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Do Aspects of Social, Emotional and Behavioural Development in the Pre-School Period Predict Later Cognitive and Academic Attainment?
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Hammer, David; Melhuish, Edward; Howard, Steven J. – Australian Journal of Education, 2017
Some aspects of child non-cognitive development in pre-school have independently been shown to predict academic outcomes in later primary and early high school. However, the extent to which each aspect uniquely predicts these outcomes remains unclear. It is also unclear as to what mechanisms may predict these aspects of non-cognitive development.…
Descriptors: Social Development, Emotional Development, Behavior Development, Preschool Children
Teaching Safety Responding to Children with Autism Spectrum Disorder
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Rossi, Margaret R.; Vladescu, Jason C.; Reeve, Kenneth F.; Gross, Amy C. – Education and Treatment of Children, 2017
Children have been taught to demonstrate a safety response when they encounter a dangerous stimulus using behavioral skills training (BST). However, little research has evaluated the usefulness of BST to teach safety skills to children with autism spectrum disorder (ASD). In the current study, we evaluated BST to establish a generalized repertoire…
Descriptors: Child Safety, Autism, Pervasive Developmental Disorders, Skill Development
Increases in Maternal Education and Low-Income Children's Cognitive and Behavioral Outcomes
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Harding, Jessica F. – Developmental Psychology, 2015
Although the strong link between maternal education and children's outcomes is one of the most well-established findings in developmental psychology (Reardon, 2011; Sirin, 2005), less is known about how young, low-income children are influenced by their mothers completing additional education. In this research, longitudinal data from the Head…
Descriptors: Mothers, Educational Attainment, Low Income Groups, Cognitive Development
Joint Attention, Language, Social Relating, and Stereotypical Behaviours in Children with Autistic Disorder
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Delinicolas, Erin K.; Young, Robyn L. – Autism: The International Journal of Research and Practice, 2007
This study aimed to investigate the relationships between abilities to initiate and respond to joint attention and symptoms of autism that have, and have not, been theoretically linked to joint attention. Participants were 51 boys and five girls with autistic disorder, aged between 2 years and 6 years 5 months. Measures of joint attention…
Descriptors: Autism, Attention, Young Children, Social Behavior
THE EFFECTIVENESS OF SPECIAL DAY CLASS TRAINING PROGRAMS FOR SEVERELY (TRAINABLE) MENTALLY RETARDED CHILDREN.
DUNN, LLOYD M.; HOTTEL, JOHN V. – 1958
THE OBJECTIVE WAS TO TEST TWO HYPOTHESES--(1) DAY CLASS TRAINING WOULD PRODUCE DESIRABLE CHANGES IN THE BEHAVIOR OF THE TRAINABLE MENTALLY RETARDED CHILDREN OVER AND ABOVE THOSE WHICH RESULT WHEN THE CHILD REMAINS AT HOME AND HAS NO TRAINING IN A SCHOOL SETTING, AND (2) SCHOOL PLACEMENT OF SUCH CHILDREN WOULD PRODUCE DESIRABLE CHANGES IN THE HOME…
Descriptors: Behavior Development, Handicapped Children, Intellectual Development, Mental Retardation
SUMMARY REPORT OF A STUDY OF THE FULL-YEAR 1966 HEAD START PROGRAMS.
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Planning Research Corp., Washington, DC. – 1967
THIS SUMMARY OF SELECTED HIGHLIGHTS IS FROM A MAJOR REPORT TITLED "A STUDY OF THE FULL-YEAR 1966 HEAD START PROGRAMS." THE STUDY WAS DONE TO DETERMINE WHETHER THE PERFORMANCE OF CHILDREN ON FIVE TESTS AND RATING SCALES IS RELATED TO THE LENGTH OF THE 1966 FULL-YEAR PROGRAM WHICH THEY ATTENDED. FULL-YEAR PROGRAMS WERE CLASSED AS SHORT…
Descriptors: Behavior Development, Child Development, Comparative Testing, Disadvantaged Youth