, 33–37.\nQuay, H. C., & Peterson, D. R.Manual for the behavior problem checklist. Champaign, Ill.: University of Illinois, Children's Research Center, 1967.\nQuay, H. C., & Quay, L. C. Behavior problems in early adolescence.Child Development, 1965,36, 215–220.\nSchultz, E. W., Salvia, J., & Feinn, J. Behavioral symptoms in rural elementary school children.Journal of Abnormal Child Psychology, 1973,1, 378–389.\nSpeer, D. C. Behavior problem checklist (Peterson-Quay): Base-line data from parents of child guidance and nondinic children.Journal of Consulting and Clinical Psychology 1971,36, 221–228.\nStone, F. B., Wilson, M. A., Spence, M. E., & Gibson, R. C. A survey of elementary school children's behavior problems.American Journal of Orthopsychiatry, 1969,39, 289–290.\nWerry, J. S., & Quay, H. C. The prevalence of behavior symptoms in young elementary schoolchildren. American Journal of Orthopsychiatry, 1971,4(1), 136–143.",{"VOID":1246},"10.1007\u002FBF00916025","2024-08-30T12:20:20.789+00:00","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002FBF00916025",[1250],{"id":1251,"sortIndex":23,"researcher":22,"roles":1252,"affiliations":1253,"properties":1262},"1c02474a-f0cf-4cca-87f5-57ac787b03cb",[201],[1254],{"id":1255,"sortIndex":23,"affiliation":1256,"properties":22},"0dc0919d-5a28-4fa2-a3c3-0ae1f6e93a4e",{"id":1255,"createTime":22,"updateTime":22,"relativeEntities":1257,"slug":22,"properties":1258,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":1261,"statistic":22},[],{"title":1259},{"VI":1260},"Department of Special Education, 207 Cedar, Pennsylvania State University, University Park",[],{"title":1263},{"VI":1264},"Ronald C. Eaves",{"url":1248,"publisher":1266,"properties":1286},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":1267,"slug":10,"properties":1268,"entityType":20,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":23,"subjectFields":1272,"manageAffiliations":1273,"indexDatabases":1274,"url":22,"thumbnailPath":22,"statistic":1281,"gsStatistic":22,"type":172,"analyzePriority":22},[],{"issn":1269,"title":1270,"eissn":1271},{"VOID":15},{"EN":17},{"VOID":13},[],[],[1275],{"id":28,"indexDatabase":1276,"url":39,"indexYears":40,"academicFieldIds":22,"indexDatabaseRanking":41},{"id":30,"createTime":22,"updateTime":22,"relativeEntities":1277,"label":1278,"description":1279,"key":36,"publicationTags":1280,"standard":22},[],{"EN":33,"VI":33},{"EN":33,"VI":35},[38],{"impactFactor":23,"impactFactorByYear":1282,"i10Index":55,"i10IndexLast5Year":56,"totalPublication":57,"totalPublicationByYear":1283,"totalCitation":87,"totalCitationByYear":1284,"totalCitationPerPublication":129,"totalCitationPerPublicationByYear":1285,"hindexLast5Year":171,"hindex":171},{"2012":44,"2013":45,"2014":46,"2015":47,"2016":48,"2017":49,"2018":50,"2019":51,"2020":52,"2021":53,"2022":54},{"1973":59,"1974":60,"1975":61,"1976":56,"1977":62,"1978":63,"1979":64,"1980":65,"1981":64,"1982":66,"1983":66,"1984":67,"1985":68,"1986":69,"1987":64,"1988":70,"1989":71,"1990":72,"1991":60,"1992":65,"1993":66,"1994":73,"1995":63,"1996":62,"1997":73,"1998":62,"1999":65,"2000":65,"2001":72,"2002":74,"2003":71,"2004":63,"2005":70,"2006":75,"2007":76,"2008":77,"2009":78,"2010":79,"2011":80,"2012":81,"2013":82,"2014":83,"2015":84,"2016":83,"2017":85,"2018":82,"2019":82,"2020":86},{"1973":89,"1974":77,"1976":90,"1977":91,"1978":92,"1979":93,"1980":94,"1981":95,"1982":96,"1983":97,"1984":98,"1985":99,"1986":100,"1987":101,"1988":102,"1989":103,"1990":104,"1991":105,"1992":106,"1993":107,"1994":108,"1995":109,"1996":110,"2003":111,"2004":112,"2005":113,"2006":114,"2007":115,"2008":116,"2009":117,"2010":118,"2011":119,"2012":120,"2013":121,"2014":122,"2015":123,"2016":124,"2017":125,"2018":126,"2019":127,"2020":128},{"1973":131,"1974":132,"1976":133,"1977":134,"1978":135,"1979":136,"1980":137,"1981":138,"1982":139,"1983":140,"1984":141,"1985":142,"1986":143,"1987":144,"1988":145,"1989":146,"1990":147,"1991":59,"1992":148,"1993":149,"1994":150,"1995":151,"1996":152,"2003":153,"2004":154,"2005":155,"2006":156,"2007":157,"2008":158,"2009":159,"2010":160,"2011":161,"2012":162,"2013":163,"2014":164,"2015":165,"2016":166,"2017":167,"2018":168,"2019":169,"2020":170},{"pages":1287,"volume":1289},{"VOID":1288},"1-9",{"VOID":1290},"3","1975-03-01",1975,"2026-07-23T13:33:27.522+00:00",[41],{"id":1296,"createTime":1297,"updateTime":1298,"relativeEntities":1299,"slug":1300,"properties":1301,"entityType":192,"verifyStatus":193,"verifyTime":1312,"verifyNote":195,"languages":22,"translateLanguages":22,"viewCount":218,"primaryUrl":1313,"fullTextUrl":22,"authors":1314,"publicationType":289,"publisherRelationship":1397,"citationCount":1423,"citationInfo":1424,"publishDate":1428,"publishYear":1425,"citationAnalyzeStatus":21,"lastCitationAnalyze":1429,"indexDatabases":1430,"openAccess":22,"references":22,"isForceReanalyzing":524},"6d8ab23d-3836-4839-8115-d106e9efaca7","2024-02-21T02:00:59.742+00:00","2026-07-21T14:46:00.427+00:00",[],"The-Role-of-Family-Functioning-in-Bipolar-Disorder-in-Families",{"abstract":1302,"title":1304,"gsPaper":1306,"references":1308,"doi":1310},{"EN":1303},"Investigated the association between family functioning and conflict and their links with mood disorder in parents and with children’s risk for bipolar disorder. Participants were 272 families with a child between the ages of 5–17 years. Parents’ history of psychiatric diagnoses and children’s current diagnoses were obtained via semi-structured interviews. Parent report on the Family Assessment Device and the Conflict Behavior Questionnaire measured family functioning and conflict, respectively. Results revealed a small but significant indirect pathway from parental diagnosis of mood disorder to child bipolar disorder through impaired family functioning, via increased family conflict. Parental mood disorders were also significantly related to other negative outcomes in children, including unipolar depression and oppositional defiant disorder. Associations between parent diagnoses and family functioning changed depending on youth age, but not youth sex.",{"EN":1305},"The Role of Family Functioning in Bipolar Disorder in Families",{"VOID":1307},"[\"1792396789825150822\"]",{"VOID":1309},"American Psychiatric Association (2001). 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Journal of the American Academy of Child and Adolescent Psychiatry, 44, 1292–1300.",{"VOID":1311},"10.1007\u002Fs10802-008-9217-9","2024-06-24T00:02:13.354+00:00","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002Fs10802-008-9217-9",[1315,1330,1355,1377],{"id":1316,"sortIndex":23,"researcher":22,"roles":1317,"affiliations":1318,"properties":1327},"46a2f3f5-766f-462b-9679-bbf0c44423f8",[201],[1319],{"id":1320,"sortIndex":23,"affiliation":1321,"properties":22},"3139d93e-ae1e-4835-85c5-11991d7a5446",{"id":1320,"createTime":22,"updateTime":22,"relativeEntities":1322,"slug":22,"properties":1323,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":1326,"statistic":22},[],{"title":1324},{"VI":1325},"Department of Psychology, Western Washington University, Bellingham, USA",[],{"title":1328},{"VI":1329},"Tina D. Du Rocher Schudlich",{"id":1331,"sortIndex":218,"researcher":22,"roles":1332,"affiliations":1333,"properties":1350},"a21aa611-d6df-4f39-b385-9a64c5180fe6",[201],[1334,1342],{"id":1335,"sortIndex":23,"affiliation":1336,"properties":22},"1f0230c5-3e5c-4986-81e5-9db81d4b80bf",{"id":1335,"createTime":22,"updateTime":22,"relativeEntities":1337,"slug":22,"properties":1338,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":1341,"statistic":22},[],{"title":1339},{"EN":1340},"Department of Psychology, University of North Carolina at Chapel Hill, Chapel Hill, USA.",[],{"id":1343,"sortIndex":218,"affiliation":1344,"properties":22},"5313ddf8-f3a6-4a22-b463-c7947b8c5af0",{"id":1343,"createTime":22,"updateTime":22,"relativeEntities":1345,"slug":22,"properties":1346,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":1349,"statistic":22},[],{"title":1347},{"VI":1348},"Department of Psychiatry, Case Western Reserve University, Clevelend, USA",[],{"title":1351,"gsAuthor":1353},{"VI":1352},"Eric A. Youngstrom",{"VOID":1354},"[\"xsHZ_3UAAAAJ\"]",{"id":1356,"sortIndex":234,"researcher":22,"roles":1357,"affiliations":1358,"properties":1374},"5d7b3b2c-278c-4f36-9e5b-be7740e694de",[201],[1359,1365],{"id":1343,"sortIndex":23,"affiliation":1360,"properties":22},{"id":1343,"createTime":22,"updateTime":22,"relativeEntities":1361,"slug":22,"properties":1362,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":1364,"statistic":22},[],{"title":1363},{"VI":1348},[],{"id":1366,"sortIndex":218,"affiliation":1367,"properties":1373},"5565a32e-5387-44d7-bb05-dd97c4372de4",{"id":1366,"createTime":22,"updateTime":22,"relativeEntities":1368,"slug":22,"properties":1369,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":1372,"statistic":22},[],{"title":1370},{"VI":1371},"Department of Psychiatry, University Hospitals Case Medical Center, Clevelend, USA",[],{},{"title":1375},{"VI":1376},"Joseph R. Calabrese",{"id":1378,"sortIndex":250,"researcher":22,"roles":1379,"affiliations":1380,"properties":1394},"40492669-d474-47ca-b7e9-f2791f34e9e4",[201],[1381,1387],{"id":1343,"sortIndex":23,"affiliation":1382,"properties":22},{"id":1343,"createTime":22,"updateTime":22,"relativeEntities":1383,"slug":22,"properties":1384,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":1386,"statistic":22},[],{"title":1385},{"VI":1348},[],{"id":1366,"sortIndex":218,"affiliation":1388,"properties":1393},{"id":1366,"createTime":22,"updateTime":22,"relativeEntities":1389,"slug":22,"properties":1390,"entityType":22,"verifyStatus":22,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":22,"url":22,"parentIds":1392,"statistic":22},[],{"title":1391},{"VI":1371},[],{},{"title":1395},{"VI":1396},"Robert L. Findling",{"url":1313,"publisher":1398,"properties":1418},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":1399,"slug":10,"properties":1400,"entityType":20,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"languages":22,"translateLanguages":22,"viewCount":23,"subjectFields":1404,"manageAffiliations":1405,"indexDatabases":1406,"url":22,"thumbnailPath":22,"statistic":1413,"gsStatistic":22,"type":172,"analyzePriority":22},[],{"issn":1401,"title":1402,"eissn":1403},{"VOID":15},{"EN":17},{"VOID":13},[],[],[1407],{"id":28,"indexDatabase":1408,"url":39,"indexYears":40,"academicFieldIds":22,"indexDatabaseRanking":41},{"id":30,"createTime":22,"updateTime":22,"relativeEntities":1409,"label":1410,"description":1411,"key":36,"publicationTags":1412,"standard":22},[],{"EN":33,"VI":33},{"EN":33,"VI":35},[38],{"impactFactor":23,"impactFactorByYear":1414,"i10Index":55,"i10IndexLast5Year":56,"totalPublication":57,"totalPublicationByYear":1415,"totalCitation":87,"totalCitationByYear":1416,"totalCitationPerPublication":129,"totalCitationPerPublicationByYear":1417,"hindexLast5Year":171,"hindex":171},{"2012":44,"2013":45,"2014":46,"2015":47,"2016":48,"2017":49,"2018":50,"2019":51,"2020":52,"2021":53,"2022":54},{"1973":59,"1974":60,"1975":61,"1976":56,"1977":62,"1978":63,"1979":64,"1980":65,"1981":64,"1982":66,"1983":66,"1984":67,"1985":68,"1986":69,"1987":64,"1988":70,"1989":71,"1990":72,"1991":60,"1992":65,"1993":66,"1994":73,"1995":63,"1996":62,"1997":73,"1998":62,"1999":65,"2000":65,"2001":72,"2002":74,"2003":71,"2004":63,"2005":70,"2006":75,"2007":76,"2008":77,"2009":78,"2010":79,"2011":80,"2012":81,"2013":82,"2014":83,"2015":84,"2016":83,"2017":85,"2018":82,"2019":82,"2020":86},{"1973":89,"1974":77,"1976":90,"1977":91,"1978":92,"1979":93,"1980":94,"1981":95,"1982":96,"1983":97,"1984":98,"1985":99,"1986":100,"1987":101,"1988":102,"1989":103,"1990":104,"1991":105,"1992":106,"1993":107,"1994":108,"1995":109,"1996":110,"2003":111,"2004":112,"2005":113,"2006":114,"2007":115,"2008":116,"2009":117,"2010":118,"2011":119,"2012":120,"2013":121,"2014":122,"2015":123,"2016":124,"2017":125,"2018":126,"2019":127,"2020":128},{"1973":131,"1974":132,"1976":133,"1977":134,"1978":135,"1979":136,"1980":137,"1981":138,"1982":139,"1983":140,"1984":141,"1985":142,"1986":143,"1987":144,"1988":145,"1989":146,"1990":147,"1991":59,"1992":148,"1993":149,"1994":150,"1995":151,"1996":152,"2003":153,"2004":154,"2005":155,"2006":156,"2007":157,"2008":158,"2009":159,"2010":160,"2011":161,"2012":162,"2013":163,"2014":164,"2015":165,"2016":166,"2017":167,"2018":168,"2019":169,"2020":170},{"pages":1419,"volume":1421},{"VOID":1420},"849-863",{"VOID":1422},"36",118,{"total":1423,"publishYear":1425,"statisticByYear":1426},2008,{"2008":234,"2009":634,"2010":706,"2011":705,"2012":1427,"2013":705,"2014":266,"2015":700,"2016":250,"2017":706,"2018":703,"2019":1427,"2020":634,"2021":266,"2022":634,"2023":652,"2024":266,"2025":266,"2026":234},9,"2008-02-13","2026-07-21T14:46:00.426+00:00",[41],{"id":1432,"createTime":1433,"updateTime":1434,"relativeEntities":1435,"slug":1436,"properties":1437,"entityType":192,"verifyStatus":193,"verifyTime":1447,"verifyNote":195,"languages":22,"translateLanguages":22,"viewCount":23,"primaryUrl":1448,"fullTextUrl":22,"authors":1449,"publicationType":289,"publisherRelationship":1531,"citationCount":22,"citationInfo":22,"publishDate":1557,"publishYear":1558,"citationAnalyzeStatus":708,"lastCitationAnalyze":1434,"indexDatabases":1559,"openAccess":22,"references":22,"isForceReanalyzing":524},"c63ea9da-718e-45f5-8146-9cd8aeb20827","2024-02-09T13:43:47.814+00:00","2026-07-16T23:17:20.436+00:00",[],"A-multiple-risk-interaction-model-Effects-of-temperament-and-divorce-on-psychiatric-disorders-in-children",{"abstract":1438,"title":1440,"gsPaper":1442,"references":1443,"doi":1445},{"EN":1439},"Effects of family status on the trajectory of problematic temperament-adjustment at 1 to 10 years of age and associated psychiatric disturbance 8 years later were examined in an epidemiological sample of 648 children. After adjusting for predivorce temperament-adjustment and background factors, logistic regression yielded independent effects of single custodial mother (SCM) family status for increased risk of disruptive and anxiety disorders, and of stepfamily status for increased risk of disruptive disorders. Increased risk of psychiatric disorders was more pervasive for SCM family boys versus intact family boys than for SCM family girls versus intact family girls, however only significantly more so for depression. No significant sex interaction was observed for stepfamily status. When girls and boys were treated independently, patterns of family status and outcomes of internalizing disorders varied. In stepfamilies, an elevated risk of depression and anxiety disorders was observed in girls but not boys, whereas in SCM families an elevated risk of depression was observed in boys but not girls. Within each family status group there was support for an altered risk of later psychiatric disorders given specific problematic predivorce temperament-adjustment characteristics. Implications for future research and treatment are discussed.",{"EN":1441},"A multiple-risk interaction model: Effects of temperament and divorce on psychiatric disorders in children",{"VOID":539},{"VOID":1444},"Achenbach, T. M., McConaughy, S. H., & Howell, C. T. (1987). Child\u002Fadolescent emotional problems: Implications of cross-informant informants for situational-specificity.Psychological Bulletin, 101, 213–232.\nAmato, P. R., & Keith, B. (1991a). Parental divorce and the well-being of children: A meta-analysis.Psychological Bulletin, 110, 26–46.\nAmato, P. R., & Keith, B. (1991b). Parental divorce and adult well-being: A meta-analysis.Journal of Marriage and the Family, 53, 43–58.\nAmerican Psychiatric Association (1980).Diagnostic and statistical manual of mental disorders (3rd ed.). 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Journal of Abnormal Child Psychology,\n                           26, 431–440.",{"doi":2200},"10.1023\u002FA:1022695601088",{"id":22,"text":2202,"url":22,"identifiers":2203},"*Smithmyer, C. M., Hubbard, J. A., & Simons, R. F. (2000). Proactive and reactive aggression in delinquent adolescents: Relations to aggression outcome expectancies. Journal of Clinical Child Psychology,29, 86–93.",{"doi":2204},"10.1207\u002FS15374424jccp2901_9",{"id":22,"text":2206,"url":22,"identifiers":2207},"Solley, S. R. (1995). Subtypes of aggression in childhood disruptive behavior disorders. Dissertation Abstracts International,\n                           56, 3464B. (UMI No. 9535807).",{},{"id":22,"text":2209,"url":22,"identifiers":2210},"*Steffens, H. (1999). Kindspecifieke diagnostiek en behandeling van agressief gedrag [Individual assessment and treatment of aggressive behavior]. Unpublished master's thesis, University of Amsterdam.",{},{"id":22,"text":2212,"url":22,"identifiers":2213},"*Strassberg, Z., Dodge, K. A., Pettit, G. S., & Bates, J. E. (1994). Spanking in the home and children's subsequent aggression toward kindergarten peers. Development and Psychopathology,6, 445–461.",{"doi":2214},"10.1017\u002FS0954579400006040",{"id":22,"text":2216,"url":22,"identifiers":2217},"*Vazzana, A. D. (2001). Outcome expectations and outcome values of proactive, reactive, and nonaggressive boys. Dissertation Abstracts International,62, 2506B. (UMI No. 3013806).",{},{"id":22,"text":2219,"url":22,"identifiers":2220},"Vitaro, F., Brendgen, M., & Barker, E. D. (2006). Subtypes of aggressive behaviors: A developmental perspective. International Journal of Behavioral Development,\n                           30, 12–19.",{"doi":2221},"10.1177\u002F0165025406059968",{"id":22,"text":2223,"url":22,"identifiers":2224},"*Vitaro, F., Brendgen, M., & Tremblay, R. E. (2002). Reactively and proactively aggressive children: Antecedent and subsequent characteristics. Journal of Child Psychology and Psychiatry,43, 495–505.",{"doi":2225},"10.1111\u002F1469-7610.00040",{"id":22,"text":2227,"url":22,"identifiers":2228},"Vitaro, F., Gendreau, P. L., Tremblay, R. E., & Oligny, P. (1998). Reactive and proactive aggression differentially predict later conduct problems. Journal of Clinical Child Psychology and Psychiatry,\n                           39, 377–385.",{"doi":2229},"10.1017\u002FS0021963097002102",{"id":22,"text":2231,"url":22,"identifiers":2232},"*Waschbusch, D. A., Willoughby, M. T., & Pelham, W. E. (1998). Criterion validity and the utility of reactive and proactive aggression: Comparisons to attention deficit hyperactivity disorder, oppositional defiant disorder, conduct disorder, and other measures of functioning. Journal of Clinical Child Psychology,27, 396–405.",{"doi":2233},"10.1207\u002Fs15374424jccp2704_3",{"id":22,"text":2235,"url":22,"identifiers":2236},"Wilson, S. J., & Lipsey, M. W. (2000). Wilderness challenge programs for delinquent youth: A meta-analysis of outcome evaluations. Evaluation and Program Planning,\n                           23, 1–12",{"doi":2237},"10.1016\u002FS0149-7189(99)00040-3",{"id":2239,"createTime":2240,"updateTime":2241,"relativeEntities":2242,"slug":2243,"properties":2244,"entityType":192,"verifyStatus":193,"verifyTime":2255,"verifyNote":195,"languages":22,"translateLanguages":22,"viewCount":23,"primaryUrl":2256,"fullTextUrl":22,"authors":2257,"publicationType":289,"publisherRelationship":2288,"citationCount":23,"citationInfo":2314,"publishDate":2317,"publishYear":2315,"citationAnalyzeStatus":320,"lastCitationAnalyze":2318,"indexDatabases":2319,"openAccess":22,"references":22,"isForceReanalyzing":524},"d779be33-98e9-4894-8131-51caf6762b0e","2024-02-07T17:35:46.711+00:00","2026-07-15T19:02:15.993+00:00",[],"Factors-Predicting-Depression-across-Multiple-Domains-in-a-National-Longitudinal-Sample-of-Canadian-Youth",{"abstract":2245,"title":2247,"gsPaper":2249,"references":2251,"doi":2253},{"EN":2246},"This prospective longitudinal study aimed to investigate the strength and relative importance of multiple predictors of depression in youth aged 16 to 20 years. Data were drawn from Statistics Canada’s National Longitudinal Survey of Children and Youth (Statistics Canada 2007a, b). Hierarchical regressions were conducted separately by child gender (N = 796 boys; N = 919 girls) for two overlapping samples: mixed parent–child dyads (e.g., biological mothers, fathers and other caregivers; N = 1,715) and a subsample containing only biological mother-child dyads (N = 1,425). Parent-reported data were used from Cycle 1 when the children were aged 4 to 8 years. Parent and child-reported data were used from Cycle 4 when children were aged 10 to 14 years. The outcome measure of depressive symptoms was taken from Cycle 7 when the youth were aged 16 to 20 years. Adolescents reported more depression symptoms than young adults and girls reported more than boys. For boys, higher anxiety\u002Fdepression scores at ages 4 to 8 years and 10 to 14 years, along with lower self-esteem at 10 to 14 years, predicted higher depression scores. Girls’ depression was predicted by loss of a parent by ages 4 to 8 years and higher self-reported anxiety\u002Fdepression and aggression at ages 10 to 14 years. Among biological mother-child dyads, maternal depression reported by mother when child was aged 4 to 8 years and 10 to 14 years significantly predicted depression for girls. At 10 to 14 years, child-reported lower parental monitoring (girls only) and greater parental rejection (boys and girls) predicted depression at ages 16 to 20 years.",{"EN":2248},"Factors Predicting Depression across Multiple Domains in a National Longitudinal Sample of Canadian Youth",{"VOID":2250},"[\"13924427716814465690\"]",{"VOID":2252},"Amato, P. R. (1991). Parental absence during childhood and depression in later life. The Sociological Quarterly, 32(4), 543–556.\nAngold, A., Costello, E. J., & Erkanli, A. (1999). Comorbidity. The Journal of Child Psychology and Psychiatry, 40(1), 57–87. doi:10.1111\u002F1469-7610.00424.\nBarber, B. K. (1996). 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Gender differences in subjective well-being, self-esteem and psychosocial functioning in adolescents with symptoms of anxiety and depression: findings from the nord-trondelang health study. Scandinavian Journal of Psychology, 52, 261–267.\nElia, J., Ambrosini, P., & Berrettini, W. (2008). ADHD characteristics: 1. Concurrent co-morbidity patterns in children and adolescents. Child and Adolescent Psychiatry and Mental Health. doi:10.1186\u002F1753-2000-2-15. 2(15).\nEzpeleta, L., Doménech, J. M., & Angold, A. (2006). A comparison of pure and comorbid CD\u002FODD and depression. Journal of Child Psychology and Psychiatry, 47(7), 704–712. doi:10.111\u002Fj.1469-7610.2005.01558.x.\nFox, J. (1997). Assessing sampling variation: bootstrapping and cross-validation. In Applied regression analysis, linear models, and related methods (pp. 493–520). Thousand Oaks, CA: Sage.\nGalambos, N. L., Leadbeater, B. J., & Barker, E. T. (2004). 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