Crystal Coker
Biographic Data
| ID | 6085745 |
|---|---|
| NAME | Crystal Coker |
| GIVEN NAMES | Crystal |
| FAMILY NAME | Coker |
| SIGNATURE | COKER C |
| AFFILIATIONS | DePaul University |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 23 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2016 |
| H-INDEX | 2 |
School Inclusion
As schools move toward inclusion of students with disabilities, there is need for a common framework for school inclusion, as well as assessment of inclusion in relation to student educational experiences. We propose an ecological framework that suggests school inclusion is best examined as a multidimensional construct with subtypes of inclusive best practices (organizational, academic, assessment and planning, and social). This study examines th…
Aggressive and Prosocial Behavior
We use longitudinal multilevel modeling to test how exposure to community violence and cognitive and behavioral factors contribute to the development of aggressive and prosocial behaviors. Specifically, we examine predictors of self‐, peer‐, and teacher‐reported aggressive and prosocial behavior among 266 urban, African American early adolescents. We examine lagged, within‐person, between‐person, and protective effects across 2 years. In general,…
Environmental Stressors, Social Support, and Internalizing Symptoms Among African American Youth
The relations among chronic environmental stressors, social support, and anxiety and depressive symptoms among urban, African American youth are unclear. In this study, we test theoretical models of support and examine the specific relations between community violence exposure and neighborhood disadvantage and three types of anxiety symptoms as well as depressive symptoms. Participants included 188 African American youth in Grades 5 through 8 fro…
Aggressive and Prosocial Behavior
We use longitudinal multilevel modeling to test how exposure to community violence and cognitive and behavioral factors contribute to the development of aggressive and prosocial behaviors. Specifically, we examine predictors of self‐, peer‐, and teacher‐reported aggressive and prosocial behavior among 266 urban, African American early adolescents. We examine lagged, within‐person, between‐person, and protective effects across 2 years. In general,…
Environmental Stressors, Social Support, and Internalizing Symptoms Among African American Youth
The relations among chronic environmental stressors, social support, and anxiety and depressive symptoms among urban, African American youth are unclear. In this study, we test theoretical models of support and examine the specific relations between community violence exposure and neighborhood disadvantage and three types of anxiety symptoms as well as depressive symptoms. Participants included 188 African American youth in Grades 5 through 8 fro…
School Inclusion
As schools move toward inclusion of students with disabilities, there is need for a common framework for school inclusion, as well as assessment of inclusion in relation to student educational experiences. We propose an ecological framework that suggests school inclusion is best examined as a multidimensional construct with subtypes of inclusive best practices (organizational, academic, assessment and planning, and social). This study examines th…
Aggressive and Prosocial Behavior
We use longitudinal multilevel modeling to test how exposure to community violence and cognitive and behavioral factors contribute to the development of aggressive and prosocial behaviors. Specifically, we examine predictors of self‐, peer‐, and teacher‐reported aggressive and prosocial behavior among 266 urban, African American early adolescents. We examine lagged, within‐person, between‐person, and protective effects across 2 years. In general,…
Environmental Stressors, Social Support, and Internalizing Symptoms Among African American Youth
The relations among chronic environmental stressors, social support, and anxiety and depressive symptoms among urban, African American youth are unclear. In this study, we test theoretical models of support and examine the specific relations between community violence exposure and neighborhood disadvantage and three types of anxiety symptoms as well as depressive symptoms. Participants included 188 African American youth in Grades 5 through 8 fro…
School Inclusion
As schools move toward inclusion of students with disabilities, there is need for a common framework for school inclusion, as well as assessment of inclusion in relation to student educational experiences. We propose an ecological framework that suggests school inclusion is best examined as a multidimensional construct with subtypes of inclusive best practices (organizational, academic, assessment and planning, and social). This study examines th…
Developmental psychology (3 works) · Psychology (3 works) · Clinical Psychology (2 works) · Intervention (counseling) (2 works) · Psychiatry (2 works) · Social Psychology (2 works) · Academic achievement (1 work) · Aggression (1 work) · Anxiety (1 work) · Bullying, Victimization, and Aggression (1 work)