Parental agreement of reporting parent to child aggression using the Conflict Tactics Scales     

SJ Lee  JE Lansford  GS Pettit  JE Bates  KA Dodge 《Child abuse & neglect》2012,36(6):510-518

  相似文献   

‘What can I do to help?’: Postsecondary students with learning disabilities' perceptions of instructors' classroom accommodations     

Margaret M. Quinlan  Benjamin R. Bates  Maureen E. Angell 《Journal of Research in Special Educational Needs》2012,12(4):224-233

This qualitative research report adopts a critical pedagogy perspective to examine the provision of classroom accommodations for postsecondary students with learning disabilities. Although instructors in the United States are bound to abide by disability rights laws, we also believe instructors can act in ways that allow students to feel comfortable in disclosing their disabilities and in requesting and accessing accommodations for these disabilities. We engaged the voices of 10 university students living with learning disabilities through a series of semi‐structured interviews. These students offered a variety of statements on the ways that their disabilities were accommodated or not by their instructors. We classified these perceptions into three kinds of accommodation perceived by university students with learning disabilities: non‐accommodation, formal accommodation and accommodation for all students. We discuss the implications that these types of accommodations have for pedagogy and offer recommendations for effective techniques for accommodating for all. We hope the voices of these students will serve to enhance communication between students with learning disabilities and their professors.  相似文献   

The Impact of After-School Peer Contact on Early Adolescent Externalizing Problems Is Moderated by Parental Monitoring, Perceived Neighborhood Safety, and Prior Adjustment   总被引：12，自引：0，他引：12  

Gregory S. Pettit  John E. Bates  Kenneth A. Dodge  & Darrell W. Meece 《Child development》1999,70(3):768-778

Unsupervised peer contact in the after-school hours was examined as a risk factor in the development of externalizing problems in a longitudinal sample of early adolescents. Parental monitoring, neighborhood safety, and adolescents' preexisting behavioral problems were considered as possible moderators of the risk relation. Interviews with mothers provided information on monitoring, neighborhood safety, and demographics. Early adolescent (ages 12-13 years) after-school time use was assessed via a telephone interview in grade 6 (N = 438); amount of time spent with peers when no adult was present was tabulated. Teacher ratings of externalizing behavior problems were collected in grades 6 and 7. Unsupervised peer contact, lack of neighborhood safety, and low monitoring incrementally predicted grade 7 externalizing problems, after controlling for family background factors and grade 6 problems. The greatest risk was for those unsupervised adolescents living in low-monitoring homes and comparatively unsafe neighborhoods. The significant relation between unsupervised peer contact and problem behavior in grade 7 held only for those adolescents who already were high in problem behavior in grade 6. These findings point to the need to consider individual, family, and neighborhood factors in evaluating risks associated with young adolescents' after-school care experiences.  相似文献   

Parents Influence the Visual Learning Environment Through Children's Manual Actions     

Maureen E. McQuillan  Linda B. Smith  Chen Yu  John E. Bates 《Child development》2020,91(3):e701-e720

The present research studied children in the second year of life (N = 29, M_age = 21.14 months, SD = 2.64 months) using experimental manipulations within and between subjects to show that responsive parental influence helps children have more frequent sustained object holds with fewer switches between objects compared to when parents are either not involved or over-involved. Regardless of parental involvement, sustained holds were visually rich, based on the size, centeredness, and dominance of the held object relative to other objects. These findings are important because they suggest not only that the child's body creates visually rich scenes across play contexts but also that a responsive parent can increase the frequency of these visually rich and informative moments.  相似文献   

Art and Science in Challenging Needs Assessments: A Case Study     

Reid A. Bates  Elwood F. Holton 《Performance Improvement Quarterly》2002,15(1):111-130

This paper describes a needs assessment project that implemented two distinctive features to address challenges often faced in the needs assessment process. First, a pre‐assessment planning process was developed that successfully educated clients about the analysis process, generated management commitment, identified and prioritized key performance issues, and established an outcomes‐oriented strategic focus for the assessment. Second, to analyze team performance issues, a theory‐to‐practice process was developed that involved the use of discovery‐oriented inquiry within the project context (an inductive approach) with a deductive approach grounded in existing academic research and theory. The complementary and integrated use of these approaches yielded a more comprehensive understanding of the team performance problems, thorough analysis of those problems, and more focused and refined performance improvement recommendations.  相似文献