Behavior Problems of Preschool Children From Low-Income Families

By Cathy Huaqing Qi, A. Kaiser. 2003

577 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/544afd4559d34f6ed91664d373545947b3039d70

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Citations in the corpus

Exploring Teachers’ Depressive Symptoms, Interaction Quality, and Children’s Social-Emotional Development in Head Start (2016, background): “…skills in young children, especially children considered at risk for poverty-related adversity, given that these children often exhibit early social-emotional deficits that may relate to classroom difficulties (Blair & Raver, 2012; Gilliam, 2008; Qi & Kaiser, 2003; Shonkoff & Phillips, 2000).”
Inconsistent Discipline as a Mediator Between Maternal Distress and Aggression in Boys (2009, background): “Research clearly demonstrates that maternal factors, such as stress and distress, are linked to child behavior problems (eg, Barry et al, 2005 ; Feldman et al, 2000 ; McGee & Williams, 1999 ; Qi & Kaiser, 2003 ).”
Socioeconomic inequalities and mental health problems in children and adolescents: a systematic review. (2013, background): “Higher incidences of behavioral problems were found among pre-school children from low-income families (Qi & Kaiser, 2003), and adolescents living in poverty (Dashiff, DiMicco, Myers, & Sheppard, 2009).”
Assessment and Implementation of Positive Behavior Support in Preschools (2007, background): “This estimate is higher for children with risk factors such as living in a low-income family (e.g., Qi & Kaiser, 2003 ).”
The Evidence Base for Mental Health Consultation in Early Childhood Settings: Research Synthesis Addressing Staff and Program Outcomes (2008, background): “…outside of the home and the high rates of children with behavior problems (Gross, Sambrook, & Fogg, 1999; Kupersmidt, Bryant, & Willoughby, 2000; Qi & Kaiser, 2003; Raver & Knitzer, 2002; West, Denton, & Reaney, 2001) underscore the necessity of developing innovative approaches that reduce…”
Early Identification, Prevention, and Early Intervention with Young Children at Risk for Emotional or Behavioral Disorders: Issues, Trends, and a Call for Action (2004, background): “The relationship between environmental risk factors and the development of emotional or behavioral disorders (E/BD) in young children is well established in the literature (e.g., Kaiser, Cai, Hancock, & Foster, 2002; Qi & Kaiser, 2003).”
Can Early Childhood Curriculum Enhance Social-Emotional Competence in Low-Income Children? A Meta-Analysis of the Educational Effects (2018, background): “A review of preschool behavioral problems found a higher incidence of behavioral problems in low-income preschoolers compared to children in the general population (Qi & Kaiser, 2003).”
Improving Young Children’s Social and Emotional Competence: A Randomized Trial of the Preschool “PATHS” Curriculum (2007, background): “A review of preschool behavior problems by Huaging Qi and Kaiser (2003) reported a higher incidence of behavior problems in preschool children from low-income families compared to children in the general population.”
An investigation of preschool classroom behavioral adjustment problems and social-emotional school readiness competencies (2005, background): “A review of the literature provides evidence from a number of longitudinal studies that behavior problems identified in the preschool years are often stable and lead to additional problems within the school classroom (Qi & Kaiser, 2003).”
Measuring Teacher Implementation of the BEST in CLASS Intervention Program and Corollary Child Outcomes (2015, background): “Reported prevalence rates suggest that as many as 14% to 30% of preschool children demonstrate significant problem behavior and these rates are higher for children living in poverty (Barbarin, 2007; Feil et al., 2005; Qi & Kaiser, 2003).”
Links Between Parent-Teacher Relationships and Kindergartners' Social Skills: Do Child Ethnicity and Family Income Matter? (2011, result): “This is similar to previous studies, which have found that children from lower-income households are rated, particularly by teachers, as less socially competent compared to children from higher-income homes (Qi & Kaiser, 2003).”
Social and Emotional Foundations for Early Learning: A Conceptual Model for Intervention (2006, background): “Researchers have found that 5–33% of children in preschool settings have significantly challenging behaviors that require a more intensive approach (Lavigne et al., 1996; Qi & Kaiser, 2003; West, Denton, & Germino-Hausken, 2000).”