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Direct linkAndrea Baraldi Cunha; Iryna Babik; Regina T. Harbourne; Stacey C. Dusing; Lin-Ya Hsu; Natalie A. Koziol; Sarah Westcott-McCoy; Sandra L. Willett; James A. Bovaird; Michele A. Lobo – Grantee Submission, 2024
This study aimed to explore whether early developmental abilities are related to future executive function (EF) in children with motor delays. Fourteen children with motor delays (Mean age = 10.76, SD = 2.55) were included from a larger study. Object interaction and developmental outcomes (Bayley-III) were evaluated at baseline and 3, 6, and 12…
Descriptors: Developmental Disabilities, Psychomotor Skills, Symptoms (Individual Disorders), Executive Function
Download full textJamie J. Jirout; Sierra Eisen; Zoe S. Robertson; Tanya M. Evans – Grantee Submission, 2022
Play is a powerful influence on children's learning and parents can provide opportunities to learn specific content by scaffolding children's play. Parent-child synchrony (i.e., harmony, reciprocity and responsiveness in interactions) is a component of parent-child interactions that is not well characterized in studies of play. We tested whether…
Descriptors: Play, Mothers, Parent Child Relationship, Executive Function
Harbourne, Regina T.; Dusing, Stacey C; Lobo, Michele A.; McCoy, Sarah W.; Koziol, Natalie A.; Hsu, Lin-Ya; Willett, Sandra; Marcinowski, Emily C.; Babik, Iryna; Cunha, Andrea B.; An, Mihee; Chang, Hui-Ju; Bovaird, James A.; Sheridan, Susan M. – Grantee Submission, 2020
Objective: Our objective was to evaluate the efficacy of the Sitting Together and Reaching to Play (START-Play) intervention in young infants with neuromotor disorders. Method: This randomized controlled trial compared usual care-early intervention (UC-EI) with START-Play plus UC-EI. Analyses included 112 infants with motor delay (55 UC-EI, 57…
Descriptors: Program Effectiveness, Early Intervention, Infants, Neurological Impairments
Masek, Lillian R.; Patterson, Sarah J.; Golinkoff, Roberta Michnick; Bakeman, Roger; Adamson, Lauren B.; Owen, Margaret Tresch; Pace, Amy; Hirsh-Pasek, Kathy – Grantee Submission, 2020
Infants from low-socioeconomic status (SES) households hear a projected 30 million fewer words than their higher-SES peers. In a recent study, Hirsh-Pasek et al. (Psychological Science, 2015; 26: 1071) found that in a low-income sample, fluency and connectedness in exchanges between caregivers and toddlers predicted child language a year later…
Descriptors: Socioeconomic Status, Social Differences, Child Language, Language Acquisition
