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Trajectory of Externalizing Child Behaviors in a KEEP Replication
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Uretsky, Mathew C.; Lee, Bethany R.; Greeno, Elizabeth J.; Barth, Richard P. – Research on Social Work Practice, 2017
Objective: The purpose of this study is to examine the correlates of child behavior change over time in a replication of the KEEP intervention. Method: The study sample was drawn from the treatment group of the Maryland replication of KEEP (n=65). Change over time was analyzed using multilevel linear mixed modeling. Results: Parents' use of…
Descriptors: Behavior Problems, Child Behavior, Foster Care, Parent Education
Youth Empowerment Solutions: Evaluation of an After-School Program to Engage Middle School Students in Community Change
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Zimmerman, Marc A.; Eisman, Andria B.; Reischl, Thomas M.; Morrel-Samuels, Susan; Stoddard, Sarah; Miller, Alison L.; Hutchison, Pete; Franzen, Susan; Rupp, Laney – Health Education & Behavior, 2018
We report on an effectiveness evaluation of the Youth Empowerment Solutions (YES) program. YES applies empowerment theory to an after-school program for middle school students. YES is an active learning curriculum designed to help youth gain confidence in themselves, think critically about their community, and work with adults to create positive…
Descriptors: Empowerment, After School Programs, Middle School Students, Pretests Posttests
Executive Function Training in Children with SLI: A Pilot Study
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Vugs, Brigitte; Knoors, Harry; Cuperus, Juliane; Hendriks, Marc; Verhoeven, Ludo – Child Language Teaching and Therapy, 2017
The aim of this study was to evaluate the effectiveness of a computer-based executive function (EF) training in children with specific language impairment (SLI). Ten children with SLI, ages 8 to 12 years, completed a 25-session training of visuospatial working memory, inhibition and cognitive flexibility over a 6-week period. Treatment outcome was…
Descriptors: Executive Function, Training, Pilot Projects, Foreign Countries
An Evaluation of Second Step: What Are the Benefits for Youth With and Without Disabilities?
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Sullivan, Terri N.; Sutherland, Kevin S.; Farrell, Albert D.; Taylor, Katherine A. – Remedial and Special Education, 2015
The impact of a school-based violence prevention program, Second Step, on peer victimization and aggression, and emotion regulation was evaluated among 457 sixth graders. A cluster-randomized trial was conducted with classrooms randomly assigned to intervention (n = 14) or control (n = 14) conditions. A repeated measures analysis of covariance on…
Descriptors: Grade 6, Middle School Students, Violence, Prevention
Quantifying Variation in Head Start Effects on Young Children's Cognitive and Socio-Emotional Skills Using Data from the National Head Start Impact Study
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Bloom, Howard S.; Weiland, Christina – MDRC, 2015
This paper uses data from the Head Start Impact Study (HSIS), a nationally representative multisite randomized trial, to quantify variation in effects of Head Start during 2002-2003 on children's cognitive and socio-emotional outcomes relative to the effects of other local alternatives, including parent care. We find that (1) treatment and control…
Descriptors: Program Evaluation, Program Effectiveness, Early Intervention, At Risk Students