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Peer reviewed
Direct linkEva Yi Hung Lau; Xiao-yuan Wu; Carrey Tik Sze Siu; Kate E. Williams; Alfredo Bautista – Child Development, 2025
This study evaluates the effectiveness of the "Parent-child Brain Camp," a 4-week video-based executive functions (EFs) training program for children ages 5-6, through a randomized controlled trial with a pre- and post-test design with 173 Hong Kong children (intervention "ni" = 79, 48.7% girls, M[subscript age] = 69.16 months;…
Descriptors: Video Technology, Parent Child Relationship, Comparative Analysis, Intervention
Lori-Ann R. Sacrey; Lonnie Zwaigenbaum; Isabel M. Smith; Jessica A. Brian; Sam Wass; Emily J. H. Jones; Mark H. Johnson – Child Development, 2025
Examination of the effectiveness of an attention intervention using a randomized controlled trial for toddlers with suspected or confirmed autism spectrum disorder (ASD). Data was collected from Alberta, Ontario, and Nova Scotia, Canada between February 2018 and February 2020 (halted due to COVID-19 pandemic). Participants were 35 toddlers…
Descriptors: Foreign Countries, Intervention, Attention, Autism Spectrum Disorders
Trach, Jessica; Garandeau, Claire F.; Malamut, Sarah T. – Child Development, 2023
Anti-bullying interventions often assume that knowing how it feels to be bullied increases empathy for victims. However, longitudinal research on actual experiences of bullying and empathy is lacking. This study investigated whether within-person changes in victimization predicted changes in empathy over 1 year using random-intercept cross-lagged…
Descriptors: Bullying, Victims, Intervention, Empathy
Ceccon, Chiara; Schachner, Maja K.; Lionetti, Francesca; Pastore, Massimiliano; Umaña-Taylor, Adriana J.; Moscardino, Ughetta – Child Development, 2023
Abstract This registered report evaluated the efficacy of an Italian adaptation of the "Identity Project," a school-based intervention promoting adolescents' cultural identity. Migration background and environmental sensitivity were explored as moderators. After adapting and piloting the intervention, a randomized controlled trial was…
Descriptors: Foreign Countries, Adolescents, Ethnicity, Intervention
Emily N. Cyr; Kathryn M. Kroeper; Hilary B. Bergsieker; Tara C. Dennehy; Christine Logel; Jennifer R. Steele; Rita A. Knasel; W. Tyler Hartwig; Priscilla Shum; Stephanie L. Reeves; Odilia Dys-Steenbergen; Amrit Litt; Christopher B. Lok; Taylor Ballinger; Haemi Nam; Crystal Tse; Amanda L. Forest; Mark Zanna; Sheryl Staub-French; Mary Wells; Toni Schmader; Stephen C. Wright; Steven J. Spencer – Child Development, 2024
Girls and women face persistent negative stereotyping within STEM (science, technology, engineering, mathematics). This field intervention was designed to improve boys' perceptions of girls' STEM ability. Boys (N = 667; mostly White and East Asian) aged 9-15 years in Canadian STEM summer camps (2017-2019) had an intervention or control…
Descriptors: Females, Womens Education, STEM Education, Summer Programs
Ribner, Andrew; Silver, Alex M.; Elliott, Leanne; Libertus, Melissa E. – Child Development, 2023
We explore whether training parents' math skills or playing number games improves children's mathematical skills. Participants were 162 parent-child dyads; 88.3% were white and children (79 female) were 4 years (M = 46.88 months). Dyads were assigned to a number game, shape game, parent-only approximate number system training, parent-only general…
Descriptors: Parent Education, Mathematics Skills, Numbers, Games
C. Bennett; E. M. Westrupp; S. K. Bennetts; J. Love; N. J. Hackworth; D. Berthelsen; J. M. Nicholson – Child Development, 2025
This study examined long-term mediating effects of the "smalltalk" parenting intervention on children's effortful control at school age (7.5 years; 2016-2018). In 2010-2012, parents (96% female) of toddlers (N = 1201; aged 12-36 months; 52% female) were randomly assigned to either: standard playgroup, "smalltalk" playgroup…
Descriptors: Intervention, Parent Child Relationship, Toddlers, Young Children
Verseveld, Marloes D. A.; Fekkes, Minne; Fukkink, Ruben G.; Oostdam, Ron J. – Child Development, 2021
This study investigates the effectiveness of the PRIMA antibullying program for elementary education using a cluster-randomized trial with two experimental conditions (with and without student lessons) and a control group. Students of 31 schools participated in the study (N = 3,135; M[subscript age] = 10 years). Multilevel regression analyses…
Descriptors: Program Effectiveness, Bullying, Elementary School Students, Elementary School Teachers
Miller, Ann C.; Rumaldo, Nancy; Soplapuco, Guadalupe; Condeso, Alicia; Kammerer, Betsy; Lundy, Shannon; Faiffer, Fabiola; Montañez, Andy; Ramos, Karen; Rojas, Naysha; Contreras, Carmen; Muñoz, Maribel; Valdivia, Hilda; Vilca, Daojing; Córdova, Nandy; Hilario, Patricia; Vibbert, Martha; Lecca, Leonid; Shin, Sonya – Child Development, 2021
This study is a randomized controlled trial of a 12-week community-based group parenting intervention ("CASITA") in Lima, Peru. CASITA improved neurodevelopment in a pilot study of 60 Peruvian children and subsequently scaled to 3,000 households throughout the district. The objective of this study was to assess intervention effectiveness…
Descriptors: Foreign Countries, Parents, Infants, Intervention
Johnson, Anna D.; Partika, Anne; Martin, Anne; Horm, Diane; Phillips, Deborah A. – Child Development, 2023
The current study provides new evidence on the sustained benefits of preschool attendance on a broader range of skills--both academic and executive functioning (EF)--than many prior studies have examined. Using propensity score methods, we predicted children's (N = 920, M age at 1st = 6.5 years) literacy, language, math, and EF skills in…
Descriptors: Preschool Education, Skill Development, Academic Ability, Executive Function
Cipriano, Christina; Strambler, Michael J.; Naples, Lauren H.; Ha, Cheyeon; Kirk, Megan; Wood, Miranda; Sehgal, Kaveri; Zieher, Almut K.; Eveleigh, Abigail; McCarthy, Michael; Funaro, Melissa; Ponnock, Annett; Chow, Jason C.; Durlak, Joseph – Child Development, 2023
This article provides a systematic review and meta-analysis of the current evidence for universal school-based (USB) social and emotional learning (SEL) interventions for students in kindergarten through 12th grade available from 2008 through 2020. The sample includes 424 studies from 53 countries, reflecting 252 discrete USB SEL interventions,…
Descriptors: Social Emotional Learning, Elementary Secondary Education, Intervention, Program Effectiveness
Spoth, Richard; Redmond, Cleve; Shin, Chungyeol; Trudeau, Linda; Greenberg, Mark T.; Feinberg, Mark E.; Welsh, Janet – Child Development, 2022
This study evaluated emerging adult effects of the PROmoting School-Community-University Partnerships to Enhance Resilience (PROSPER) universal prevention delivery system implemented in middle schools. Twenty-eight rural school districts were randomized to intervention and control conditions, with 1985 nineteen-year-old participants (90.6% White,…
Descriptors: Program Effectiveness, Prevention, Middle School Students, Rural Schools
Thomas, Tina; Ahmed, Yusra; Tan, Mei; Grigorenko, Elena L. – Child Development, 2021
Orphans and vulnerable children affected by HIV/AIDS (HIV OVC) are at risk for cognitive difficulties and lack of access to education. Interventions addressing cognitive or educational outcomes for HIV OVC worldwide were examined through systematic searches conducted from October 2016 to 2019. We examined the summative effectiveness of…
Descriptors: Children, Institutionalized Persons, Intervention, Acquired Immunodeficiency Syndrome (AIDS)
Weiland, Christina; Unterman, Rebecca; Shapiro, Anna – Child Development, 2021
Preschool improves children's kindergarten readiness, but the cognitive outcomes of preschool enrollees and nonenrollees tend to converge partially or fully in elementary school. In older programs, most of this convergence occurs in kindergarten (Li et al., 2016), but evidence from today's programs is sparse. Using data on 4,971 children who…
Descriptors: Preschool Education, School Readiness, Kindergarten, Public Schools
Borgen, Nicolai T.; Frønes, Ivar; Raaum, Oddbjørn – Child Development, 2021
Although attention deficit hyperactivity disorder (ADHD) is among the most heritable psychiatric childhood disorders, social and gene-environment interactions seemingly play an important role in the etiology of ADHD. Consistent with this, this study finds that School-Wide Positive Behavioral Interventions and Supports (SWPBIS) reduced the…
Descriptors: Attention Deficit Hyperactivity Disorder, Positive Behavior Supports, Intervention, Adolescents
