BIOMARKERS

Molecular Biopsy of Human Tumors

- a resource for Precision Medicine *

354 related articles for article (PubMed ID: 7559852)

  • 21. The differential validity of teacher ratings of inattention/overactivity and aggression.
    Atkins MS; Pelham WE; Licht MH
    J Abnorm Child Psychol; 1989 Aug; 17(4):423-35. PubMed ID: 2794255
    [TBL] [Abstract][Full Text] [Related]  

  • 22. Behavior problems and peer rejection in preschool boys and girls.
    Wood JJ; Cowan PA; Baker BL
    J Genet Psychol; 2002 Mar; 163(1):72-88. PubMed ID: 11952266
    [TBL] [Abstract][Full Text] [Related]  

  • 23. Peer acceptance: the correspondence between children's sociometric scores and teachers' ratings of peer interactions.
    La Greca AM
    J Abnorm Child Psychol; 1981 Jun; 9(2):167-78. PubMed ID: 7276398
    [TBL] [Abstract][Full Text] [Related]  

  • 24. Follow-up of hard-to-manage preschoolers: adjustment at age 9 and predictors of continuing symptoms.
    Campbell SB; Ewing LJ
    J Child Psychol Psychiatry; 1990 Sep; 31(6):871-89. PubMed ID: 2246339
    [TBL] [Abstract][Full Text] [Related]  

  • 25. External validity of children's self-reported sleep functioning: associations with academic, social, and behavioral adjustment.
    Becker SP
    Sleep Med; 2014 Sep; 15(9):1094-100. PubMed ID: 25091534
    [TBL] [Abstract][Full Text] [Related]  

  • 26. Congruence of parents' and teachers' ratings of children's behavior problems.
    Touliatos J; Lindholm BW
    J Abnorm Child Psychol; 1981 Sep; 9(3):347-54. PubMed ID: 7320352
    [TBL] [Abstract][Full Text] [Related]  

  • 27. Preschool teachers' ratings of behavioral problems: observational, sociometric, and social-cognitive correlates.
    Rubin KH; Clark ML
    J Abnorm Child Psychol; 1983 Jun; 11(2):273-85. PubMed ID: 6619438
    [TBL] [Abstract][Full Text] [Related]  

  • 28. Relations between hyperactive and aggressive behavior and peer relations at three elementary grade levels.
    Pope AW; Bierman KL; Mumma GH
    J Abnorm Child Psychol; 1989 Jun; 17(3):253-67. PubMed ID: 2754112
    [TBL] [Abstract][Full Text] [Related]  

  • 29. Change in teachers' ratings of attention problems and subsequent change in academic achievement: a prospective analysis.
    Breslau N; Breslau J; Peterson E; Miller E; Lucia VC; Bohnert K; Nigg J
    Psychol Med; 2010 Jan; 40(1):159-66. PubMed ID: 19490743
    [TBL] [Abstract][Full Text] [Related]  

  • 30. Peer group victimization as a predictor of children's behavior problems at home and in school.
    Schwartz D; McFadyen-Ketchum SA; Dodge KA; Pettit GS; Bates JE
    Dev Psychopathol; 1998; 10(1):87-99. PubMed ID: 9524809
    [TBL] [Abstract][Full Text] [Related]  

  • 31. Marital disturbance and child problems: a cautionary note regarding hyperactive children.
    Prinz RJ; Myers DR; Holden EW; Tarnowski KJ; Roberts WA
    J Abnorm Child Psychol; 1983 Sep; 11(3):393-9. PubMed ID: 6643858
    [TBL] [Abstract][Full Text] [Related]  

  • 32. Agreement among teacher, peer, and self-ratings of children's aggression, withdrawal, and likability.
    Ledingham JE; Younger A; Schwartzman A; Bergeron G
    J Abnorm Child Psychol; 1982 Sep; 10(3):363-72. PubMed ID: 7175043
    [TBL] [Abstract][Full Text] [Related]  

  • 33. The assessment of the situational specificity of children's problems behaviour in peer-peer context.
    Matthys W; Maassen GH; Cuperus JM; van Engeland H
    J Child Psychol Psychiatry; 2001 Mar; 42(3):413-20. PubMed ID: 11321210
    [TBL] [Abstract][Full Text] [Related]  

  • 34. A preliminary comparison of teacher ratings and child self-report of depression, anxiety, and aggression in inpatient and elementary school samples.
    Epkins CC
    J Abnorm Child Psychol; 1993 Dec; 21(6):649-61. PubMed ID: 8126318
    [TBL] [Abstract][Full Text] [Related]  

  • 35. Multi-method psycho-educational intervention for preschool children with disruptive behavior: preliminary results at post-treatment.
    Barkley RA; Shelton TL; Crosswait C; Moorehouse M; Fletcher K; Barrett S; Jenkins L; Metevia L
    J Child Psychol Psychiatry; 2000 Mar; 41(3):319-32. PubMed ID: 10784079
    [TBL] [Abstract][Full Text] [Related]  

  • 36. Evaluation of a social skills program based on social learning theory, implemented in a school setting.
    Sheridan BA; MacDonald DA; Donlon M; Kuhn B; McGovern K; Friedman H
    Psychol Rep; 2011 Apr; 108(2):420-36. PubMed ID: 21675558
    [TBL] [Abstract][Full Text] [Related]  

  • 37. Linking changes in whole family functioning and children's externalizing behavior across the elementary school years.
    Johnson VK
    J Fam Psychol; 2003 Dec; 17(4):499-509. PubMed ID: 14640800
    [TBL] [Abstract][Full Text] [Related]  

  • 38. ["I keep cool": Relationship oriented training of prosocial behaviour and constructive conflict solving for elementary school children].
    Roth I; Reichle B
    Prax Kinderpsychol Kinderpsychiatr; 2007; 56(5):463-82. PubMed ID: 17725186
    [TBL] [Abstract][Full Text] [Related]  

  • 39. [Knowledge of Emotion Regulation Strategies, Problem Behavior, and Prosocial Behavior in Preschool Age].
    Gust N; Koglin U; Petermann F
    Prax Kinderpsychol Kinderpsychiatr; 2015; 64(3):188-205. PubMed ID: 25832577
    [TBL] [Abstract][Full Text] [Related]  

  • 40. Hyperactivity, shyness, and sex: development and socio-emotional functioning.
    Rydell AM; Diamantopoulou S; Thorell LB; Bohlin G
    Br J Dev Psychol; 2009 Sep; 27(Pt 3):625-48. PubMed ID: 19994572
    [TBL] [Abstract][Full Text] [Related]  

    [Previous]   [Next]    [New Search]
    of 18.