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

Modeling the interplay of multilevel risk factors for future academic and behavior problems: A person-centered approach / Stephanie T. LANZA in Development and Psychopathology, 22-2 (May 2010)  

Public ISBD [article]  inDevelopment and Psychopathology > 22-2 (May 2010) . - p.313-335 Titre : Modeling the interplay of multilevel risk factors for future academic and behavior problems: A person-centered approach Type de document : Texte imprimé et/ou numérique Auteurs : Stephanie T. LANZA, Auteur ; Robert L. NIX, Auteur ; Mark T. GREENBERG, Auteur ; Brittany L. RHOADES, Auteur ; THE CONDUCT PROBLEMS PREVENTION RESEARCH GROUP, Auteur Année de publication : 2010 Article en page(s) : p.313-335 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study identified profiles of 13 risk factors across child, family, school, and neighborhood domains in a diverse sample of children in kindergarten from four US locations (n = 750; 45% minority). It then examined the relation of those early risk profiles to externalizing problems, school failure, and low academic achievement in Grade 5. A person-centered approach, latent class analysis, revealed four unique risk profiles, which varied considerably across urban African American, urban White, and rural White children. Profiles characterized by several risks that cut across multiple domains conferred the highest risk for negative outcomes. Compared to a variable-centered approach, such as a cumulative risk index, these findings provide a more nuanced understanding of the early precursors to negative outcomes. For example, results suggested that urban children in single-parent homes that have few other risk factors (i.e., show at least average parenting warmth and consistency and report relatively low stress and high social support) are at quite low risk for externalizing problems, but at relatively high risk for poor grades and low academic achievement. These findings provide important information for refining and targeting preventive interventions to groups of children who share particular constellations of risk factors. En ligne : http://dx.doi.org/10.1017/s0954579410000088 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102 [article] Modeling the interplay of multilevel risk factors for future academic and behavior problems: A person-centered approach [Texte imprimé et/ou numérique] / Stephanie T. LANZA, Auteur ; Robert L. NIX, Auteur ; Mark T. GREENBERG, Auteur ; Brittany L. RHOADES, Auteur ; THE CONDUCT PROBLEMS PREVENTION RESEARCH GROUP, Auteur . - 2010 . - p.313-335. Langues : Anglais (eng) in Development and Psychopathology > 22-2 (May 2010) . - p.313-335 Index. décimale : PER Périodiques Résumé : This study identified profiles of 13 risk factors across child, family, school, and neighborhood domains in a diverse sample of children in kindergarten from four US locations (n = 750; 45% minority). It then examined the relation of those early risk profiles to externalizing problems, school failure, and low academic achievement in Grade 5. A person-centered approach, latent class analysis, revealed four unique risk profiles, which varied considerably across urban African American, urban White, and rural White children. Profiles characterized by several risks that cut across multiple domains conferred the highest risk for negative outcomes. Compared to a variable-centered approach, such as a cumulative risk index, these findings provide a more nuanced understanding of the early precursors to negative outcomes. For example, results suggested that urban children in single-parent homes that have few other risk factors (i.e., show at least average parenting warmth and consistency and report relatively low stress and high social support) are at quite low risk for externalizing problems, but at relatively high risk for poor grades and low academic achievement. These findings provide important information for refining and targeting preventive interventions to groups of children who share particular constellations of risk factors. En ligne : http://dx.doi.org/10.1017/s0954579410000088 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102

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