Despite their importance for developing higher-level reasoning and communication skills, science ... more Despite their importance for developing higher-level reasoning and communication skills, science and engineering represent domains that are often untaught and untested in pre-kindergarten (Evangelou et al., 2010; Greenfield et al., 2009). Science assessment is not common, in part, because measures of young children's scientific knowledge are not currently available for at-scale use. In a sample of 327 children (mean age 4.45 years) from predominately low-income backgrounds, we examined the psychometric properties of a new screening measure of young children's science and engineering knowledge. We present findings regarding test-retest reliability, internal consistency, construct validity, and concurrent validity of the new measure. Results indicate adequate psychometric properties across examined areas for the new measure, including strong concurrent correlation (r = .80) with a standardized diagnostic science measure, the Preschool Science Assessment (Greenfield et al., 2014). However, both science measures were moderately correlated with children's general vocabulary knowledge (r = .65-.70), indicating overlap between these constructs. Discussion focuses on the importance of measuring young children's science and engineering knowledge as a first step toward increasing teachers' awareness of these high-priority instructional domains.
Objective To assess the feasibility and acceptability of an online parenting-skills program for c... more Objective To assess the feasibility and acceptability of an online parenting-skills program for caregivers of young children with traumatic brain injury (TBI). Positive parenting contributes to recovery following early TBI and social and emotional development in typically developing children. Yet, few interventions have been designed to support psychosocial recovery and subsequent development after early TBI. Methods This study protocol was registered with clinicaltrials.gov (NCT05160194). We utilized an academic hospital’s Trauma Registry to recruit caregivers of children, ages 0–4 years, previously hospitalized for TBI. The GROW intervention integrated six online learning modules with videoconference meetings with a coach to review and practice skills while receiving in vivo coaching and feedback. Interactive modules addressed strategies for responsive parenting, stimulating cognition, and managing parenting stress. Enrollment and retention rates served as feasibility metrics and ...
Introduction Implicit bias can lead medical professionals in Neonatal Intensive Care Units (NICUs... more Introduction Implicit bias can lead medical professionals in Neonatal Intensive Care Units (NICUs) to disregard mothers who are Black and economically disadvantaged as they advocate for their infants’ health. Disregard can weaken underlying communication principles within the Family-Centered Care (FCC) model of pediatric health in NICUs and increase maternal distress. This study is the first to address communication disregard by examining mothers’ perceived power and efficacy of voice with NICU doctors and nurses. We hypothesized that mothers who are Black and economically disadvantaged would report lower efficacy of voice and higher levels of distress as compared to White mothers with higher income. Methods During pre-assessment within a small clinical trial of a parenting intervention, 33 racially and economically diverse mothers, from three Midwest NICUs serving the urban poor, responded to a 14-item measure of maternal power and efficacy of voice and measures of somatization, depression, anxiety and eating/sleeping disorders. Nonparametric examinations assessed the relation of power and efficacy of voice to maternal race, income, and distress. Results In contrast to White, higher-income mothers, Black, economically disadvantaged mothers reported lower perceived efficacy of voice with doctors (U = 74.5, d = 0.65) and nurses (U = 74.0; d = .0.66). These mothers with lower perceived efficacy with doctors and nurses, reported higher levels of somatization (U = 16.5, d = 1.14; U = 13.5, d = 1.38, respectively) and eating disorders (U = 14.0, d = 1.29; U = 12.0, d = 1.48, respectively). Discussion Study results are discussed within the framework of implicit bias in FCC in the NICU, expanding our understanding of effective communication with economically stressed, Black mothers.
Given the importance of math in today’s society, it is critical that children who are at risk for... more Given the importance of math in today’s society, it is critical that children who are at risk for math difficulty are identified early. We developed and validated a prekindergarten math subtest (i.e., CIRCLE Progress Monitoring [CPM] Math Subtest). This teacher-completed measure evaluates domains considered important for later math development. Evaluation of validity was undertaken in a longitudinal sample of 383 children ( Mage = 4.9 years), and a follow-up sample of 3,691 children ( Mage = 4.4 years). The measure demonstrated adequate psychometric properties, including strong internal consistency reliability (α = .94) and test–retest reliability ( r = .78). Evaluation of concurrent and predictive validity demonstrated scores on the CPM Math Subtest were correlated with scores on other assessments at high levels ( rs from .55–.65). Exploratory and confirmatory factor analyses revealed that the subtest conforms to a well-defined five-factor model that parallels areas considered to b...
Abstract This randomized control trial evaluated the feasibility and promise of a Spanish supplem... more Abstract This randomized control trial evaluated the feasibility and promise of a Spanish supplemental curriculum when delivered in small-group settings to pre-kindergarten (pre-k) children who qualified for Tier 2 support. The program focused on Spanish academic language development using shared book reading and extension activities. All 30 classrooms served Spanish-speaking students within a dual language Spanish/English model. The 167 participating students were eligible for Tier 2 support based on scores below benchmark on their district’s screening and progress monitoring measures. Classroom teachers provided about 15 h of Tier 2 intervention across an 11-week period. Results showed effects on proximal outcomes, but not distal, standardized measures. Specifically, children in Tier 2 intervention groups learned explicitly taught academic vocabulary words (d = .50), but there were no group differences for untaught words exposed within the shared reading texts. Classroom teachers were able to implement the Tier 2 intervention with fidelity and reported high satisfaction with the approach. These findings suggest the promise of small-group instruction for targeting higher level, academic language with pre-k children demonstrating risk.
The structure of executive function (EF), as it pertains to distinct "hot" (affectively salient) ... more The structure of executive function (EF), as it pertains to distinct "hot" (affectively salient) and "cool" (affectively neutral) dimensions, in early childhood is not well understood. Given that the neural circuitry underlying EF may become increasingly differentiated with development and enriched experiences, EF may become more dissociable into hot and cool factors with age and advantaged socioeconomic circumstances. We used confirmatory factor analysis (CFA) to compare a multidimensional hot and cool EF model with a unidimensional model in early childhood, and to investigate model invariance across age and maternal education. Participants were 1900 children (2-5 years of age) from socioeconomically diverse families in an urban area in the southern United States. We aggregated data from four previously collected studies that included EF tasks, thus this study includes secondary data analysis. We tested model fit across (1) children older and younger than 4 years of age and (2) higher (college experience) versus lower (no college) maternal education. Results indicated that a two-factor hot and cool EF model provided the best fit to the data across all groups. Although the number of factors was invariant, only partial metric invariance was met for age, suggesting that how certain tests represent EF changes with age. For maternal education, partial scalar invariance was met, with higher maternal education associated with higher scores on certain EF tasks. Findings with this large sample suggest that EF includes two factors characterized as hot and cool. However, the study raises questions about model invariance, particularly across age.
Journal of Research on Educational Effectiveness, 2019
Curricula are one of the most widely used educational inputs, yet few are developed and evaluated... more Curricula are one of the most widely used educational inputs, yet few are developed and evaluated scientifically with a dearth of programs targeting academic language. This manuscript describes an iterative approach to the development of a tiered academic language curriculum supplement for prekindergarten (pre-K) and kindergarten (K) students. A series of four studies were conducted to iteratively design the curriculum following a framework for developing research-based curriculum; however, we modified the framework to focus on efficiently preparing a curriculum for large-scale use by teachers with diverse competency levels. Findings from the first three iterative design studies include the benefit of overdevelopment to retain only the strongest content and the need to consider both beginner and more advanced teachers as end users. Results of the final pilot (N ¼ 1,193 students) show strong effects on taught vocabulary words (pre-K: d ¼ 1.29; K: d ¼ 0.84). Teachers had positive responses to the curriculum, but they did not generalize use of research-based practices during a transfer task (shared book reading lesson). Implications for developing curriculum are discussed.
Academic achievement for young dual language learners (DLL) is a critically acknowledged problem ... more Academic achievement for young dual language learners (DLL) is a critically acknowledged problem of national significance that has been understudied. To address this shortage, this study evaluated the effectiveness of Preparing Pequeños, an integrated small-group instruction program designed to promote increased learning for Spanish speaking DLL in language, literacy, and math. The DLL in the randomized Preparing Pequeños intervention classrooms were compared to control DLL with comparable Spanish language delays and in which the school district's core curriculum was being implemented. Intervention teachers and paraprofessionals, as part of Preparing Pequeños, implemented new classroom and time management systems in order to conduct 90 min of small-group instruction four days each week across the school year. In total, 51 control and 52 intervention classrooms participated; pre-test measures were completed with 829 children, with 777 of these children also completing post-test measures (7% attrition). Results showed that intervention teachers and paraprofessionals, as compared to control, showed greater increases in most of the targeted areas of cognitive instruction (d range = 0.60-2.38) and in the use of small groups (d range = 3.32-4.46), progress monitoring (d = 0.17) to inform instruction, and team teaching (d = 1.94). Intervention children, as compared to control, showed significantly greater gains in Spanish oral language, print knowledge, phonological awareness, and phonics with small to large effect sizes (d range = 0.14-0.52). Also, potentially as a result of greater attention to children's individual needs and support for managing their behavior, intervention children, as compared to control, showed greater decreases in school avoidance, anger, and aggression with small effect sizes (d range = −0.22 to −0.29). Results are discussed in relation to the need for greater attention in teachers' training in effective approaches for smallgroup instruction.
This article looks closely at two types of errors children have been shown to make with universal... more This article looks closely at two types of errors children have been shown to make with universal quantification—Exhaustive Pairing (EP) errors and Underexhaustive errors—and asks whether they reflect the same underlying phenomenon. In a large-scale, longitudinal study, 140 children were tested 4 times from ages 4 to 7 on sentences involving the universal quantifier every. We find an interesting inverse relationship between EP errors and Underexhaustive errors over development: the point at which children stop making Underexhaustive errors is also when they begin making EP errors. Underexhaustive errors, common at early stages in our study, may be indicative of a non-adult, non-exhaustive semantics for every. EP errors, which emerge later, and remain frequent even at age 7, are progressive in nature and were also found with adults in a control study. Following recent developmental work (Drozd and van Loosbroek 2006; Smits 2010), we suggest that these errors do not signal lack of kno...
Development of executive functions and self-regulation, two important goals for school age childr... more Development of executive functions and self-regulation, two important goals for school age children, are described in this chapter. To better understand their development, we examine the evidence for several early skills as precursors, including social communication, language, and pretend play. The potential for the quality of caregivers' early verbal input to also support these skills is described, particularly as this input occurs during early childhood. Finally, evidence is provided for the links between early precursor skills and caregiver input with school age executive functions and adolescent social competence. Evidence for these relations comes from a unique longitudinal study of 360 children and their caregivers examined in home settings from 6 months to 13 years of age. Findings highlight how skills developing in infancy and early childhood provide a foundation for executive functions and self regulation in middle childhood and early adolescence and the importance of t...
... Studies comparing preterm in-fants at higher risk for delayed development with full-term infa... more ... Studies comparing preterm in-fants at higher risk for delayed development with full-term infants 6 months ofage and older, however, have failed to find such a relationship (Landry, Leslie,Fletcher, Francis, 1985; Ruff, 1986). Cohen ...
Although individuals born prematurely have subtle white matter abnormalities and are at risk for ... more Although individuals born prematurely have subtle white matter abnormalities and are at risk for cognitive dysfunction, few studies have examined functional reorganization in these individuals. In this study we use magnetoencephalography (MEG) to examine cortical reorganization related to prematurity. Thirty-one adolescents systemically selected from a longitudinal study on child development based on gestational age, birth weight and neonatal complications (full term, low-risk premature, high-risk premature) and reading ability (good, average or poor) performed two readingbased rhyme tasks during MEG recording. Equivalent current dipoles were localized every 4ms during the 150ms to 550ms period following the onset of the word presentation. The association of the mean number of dipole (NOD) with birth risk, reading ability and latency was examined. During the real-word rhyme task, adolescents born at high-risk demonstrated a greater NOD in the left prefrontal area than those born at low-risk and term. During the non-word rhyme task, good and average readers born at high-risk demonstrated a greater NOD in the left prefrontal area than good and average readers born at low-risk and term. Time course analysis confirmed increased activation in the left prefrontal regions of those born at high-risk. This study suggests that adolescents born prematurely at high-risk, as compared to those born at low-risk and term, demonstrate increased prefrontal cortical activation during a reading task. These results suggest a reorganization of the prefrontal cortex in adolescents born prematurely at high-risk.
There is a significant need for kindergarten entry assessments (KEA) that meet state education ag... more There is a significant need for kindergarten entry assessments (KEA) that meet state education agency (SEA) requirements and are psychometrically sound measures of a broad range of school readiness domains such as language, literacy, math, science, executive function, and social-emotional skills. Research Findings: In this paper, we describe five phases of development, calibration, and launch of a new KEA for a large state. We developed and tested 14 English subtests. We describe how teacher input and SEA priorities and policies guided development of the test blueprint in phase one. We calibrated the measures across the state in phase two and established initial evidence of reliability and validity in phase three (n = 208). In phase four, we developed our technology platform, scoring, and student grouping tools to improve data utilization. Practice or Policy: We describe in phase five current delivery and implementation practices across the state and future work to improve and expand the measures along with a set of linked activities to help teachers use data to guide instruction. We discuss principles and methods the assessment developers utilized, as these perspectives may inform the development and usage of other KEAs.
Abstract This replication study examined remote delivery of 2 evidence-based prekindergarten (pre... more Abstract This replication study examined remote delivery of 2 evidence-based prekindergarten (pre-k) interventions to evaluate whether the combination of interventions, one in Head Start classrooms (online The Early Education Model, eTEEM) and one in the home (online Play and Learning Strategies, ePALS) resulted in enhanced effects on at-risk 3- to 5-year-old children's school readiness skills when compared to either of these interventions alone. The aligned interventions trained adults – teachers and parents – to use responsiveness and guided learning approaches within routine activities with the aim of increasing children's social-behavioral and academic skills. Both the original in-person study (Landry et al., 2017) and the present remote study used a four-group factorial design. The present study first randomized classrooms to eTEEM (n = 36) or control (n = 33). Next, within classrooms, parent-child dyads were randomized to ePALS or No ePALS, resulting in four conditions: n = 186 eTEEM/ePALS; n = 151 eTEEM/No ePALS; n = 160 No eTEEM/ePALS; and n = 133 No eTEEM/No ePALS control. The original study found small to moderate effects on parent and teacher behaviors ( d = 0.18 to 0.55). In this remote study, there were generally larger parent and teacher effects for responsiveness (g = 0.63 to 0.70) and for guided learning ( g = 0.37 to 1.05), behaviors targeted by the interventions. Results of the original study showed few effects on children's academic outcomes and the strongest effect on children's social-behavioral skills for the parent intervention ( d = 0.15 to 0.19). The present study produced similar patterns of results for child outcomes with larger social-behavioral effects ( g = 0.19 to 0.27) than academic ( g = -0.23 to 0.30). We discuss the importance of these replication findings when delivering interventions remotely to improve scalability.
Despite their importance for developing higher-level reasoning and communication skills, science ... more Despite their importance for developing higher-level reasoning and communication skills, science and engineering represent domains that are often untaught and untested in pre-kindergarten (Evangelou et al., 2010; Greenfield et al., 2009). Science assessment is not common, in part, because measures of young children's scientific knowledge are not currently available for at-scale use. In a sample of 327 children (mean age 4.45 years) from predominately low-income backgrounds, we examined the psychometric properties of a new screening measure of young children's science and engineering knowledge. We present findings regarding test-retest reliability, internal consistency, construct validity, and concurrent validity of the new measure. Results indicate adequate psychometric properties across examined areas for the new measure, including strong concurrent correlation (r = .80) with a standardized diagnostic science measure, the Preschool Science Assessment (Greenfield et al., 2014). However, both science measures were moderately correlated with children's general vocabulary knowledge (r = .65-.70), indicating overlap between these constructs. Discussion focuses on the importance of measuring young children's science and engineering knowledge as a first step toward increasing teachers' awareness of these high-priority instructional domains.
Objective To assess the feasibility and acceptability of an online parenting-skills program for c... more Objective To assess the feasibility and acceptability of an online parenting-skills program for caregivers of young children with traumatic brain injury (TBI). Positive parenting contributes to recovery following early TBI and social and emotional development in typically developing children. Yet, few interventions have been designed to support psychosocial recovery and subsequent development after early TBI. Methods This study protocol was registered with clinicaltrials.gov (NCT05160194). We utilized an academic hospital’s Trauma Registry to recruit caregivers of children, ages 0–4 years, previously hospitalized for TBI. The GROW intervention integrated six online learning modules with videoconference meetings with a coach to review and practice skills while receiving in vivo coaching and feedback. Interactive modules addressed strategies for responsive parenting, stimulating cognition, and managing parenting stress. Enrollment and retention rates served as feasibility metrics and ...
Introduction Implicit bias can lead medical professionals in Neonatal Intensive Care Units (NICUs... more Introduction Implicit bias can lead medical professionals in Neonatal Intensive Care Units (NICUs) to disregard mothers who are Black and economically disadvantaged as they advocate for their infants’ health. Disregard can weaken underlying communication principles within the Family-Centered Care (FCC) model of pediatric health in NICUs and increase maternal distress. This study is the first to address communication disregard by examining mothers’ perceived power and efficacy of voice with NICU doctors and nurses. We hypothesized that mothers who are Black and economically disadvantaged would report lower efficacy of voice and higher levels of distress as compared to White mothers with higher income. Methods During pre-assessment within a small clinical trial of a parenting intervention, 33 racially and economically diverse mothers, from three Midwest NICUs serving the urban poor, responded to a 14-item measure of maternal power and efficacy of voice and measures of somatization, depression, anxiety and eating/sleeping disorders. Nonparametric examinations assessed the relation of power and efficacy of voice to maternal race, income, and distress. Results In contrast to White, higher-income mothers, Black, economically disadvantaged mothers reported lower perceived efficacy of voice with doctors (U = 74.5, d = 0.65) and nurses (U = 74.0; d = .0.66). These mothers with lower perceived efficacy with doctors and nurses, reported higher levels of somatization (U = 16.5, d = 1.14; U = 13.5, d = 1.38, respectively) and eating disorders (U = 14.0, d = 1.29; U = 12.0, d = 1.48, respectively). Discussion Study results are discussed within the framework of implicit bias in FCC in the NICU, expanding our understanding of effective communication with economically stressed, Black mothers.
Given the importance of math in today’s society, it is critical that children who are at risk for... more Given the importance of math in today’s society, it is critical that children who are at risk for math difficulty are identified early. We developed and validated a prekindergarten math subtest (i.e., CIRCLE Progress Monitoring [CPM] Math Subtest). This teacher-completed measure evaluates domains considered important for later math development. Evaluation of validity was undertaken in a longitudinal sample of 383 children ( Mage = 4.9 years), and a follow-up sample of 3,691 children ( Mage = 4.4 years). The measure demonstrated adequate psychometric properties, including strong internal consistency reliability (α = .94) and test–retest reliability ( r = .78). Evaluation of concurrent and predictive validity demonstrated scores on the CPM Math Subtest were correlated with scores on other assessments at high levels ( rs from .55–.65). Exploratory and confirmatory factor analyses revealed that the subtest conforms to a well-defined five-factor model that parallels areas considered to b...
Abstract This randomized control trial evaluated the feasibility and promise of a Spanish supplem... more Abstract This randomized control trial evaluated the feasibility and promise of a Spanish supplemental curriculum when delivered in small-group settings to pre-kindergarten (pre-k) children who qualified for Tier 2 support. The program focused on Spanish academic language development using shared book reading and extension activities. All 30 classrooms served Spanish-speaking students within a dual language Spanish/English model. The 167 participating students were eligible for Tier 2 support based on scores below benchmark on their district’s screening and progress monitoring measures. Classroom teachers provided about 15 h of Tier 2 intervention across an 11-week period. Results showed effects on proximal outcomes, but not distal, standardized measures. Specifically, children in Tier 2 intervention groups learned explicitly taught academic vocabulary words (d = .50), but there were no group differences for untaught words exposed within the shared reading texts. Classroom teachers were able to implement the Tier 2 intervention with fidelity and reported high satisfaction with the approach. These findings suggest the promise of small-group instruction for targeting higher level, academic language with pre-k children demonstrating risk.
The structure of executive function (EF), as it pertains to distinct "hot" (affectively salient) ... more The structure of executive function (EF), as it pertains to distinct "hot" (affectively salient) and "cool" (affectively neutral) dimensions, in early childhood is not well understood. Given that the neural circuitry underlying EF may become increasingly differentiated with development and enriched experiences, EF may become more dissociable into hot and cool factors with age and advantaged socioeconomic circumstances. We used confirmatory factor analysis (CFA) to compare a multidimensional hot and cool EF model with a unidimensional model in early childhood, and to investigate model invariance across age and maternal education. Participants were 1900 children (2-5 years of age) from socioeconomically diverse families in an urban area in the southern United States. We aggregated data from four previously collected studies that included EF tasks, thus this study includes secondary data analysis. We tested model fit across (1) children older and younger than 4 years of age and (2) higher (college experience) versus lower (no college) maternal education. Results indicated that a two-factor hot and cool EF model provided the best fit to the data across all groups. Although the number of factors was invariant, only partial metric invariance was met for age, suggesting that how certain tests represent EF changes with age. For maternal education, partial scalar invariance was met, with higher maternal education associated with higher scores on certain EF tasks. Findings with this large sample suggest that EF includes two factors characterized as hot and cool. However, the study raises questions about model invariance, particularly across age.
Journal of Research on Educational Effectiveness, 2019
Curricula are one of the most widely used educational inputs, yet few are developed and evaluated... more Curricula are one of the most widely used educational inputs, yet few are developed and evaluated scientifically with a dearth of programs targeting academic language. This manuscript describes an iterative approach to the development of a tiered academic language curriculum supplement for prekindergarten (pre-K) and kindergarten (K) students. A series of four studies were conducted to iteratively design the curriculum following a framework for developing research-based curriculum; however, we modified the framework to focus on efficiently preparing a curriculum for large-scale use by teachers with diverse competency levels. Findings from the first three iterative design studies include the benefit of overdevelopment to retain only the strongest content and the need to consider both beginner and more advanced teachers as end users. Results of the final pilot (N ¼ 1,193 students) show strong effects on taught vocabulary words (pre-K: d ¼ 1.29; K: d ¼ 0.84). Teachers had positive responses to the curriculum, but they did not generalize use of research-based practices during a transfer task (shared book reading lesson). Implications for developing curriculum are discussed.
Academic achievement for young dual language learners (DLL) is a critically acknowledged problem ... more Academic achievement for young dual language learners (DLL) is a critically acknowledged problem of national significance that has been understudied. To address this shortage, this study evaluated the effectiveness of Preparing Pequeños, an integrated small-group instruction program designed to promote increased learning for Spanish speaking DLL in language, literacy, and math. The DLL in the randomized Preparing Pequeños intervention classrooms were compared to control DLL with comparable Spanish language delays and in which the school district's core curriculum was being implemented. Intervention teachers and paraprofessionals, as part of Preparing Pequeños, implemented new classroom and time management systems in order to conduct 90 min of small-group instruction four days each week across the school year. In total, 51 control and 52 intervention classrooms participated; pre-test measures were completed with 829 children, with 777 of these children also completing post-test measures (7% attrition). Results showed that intervention teachers and paraprofessionals, as compared to control, showed greater increases in most of the targeted areas of cognitive instruction (d range = 0.60-2.38) and in the use of small groups (d range = 3.32-4.46), progress monitoring (d = 0.17) to inform instruction, and team teaching (d = 1.94). Intervention children, as compared to control, showed significantly greater gains in Spanish oral language, print knowledge, phonological awareness, and phonics with small to large effect sizes (d range = 0.14-0.52). Also, potentially as a result of greater attention to children's individual needs and support for managing their behavior, intervention children, as compared to control, showed greater decreases in school avoidance, anger, and aggression with small effect sizes (d range = −0.22 to −0.29). Results are discussed in relation to the need for greater attention in teachers' training in effective approaches for smallgroup instruction.
This article looks closely at two types of errors children have been shown to make with universal... more This article looks closely at two types of errors children have been shown to make with universal quantification—Exhaustive Pairing (EP) errors and Underexhaustive errors—and asks whether they reflect the same underlying phenomenon. In a large-scale, longitudinal study, 140 children were tested 4 times from ages 4 to 7 on sentences involving the universal quantifier every. We find an interesting inverse relationship between EP errors and Underexhaustive errors over development: the point at which children stop making Underexhaustive errors is also when they begin making EP errors. Underexhaustive errors, common at early stages in our study, may be indicative of a non-adult, non-exhaustive semantics for every. EP errors, which emerge later, and remain frequent even at age 7, are progressive in nature and were also found with adults in a control study. Following recent developmental work (Drozd and van Loosbroek 2006; Smits 2010), we suggest that these errors do not signal lack of kno...
Development of executive functions and self-regulation, two important goals for school age childr... more Development of executive functions and self-regulation, two important goals for school age children, are described in this chapter. To better understand their development, we examine the evidence for several early skills as precursors, including social communication, language, and pretend play. The potential for the quality of caregivers' early verbal input to also support these skills is described, particularly as this input occurs during early childhood. Finally, evidence is provided for the links between early precursor skills and caregiver input with school age executive functions and adolescent social competence. Evidence for these relations comes from a unique longitudinal study of 360 children and their caregivers examined in home settings from 6 months to 13 years of age. Findings highlight how skills developing in infancy and early childhood provide a foundation for executive functions and self regulation in middle childhood and early adolescence and the importance of t...
... Studies comparing preterm in-fants at higher risk for delayed development with full-term infa... more ... Studies comparing preterm in-fants at higher risk for delayed development with full-term infants 6 months ofage and older, however, have failed to find such a relationship (Landry, Leslie,Fletcher, Francis, 1985; Ruff, 1986). Cohen ...
Although individuals born prematurely have subtle white matter abnormalities and are at risk for ... more Although individuals born prematurely have subtle white matter abnormalities and are at risk for cognitive dysfunction, few studies have examined functional reorganization in these individuals. In this study we use magnetoencephalography (MEG) to examine cortical reorganization related to prematurity. Thirty-one adolescents systemically selected from a longitudinal study on child development based on gestational age, birth weight and neonatal complications (full term, low-risk premature, high-risk premature) and reading ability (good, average or poor) performed two readingbased rhyme tasks during MEG recording. Equivalent current dipoles were localized every 4ms during the 150ms to 550ms period following the onset of the word presentation. The association of the mean number of dipole (NOD) with birth risk, reading ability and latency was examined. During the real-word rhyme task, adolescents born at high-risk demonstrated a greater NOD in the left prefrontal area than those born at low-risk and term. During the non-word rhyme task, good and average readers born at high-risk demonstrated a greater NOD in the left prefrontal area than good and average readers born at low-risk and term. Time course analysis confirmed increased activation in the left prefrontal regions of those born at high-risk. This study suggests that adolescents born prematurely at high-risk, as compared to those born at low-risk and term, demonstrate increased prefrontal cortical activation during a reading task. These results suggest a reorganization of the prefrontal cortex in adolescents born prematurely at high-risk.
There is a significant need for kindergarten entry assessments (KEA) that meet state education ag... more There is a significant need for kindergarten entry assessments (KEA) that meet state education agency (SEA) requirements and are psychometrically sound measures of a broad range of school readiness domains such as language, literacy, math, science, executive function, and social-emotional skills. Research Findings: In this paper, we describe five phases of development, calibration, and launch of a new KEA for a large state. We developed and tested 14 English subtests. We describe how teacher input and SEA priorities and policies guided development of the test blueprint in phase one. We calibrated the measures across the state in phase two and established initial evidence of reliability and validity in phase three (n = 208). In phase four, we developed our technology platform, scoring, and student grouping tools to improve data utilization. Practice or Policy: We describe in phase five current delivery and implementation practices across the state and future work to improve and expand the measures along with a set of linked activities to help teachers use data to guide instruction. We discuss principles and methods the assessment developers utilized, as these perspectives may inform the development and usage of other KEAs.
Abstract This replication study examined remote delivery of 2 evidence-based prekindergarten (pre... more Abstract This replication study examined remote delivery of 2 evidence-based prekindergarten (pre-k) interventions to evaluate whether the combination of interventions, one in Head Start classrooms (online The Early Education Model, eTEEM) and one in the home (online Play and Learning Strategies, ePALS) resulted in enhanced effects on at-risk 3- to 5-year-old children's school readiness skills when compared to either of these interventions alone. The aligned interventions trained adults – teachers and parents – to use responsiveness and guided learning approaches within routine activities with the aim of increasing children's social-behavioral and academic skills. Both the original in-person study (Landry et al., 2017) and the present remote study used a four-group factorial design. The present study first randomized classrooms to eTEEM (n = 36) or control (n = 33). Next, within classrooms, parent-child dyads were randomized to ePALS or No ePALS, resulting in four conditions: n = 186 eTEEM/ePALS; n = 151 eTEEM/No ePALS; n = 160 No eTEEM/ePALS; and n = 133 No eTEEM/No ePALS control. The original study found small to moderate effects on parent and teacher behaviors ( d = 0.18 to 0.55). In this remote study, there were generally larger parent and teacher effects for responsiveness (g = 0.63 to 0.70) and for guided learning ( g = 0.37 to 1.05), behaviors targeted by the interventions. Results of the original study showed few effects on children's academic outcomes and the strongest effect on children's social-behavioral skills for the parent intervention ( d = 0.15 to 0.19). The present study produced similar patterns of results for child outcomes with larger social-behavioral effects ( g = 0.19 to 0.27) than academic ( g = -0.23 to 0.30). We discuss the importance of these replication findings when delivering interventions remotely to improve scalability.
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Papers by Susan Landry