This study investigated the utility of including teacher-reported callous-unemotional (CU) behaviors in the assessment of disruptive behaviors in school-based research. Participants included 138 first- and second-grade children (68% male; 76% eligible for free or reduced-price lunch; 61% Black, 9% Latinx, 23% White, and 7% multiracial) who…

This study investigated the utility of including teacher-reported callous-unemotional (CU) behaviors in the assessment of disruptive behaviors in school-based research. Participants included 138 first- and second-grade children (68% male; 76% eligible for free or reduced-price lunch; 61% Black, 9% Latinx, 23% White, and 7% multiracial) who…

Previous studies have established the relationship between behavioral problems and specific learning disorders (SLD); however, the exact mechanism by which behavioral disorders impact SLD remains unclear. This longitudinal study used the Child Behavior Checklist (CBCL) to investigate how parents' judgment of children's behavioral problems changed…

Concerns over the poor reading performance of children with conduct problems are often expressed by their parents and teachers. In order to intervene effectively with these children, it is necessary to know what their difficulties are, both at school and at home. To date, there is still a lot of ambiguity in relation to the specific difficulties…

Although behavioral difficulties are well documented in reading disabilities, little is known about the relationship between math ability and internalizing and externalizing behaviors. Here, we use standardized measures to investigate the relation among early math ability, math anxiety, and internalizing and externalizing behaviors in a group of…