Enriching preschool classrooms and home visits with evidence-based programming: sustained benefits for low-income children / Karen L. BIERMAN in Journal of Child Psychology and Psychiatry, 58-2 (February 2017)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 58-2 (February 2017) . - p.129-137 Titre : Enriching preschool classrooms and home visits with evidence-based programming: sustained benefits for low-income children Type de document : texte imprimé Auteurs : Karen L. BIERMAN, Auteur ; Brenda S. HEINRICHS, Auteur ; Janet A. WELSH, Auteur ; Robert L. NIX, Auteur ; Scott D. GEST, Auteur Année de publication : 2017 Article en page(s) : p.129-137 Langues : Anglais (eng) Mots-clés : Early intervention  evidence-based programming  longitudinal follow-up Index. décimale : PER Périodiques Résumé : Background Growing up in poverty undermines healthy development, producing disparities in the cognitive and social-emotional skills that support early learning and mental health. Preschool and home-visiting interventions for low-income children have the potential to build early cognitive and social-emotional skills, reducing the disparities in school readiness that perpetuate the cycle of poverty. However, longitudinal research suggests that the gains low-income children make during preschool interventions often fade at school entry and disappear by early elementary school. Methods In an effort to improve the benefits for low-income children, the REDI program enriched Head Start preschool classrooms (study one) and home visits (study two) with evidence-based programming, documenting positive intervention effects in two randomized trials. In this study, REDI participants were followed longitudinally, to evaluate the sustained impact of the classroom and home-visiting enrichments 3 years later, when children were in second grade. The combined sample included 556 children (55% European American, 25% African American, 19% Latino; 49% male): 288 children received the classroom intervention, 105 children received the classroom intervention plus the home-visiting intervention, and 173 children received usual practice Head Start. Results The classroom intervention led to sustained benefits in social-emotional skills, improving second grade classroom participation, student–teacher relationships, social competence, and peer relations. The coordinated home-visiting intervention produced additional benefits in child mental health (perceived social competence and peer relations) and cognitive skills (reading skills, academic performance). Significant effects ranged from 25% to 48% of a standard deviation, representing important effects of small to moderate magnitude relative to usual practice Head Start. Conclusions Preschool classroom and home-visiting programs for low-income children can be improved with the use of evidence-based programming, reducing disparities and promoting complementary benefits that sustain in elementary school. En ligne : http://dx.doi.org/10.1111/jcpp.12618 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=299 [article] Enriching preschool classrooms and home visits with evidence-based programming: sustained benefits for low-income children [texte imprimé] / Karen L. BIERMAN, Auteur ; Brenda S. HEINRICHS, Auteur ; Janet A. WELSH, Auteur ; Robert L. NIX, Auteur ; Scott D. GEST, Auteur . - 2017 . - p.129-137. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 58-2 (February 2017) . - p.129-137 Mots-clés : Early intervention  evidence-based programming  longitudinal follow-up Index. décimale : PER Périodiques Résumé : Background Growing up in poverty undermines healthy development, producing disparities in the cognitive and social-emotional skills that support early learning and mental health. Preschool and home-visiting interventions for low-income children have the potential to build early cognitive and social-emotional skills, reducing the disparities in school readiness that perpetuate the cycle of poverty. However, longitudinal research suggests that the gains low-income children make during preschool interventions often fade at school entry and disappear by early elementary school. Methods In an effort to improve the benefits for low-income children, the REDI program enriched Head Start preschool classrooms (study one) and home visits (study two) with evidence-based programming, documenting positive intervention effects in two randomized trials. In this study, REDI participants were followed longitudinally, to evaluate the sustained impact of the classroom and home-visiting enrichments 3 years later, when children were in second grade. The combined sample included 556 children (55% European American, 25% African American, 19% Latino; 49% male): 288 children received the classroom intervention, 105 children received the classroom intervention plus the home-visiting intervention, and 173 children received usual practice Head Start. Results The classroom intervention led to sustained benefits in social-emotional skills, improving second grade classroom participation, student–teacher relationships, social competence, and peer relations. The coordinated home-visiting intervention produced additional benefits in child mental health (perceived social competence and peer relations) and cognitive skills (reading skills, academic performance). Significant effects ranged from 25% to 48% of a standard deviation, representing important effects of small to moderate magnitude relative to usual practice Head Start. Conclusions Preschool classroom and home-visiting programs for low-income children can be improved with the use of evidence-based programming, reducing disparities and promoting complementary benefits that sustain in elementary school. En ligne : http://dx.doi.org/10.1111/jcpp.12618 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=299

Preschool home visits promote adolescent adjustment: Follow-up of a randomized-controlled trial / Karen L. BIERMAN in Development and Psychopathology, 38-3 (August 2026)  

Public ISBD [article]  inDevelopment and Psychopathology > 38-3 (August 2026) . - p.1577-1588 Titre : Preschool home visits promote adolescent adjustment: Follow-up of a randomized-controlled trial Type de document : texte imprimé Auteurs : Karen L. BIERMAN, Auteur ; Janet A. WELSH, Auteur ; Brenda S. HEINRICHS, Auteur ; Damon E. JONES, Auteur Article en page(s) : p.1577-1588 Langues : Anglais (eng) Mots-clés : Adolescent adjustment  early intervention  educational  follow-up studies  parenting  preschool Index. décimale : PER Périodiques Résumé : Research suggests that well-developed parent engagement programs can boost early learning and reduce socioeconomic disparities in subsequent school adjustment. Yet few follow-up studies exist. To address this gap, we followed participants in the Research-based, Developmentally Informed-Parent [REDI-P] intervention study for 8 years to evaluate adolescent outcomes. Participants included 200 4-year-old children (55% White, 26% Black, 19% Latinx; 56% male, 44% female; Mage at study entry = 4.45 years) attending Head Start. Families were randomly assigned to REDI-P home learning materials and coaching or an attention control group. Multi-method measures tracked child literacy skills, learning behaviors, social competence, and conduct problems through grade 7. GLM analyses revealed significant preschool intervention effects on grade 7 working memory, β = 0.35, 95% CI 0.08, 0.62, p = .01; perceived social competence, β = 0.30, 95% CI 0.02, .58, p = .04; deviant peer affiliation, β = −0.33, 95% CI −0.60, −0.06, p = .02; and teacher-rated conduct problems, β = −0.30, 95% CI −0.58, −0.01, p = .04. Serial path models identified developmental progressions linking initial intervention effects to adolescent outcomes. Results highlight the long-term value of empowering parents to support the early social-emotional and pre-academic learning of their preschool children. En ligne : https://dx.doi.org/10.1017/S0954579426101497 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] Preschool home visits promote adolescent adjustment: Follow-up of a randomized-controlled trial [texte imprimé] / Karen L. BIERMAN, Auteur ; Janet A. WELSH, Auteur ; Brenda S. HEINRICHS, Auteur ; Damon E. JONES, Auteur . - p.1577-1588. Langues : Anglais (eng) in Development and Psychopathology > 38-3 (August 2026) . - p.1577-1588 Mots-clés : Adolescent adjustment  early intervention  educational  follow-up studies  parenting  preschool Index. décimale : PER Périodiques Résumé : Research suggests that well-developed parent engagement programs can boost early learning and reduce socioeconomic disparities in subsequent school adjustment. Yet few follow-up studies exist. To address this gap, we followed participants in the Research-based, Developmentally Informed-Parent [REDI-P] intervention study for 8 years to evaluate adolescent outcomes. Participants included 200 4-year-old children (55% White, 26% Black, 19% Latinx; 56% male, 44% female; Mage at study entry = 4.45 years) attending Head Start. Families were randomly assigned to REDI-P home learning materials and coaching or an attention control group. Multi-method measures tracked child literacy skills, learning behaviors, social competence, and conduct problems through grade 7. GLM analyses revealed significant preschool intervention effects on grade 7 working memory, β = 0.35, 95% CI 0.08, 0.62, p = .01; perceived social competence, β = 0.30, 95% CI 0.02, .58, p = .04; deviant peer affiliation, β = −0.33, 95% CI −0.60, −0.06, p = .02; and teacher-rated conduct problems, β = −0.30, 95% CI −0.58, −0.01, p = .04. Serial path models identified developmental progressions linking initial intervention effects to adolescent outcomes. Results highlight the long-term value of empowering parents to support the early social-emotional and pre-academic learning of their preschool children. En ligne : https://dx.doi.org/10.1017/S0954579426101497 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

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