xiv, 152 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / Young children in foster care have been exposed to a variety of risks that are strongly linked to long-term deficits in functioning across multiple developmental domains. Some children, however, demonstrate more favorable outcomes and exhibit adaptation and the development of assets in spite of risks. The present study examined variables from early childhood during foster care which contributed to the development of favorable outcomes; specifically, emotion regulation and school adjustment in later childhood. Specifically, maltreatment history, placement history, parenting practices, family stress, developmental status, and attachment behaviors among a sample of young foster children were examined. Data were taken from an existing data set from the Multidimensional Treatment Foster Care-Preschool study implemented through the Oregon Social Learning Center. From the original n of 60 children in regular foster care, 34 remained in the sample during middle childhood assessments; this comprised the sample used for this study. In terms of predicting emotion regulation in middle childhood, lack of family stress and attention and executive function in early childhood revealed significant relationships. In regards to predicting school adjustment in middle childhood, sensorimotor function and history of neglect during early childhood revealed significant relationships. / Committee in charge: Kenneth Merrell, Chairperson, Special Education and Clinical Sciences; Jeffrey Sprague, Member, Special Education and Clinical Sciences; Jane Squires, Member, Special Education and Clinical Sciences; Philip Fisher, Member, Psychology; Jennifer Ablow, Outside Member, Psychology