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 et/ou numérique 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 et/ou numérique] / 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

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)  

Public ISBD [article]  inDevelopment and Psychopathology > 20-3 (Summer 2008) . - p.821-843 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 [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

Preschool executive functions, single-parent status, and school quality predict diverging trajectories of classroom inattention in elementary school / Tyler R. SASSER in Development and Psychopathology, 27-3 (August 2015)  

Public ISBD [article]  inDevelopment and Psychopathology > 27-3 (August 2015) . - p.681-693 Titre : Preschool executive functions, single-parent status, and school quality predict diverging trajectories of classroom inattention in elementary school Type de document : Texte imprimé et/ou numérique Auteurs : Tyler R. SASSER, Auteur ; Charles R. BEEKMAN, Auteur ; Karen L. BIERMAN, Auteur Article en page(s) : p.681-693 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : A sample of 356 children recruited from Head Start (58% European American, 25% African American, and 17% Hispanic; 54% girls; Mage = 4.59 years) were followed longitudinally from prekindergarten through fifth grade. Latent profile analyses of teacher-rated inattention from kindergarten through third grade identified four developmental trajectories: stable low (53% of the sample), stable high (11.3%), rising over time (16.4%), and declining over time (19.3%). Children with stable low inattention had the best academic outcomes in fifth grade, and children exhibiting stable high inattention had the worst, with the others in between. Self-regulation difficulties in preschool (poor executive function skills and elevated opposition–aggression) differentiated children with rising versus stable low inattention. Elementary schools characterized by higher achievement differentiated children with declining versus stable high inattention. Boys and children from single-parent families were more likely to remain high or rise in inattention, whereas girls and children from dual-parent families were more likely to remain low or decline in inattention. En ligne : http://dx.doi.org/10.1017/S0954579414000947 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263 [article] Preschool executive functions, single-parent status, and school quality predict diverging trajectories of classroom inattention in elementary school [Texte imprimé et/ou numérique] / Tyler R. SASSER, Auteur ; Charles R. BEEKMAN, Auteur ; Karen L. BIERMAN, Auteur . - p.681-693. Langues : Anglais (eng) in Development and Psychopathology > 27-3 (August 2015) . - p.681-693 Index. décimale : PER Périodiques Résumé : A sample of 356 children recruited from Head Start (58% European American, 25% African American, and 17% Hispanic; 54% girls; Mage = 4.59 years) were followed longitudinally from prekindergarten through fifth grade. Latent profile analyses of teacher-rated inattention from kindergarten through third grade identified four developmental trajectories: stable low (53% of the sample), stable high (11.3%), rising over time (16.4%), and declining over time (19.3%). Children with stable low inattention had the best academic outcomes in fifth grade, and children exhibiting stable high inattention had the worst, with the others in between. Self-regulation difficulties in preschool (poor executive function skills and elevated opposition–aggression) differentiated children with rising versus stable low inattention. Elementary schools characterized by higher achievement differentiated children with declining versus stable high inattention. Boys and children from single-parent families were more likely to remain high or rise in inattention, whereas girls and children from dual-parent families were more likely to remain low or decline in inattention. En ligne : http://dx.doi.org/10.1017/S0954579414000947 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263

Restrictive educational placements increase adolescent risks for students with early-starting conduct problems / Christopher J. POWERS in Journal of Child Psychology and Psychiatry, 57-8 (August 2016)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 57-8 (August 2016) . - p.899-908 Titre : Restrictive educational placements increase adolescent risks for students with early-starting conduct problems Type de document : Texte imprimé et/ou numérique Auteurs : Christopher J. POWERS, Auteur ; Karen L. BIERMAN, Auteur ; Donna L. COFFMAN, Auteur Article en page(s) : p.899-908 Langues : Anglais (eng) Mots-clés : Aggression  special education  adolescent maladjustment Index. décimale : PER Périodiques Résumé : Background Students with early-starting conduct problems often do poorly in school; they are disproportionately placed in restrictive educational placements outside of mainstream classrooms. Although intended to benefit students, research suggests that restrictive placements may exacerbate the maladjustment of youth with conduct problems. Mixed findings, small samples, and flawed designs limit the utility of existing research. Methods This study examined the impact of restrictive educational placements on three adolescent outcomes (high school noncompletion, conduct disorder, depressive symptoms) in a sample of 861 students with early-starting conduct problems followed longitudinally from kindergarten (age 5–6). Causal modeling with propensity scores was used to adjust for confounding factors associated with restrictive placements. Analyses explored the timing of placement (elementary vs. secondary school) and moderation of impact by initial problem severity. Results Restrictive educational placement in secondary school (but not in elementary school) was iatrogenic, increasing the risk of high school noncompletion and the severity of adolescent conduct disorder. Negative effects were amplified for students with conduct problem behavior with less cognitive impairment. Conclusions To avoid harm to students and to society, schools must find alternatives to restrictive placements for students with conduct problems in secondary school, particularly when these students do not have cognitive impairments that might warrant specialized educational supports. En ligne : http://dx.doi.org/10.1111/jcpp.12487 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292 [article] Restrictive educational placements increase adolescent risks for students with early-starting conduct problems [Texte imprimé et/ou numérique] / Christopher J. POWERS, Auteur ; Karen L. BIERMAN, Auteur ; Donna L. COFFMAN, Auteur . - p.899-908. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 57-8 (August 2016) . - p.899-908 Mots-clés : Aggression  special education  adolescent maladjustment Index. décimale : PER Périodiques Résumé : Background Students with early-starting conduct problems often do poorly in school; they are disproportionately placed in restrictive educational placements outside of mainstream classrooms. Although intended to benefit students, research suggests that restrictive placements may exacerbate the maladjustment of youth with conduct problems. Mixed findings, small samples, and flawed designs limit the utility of existing research. Methods This study examined the impact of restrictive educational placements on three adolescent outcomes (high school noncompletion, conduct disorder, depressive symptoms) in a sample of 861 students with early-starting conduct problems followed longitudinally from kindergarten (age 5–6). Causal modeling with propensity scores was used to adjust for confounding factors associated with restrictive placements. Analyses explored the timing of placement (elementary vs. secondary school) and moderation of impact by initial problem severity. Results Restrictive educational placement in secondary school (but not in elementary school) was iatrogenic, increasing the risk of high school noncompletion and the severity of adolescent conduct disorder. Negative effects were amplified for students with conduct problem behavior with less cognitive impairment. Conclusions To avoid harm to students and to society, schools must find alternatives to restrictive placements for students with conduct problems in secondary school, particularly when these students do not have cognitive impairments that might warrant specialized educational supports. En ligne : http://dx.doi.org/10.1111/jcpp.12487 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292

Unique Associations Between Peer Relations and Social Anxiety in Early Adolescence / Kelly S. FLANAGAN in Journal of Clinical Child & Adolescent Psychology, 37-4 (October-December 2008)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 37-4 (October-December 2008) . - p.759-769 Titre : Unique Associations Between Peer Relations and Social Anxiety in Early Adolescence Type de document : Texte imprimé et/ou numérique Auteurs : Kelly S. FLANAGAN, Auteur ; Stephen ERATH, Auteur ; Karen L. BIERMAN, Auteur Année de publication : 2008 Article en page(s) : p.759-769 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study examined the unique associations between feelings of social anxiety and multiple dimensions of peer relations (positive peer nominations, peer- and self-reported peer victimization, and self-reported friendship quality) among 383 sixth- and seventh-grade students. Hierarchical regression analysis provided evidence for the unique contribution made by peer relations to social anxiety above that made by adolescents' individual vulnerabilities (i.e., teacher ratings of social behavior, self-reported social appraisals assessed by hypothetical vignettes). Two subgroups of socially anxious adolescents—those with and without peer problems—were distinguished by their social behavior but not their social appraisals. En ligne : http://dx.doi.org/10.1080/15374410802359700 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=646 [article] Unique Associations Between Peer Relations and Social Anxiety in Early Adolescence [Texte imprimé et/ou numérique] / Kelly S. FLANAGAN, Auteur ; Stephen ERATH, Auteur ; Karen L. BIERMAN, Auteur . - 2008 . - p.759-769. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 37-4 (October-December 2008) . - p.759-769 Index. décimale : PER Périodiques Résumé : This study examined the unique associations between feelings of social anxiety and multiple dimensions of peer relations (positive peer nominations, peer- and self-reported peer victimization, and self-reported friendship quality) among 383 sixth- and seventh-grade students. Hierarchical regression analysis provided evidence for the unique contribution made by peer relations to social anxiety above that made by adolescents' individual vulnerabilities (i.e., teacher ratings of social behavior, self-reported social appraisals assessed by hypothetical vignettes). Two subgroups of socially anxious adolescents—those with and without peer problems—were distinguished by their social behavior but not their social appraisals. En ligne : http://dx.doi.org/10.1080/15374410802359700 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=646

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