Melissa E. DeRosier
Durham University
48 Papers
522 Citations
Melissa E. DeRosier is an academic researcher from Durham University. The author has contributed to research in topics: Social skills & Poison control. The author has an hindex of 22, co-authored 48 publications. Previous affiliations of Melissa E. DeRosier include Duke University & University of North Carolina at Chapel Hill.
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Papers
Childhood Aggression and Peer Relations in the Context of Family and Neighborhood Factors
Janis B. Kupersmidt,Pamela C. Griesler,Melissa E. DeRosier,Charlotte J. Patterson,Paul W. Davis +4 more
TL;DR: The need for broader contextual factors to be considered in studying children's social and behavioral development is discussed in terms of the need for wider contextual factors in the context of ethnicity, income, and structural characteristics of families and neighborhoods on childhood aggression and peer relations.
273
Similarity as the Basis for Children's Friendships: The Roles of Sociometric Status, Aggressive and Withdrawn Behavior, Academic Achievement and Demographic Characteristics
TL;DR: The authors examined similarity in demographic, behavioral, academic and social attributes as descriptors and predictors of children's friendships and found that as similarity increased, the likelihood of being friends also increased.
204
Teacher preference, peer rejection, and student aggression: a prospective study of transactional influence and independent contributions to emotional adjustment and grades.
TL;DR: This study assessed the importance of teacher preference of individual students, relative to peer rejection and student aggression, as an independent predictor of children's emotional adjustment and grades as well as the relevance of the results within a transactional model of school adaptation.
175
Group social context and children's aggressive behavior.
TL;DR: The results showed that there are dimensions of group context that were related to the occurrence of aggressive behavior between 2 children in the group and individual-within-context information be incorporated into theories of aggression among children.
137
The Efficacy of a Social Skills Group Intervention for Improving Social Behaviors in Children with High Functioning Autism Spectrum Disorders
TL;DR: Examination of the direction and magnitude of change in functioning revealed that children who participated in S.S.GRIN-HFA exhibited significantly greater mastery of social skill concepts compared to children in the control group.
121