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Measuring behavioral regulation and its relation to early language skills and teacher-rated behavior in a culturally diverse school district

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TitleInfo
Title
Measuring behavioral regulation and its relation to early language skills and teacher-rated behavior in a culturally diverse school district
Name (type = personal)
NamePart (type = family)
Corbo
NamePart (type = given)
Melissa N.
NamePart (type = date)
1987-
DisplayForm
Melissa Corbo
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
Gantwerk
NamePart (type = given)
Lewis
DisplayForm
Lewis Gantwerk
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
chair
Name (type = personal)
NamePart (type = family)
Jung
NamePart (type = given)
Kwanghee
DisplayForm
Kwanghee Jung
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School of Applied and Professional Psychology
Role
RoleTerm (authority = RULIB)
school
TypeOfResource
Text
Genre (authority = marcgt)
theses
OriginInfo
DateCreated (qualifier = exact)
2012
DateOther (qualifier = exact); (type = degree)
2012-05
Place
PlaceTerm (type = code)
xx
Language
LanguageTerm (authority = ISO639-2b); (type = code)
eng
Abstract (type = abstract)
Evidence suggests that behavioral regulation skills, including attention, working memory, and inhibitory control, are essential in the academic and social development of preschoolers. As the demands of formal schooling increase, behavioral regulation skills are necessary for school success. The current study focuses on a direct measure of behavior, the Head-Toes-Knees-Shoulders (HTKS) task, which requires children to respond to counterintuitive commands that target regulatory skills. Data were collected from 227 students in an urban, culturally diverse school district during the fall and spring of their prekindergarten school year. The nature of the HTKS was examined, including the variability of scores, correlation with demographic variables, and growth over the prekindergarten year. In addition, the relation between HTKS scores and measures of language skills and teacher-rated behavior were investigated. HTKS scores were significantly correlated with age, ethnicity, home language, and mothers’ years of education. Significant gains in behavioral regulation were found. HTKS scores were significantly, positively related to vocabulary scores in the fall and spring. Fall HTKS scores significantly correlated with spring teacher-rated behavior. Limitations and implications of the current study are discussed.
Subject (authority = RUETD)
Topic
School Psychology
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_3837
PhysicalDescription
Form (authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
vi, 62 p. : ill.
Note (type = degree)
Psy.D.
Note (type = bibliography)
Includes bibliographical references
Note (type = statement of responsibility)
by Melissa N. Corbo
Subject (authority = ETD-LCSH)
Topic
Preschool children--Psychology
Subject (authority = ETD-LCSH)
Topic
Child psychology
Subject (authority = ETD-LCSH)
Topic
Behavior modification
Subject (authority = ETD-LCSH)
Topic
Children--Conduct of life
Identifier (type = hdl)
http://hdl.rutgers.edu/1782.1/rucore10001800001.ETD.000065346
RelatedItem (type = host)
TitleInfo
Title
Graduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Identifier (type = local)
rucore10001800001
Location
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NjNbRU
Identifier (type = doi)
doi:10.7282/T3Z60MZV
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Corbo
GivenName
Melissa
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2012-02-24 19:29:23
AssociatedEntity
Name
Melissa Corbo
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Applied and Professional Psychology
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical

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205312
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application/pdf
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application/x-tar
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215040
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