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Détail de l'auteur
Auteur Celene E. DOMITROVICH |
Documents disponibles écrits par cet auteur (1)
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Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program / Karen L. BIERMAN in Development and Psychopathology, 20-3 (Summer 2008)
[article]
Titre : Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program Type de document : Texte imprimé et/ou numérique Auteurs : Karen L. BIERMAN, Auteur ; Clancy BLAIR, Auteur ; Robert L. NIX, Auteur ; Mark T. GREENBERG, Auteur ; Celene E. DOMITROVICH, Auteur Année de publication : 2008 Article en page(s) : p.821-843 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Despite their potentially central role in fostering school readiness, executive function (EF) skills have received little explicit attention in the design and evaluation of school readiness interventions for socioeconomically disadvantaged children. The present study examined a set of five EF measures in the context of a randomized-controlled trial of a research-based intervention integrated into Head Start programs (Head Start REDI). Three hundred fifty-six 4-year-old children (17% Hispanic, 25% African American; 54% girls) were followed over the course of the prekindergarten year. Initial EF predicted gains in cognitive and social–emotional skills and moderated the impact of the Head Start REDI intervention on some outcomes. The REDI intervention promoted gains on two EF measures, which partially mediated intervention effects on school readiness. We discuss the importance of further study of the neurobiological bases of school readiness, the implications for intervention design, and the value of incorporating markers of neurobiological processes into school readiness interventions. En ligne : http://dx.doi.org/10.1017/s0954579408000394 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543
in Development and Psychopathology > 20-3 (Summer 2008) . - p.821-843[article] Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program [Texte imprimé et/ou numérique] / Karen L. BIERMAN, Auteur ; Clancy BLAIR, Auteur ; Robert L. NIX, Auteur ; Mark T. GREENBERG, Auteur ; Celene E. DOMITROVICH, Auteur . - 2008 . - p.821-843.
Langues : Anglais (eng)
in Development and Psychopathology > 20-3 (Summer 2008) . - p.821-843
Index. décimale : PER Périodiques Résumé : Despite their potentially central role in fostering school readiness, executive function (EF) skills have received little explicit attention in the design and evaluation of school readiness interventions for socioeconomically disadvantaged children. The present study examined a set of five EF measures in the context of a randomized-controlled trial of a research-based intervention integrated into Head Start programs (Head Start REDI). Three hundred fifty-six 4-year-old children (17% Hispanic, 25% African American; 54% girls) were followed over the course of the prekindergarten year. Initial EF predicted gains in cognitive and social–emotional skills and moderated the impact of the Head Start REDI intervention on some outcomes. The REDI intervention promoted gains on two EF measures, which partially mediated intervention effects on school readiness. We discuss the importance of further study of the neurobiological bases of school readiness, the implications for intervention design, and the value of incorporating markers of neurobiological processes into school readiness interventions. En ligne : http://dx.doi.org/10.1017/s0954579408000394 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543