Darcey M Allan
Dados Biográficos
| ID | 4420541 |
|---|---|
| NOME | Darcey M Allan |
| PRENOMES | Darcey M |
| SOBRENOME | Allan |
| ASSINATURA | ALLAN D M |
| AFILIAÇÕES | Florida State University |
| ORCID | 0000-0002-2892-2563 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 6 |
| TOTAL DE CITAÇÕES | 19 |
| TOTAL COMO AUTOR | 6 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2014 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 3 |
Understanding inattention, hyperactivity/impulsivity, and peer rejection in preschool
Developing a web-based system for coordinating school-based care for students with social, emotional, and behavioral problems
Many students with social, emotional, and behavioral problems receive school-based services. Multi-Tiered System of Support (MTSS) is the one most frequently referenced systems for coordinating services. The goal of this framework is to effectively match assessment and services to the needs of individual students. In many schools this process is limited by a lack of an overall coordinating system. As a result, many students receive services for s…
Organization interventions as a mediator of change in grades in the Challenging Horizons Program
Examining the predictive relations between two aspects of self-regulation and growth in preschool children’s early literacy skills
There is strong evidence that self-regulatory processes are linked to early academic skills, both concurrently and longitudinally. The majority of extant longitudinal studies, however, have been conducted using autoregressive techniques that may not accurately model change across time. The purpose of this study was to examine the unique associations between 2 components of self-regulation, attention and executive functioning (EF), and growth in e…
Identifying unique components of preschool children's self-regulatory skills using executive function tasks and continuous performance tests
Relations between inhibitory control and the development of academic skills in preschool and kindergarten
Although there is evidence that young children's inhibitory control (IC) is related to their academic skills, the nature of this relation and the role of potential moderators of it are not well understood. In this meta-analytic study, we summarized results from 75 peer-reviewed studies of preschool and kindergarten children (14,424 children; 32-80 months old [M = 54.71 months; SD = 9.70]) across a wide range of socioeconomic status. The mean effe…
Examining the predictive relations between two aspects of self-regulation and growth in preschool children’s early literacy skills
There is strong evidence that self-regulatory processes are linked to early academic skills, both concurrently and longitudinally. The majority of extant longitudinal studies, however, have been conducted using autoregressive techniques that may not accurately model change across time. The purpose of this study was to examine the unique associations between 2 components of self-regulation, attention and executive functioning (EF), and growth in e…
Identifying unique components of preschool children's self-regulatory skills using executive function tasks and continuous performance tests
Relations between inhibitory control and the development of academic skills in preschool and kindergarten
Although there is evidence that young children's inhibitory control (IC) is related to their academic skills, the nature of this relation and the role of potential moderators of it are not well understood. In this meta-analytic study, we summarized results from 75 peer-reviewed studies of preschool and kindergarten children (14,424 children; 32-80 months old [M = 54.71 months; SD = 9.70]) across a wide range of socioeconomic status. The mean effe…
Understanding inattention, hyperactivity/impulsivity, and peer rejection in preschool
Relations between inhibitory control and the development of academic skills in preschool and kindergarten
Although there is evidence that young children's inhibitory control (IC) is related to their academic skills, the nature of this relation and the role of potential moderators of it are not well understood. In this meta-analytic study, we summarized results from 75 peer-reviewed studies of preschool and kindergarten children (14,424 children; 32-80 months old [M = 54.71 months; SD = 9.70]) across a wide range of socioeconomic status. The mean effe…
Identifying unique components of preschool children's self-regulatory skills using executive function tasks and continuous performance tests
Examining the predictive relations between two aspects of self-regulation and growth in preschool children’s early literacy skills
There is strong evidence that self-regulatory processes are linked to early academic skills, both concurrently and longitudinally. The majority of extant longitudinal studies, however, have been conducted using autoregressive techniques that may not accurately model change across time. The purpose of this study was to examine the unique associations between 2 components of self-regulation, attention and executive functioning (EF), and growth in e…
Organization interventions as a mediator of change in grades in the Challenging Horizons Program
Developing a web-based system for coordinating school-based care for students with social, emotional, and behavioral problems
Many students with social, emotional, and behavioral problems receive school-based services. Multi-Tiered System of Support (MTSS) is the one most frequently referenced systems for coordinating services. The goal of this framework is to effectively match assessment and services to the needs of individual students. In many schools this process is limited by a lack of an overall coordinating system. As a result, many students receive services for s…
Understanding inattention, hyperactivity/impulsivity, and peer rejection in preschool
Psychology (6 obras) · Child and Adolescent Psychosocial and Emotional Development (5 obras) · Developmental psychology (5 obras) · Medicine (4 obras) · Attention Deficit Hyperactivity Disorder (3 obras) · Behavioral and Psychological Studies (3 obras) · Cognition (3 obras) · Early Childhood Education and Development (3 obras) · Academic achievement (2 obras) · Clinical Psychology (2 obras)