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Direct linkTaylor Lesner; Ben Clarke; Derek Kosty; Geovanna Rodriguez; Elizabeth L. Budd; Christian Doabler – Grantee Submission, 2025
This secondary analysis of data from a randomized control trial of an early mathematics intervention, ROOTS, explored whether patterns of intervention response were best categorized by the typical response/non-response binary or a more complex framework with additional response profiles. Participants included kindergarten students at risk for…
Descriptors: Mathematics Instruction, Response to Intervention, At Risk Students, Kindergarten
Download full textWhat Works Clearinghouse, 2015
In the 2014 report, "Closing the Achievement Gap Through Modification of Neurocognitive and Neuroendocrine Function: Results from a Cluster Randomized Controlled Trial of an Innovative Approach to the Education of Children in Kindergarten," researchers examined the impacts of "Tools of the Mind" on cognitive and academic…
Descriptors: Achievement Gap, Randomized Controlled Trials, Educational Innovation, Kindergarten
Strain, Phillip S. – Topics in Early Childhood Special Education, 2017
This article reports on a 4-year follow-up study from the Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP) randomized trial of early intervention for young children with autism. Overall, participants from LEAP classes were marginally superior to comparison class children on elementary school outcomes specific…
Descriptors: Followup Studies, Preschool Children, Parents, Early Intervention
Bierman, Karen L.; Welsh, Janet A.; Heinrichs, Brenda S.; Nix, Robert L.; Mathis, Erin T. – Child Development, 2015
Head Start enhances school readiness during preschool, but effects diminish after children transition into kindergarten. Designed to promote sustained gains, the Research-based Developmentally Informed (REDI) Parent program (REDI-P) provided home visits before and after the kindergarten transition, giving parents evidence-based learning games,…
Descriptors: Early Intervention, Disadvantaged Youth, Kindergarten, At Risk Students
Pears, Katherine C.; Kim, Hyoun K.; Healey, Cynthia V.; Yoerger, Karen; Fisher, Philip A. – Grantee Submission, 2015
The transition to school may be particularly difficult for children with developmental disabilities and behavioral difficulties. Such children are likely to experience problems with self-regulation skills, which are critical to school adjustment. Additionally, inconsistent discipline practices and low parental involvement in children's schooling…
Descriptors: Developmental Disabilities, Child Behavior, Behavior Problems, Self Control
Strain, Phillip S. – Grantee Submission, 2017
This article reports on a 4-year follow-up study from the Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP) randomized trial of early intervention for young children with autism. Overall, participants from LEAP classes were marginally superior to comparison class children on elementary school outcomes specific…
Descriptors: Pervasive Developmental Disorders, Autism, Rating Scales, Behavior Rating Scales
Mashburn, Andrew J.; Downer, Jason T. – Society for Research on Educational Effectiveness, 2013
The goals of the Head Start Impact Study (HSIS) are to: (1) determine the impacts of Head Start on children's school readiness and parental practices that support children's development; and (2) to determine under what circumstances Head Start achieves its greatest impacts and for which children (US Department of Health and Human Services, 2010).…
Descriptors: Early Intervention, Disadvantaged Youth, School Readiness, Parent Role
