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We examined typologies of parenting practices using latent profile analysis (LPA) in a sample of families with young children who had externalizing behavior disorders. We also examined mother and child characteristics associated with class membership using ratings from multiple informants. The sample included pooled data from five parenting treatment outcome research studies on oppositional defiant disorder (ODD) and/or conduct disorder (CD) conducted throughout the past 20 years. These studies included 21 separate cohorts of children resulting in a total of 514 families. All children met diagnostic criteria for ODD or CD and 78 % were male. Parenting practices were observed by independent raters using the Dyadic Parent-child Interactive Coding System-Revised (DPICS-R). Four summary scores (i.e., total critical statements, total commands, total positive, total supportive) from the DPICS-R were used as class indictors in the LPA. Four classes best characterized the parenting practices of this clinic sample, roughly comprising a quarter of the sample each: Positive Only, Negative Only, Positive/Negative, and Neither Positive/Negative. High observed child negative behaviors, low observed child warmth, high socioeconomic status, and low academic performance distinguished the two classes with high negative behaviors (Negative Only, Positive/Negative) from the other classes. These results provide markers of the most common parenting profiles at entry into treatment programs for behavior disorders in young children. Findings have significant implications for the tailoring parenting interventions and supports to specific family needs.

Purpose Benchmarking is a very important tool to know the gap in your performance and best performance. It is possible to apply benchmarking in a wide variety of area. This paper uses benchmarking for assessing women entrepreneurship. Women entrepreneurship is a symbol of the balanced growth of the society. Financial inclusion schemes offered by the government are aimed to encourage a large number of women of the country to entrepreneurship. The purpose of this paper is to examine the effect of financial inclusion and others factor like family circumstances, benchmarking, entrepreneurial motivation and entrepreneurial intention of women on their decision to take up entrepreneurship as a career choice. Design/methodology/approach This research study is undertaken to understand the relation of financial inclusion schemes on women entrepreneurship and also to develop a cause–effect relationship. Here, financial inclusion effort is an independent variable, whereas women entrepreneurship is a dependent variable. A sample size of 250 women entrepreneur was taken. The sample was selected on the basis of convenience. Out of the total sample, 125 women belonged to the self-help group and 125 women were registered under the RSETI program of lead banks of Haridwar and Dehradun districts of the Uttarakhand state of India. Findings The results of the present study indicate that there is a statistically significant impact of financial inclusion on women entrepreneurship. It provides the platform to the women that help them in establishing a new business. Research limitations/implications Data for present study were collected from two districts of Uttarakhand. In future, data can be collected from different geographical areas of India for generalizing the findings of the study. Practical implications The results of present study indicate that there is a statistically significant impact of financial inclusion on women entrepreneurship. It provides the platform to the women that help them in establishing a new business. For promoting women toward entrepreneurship, the government has launched many schemes. Social implications After the study, the author found that the society will accept the fact that women entrepreneurship is emerging as a dire need for the country. Originality/value The author followed all the guidelines that were concerned about the originality of the paper. This paper is not under review of any journal.

Although collaboration between general and special educators is frequently recommended in the literature, how much is known and understood about actual collaboration practices remains unclear. Yet, current reforms and law are calling for increased collaboration. Therefore, the purpose of this review of the literature was to explore the research base on the impact that collaboration has on academic and/or social or behavioral outcomes for students with disabilities. A total of 19 studies were located for review. Although the studies generally support collaboration for improved student outcomes, this finding is tentative at best, given the small number of studies representing a variety of research designs and collaboration models. © 2012 Wiley Periodicals, Inc.

The purpose of the study was to explore patterns of parent involvement as perceived by teachers and identify correlates of these patterns. Parent involvement indicators and correlates were selected from a review of existing research. Participants included 34 teachers and 577 children in kindergarten through third grade. The vast majority of the sample was African American (78%), followed by Caucasian (19%) and other ethnic backgrounds (2%). Two subscales from the Parent Involvement-Teacher scale, contact and comfort, were entered as indicators in a latent profile analysis to determine the number and types of parent involvement classes. Contact included the frequency of interactions between parents and teachers; comfort included the quality of their relationship with the parent and how well their goals were aligned. Subsequent latent class regressions were conducted to identify student, school, and family characteristics associated with class membership. Three classes provided the optimal solution. This included two classes of parents with low contact with teachers but different comfort levels; one with low contact and low comfort (11%), and one with low contact but high comfort (71%). The remaining class, representing 18% of parents, was rated high on both contact and comfort. Low income status, family problems, and social, emotional, academic, and self-regulation problems distinguished the low comfort class from the other two classes. It is imperative to help teachers feel more comfortable working with families who may be experiencing substantial stressors and who also have children who need support across school and home settings.