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School Readiness in Children Living in Non-Parental Care: Impacts of Head Start
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Lipscomb, Shannon T.; Pratt, Megan E.; Schmitt, Sara A.; Pears, Katherine C.; Kim, Hyoun K. – Journal of Applied Developmental Psychology, 2013
The current study examines the effects of Head Start on the development of school readiness outcomes for children living in non-parental care. Data were obtained from the Head Start Impact Study, a randomized controlled trial of Head Start conducted with a nationally representative sample of Head Start programs and families. The sample included…
Descriptors: Program Effectiveness, School Readiness, Risk, Behavior Problems
Preventing Conduct Problems and Improving School Readiness: Evaluation of the Incredible Years Teacher and Child Training Programs in High-Risk Schools
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Webster-Stratton, Carolyn; Reid, M. Jamila; Stoolmiller, Mike – Journal of Child Psychology and Psychiatry, 2008
Background: School readiness, conceptualized as three components including emotional self-regulation, social competence, and family/school involvement, as well as absence of conduct problems play a key role in young children's future interpersonal adjustment and academic success. Unfortunately, exposure to multiple poverty-related risks increases…
Descriptors: School Readiness, Behavior Problems, Interpersonal Competence, Self Management
The Effects of a Multiyear Universal Social-Emotional Learning Program: The Role of Student and School Characteristics
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Bierman, Karen L.; Coie, John D.; Dodge, Kenneth A.; Greenberg, Mark T.; Lochman, John E.; McMahon, Robert J.; Pinderhughes, Ellen – Journal of Consulting and Clinical Psychology, 2010
Objective: This article examines the impact of a universal social-emotional learning program, the Fast Track PATHS (Promoting Alternative Thinking Strategies) curriculum and teacher consultation, embedded within the Fast Track selective prevention model. Method: The longitudinal analysis involved 2,937 children of multiple ethnicities who remained…
Descriptors: Prosocial Behavior, Intervention, Disadvantaged Schools, Aggression
Enhancing a Classroom Social Competence and Problem-Solving Curriculum by Offering Parent Training to Families of Moderate- to High-Risk Elementary School Children
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Reid, M. Jamila; Webster-Stratton, Carolyn; Hammond, Mary – Journal of Clinical Child and Adolescent Psychology, 2007
The Incredible Years parent and classroom interventions were evaluated for the first time in elementary schools. Culturally diverse, socioeconomically disadvantaged schools were randomly assigned to intervention or control (CON). In intervention schools, all children received a 2-year classroom intervention beginning in kindergarten. In addition,…
Descriptors: Elementary School Students, Intervention, Disadvantaged Schools, Mothers
Outcomes Linked to High-Quality Afterschool Programs: Longitudinal Findings from the Study of Promising Afterschool Programs
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Vandell, Deborah Lowe; Reisner, Elizabeth R.; Pierce, Kim M. – Policy Studies Associates, Inc., 2007
This study by researchers at the University of California, Irvine, the University of Wisconsin-Madison and Policy Studies Associates, Inc. finds that regular participation in high-quality afterschool programs is linked to significant gains in standardized test scores and work habits as well as reductions in behavior problems among disadvantaged…
Descriptors: Behavior Problems, Standardized Tests, After School Programs, Educational Quality
Head Start Graduates: Making the Transition from the Early to the Later Childhood Grades.
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Marcon, Rebecca A. – 1996
Urban Head Start graduates were compared with comparably poor Pre-K graduates in this longitudinal study, in an effort to evaluate the long-term effects of the Head Start program. A sample of 227 children were included in an analysis of third-grade report cards, standardized Comprehensive Test of Basic Skills (CTBS) achievement scores, and a…
Descriptors: Academic Achievement, Behavior Problems, Blacks, Comparative Analysis