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Direct linkKaren L. Bierman; Brenda S. Heinrichs; Janet A. Welsh; Damon E. Jones; D. Max Crowley – Child Development, 2025
This study examined the impact of the Head Start Research-based, Developmentally Informed (REDI) preschool intervention on high school outcomes and explored longitudinal mediation. 356 children (58% White, 25% Black, 17% Latinx; 54% female, 46% male; M[subscript age] = 4.49 years) were recruited from Head Start classrooms which were randomized to…
Descriptors: Preschool Education, Outcomes of Education, High School Students, Longitudinal Studies
Pesce, Caterina; Lakes, Kimberley D.; Stodden, David F.; Marchetti, Rosalba – Child Development, 2021
This study evaluated whether a theory-based intervention in physical education (PE) designed to train self-control may positively impact children's quick-temperedness and disruptiveness and whether changes in executive functions (EFs) may be a correlate or antecedent of such effects. One hundred and sixteen children aged 8-9 years participated in…
Descriptors: Intervention, Self Control, Physical Education, Elementary School Students
Curtis, Philip R.; Kaiser, Ann P.; Estabrook, Ryne; Roberts, Megan Y. – Child Development, 2019
Researchers examined whether a parent-implemented language intervention improved problem behaviors 1 year after intervention. Ninety-seven children with language delays (mean age at 12-month follow-up = 48.22 months) were randomized to receive Enhanced Milieu Teaching (EMT) language intervention or business as usual treatment. Twelve months after…
Descriptors: Longitudinal Studies, Intervention, Parent Child Relationship, Behavior Problems
Williford, Amanda P.; LoCasale-Crouch, Jennifer; Whittaker, Jessica Vick; DeCoster, Jamie; Hartz, Karyn A.; Carter, Lauren M.; Wolcott, Catherine Sanger; Hatfield, Bridget E. – Child Development, 2017
A randomized controlled trial was used to examine the impact of an attachment-based, teacher-child, dyadic intervention (Banking Time) to improve children's externalizing behavior. Participants included 183 teachers and 470 preschool children (3-4 years of age). Classrooms were randomly assigned to Banking Time, child time, or business as usual…
Descriptors: Randomized Controlled Trials, Attachment Behavior, Teacher Student Relationship, Student Behavior
Timmons, Adela C.; Margolin, Gayla – Child Development, 2015
Using daily diary data, this study examined cross-day associations between family conflict and school problems and tested mediating effects of daily negative mood and moderating effects of psychological symptoms. For 2 weeks, parents and adolescents (N = 106; M[subscript age] = 15.4) reported daily conflict; adolescents reported daily negative…
Descriptors: Adolescents, Behavior Problems, Symptoms (Individual Disorders), Intervention
Brotman, Laurie Miller; Calzada, Esther; Huang, Keng-Yen; Kingston, Sharon; Dawson-McClure, Spring; Kamboukos, Dimitra; Rosenfelt, Amanda; Schwab, Amihai; Petkova, Eva – Child Development, 2011
This study examines the efficacy of "ParentCorps" among 4-year-old children (N = 171) enrolled in prekindergarten in schools in a large urban school district. "ParentCorps" includes a series of 13 group sessions for parents and children held at the school during early evening hours and facilitated by teachers and mental health…
Descriptors: Urban Schools, Behavior Problems, Mental Health Workers, Parenting Styles
Dishion, Thomas J.; Shaw, Daniel; Connell, Arin; Gardner, Frances; Weaver, Chelsea; Wilson, Melvin – Child Development, 2008
Seven hundred thirty-one income-eligible families in 3 geographical regions who were enrolled in a national food supplement program were screened and randomized to a brief family intervention. At child ages 2 and 3, the intervention group caregivers were offered the Family Check-Up and linked parenting support services. Latent growth models on…
Descriptors: Control Groups, Behavior Problems, Intervention, Parent Child Relationship
Peer reviewedHuston, Aletha C.; Duncan, Greg J.; Granger, Robert; Bos, Johannes; McLloyd, Vonniel; Mistry, Rashmita; Crosby, Danielle; Gibson, Christina; Magnuson, Katherine; Romich, Jennifer; Ventura, Ana – Child Development, 2001
Assessed impact of an antipoverty program on family functioning and developmental outcomes for preschool- and school-aged children. Found that the New Hope program had strong positive effects on boys' academic achievement, classroom behavior, positive social behavior, and problem behaviors, and on boys' expectations for advanced education and…
Descriptors: Behavior Problems, Children, Intervention, Low Income Groups
