Teacher Reports Research Articles

Investigating design, implementation and evaluation process of the model eliciting activities: the perspective of model eliciting principles

ABSTRACT This study aims to reveal how model eliciting principles are used in the process of designing, applying, and evaluating teacher candidates’ model-eliciting activities. This study was conducted in three stages in a multi-tiered teaching experiment. Firstly, 15 teacher candidates designed activities for Grade 7 students after they were trained on mathematical modeling. In the second stage, these activities were performed with Grade 7 students and video recorded. In the third stage, teacher candidates watched the videos and evaluated how model-eliciting principles were executed during instruction and revise their activities. To collect data, we used focus group interviews with teacher candidates, field notes, and reports. The findings revealed the two principles of reality and model construction to be at the fore during the design stage. The teacher candidates who watched the application videos found some problems in the principles of ‘reality’ ‘self-assessment’ and ‘model generalization’. Teacher candidates following the applications, for the new design, offered recommendations for ‘reality’ and ‘model construction’ principles although the other principles were somewhat neglected. They did express that by making the proper arrangements to the learning environment, students would be able to acquire the other principles over time.

Attention-deficit/hyperactivity disorder from preschool to school age: change and stability of parent and teacher reports

Identifying attention-deficit/hyperactivity disorder (ADHD) in pre-schoolers may improve their development if treated, but it is unclear whether ADHD symptoms from this age are stable enough to merit treatment. We aimed to investigate the stability of parent- and teacher-reported ADHD symptoms and ADHD classified above the diagnostic symptom thresholds, including for hyperactivity-impulsivity (HI), inattention and combined presentations from age 3 to 8 years. This study is part of the longitudinal, population-based Norwegian Mother, Father and Child Cohort Study. At child age 3 years, parents were interviewed and teachers rated ADHD symptoms. At age 8 years, parents (n = 783) and teachers (n = 335) reported ADHD symptoms by the Child Symptom Inventory-4. We found a significant reduction in the mean number of parent-reported ADHD and HI symptoms from age 3 to 8 years, but otherwise similar mean numbers. Parent-reported ADHD symptoms were moderately correlated between ages, while correlations were low for teachers. A total of 77/108 (71%) of the children classified with parent-reported HI presentation at age 3 years were no longer classified within any ADHD presentation at age 8 years, the only clear trend across time for either informant. There was a low to moderate parent–teacher-agreement in the number of reported symptoms, and very low informant agreement for the classified ADHD presentations. Overall, clinicians should exercise caution in communicating concern about HI symptoms in preschool children. Age 3 years may be too early to apply the ADHD diagnostic symptom criteria, especially if parents and teachers are required to agree.

Relative Age Effect in Attention Deficit/Hyperactivity Disorder at Various Stages of the Medicalization Process.

Diagnosis and pharmacological treatment of ADHD are more common among the youngest children in a classroom, born in the months immediately preceding the school entry cutoff date. The mechanisms behind this phenomenon, called the relative age effect (RAE), are not yet well understood. Nearly all hypotheses involve the school system, various teachers’ actions, and concern children’s immaturity. However, most previous studies have been based on reports of health professionals’ diagnoses and prescriptions found in official databases rather than on reports of teachers’ behavior identification or suspicion of ADHD, despite their being at the first stages of the medicalization process. Our study overcomes this limitation by using reports of parents’ and teachers’ behavior identification or suspicion of ADHD within a three-level multilevel survey design, comprising 1294 children, 130 teachers, and 17 elementary public schools. The goal of our study was to investigate whether RAE stems (1) from adults’ judgement of the child’s expression of immaturity or (2) from the consequences associated with the child’s double burden of being immature and exhibiting ADHD behaviors. Our multilevel analyses put forward the first hypothesis only, supporting the medicalization of immaturity. RAE in ADHD seems mostly initiated by teachers’ pre-diagnostic actions toward younger children.

Implementasi Supervisi Pendidikan dalam Meningkatkan Kinerja Guru

This study aims to determine the work program of supervision, implementation of supervision, and the constraints of school principals in implementing educational supervision. This type of research uses descriptive qualitative with a case study research design that focuses on teacher performance. The research subjects included the principal, vice-principal/Guardian Angel (GA), and classroom teachers at MIM PK Kartasura. The main data collection is done through observation, interviews, and documentation. Data analysis procedures are data reduction, data display, and verification. The results showed: (1) The educational supervision work program carried out by the head of the MIM PK Kartasura Madrasah already had a good design for the next one year period and was reformulated in the coming year; (2) The implementation of educational supervision implemented by the head of MIM PK Kartasura is carried out with a direct approach. Assessment of educational supervision is compiled in the form of a teacher report card. There are three forms of educational supervision at MIM PK Kartasura, namely plan to lesson/RPP assessment, teaching supervision, and disciplinary assessment, (3) Obstacles faced by school principals in the implementation of educational supervision, among others; (a) educational supervision approach, the principal has little time so that the implementation of supervision is difficult to synchronize, (b) educational supervision techniques, paying more attention to the psychological aspects of teachers and this factor greatly determines the implementation of the educational supervision program, and (c) behavior teachers at the time of educational supervision, the conditions of the teachers were very varied and highly dependent on the techniques used by the principal. 
 Keywords: education supervision, teacher performance

Jeg Gotta Like Spille Fortnite, Men I Never Win the Game: Implementing Multilingual Pedagogies in a Norwegian Primary School

Teachers in Norway have been increasingly faced with the challenge of adapting their instruction methods to address the needs of minority-language students. The current body of research on the issue seems to indicate that multilingual practices are being introduced in Norwegian classrooms. However, they often rely on majority languages, such as English and Norwegian. Some teachers have been found to employ minority languages to support learners’ English writing in drafts. As a result, minority languages in Norwegian schools tend to be regarded as less valuable than Norwegian and English. However, more recent projects are being implemented in Norwegian schools to help teachers alter their ideologies of minority languages. This article adds to this body of research by presenting two teachers’ work with multilingual pedagogies, involving the active use of minority languages alongside Norwegian and English in student texts. The data were collected from: teacher reports, student materials, and mentorship meetings. The findings indicate that the teachers successfully implemented multilingual pedagogies by using language portraits, parallel translanguaging in multilingual posters and multimodal dictionaries, and complementary translanguaging in multilingual poetry. These multilingual practices enabled the students to showcase their linguistic identities and multilingual literacy practices. The implementation of multilingual pedagogies benefited from the long-term availability of scholarly input and guidance for teachers and the opportunity to share experiences in a professional network.

International Lipid-Based Nutrient Supplements (iLiNS) DYAD-Ghana Follow-Up Study: Effects on Social-Emotional Problems at Age 9–10 Years

ObjectivesWe aimed to investigate the effect of pre- and post-natal small-quantity lipid-based nutrient supplements (SQ-LNS) on child social-emotional problems at age 9–10 years in the context of children’s home environments. As previously found in the 5-year follow-up study of the same trial, we expected that SQ-LNS would reduce social-emotional problems and that greater effects of SQ-LNS would be found among children from more disadvantaged home environments. MethodsThe International Lipid-Based Nutrient Supplements (iLiNS) DYAD-Ghana trial was a randomized controlled trial conducted in 2009–2014. 1320 pregnant women ≤ 20 weeks gestation were randomly assigned to receive daily (1) iron and folic acid (IFA) during pregnancy and placebo during 6 mo postpartum, (2) multiple (18) micronutrients (MMN) during pregnancy and 6 mo postpartum, or (3) SQ-LNS (20 g/d) for pregnant women during pregnancy and 6 mo postpartum and SQ-LNS for children from 6 to 18 mo of age. In 2021, we assessed child social-emotional problems at age 9–10 years by caregiver, child, and/or teacher report using the Strengths and Difficulties Questionnaire (SDQ), Brief Problem Monitor, Early Adolescent Temperament Questionnaire, Mood and Feelings Questionnaire, Screen for Child Anxiety Related Emotional Disorders, and Children’s Emotion Management Scales. ResultsWe re-enrolled and assessed outcomes in 966 children, 79.4% of the 1217 children eligible for re-enrollment (excluding those known not survived). At age 9–10 years, a very small percentage (<2%) of children had social-emotional difficulties scores in the abnormal range on the caregiver-reported SDQ, in contrast to the high prevalence previously found at age 5 years in the same cohort (25%). No significant differences were found between SQ-LNS and control groups. Early childhood home environment score did not modify the effect of SQ-LNS on any score. ConclusionsEffects of pre- and post-natal SQ-LNS on social-emotional development previously found at age 5 y were not sustained to age 9–10 y in this cohort. This may have been due to the low prevalence of social-emotional problems at 10 y of age, such that there was little potential to benefit from early nutritional intervention at this age in this outcome domain. Funding SourcesNational Institutes of Health, Bill & Melinda Gates Foundation.

Perancangan Aplikasi E-Learning Berbasis WEB pada SMA Negeri 5 Batanghari

e-learning is one of the learning media which supports the teaching and learning process by using the internet. Currently at SMA Negeri 5 Batanghari the teaching and learning process is carried out during the pandemic using social media such as whatsapp. There are limitations of the whatsapp application so that teaching and learning activities at the school do not go well, such as sending assignments that can carry out automatic assessments. Based on that, it is necessary to develop a web-based e-learning application with the aim of research to make it easier for teachers to send and process grades automatically. The method used in this research is on system development using the waterfall. While the method of data collection is done by interviewing, observing and reviewing the literature into related research. In this research, a web-based e-learning application was produced using the PHP programming language and the MySQL database. The views obtained in this e-learning application are teacher data, student data, grade data, assignment delivery, and reports for teachers in the progress of activities during teaching and learning at SMA Negeri 5 Batanghari.&#x0D; Keywords: Design, Website, E-learning&#x0D;

Trajectories of childhood social isolation in a nationally representative cohort: Associations with antecedents and early adulthood outcomes.

This study examined early life antecedents of childhood social isolation, whether these factors accounted for poor outcomes of isolated children, and how these associations varied according to patterns of stability and change in childhood isolation. Participants included 2232 children from the Environmental Risk (E-Risk) Longitudinal Twin Study. We conducted growth mixture modelling (GMM) on combined parent and teacher reports of children's social isolation when children were 5, 7, 10 and 12years, and we assessed associations with age-5 antecedents and age-18 outcomes using regression analyses. We identified three linear developmental trajectories of increasing (4.75%), decreasing (5.25%) and low stable (90.00%) social isolation. Age-5 attention deficit hyperactivity disorder (ADHD) symptoms, emotional problems, prosocial behaviours, maternal personality (openness) and size of school were associated with the decreasing trajectory of social isolation. When controlling for these antecedents, increasingly isolated children were still more likely to experience ADHD symptoms, loneliness, lower job optimism and lower physical activity at age 18. Isolated children follow distinct patterns of change over childhood and isolation seems most detrimental to health at the time it is experienced. Social isolation can be a valuable indicator of co-occurring problems and provide targets for mental health intervention in young people.

Connecting Extramural English with ELT: Teacher Reports from Austria, Finland, France, and Sweden

Abstract Today, we globally observe a sharp increase in learners’ engagement in extramural (out-of-class) English (EE; Sundqvist 2009). This undoubtedly affords new opportunities for, but also challenges to, English language teaching (ELT) and learning. To our knowledge, this study is the first to explore this topic from a cross-national perspective. Upper secondary English teachers (N = 534) from Austria, France (‘dubbing countries’), Finland, and Sweden (‘subtitling countries’) answered a web-based survey on their students’ EE practices and the estimated impact on teaching and learning. Results showed that overall EE use appears lower in the dubbing countries, especially France (p &amp;lt; 0.001). The teachers’ estimated effect of EE on different areas of learning overall was also the weakest in France (p ≤ .01). Further, teachers in subtitling countries agreed more strongly with statements about adapting instruction to what is (not) learned extramurally (p &amp;lt; 0.001). As EE use is growing, individual learner needs within a class, such as emerging gaps in learner motivation and/or language knowledge and skills, will increasingly have to be catered to in ELT.

Toward an Ecological Understanding of Transnational Chinese Language Teachers' Professional Wellbeing in the United Kingdom.

Given the lack of reports of Chinese language teachers’ wellbeing in the literature, this study aims to investigate the professional wellbeing of eight teachers of Chinese as a foreign language in the United Kingdom based on in-depth, semi-structured qualitative interviews. Interview data provided a rich picture of the rewarding aspects and challenges that they experienced in their professional lives. The main findings revealed the complex interplay of their professional wellbeing and different levels of ecology (i.e., cultural, institutional, classroom, and personal). The study also identified the specific strategies that the teachers deployed for (1) coping with work-related stress and for (2) maintaining wellbeing alongside professional productivity. The paper calls for further research to apply a close-up lens to the wellbeing of foreign language teachers across timescales. The implications for transnational language teachers’ mentoring interventions are discussed.

Early risk factors for joint trajectories of bullying victimisation and perpetration

Bullying victimisation is a prevalent stressor associated with serious health problems. To inform intervention strategies, it is important to understand children’s patterns of involvement in bullying victimisation and perpetration across development, and identify early risk factors for these developmental trajectories. We analysed data from the Millennium Cohort Study (N = 14,525; 48.6% female, 82.6% White), a representative birth cohort of British children born in 2000–2002 across the UK. Bullying victimisation and perpetration were assessed via child, mother, and teacher reports at ages 5, 7, 11, and 14 years. Early risk factors (child emotional, cognitive, and physical vulnerabilities, and adverse family environments) were assessed at ages 9 months, 3, and 5 years. Using k-means for longitudinal data, we identified five joint trajectories of victimisation and perpetration across ages 5, 7, 11, and 14: uninvolved children (59.78%), early child victims (9.96%), early adolescent victims (15.07%), early child bullies (8.01%), and bully- victims (7.19%). Individual vulnerabilities (e.g., emotional dysregulation, cognitive difficulties) and adverse family environments (maternal psychopathology, low income) in pre-school years independently forecast multiple trajectories of bullying involvement. Compared to victims, bully-victims were more likely to be male, have cognitive difficulties, and experience harsh discipline and low income. Interventions addressing these risk factors (e.g., via accessible mental health care, stigma-based interventions, or programs to support low-income families) may help to prevent bullying involvement and its associated sequelae.

Effects of a Teacher Classroom Management program on preschool teachers’ practices and psychological factors: A randomized trial with teachers of children from economically disadvantaged families

ABSTRACT Research Findings: The Incredible Years Teacher Classroom Management (IY-TCM) program has shown efficacy in reducing behavioral problems and improving social skills among children experiencing poverty. However, quantitative studies that concentrate on its efficacy in relation to “proximal classroom outcomes” (e.g., classroom emotional and managerial interactions between teachers and children) and teacher psychological factors (e.g., self-efficacy and stress) are still needed. This study assesses the efficacy of the IY-TCM program with Portuguese teachers of economically disadvantaged preschool children. Measures included a) classroom observation of teacher behaviors and b) teacher self-reports of their practices, confidence, self-efficacy, and job-related stress associated with inappropriate student behaviors. A wait-list randomized controlled study was conducted with 65 female Portuguese teachers reporting pre- and post-intervention assessments. Moderation analyses were conducted to explore differential benefits of teacher, classroom and children’s variables. Significant differences favoring intervention teachers were found in teacher reports of their classroom practices (positive and inappropriate). Observational findings showed a positive intervention effect on the use of labeled praise but not on other teacher classroom behaviors. Participating in the program did not impact the teachers’ confidence/self-efficacy and job-related stress. Moderation analysis were found to be non-significant. Practice or Policy: Providing the IY-TCM program to early childhood teachers can contribute to an increase of their reported use and usefulness of effective classroom management practices and their use of labeled praise, thus contributing to the quality of early childhood education across a population of children experiencing poverty.

Secret Agent Society: A Randomized Controlled Trial of a Transdiagnostic Youth Social Skills Group Treatment.

Group programs are key for targeting social skills (SS) for children with developmental disorders and/or mental illness. Despite promising evidence regarding efficacy of group treatments, there are several limitations to current research regarding generalizability and effectiveness across diagnoses. This randomized control trial assessed whether the Secret Agent Society (SAS) group program was superior to treatment as usual (TAU) in improving social-emotional functioning for children with Attention Deficit-Hyperactivity Disorder (ADHD), Autism Spectrum Disorder (ASD), and/or anxiety. Eighty-nine youth (8-12) with ADHD, ASD, and/or an anxiety disorder receiving treatment at hospital-based outpatient clinics were randomized to receive SAS (n = 47) or TAU (n = 42) over a three-month period, at which point TAU participants were offered the SAS intervention. Parent report showed significant improvement in Emotion Regulation (ER) and Social Skills (SS) for youth in SAS vs. TAU (Fs ≥ 6.79, ps ≤ 01). Gains for the SAS condition were maintained at 6-months. Intent-to-treat analysis of teacher report indicated youth in SAS had positive gains in SS (F = 0.41, p = 0.475) and ER (F = 0.99, p = 0.322), though not significantly better than youth in TAU. Clinically reliable improvement rates were significantly higher for SAS participants than TAU for parent and teacher reported SS and ER. Improvements were significant for youth with single and comorbid diagnoses. Results suggest that SAS was superior to TAU in improving SS and ER for youth aged 8-12 with ADHD, ASD, and/or anxiety. Gains maintained in the medium-term. Trial registration number NCT02574273, registered 10/12/2015.

Teacher Engagement Scale for Professional Development

Teacher professional development aims to bolster effective instructional practices that enhance student learning. The development of the Sustained Investment and Teacher Engagement Scale for Professional Development (SITES-PD) grew out of a need to understand how teachers respond to opportunities for professional learning in ways that contribute to skill improvement. One hundred and eight elementary teachers participated in a sustained professional development coaching intervention. Prior to and following the intervention, data were collected from multiple sources (e.g., teacher report, blind classroom observations). For the development of this instrument, coaches rated teacher engagement with opportunities for professional learning. Exploratory factor analysis reveals a one factor solution and that a summed composite of eight items is appropriate. Reliability and validity results suggest the SITES-PD instrument may be a useful tool for investigating the underlying mechanisms that mediate the efficacy of teacher professional development interventions.

Implementation of the Concept of Multiple Intelligences Learning in an Islamic Perspective at Bayt Al-Hikmah Junior High School Pasuruan Islamic Boarding School (SBP)

This study aims to determine the implementation model of the learning concept multiple intelligences in an Islamic perspective at SMP Bayt al-Hikmah Pasuran Islamic Boarding School (SBP). The type of research used is a qualitative approach descriptive. Data collection was carried out through in-depth interviews, participatory observation, and a review of documents. Data that has been collected were analyzed using qualitative data analysis techniques. The conclusions of this study are: (1) The theory of multiple intelligences can be used as a bridge to transfer a concept of knowledge that can be digested easily easier. The proof is that it can increase interest, talent. (2) Student input; by continuing to hold tests to find out the child's basic abilities about Pesantren and knowing that children are not children who have needs especially because this institution has not been able to prepare the facilities. Whereas the amount received is in accordance with the capacity of the class and available rooms, then held Multiple Intelligences Research (MIR). Teacher input; condition. The main thing is to be willing to continue to learn and be committed, a written test is carried out, practice (micro-teaching), and interviews. Learning process; Composing teacher lesson plan based on MIR and SOP results, implementing multiple strategies bits of intelligence based on how the brain works, and evaluate/assess competence students, accompanied by a consultant “Guardian Angel. Student output. Student outputs; student competencies include cognitive, psychomotor, and effective, which are assessed based on authentic assessment with the concept of ipsative-discovery ability. While teacher competence is assessed based on 4 components (student learning outcomes, lesson plan, creativity, and teacher behavior). Every semester students and teachers receive reports. The teacher's report card serves as a determinant of achievement resulting in an increase in salary and rank.

Implementation of the Concept of Multiple Intelligences Learning in an Islamic Perspective at Bayt Al-Hikmah Junior High School Pasuruan Islamic Boarding School (SBP)

This study aims to determine the implementation model of the learning concept multiple intelligences in an Islamic perspective at SMP Bayt al-Hikmah Pasuran Islamic Boarding School (SBP). The type of research used is a qualitative approach descriptive. Data collection was carried out through in-depth interviews, participatory observation, and a review of documents. Data that has been collected were analyzed using qualitative data analysis techniques. The conclusions of this study are: (1) The theory of multiple intelligences can be used as a bridge to transfer a concept of knowledge that can be digested easily easier. The proof is that it can increase interest, talent. (2) Student input; by continuing to hold tests to find out the child's basic abilities about Pesantren and knowing that children are not children who have needs especially because this institution has not been able to prepare the facilities. Whereas the amount received is in accordance with the capacity of the class and available rooms, then held Multiple Intelligences Research (MIR). Teacher input; condition. The main thing is to be willing to continue to learn and be committed, a written test is carried out, practice (micro-teaching), and interviews. Learning process; Composing teacher lesson plan based on MIR and SOP results, implementing multiple strategies bits of intelligence based on how the brain works, and evaluate/assess competence students, accompanied by a consultant “Guardian Angel. Student output. Student outputs; student competencies include cognitive, psychomotor, and effective, which are assessed based on authentic assessment with the concept of ipsative-discovery ability. While teacher competence is assessed based on 4 components (student learning outcomes, lesson plan, creativity, and teacher behavior). Every semester students and teachers receive reports. The teacher's report card serves as a determinant of achievement resulting in an increase in salary and rank.

Emotional support moderates associations between preschool approaches to learning and academic skills

The present study examined the extent to which the association between teacher reports of preschool children's approaches to learning–the ways in which children engage in learning activities–and children's academic skills was dependent upon teacher emotional support. Multilevel models were estimated using data from a sample of diverse urban Head Start children (N = 301 children across 53 classrooms). Findings showed direct associations between attention persistence and children's literacy and mathematics skills, as well as an association between attitude toward learning and literacy skills. Cross-level interactions indicated that higher emotional support strengthened the relationship between attitude toward learning and children's literacy skills. Our findings suggest when children are enrolled in classrooms characterized by respectful, warm, and supportive teacher-child interactions, there are benefits for children's approaches to learning and academic skills. Implications for future research, policy, and practice are discussed.

Brief report: The impact of the broad autism phenotype on parent perception of autism symptoms in their children with and without autism spectrum disorder compared to teachers

BackgroundEvaluation of children with autism spectrum disorder (ASD) includes caregiver-reported rating scales of symptom presentation. The extent to which a broad autism phenotype (BAP) in parents of children with ASD might impact their endorsement of autism symptoms in their children with and without ASD has not been well evaluated. AimsThis study analyzed whether varying degrees of parental BAP were associated with reported autism symptoms in offspring with and without ASD. Methods and ProceduresWe used the Broad Autism Phenotype Questionnaire as a measure of BAP in parents and parent- and teacher-report on the Social Responsiveness Scale (SRS) to assess autism symptoms in children with ASD and their typically developing (TD) siblings (N = 5714). We assessed the relationship between parental BAP and parent-teacher discordance. We compared teacher reports of autism symptoms in children with varying degrees of BAP exposure. Outcomes and ResultsMothers with higher levels of BAP over-reported autism symptoms in their children (compared to teachers) than mothers with lower BAP. TD children from parents with greater BAP displayed more autism symptoms than children from households with less BAP. Conclusions and ImplicationsBAP is associated with parent report of autism symptoms when compared to teacher report. For children with ASD, it is possible that differences in ratings reflect parent perception and not autism symptomatology; whereas, TD children from households with higher levels of BAP exposure showed more phenotypic autism symptom presentation on teacher-completed measures. Researchers and clinicians should consider BAP when interpreting caregiver and teacher reports.

Engagement, achievement, and teacher classroom practices in mathematics: Insights from TIMSS 2011 and PISA 2012

This article examines a multidimensional conceptualization of engagement and how it is related to achievement outcomes and teacher classroom practices in mathematics (including structure, support, and challenge). It draws insights from existing literature on engagement and other related research areas, including motivation and teaching effectiveness, and conducts empirical investigations using international large-scale survey and assessment data in four education systems (i.e., Singapore, Finland, Australia, and Romania) that have distinct cultural and social backgrounds and achieve at varying levels on international assessments. Confirmatory factor analysis results validate engagement as a multidimensional construct across contexts. Path analysis results reveal different patterns in the relations among engagement, achievement, and teacher classroom practices. In some contexts, relations between teacher practices and engagement or achievement vary as a function of student or teacher report. Implications and future directions are discussed.

The Associations Between Sluggish Cognitive Tempo, Internalizing Symptoms, and Academic Performance in Children With Reading Disorder: A Longitudinal Cohort Study

Objective: To investigate whether sluggish cognitive tempo (SCT) was associated with anxiety, depression, and academic performance (AP) in children with reading disorder (RD), and whether ADHD-Inattention (ADHD-IN) moderated these relationships. Method: Parents and teachers of children with RD (N = 147, ages 6–18) completed evaluations of SCT, ADHD, anxiety, depression, and AP, every 3 months for 18 months. Baseline and longitudinal associations between SCT and outcomes, and effect moderation of ADHD-IN, were assessed. Results: Teacher-rated SCT was positively associated with teacher-rated anxiety (p < .001) and negatively associated with AP (p < .001) cross-sectionally and longitudinally, with significant effect modification by ADHD-IN for both outcomes. SCT was not associated with depression in adjusted cross-sectional and longitudinal analyses. There were no significant findings for any parent-reported measures. Conclusion: SCT has negative effects on anxiety and AP in children with RD among individuals with low ADHD-IN according to teacher report. Targeted treatment of SCT may provide substantial benefits.