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Journal articles on the topic 'Preschool children – Rating of – Belgium'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

Zemke, R. "Application of an ATNR Rating Scale to Normal Preschool Children." American Journal of Occupational Therapy 39, no. 3 (1985): 178–80. http://dx.doi.org/10.5014/ajot.39.3.178.

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2

Flynn, Timothy M. "Development of a multiple choice rating scale for preschool children." Early Child Development and Care 23, no. 2-3 (1986): 169–73. http://dx.doi.org/10.1080/0300443860230206.

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3

Diken, Ozlem, and Gerald Mahoney. "Interactions Between Turkish Mothers and Preschool Children With Autism." Intellectual and Developmental Disabilities 51, no. 3 (2013): 190–200. http://dx.doi.org/10.1352/1934-9556-51.3.190.

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Abstract This study explored the relationship between Turkish mothers' style of interaction and the engagement of their preschool-aged children with autism. Data were collected from fifty mother–child dyads in which all children had diagnoses of autism. Video recordings of mother–child interaction were analyzed using the Turkish versions of the Maternal Behavior Rating Scale and the Child Behavior Rating Scale (O. Diken, 2009). Similar to mothers from Western countries, Turkish mothers tended to engage in highly directive interactions with their children. However, a cluster analysis revealed c

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Jeong Yoon Kwon. "A preliminary study for validation of the Preschool Behavioral andEmotional Rating Scale with Korean preschool children." Korean Journal of Early Childhood Education 34, no. 4 (2014): 527–45. http://dx.doi.org/10.18023/kjece.2014.34.4.023.

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5

Karabay, Sakire Ocak, Derya Sahin, and Anita Swennen. "A Descriptive Study: Observing Behavioral Patterns of Preschool Children in Turkey and Belgium." Creative Education 06, no. 02 (2015): 181–85. http://dx.doi.org/10.4236/ce.2015.62016.

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6

Girolametto, Luigi. "Development of a Parent Report Measure for Profiling the Conversational Skills of Preschool Children." American Journal of Speech-Language Pathology 6, no. 4 (1997): 25–33. http://dx.doi.org/10.1044/1058-0360.0604.25.

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A rating scale was developed for parents to use in profiling the conversational skills of their toddlers and young preschoolers with expressive skills between 12–36 months. The scale items were tested on 60 children with language delays and measured parental perceptions of two types of conversational interactions specifically designed to respond to the partner (i.e., answer questions, continue the topic of conversation) and to assert (i.e., request, initiate topics). Evaluation of the psychometric properties of the rating scale indicates that the individual items within each set are correlated

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7

Cress, Cynthia J., Lori Synhorst, Michael H. Epstein, and Elizabeth Allen. "Confirmatory Factor Analysis of the Preschool Behavioral and Emotional Rating Scale (PreBERS) With Preschool Children With Disabilities." Assessment for Effective Intervention 37, no. 4 (2012): 203–11. http://dx.doi.org/10.1177/1534508411433499.

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8

Gopin, Chaya, Dione Healey, Katia Castelli, David Marks, and Jeffrey M. Halperin. "Usefulness of a Clinician Rating Scale in Identifying Preschool Children With ADHD." Journal of Attention Disorders 13, no. 5 (2009): 479–88. http://dx.doi.org/10.1177/1087054709332476.

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Pfeiffer, Steven I., and Yaacov Petscher. "Identifying Young Gifted Children Using the Gifted Rating Scales—Preschool/ Kindergarten Form." Gifted Child Quarterly 52, no. 1 (2008): 19–29. http://dx.doi.org/10.1177/0016986207311055.

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10

SHAHIM, SIMA. "RELIABILITY OF THE SOCIAL SKILLS RATING SYSTEM FOR PRESCHOOL CHILDREN IN IRAN." Psychological Reports 95, no. 7 (2004): 1264. http://dx.doi.org/10.2466/pr0.95.7.1264-1266.

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Shahim, Sima. "Reliability of the Social Skills Rating System for Preschool Children in Iran." Psychological Reports 95, no. 3_suppl (2004): 1264–66. http://dx.doi.org/10.2466/pr0.95.3f.1264-1266.

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The purpose was to investigate stability and internal consistency of the Social Skills Rating System in a group of 304 (161 boys and 143 girls) ages 3 to 6.5 yr. ( M = 4.7, SD = 1.0) preschool children in Iran. Test-retest reliability and Cronbach coefficients alpha were high; moderate to high intercorrelations were obtained between subdomains while low interrater correlations were obtained.

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Wittke, Kacie, Tammie J. Spaulding, and Calli J. Schechtman. "Specific Language Impairment and Executive Functioning: Parent and Teacher Ratings of Behavior." American Journal of Speech-Language Pathology 22, no. 2 (2013): 161–72. http://dx.doi.org/10.1044/1058-0360(2012/11-0052).

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Purpose The current study used the Behavior Rating Inventory of Executive Function—Preschool Version (BRIEF–P; Gioia, Espy, & Isquith, 2003), a rating scale designed to investigate executive behaviors in everyday activities, to examine the executive functioning of preschool children with specific language impairment (SLI) relative to their typically developing (TD) peers. Method Nineteen preschool children with SLI were age- and gender-matched to 19 TD peers. Both parents and teachers of the participants completed the BRIEF–P. Results The executive functioning of children with SLI were rat

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DiStefano, Christine, Fred W. Greer, and Erin Dowdy. "Examining the BASC-3 BESS Parent Form–Preschool Using Rasch Methodology." Assessment 26, no. 6 (2017): 1162–75. http://dx.doi.org/10.1177/1073191117723112.

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This study examined the Behavior Assessment System for Children–Third Edition Behavioral and Emotional Screening System, Parent Form–Preschool, which is used to identify children at risk for emotional/behavioral problems. Rasch rating scale methods were used to provide information about psychometric properties of items, parent raters, and the response scale. Using the norming sample of 459 children, we investigated the structure of the screener, performance of the scale, and coverage of the maladaptive behavior construct to identify children with emerging behavioral difficulties. Most items sh

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14

Arslan, Emel, Neslihan Durmuşoğlu-Saltali, and Hasan Yilmaz. "Social Skills and Emotional and Behavioral Traits of Preschool Children." Social Behavior and Personality: an international journal 39, no. 9 (2011): 1281–87. http://dx.doi.org/10.2224/sbp.2011.39.9.1281.

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We investigated the relationship between the emotional and behavioral traits and social skills of preschool children. The participants were 224 6-year-old children (115 female, 109 male). Data were collected using the Social Skills Evaluation Scale (Avcıoğlu, 2003) and the Preschool Behavioral and Emotional Rating Scale (Epstein, Synhorst, Cress, & Allen, 2009). Pearson product-moment correlation coefficients were determined. It was found that there was a positive relationship between interpersonal skills and emotional regulation, school readiness, social confidence, and family involvement

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Re, Anna Maria, and Cesare Cornoldi. "Two New Rating Scales for Assessment of ADHD Symptoms in Italian Preschool Children." Journal of Attention Disorders 12, no. 6 (2008): 532–39. http://dx.doi.org/10.1177/1087054708323001.

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Phillips, Penny L., Jessica N. Greenson, Brent R. Collett, and Gretchen A. Gimpel. "Assessing ADHD Symptoms in Preschool Children: Use of the ADHD Symptoms Rating Scale." Early Education & Development 13, no. 3 (2002): 283–300. http://dx.doi.org/10.1207/s15566935eed1303_3.

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Purpura, David J., and Christopher J. Lonigan. "Conners' Teacher Rating Scale for Preschool Children: A Revised, Brief, Age-Specific Measure." Journal of Clinical Child & Adolescent Psychology 38, no. 2 (2009): 263–72. http://dx.doi.org/10.1080/15374410802698446.

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Robbins, Jill. "Separation Anxiety: A Study on Commencement at Preschool." Australasian Journal of Early Childhood 22, no. 1 (1997): 12–17. http://dx.doi.org/10.1177/183693919702200104.

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In this study of the incidence and intensity of separation anxiety on entrance to preschool, differences in variables such as age, sex and prior experience at separation were examined, as well as the relationship between general anxiety and separation anxiety. The subjects were 221 three- and four-year-old children about to commence preschool, while the instruments employed were Doris et al. (1971) Parental Anxiety Rating Scale (PAR), which included a general anxiety subscale and another relating to separation anxiety and their Teacher Separation Anxiety Rating Scale (TSAR). The majority of th

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Maleki, Maryam, Minoo Mitra Chehrzad, Ehsan Kazemnezhad Leyli, Abbas Mardani, and Mojtaba Vaismoradi. "Social Skills in Preschool Children from Teachers’ Perspectives." Children 6, no. 5 (2019): 64. http://dx.doi.org/10.3390/children6050064.

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Preschool is one of the most important periods in a child’s life, and it can influence their social development. A lack of attention to this important life period can increase the risk of serious injuries to a child’s growth and development. The aim of this study was to examine the level of social skills in preschool children from teachers’ perspectives and investigate the relationship between social skills and the child’s environmental and cultural background. A cross-sectional study was conducted on 546 children studying in the preschool centers of Rasht city, Iran. They were selected using

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Davis, Alexandra Nicole, and Cathy Huaqing Qi. "A Longitudinal Examination of Language Skills, Social Skills, and Behavior Problems of Preschool Children From Low-Income Families." Topics in Early Childhood Special Education 40, no. 3 (2020): 172–86. http://dx.doi.org/10.1177/0271121420946104.

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We examined the relations between language skills and behavior problems and whether social skills mediated these relations among preschool children enrolled in Head Start programs. Participants included 242 preschool children and their parents in Head Start programs. Over a 2-year period, parents and teachers reported children’s behavior problems using the Child Behavior Checklist Ages 1½-5, and social skills using the Social Skills Improvement System-Rating Scales. Children’s expressive and receptive language skills were assessed individually using the Preschool Language Scale-5. Results sugg

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Kolb, AK, K. Schmied, P. Faßheber, and R. Heinrich-Weltzien. "Preschool Children's Taste Acceptance of Highly Concentrated Fluoride Compounds: Effects on Nonverbal Behavior." Journal of Clinical Pediatric Dentistry 38, no. 1 (2013): 31–37. http://dx.doi.org/10.17796/jcpd.38.1.1501887254xt5u07.

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Objective: The aim of this video-based study was to examine the taste acceptance of children between the ages of 2 and 5 years regarding highly concentrated fluoride preparations in kindergarten-based preventive programs. Study design: The fluoride preparation Duraphat was applied to 16 children, Elmex fluid to 15 children, and Fluoridin N5 to 14 children. The procedure was conducted according to a standardized protocol and videotaped. Three raters evaluated the children's nonverbal behavior as a measure of taste acceptance on the Frankl Behavior Rating Scale. The interrater reliability (intra

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Son, Seung Hee, and Myung Soon Kim. "The Development and Validity of the Parent's Literacy Interaction Rating Scale for Preschool Children." Journal of the Korean Home Economics Association 50, no. 7 (2012): 109–16. http://dx.doi.org/10.6115/khea.2012.50.7.109.

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Feil, Edward G., and Wesley C. Becker. "Investigation of a Multiple-Gated Screening System for Preschool Behavior Problems." Behavioral Disorders 19, no. 1 (1993): 44–53. http://dx.doi.org/10.1177/019874299301900101.

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The problem of behavioral disorders in preschoolage children is ever increasing. With the exponential rise in the utilization of child care compounded by growing social problems such as poverty and child abuse, methods for the early identification and remediation of behavioral disorders in preschool children are needed. In the May 1993 issue of Behavioral Disorders, Sinclair, Del'Homme, and Gonzalez reported a pilot study using the Walker/Severson Systematic Screening for Behavior Disorders (SSBD) with preschool children. While their results were encouraging, they found that changes were neede

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Johannessen, Kjersti, Elisabeth Bjørnestad, Ada Kristine Ofrim Nilsen, et al. "Associations for preschool environmental quality with outdoor time and moderate-to-vigorous physical activity in Norwegian preschools." Journal for Research in Arts and Sports Education 4, no. 2 (2020): 7–25. http://dx.doi.org/10.23865/jased.v4.2485.

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Various aspects of the preschool environment may either promote or restrict children’s moderate- to-vigorous physical activity (MVPA), for example through opportunities for outdoor play. The aim of the present study was to determine associations for preschool environmental quality with outdoor time and MVPA in preschoolers. In total, 358 Norwegian 2–6-year-old children had 1–3 valid 14-day periods of accelerometer-determined MVPA (ActiGraph GT3X+) and corresponding logs of preschool outdoor time collected during 2015–2016. The children were enrolled in 30 different preschool departments for wh

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Merriman, William J., Beth E. Barnett, and Joan B. Kofka. "The Standing Long Jump Performances of Preschool Children with Speech Impairments and Children with Normal Speech." Adapted Physical Activity Quarterly 10, no. 2 (1993): 157–63. http://dx.doi.org/10.1123/apaq.10.2.157.

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This study was undertaken to investigate quantitative and qualitative differences in the standing long jump as performed by preschool children with speech impairments and those with normal speech. The subjects were 15 children with speech impairments and 15 children with normal speech, 3 to 5 years of age. The qualitative movement components of the standing long jump were measured with the Developmental Sequence of the Standing Long Jump (Van Sant, 1983). Subjects were videotaped while performing the standing long jump, and each jump was rated according to the Developmental Sequence. The quant

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Orylska, Anna, Aneta Brzezicka, Ewa Racicka-Pawlukiewicz, Rafał Albinski, and Grzegorz Sedek. "Parent-Teacher Concordance in Rating Preschooler Difficulties in Behavioural and Cognitive Functioning and Their Dyadic Predicting of Fluid Intelligence." Polish Psychological Bulletin 47, no. 1 (2016): 81–91. http://dx.doi.org/10.1515/ppb-2016-0009.

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Abstract Objective: Present research examined children’s behavioural and cognitive functioning by using data from a screening study based on reports given by parents and teachers, and investigated the strongest predictors of children’s fluid intelligence. Method: Scales: Conners Early Childhood Behaviour Scale (CEC BEH [S]) and Behaviour Rating Inventory of Executive Function-Preschool (BRIEF-P) were filled out by parents and teachers of preschool children. Raven’s Coloured Progressive Matrices (CPM) was used to measure fluid intelligence among preschool children. Results: Parent-teacher conco

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염지혜, 김은연, 최예린, and Sung Hwa HONG. "A Preliminary Study for the Development of Rating Scales in Story Retelling with Preschool Children." Journal of speech-language & hearing disorders 23, no. 1 (2014): 89–108. http://dx.doi.org/10.15724/jslhd.2014.23.1.005.

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Beer, Jessica, William G. Kronenberger, Irina Castellanos, Bethany G. Colson, Shirley C. Henning, and David B. Pisoni. "Executive Functioning Skills in Preschool-Age Children With Cochlear Implants." Journal of Speech, Language, and Hearing Research 57, no. 4 (2014): 1521–34. http://dx.doi.org/10.1044/2014_jslhr-h-13-0054.

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Purpose The purpose of this study was to determine whether deficits in executive functioning (EF) in children with cochlear implants (CIs) emerge as early as the preschool years. Method Two groups of children ages 3 to 6 years participated in this cross-sectional study: 24 preschoolers who had CIs prior to 36 months of age and 21 preschoolers with normal hearing (NH). All were tested on normed measures of working memory, inhibition-concentration, and organization-integration. Parents completed a normed rating scale of problem behaviors related to EF. Comparisons of EF skills of children with C

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Gardner, Lauren M., Jonathan M. Campbell, Andrew J. Bush, and Laura Murphy. "Comparing Behavioral Profiles for Autism Spectrum Disorders and Intellectual Disabilities Using the BASC-2 Parent Rating Scales–Preschool Form." Journal of Psychoeducational Assessment 36, no. 6 (2017): 535–51. http://dx.doi.org/10.1177/0734282916689438.

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We contrasted Behavior Assessment System for Children, Second Edition–Parent Rating Scales–Preschool Form (BASC-2 PRS-P) parent ratings for 242 (52% African American; 39% White) preschool-aged children from three diagnostic groups: autism spectrum disorder (ASD), intellectual disability (ID), and ASD and ID (ASD/ID). Across diagnostic groups, atypical behavior, attention, and adaptive functioning were rated as problematic; Developmental Social Disorders (DSD) scores were elevated across diagnostic groups and did not differ. Several BASC-2 clinical and adaptive scales differed across diagnostic

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Bagatto, Marlene P., and Susan D. Scollie. "Validation of the Parents' Evaluation of Aural/Oral Performance of Children (PEACH) Rating Scale." Journal of the American Academy of Audiology 24, no. 02 (2013): 121–25. http://dx.doi.org/10.3766/jaaa.24.2.5.

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Background: The Parents' Evaluation of Aural/Oral Performance of Children (PEACH) is a caregiver report questionnaire that is suitable for use with children who wear hearing aids. It is available in both a Diary format and a Rating Scale format. Following a critical review of subjective outcome evaluation tools for infants, toddlers, and preschool children (Bagatto, Moodie, Seewald et al, 2011), the Rating Scale version of the PEACH was included in a recently developed guideline for monitoring real-world auditory performance of children who have hearing loss (Bagatto, Moodie, Malandrino et al,

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Marín-Méndez, Juan-Jesús, María-Cristina Borra-Ruiz, María-José Álvarez-Gómez, Kara E. McGoey, and César Soutullo. "Normative ADHD-RS-Preschool Data in a Community Sample in Spain." Journal of Attention Disorders 23, no. 6 (2016): 615–23. http://dx.doi.org/10.1177/1087054715625300.

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Objective: The objective was to obtain normalized data from the ADHD Rating Scale–IV–Preschool Version (ADHD-RS-IV-P) in a Spanish sample. Method: We translated and adapted the ADHD-RS-IV to our culture to obtain normalized data from a random representative sample of 1,426 Spanish preschool children (3 to <7 years old; 49.7% males). To analyze differences between evaluators, we used MANOVA. Internal consistency was assessed via Cronbach’s alpha. Results: The mean age was 4.7 years old. There was a significant sex effect. The questionnaire had an internal consistency between .86 and .96 acco

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Miller, Lucy Jane, and Peter G. W. Schouten. "Maternal Education and Preacademic Problems as Predictors of Teachers' Ratings and Self-Concept." Perceptual and Motor Skills 69, no. 2 (1989): 607–10. http://dx.doi.org/10.2466/pms.1989.69.2.607.

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The Harter Perceived Competence Scale for Children was used to assess teachers' and children's ratings of perceived competence four years after preschool screening. Stepwise multiple regressions showed that maternal education was a significant predictor of teachers' ratings of children's cognitive competence and conduct. Preschool problem/no-problem status was significantly related to teachers' rating in four of five domains but only related to the children's self-concept of social competence and global self-worth. The present findings support the importance of child-centered information versu

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Akbar Ebrahimi, Ali, Ahmad Abedi, Ahmad Yarmohammadian, and Salar Faramarzi. "The Effectiveness of Dawson-Guare Program on the Executive Functions of Pre-School Students with Neurological Learning Disability." Review of European Studies 8, no. 2 (2016): 22. http://dx.doi.org/10.5539/res.v8n2p22.

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<p>The present study aimed to examine the effectiveness of the Dawson-Guare Program on executive functions in children with Neuropsychological/Developmental Learning Disability (NDLD). The Wechsler Preschool and Primary Scale Intelligence (WPPSI) and Behavior Rating Inventory for Executive Function-Preschool (BREIEF-P) were chosen for the purposes of this study and 40 children of the total number of 700, exhibited executive functions difficulties indicating a probable NDLD. The 40 students diagnosed with NDLD were equally separated into two groups. The intervention group attend a 15-week

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Larsson, Jonna, and Ingrid Pramling Samuelsson. "Collective Resources as a Precursor for Educating Children Toward a Sustainable Global World." ECNU Review of Education 2, no. 4 (2019): 396–420. http://dx.doi.org/10.1177/2096531119886506.

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Purpose: Preserving and caring for nature in a sustainable way has long been part of Swedish preschool practice. However, recently has it been explicitly referenced in the Swedish preschool curriculum with the goal of incorporating sustainability holistically and coherently in all areas of children’s daily preschool experiences through play, care, and education. Research has revealed a potential roadblock to achieving this goal; the difficulty connecting the three inextricably linked dimensions of sustainability: ecological, social–cultural, and economic. The purpose is to generate knowledge a

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Brian, Ali, Farid Bardid, Lisa M. Barnett, Frederik J. A. Deconinck, Matthieu Lenoir, and Jacqueline D. Goodway. "Actual and Perceived Motor Competence Levels of Belgian and United States Preschool Children." Journal of Motor Learning and Development 6, s2 (2018): S320—S336. http://dx.doi.org/10.1123/jmld.2016-0071.

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Purpose: The present study examined the motor competence of preschool children from Belgium and the United States (US), and the influence of perceived motor competence on actual motor competence. A secondary objective was to compare the levels of motor competence of Belgian and US children using the US norms of the Test of Gross Motor Development, Second Edition (TGMD-2). Methods: All participants (N = 326; ages 4–5 years) completed the TGMD-2 and the Pictorial Scale of Perceived Movement Skill Competence for Young Children. Results: Belgian children performed significantly higher on actual ob

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Teivaanmäki, Sini, Hanna Huhdanpää, Noona Kiuru, Eeva T. Aronen, Vesa Närhi, and Liisa Klenberg. "Heterogeneity of executive functions among preschool children with psychiatric symptoms." European Child & Adolescent Psychiatry 29, no. 9 (2019): 1237–49. http://dx.doi.org/10.1007/s00787-019-01437-y.

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Abstract The aim of the present study was to investigate associations between internalizing and externalizing symptoms and deficits in executive functions (EF) as well as to examine the overall heterogeneity of EFs in a sample of preschool children attending a psychiatric clinic (n = 171). First, based on cut-off points signifying clinical levels of impairment on the parent-completed Child Behavior Checklist (CBCL), children were assigned into groups of internalizing, externalizing, combined or mild symptoms and compared to a reference group (n = 667) with regard to day care teacher ratings of

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Sabol, Terri J., and Robert C. Pianta. "Do Standard Measures of Preschool Quality Used in Statewide Policy Predict School Readiness?" Education Finance and Policy 9, no. 2 (2014): 116–64. http://dx.doi.org/10.1162/edfp_a_00127.

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In the majority of states using Quality Rating and Improvement Systems (QRIS) to improve children's school readiness, the Early Childhood Environmental Rating Scale-Revised (ECERS-R) is a core assessment of preschool program quality and is central to QRIS metrics and incentive structures. The present study utilizes nationally representative data from the Early Childhood Longitudinal Study–Birth Cohort to examine relations between the ECERS-R and children's academic, language, and socioemotional functioning at age five years. After using a rich set of controls, we found little evidence that the

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Murase, Tomohiko, and Takaaki Asami. "Characteristics of discrimination and rating of force in grip,elbow flexion and extension for preschool children." Taiikugaku kenkyu (Japan Journal of Physical Education, Health and Sport Sciences) 38, no. 1 (1993): 25–33. http://dx.doi.org/10.5432/jjpehss.kj00003391917.

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Cress, Cynthia, Matthew C. Lambert, and Michael H. Epstein. "Factor Analysis of the Preschool Behavioral and Emotional Rating Scale for Children in Head Start Programs." Journal of Psychoeducational Assessment 34, no. 5 (2015): 473–86. http://dx.doi.org/10.1177/0734282915617630.

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Martin, Erin E., Marilyn S. Snow, and Kathleen Sullivan. "Patterns of relating between mothers and preschool‐aged children using the Marschak Interaction Method Rating System." Early Child Development and Care 178, no. 3 (2008): 305–14. http://dx.doi.org/10.1080/03004430600789290.

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Ern, Tun Ju, Zarinah Arshat, and Nellie Ismail. "Predictors of Emotional Intelligence among Preschool Children in Kuala Lumpur, Malaysia." GATR Global Journal of Business Social Sciences Review 9, no. 1 (2021): 23–32. http://dx.doi.org/10.35609/gjbssr.2021.9.1(3).

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Objective - Emotional Intelligence (EI) among preschool children is an important area to be studied. Children who have deficits in EI tend to have problems in adjustment and their lives were insufficiently rewarded. Therefore, they would regulate their emotions in alienating ways or take drastic actions to escape from problems. This study aims to address the predictors of emotional intelligence among preschool children. Methodology/Technique – The study was conducted in Kuala Lumpur Malaysia. Cross sectional questionnaire with Screen Time Questionnaire (STQ), Child Behavior Inventory of Playfu

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Krivolapchuk, I. A., S. A. Kesel’, M. B. Chernova, and I. I. Krivolapchuk. "Functional development of preschoolers of 5-6 y.o.: report II. Psychophysiologi-cal aspects of the organism." Novye issledovania 65, no. 1 (2021): 24–32. http://dx.doi.org/10.46742/2072-8840-2021-65-1-24-32.

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The paper characterizes the functional development of preschool children at the age of 5-6 years old. To assess the functional development of children of this age group in terms of physiological, behavioral, and subjective indica-tors, a set of rating scales was designed. These scales can be used to determine the level of functional development of preschoolers of the corresponding age and to identify chil-dren at risk (those with suboptimal development).

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Li, Xiaomeng, Longlun Wang, Bin Qin, et al. "A Sleeping rs-fMRI Study of Preschool Children with Autism Spectrum Disorders." Current Medical Imaging Formerly Current Medical Imaging Reviews 16, no. 7 (2020): 921–27. http://dx.doi.org/10.2174/1573405616666200510003144.

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Objectives: The brain functional network of autism spectrum disorders (ASDs) in the earlier stages of life has been almost unknown due to difficulties in obtaining a resting-state functional magnetic resonance imaging (rs-fMRI). This study aimed to perform rs-MRI under a sedated sleep state and reveal possible alterations in the brain functional network. Methods: Rs-fMRI was performed in a group of preschool children (aged 2–6 years, 53 with ASD, 63 as controls) under a sedated sleeping state. Based on graph theoretical analysis, global and local topological metrics were calculated to investig

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Lyon, Mark A., Candy Albertus, Jennifer Birkinbine, and Jacquelin Naibi. "A Validity Study of the Social Skills Rating System-Teacher Version with Disabled and Nondisabled Preschool Children." Perceptual and Motor Skills 83, no. 1 (1996): 307–16. http://dx.doi.org/10.2466/pms.1996.83.1.307.

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This study examined the differences among social skills and problem behaviors of disabled ( n = 22) and nondisabled ( n = 27) preschoolers on Social Skills Rating System–Teacher Version. Significant differences were found between the two groups on all measures of social skills and all but one measure (internalizing problems) of problem behaviors. Also, correlations with a measure of social competence and S teachers' ratings strongly supported the validity of this measure of social skills for preschool children. Implications for designing early intervention programs are discussed.

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Cress, Cynthia J., Michael H. Epstein, and Lori Synhorst. "Preschool Behavioral and Emotional Rating Scale (PreBERS): Test-Retest and Inter-Rater Reliability for Children with Disabilities." Exceptionality 18, no. 2 (2010): 58–69. http://dx.doi.org/10.1080/09362831003673085.

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Lambert, Matthew C., Cynthia J. Cress, and Michael H. Epstein. "PSYCHOMETRICS OF THE PRESCHOOL BEHAVIORAL AND EMOTIONAL RATING SCALE WITH CHILDREN FROM EARLY CHILDHOOD SPECIAL EDUCATION SETTINGS." Infant Mental Health Journal 36, no. 3 (2015): 287–97. http://dx.doi.org/10.1002/imhj.21511.

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van der Veen-Mulders, Lianne, Maaike H. Nauta, Marieke E. Timmerman, Barbara J. van den Hoofdakker, and Pieter J. Hoekstra. "Predictors of discrepancies between fathers and mothers in rating behaviors of preschool children with and without ADHD." European Child & Adolescent Psychiatry 26, no. 3 (2016): 365–76. http://dx.doi.org/10.1007/s00787-016-0897-3.

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Klein-Tasman, Bonita P., Kristin Lee, Heather L. Thompson, et al. "Recommendations for Measurement of Attention Outcomes in Preschoolers With Neurofibromatosis." Neurology 97, no. 7 Supplement 1 (2021): S81—S90. http://dx.doi.org/10.1212/wnl.0000000000012423.

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Children with neurofibromatosis type 1 (NF1) are at increased risk for attention problems. While most research has been conducted with school-aged cohorts, preschool-aged children offer a novel developmental window for clinical studies, with the promise that treatments implemented earlier in the developmental trajectory may most effectively modify risk for later difficulties. Designing research studies around the youngest children with NF1 can result in intervention earlier in the developmental cascade associated with NF1 gene abnormalities. Furthermore, clinical trials for medications targeti

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Huybrechts, Inge, Dirk De Bacquer, Christophe Matthys, Guy De Backer, and Stefaan De Henauw. "Validity and reproducibility of a semi-quantitative food-frequency questionnaire for estimating calcium intake in Belgian preschool children." British Journal of Nutrition 95, no. 4 (2006): 802–16. http://dx.doi.org/10.1079/bjn20051671.

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Relative validity and reproducibility of a semi-quantitative food-frequency questionnaire (FFQ) for measuring preschool children's usual Ca intake were assessed using parents or guardians as a proxy. Estimated diet records (EDR; 3d) were used as the reference method and reproducibility was measured by repeated FFQ administrations 5 weeks apart. From 2095 preschool children (2·5–6·5 years) randomly selected in Flanders (Flemish region of Belgium), 1052 returned a FFQ and EDR. Stringent exclusion procedures reduced the sample for validity analyses to 509 children. From a separate sample of 244 p

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Holt, Rachael Frush, Jessica Beer, William G. Kronenberger, David B. Pisoni, and Kaylah Lalonde. "Contribution of Family Environment to Pediatric Cochlear Implant Users' Speech and Language Outcomes: Some Preliminary Findings." Journal of Speech, Language, and Hearing Research 55, no. 3 (2012): 848–64. http://dx.doi.org/10.1044/1092-4388(2011/11-0143).

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PurposeTo evaluate the family environments of children with cochlear implants and to examine relationships between family environment and postimplant language development and executive function.MethodForty-five families of children with cochlear implants completed a self-report family environment questionnaire (Family Environment Scale—Fourth Edition; Moos & Moos, 2009) and an inventory of executive function (Behavior Rating Inventory of Executive Function [Gioia, Isquith, Guy, & Kenworthy, 2000] or Behavior Rating Inventory of Executive Function—Preschool Version [Gioia, Espy, & I

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