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Early Education and Development Volume 30, 2019 - Issue 7
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Original Articles

Teacher Perception of Preschool Disruptive Behavior: Prevalence and Contributing Factors

Michelle L. YoderCenter for Advanced Study of Teaching and Learning, University of VirginiaCorrespondence[email protected]
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Amanda P. WillifordCenter for Advanced Study of Teaching and Learning, University of VirginiaView further author information
Pages 835-853 | Published online: 04 Apr 2019

Citations (12)

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Read on this site (1)

Johannes Finnman, Maja Söderbäck, Madeleine Sjöman, Jonas Welander & Lena Almqvist. (2023) Challenges to Relational Commitments of Preschool Staff in Supporting Children in Contexts with a High Proportion of Early Second Language Learners in Sweden. Early Education and Development 0:0, pages 1-19.
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Articles from other publishers (11)

Averill F. Obee, Katie C. Hart & Gregory A. Fabiano. (2022) Professional Development Targeting Classroom Management and Behavioral Support Skills in Early Childhood Settings: A Systematic Review. School Mental Health 15:2, pages 339-369.
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Alexandra Rivas, Angela Mooss, Christine Hughes Pontier, Jackie Romillo & Emma Muñoz. (2023) The effect of Universal Teacher–Child Interaction Training on Hispanic teachers’ sense of self-efficacy in early childhood education and care settings. International Journal of Child Care and Education Policy 17:1.
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Rebecca J. Bulotsky-Shearer, Tracy M. Carter Clopêt, Amanda P. Williford, Pilar Alamos & Sadie Hasbrouck. (2022) Making the Invisible Visible: Using a Contextual Measurement Approach to Identify Children With Social-Emotional and Behavioral Needs in Preschool Classrooms. Topics in Early Childhood Special Education 42:4, pages 344-356.
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Erin R. Baker & Cjersti J. Jensen. (2023) Linking Teacher- Versus Child Self-report Discrepancies in Aggression to Demographic and Cognitive Profiles. Early Childhood Education Journal.
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Maha Al-Hendawi. (2023) Validation of the Arabic Version of Strengths and Difficulties Questionnaire in Early Childhood Education in Qatar. Children 10:1, pages 146.
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Marion Larose, Sophie Parent, Natalie Castellanos Ryan, Michelle Pinsonneault, Richard E. Tremblay & Jean R. Séguin. (2023) Contribution de différents comportements extériorisés à la qualité du soutien affectif maternel au préscolaireContribution of different externalizing behaviours to the quality of maternal affective support in preschool. Revue de psychoéducation 52:1, pages 89.
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Natalie Schock & Lieny Jeon. (2023) Like your students, like their families? Teacher perceptions and children's socio-emotional-behavioral functioning. Journal of Applied Developmental Psychology 84, pages 101479.
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Şeymanur BATTAL & Berrin AKMAN. (2022) Responsive Classroom Management Practices in the Context of Preschool Teachers’ Professional ExperiencesOkul Öncesi Öğretmenlerinin Mesleki Deneyimleri Bağlamında Duyarlı Sınıf Yönetimi Uygulamaları. Cukurova University Faculty of Education Journal 51:3, pages 1739-1768.
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Raquel Barragán-Sánchez, Rosalía Romero-Tena & Miriam García-López. (2022) Educational Robotics to Address Behavioral Problems in Early Childhood. Education Sciences 13:1, pages 22.
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Nicole B. Doyle, Jason T. Downer, Joshua L. Brown & Amy E. Lowenstein. (2022) Understanding High Quality Teacher-Student Interactions in High Needs Elementary Schools: An Exploration of Teacher, Student, and Relational Contributors. School Mental Health 14:4, pages 997-1010.
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Michael I. Axelrod, Ray J. Larsen, Keith Jorgensen & Bobbie Stratman. (2020) Psychological differences between toilet trained and non‐toilet trained 4‐year‐old children. Journal for Specialists in Pediatric Nursing 26:2.
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