The randomized controlled trial of Head Start REDI: Sustained effects on developmental trajectories of social-emotional functioning

Journal of Consulting and Clinical Psychology

Volumn 84, Issue 4, 2016, Pages 310-322

  Nix, Robert L ^a   Bierman, Karen L ^b   Heinrichs, Brenda S ^b   Gest, Scott D ^b   Welsh, Janet A ^a   Domitrovich, Celene E ^a  

^a UNIVERSITY OF WISCONSIN MADISON   (United States)

^b PENNSYLVANIA STATE UNIVERSITY   (United States)

Author keywords

Developmental trajectories; Early intervention; School readiness; Social emotional learning

Indexed keywords

AFRICAN AMERICAN; ATTENTION; CHILD; CONTROLLED CLINICAL TRIAL; CURRICULUM; FEMALE; GIRL; HEAD; HISPANIC; HUMAN; HUMAN EXPERIMENT; INTIMACY; LANGUAGE; LEARNING; MALE; MODEL; PEER REJECTION; POVERTY; PRIMARY SCHOOL; PSYCINFO; RANDOMIZED CONTROLLED TRIAL; RISK; SKILL; SOCIAL COMPETENCE; TEACHER; TEACHING; AGGRESSION; CHILD DEVELOPMENT; CONTROLLED STUDY; EARLY CHILDHOOD INTERVENTION; EDUCATIONAL STATUS; EMOTION; PEER GROUP; PRESCHOOL CHILD; PSYCHOLOGY; STATISTICS AND NUMERICAL DATA; UNITED STATES;

AFRICAN AMERICANS; AGGRESSION; ATTENTION; CHILD; CHILD DEVELOPMENT; CHILD, PRESCHOOL; CURRICULUM; EARLY INTERVENTION (EDUCATION); EDUCATIONAL STATUS; EMOTIONS; FEMALE; HISPANIC AMERICANS; HUMANS; LEARNING; MALE; PEER GROUP; POVERTY; UNITED STATES;

EID: 84953911527     PISSN: 0022006X     EISSN: 19392117     Source Type: Journal    
DOI: 10.1037/a0039937     Document Type: Article

References (51)

1. Adams, M. J., Foorman, B. R., Lundberg, I., & Beeler, T. (1998). Phonological sensitivity in young children: A classroom curriculum. Baltimore, MD: Brookes.
2. Bierman, K. L. (2004). Peer rejection: Developmental processes and intervention strategies. New York, NY: Guilford Press.
3. Bierman, K. L., Domitrovich, C. E., Nix, R. L., Gest, S. D., Welsh, J. A., Greenberg, M. T.,. . Gill, S. (2008). Promoting academic and socialemotional school readiness: The Head Start REDI program. Child Development, 79, 1802-1817. http://dx.doi.org/10.1111/j.1467-8624.2008.01227.x
4. Bierman, K. L., Nix, R. L., Greenberg, M. T., Blair, C., & Domitrovich, C. E. (2008). Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program. Development and Psychopathology, 20, 821-843. http://dx.doi.org/10.1017/S0954579408000394
5. Bierman, K. L., Nix, R. L., Heinrichs, B. S., Domitrovich, C. E., Gest, S. D., Welsh, J. A., & Gill, S. (2014). Effects of Head Start REDI on children's outcomes 1 year later in different kindergarten contexts. Child Development, 85, 140-159. http://dx.doi.org/10.1111/cdev.12117
6. Bloom, H. S., & Michalopoulos, C. (2010). When is the story in the subgroups? Strategies for interpreting and reporting intervention effects for subgroups. Retrieved from http://www.mdrc.org/publications/551/full.pdf
7. Boivin, M., & Bierman, K. (Eds.). (2014). Promoting school readiness and early learning: The implications of developmental research for practice. New York, NY: Guilford Press.
8. Buhs, E. S., Ladd, G. W., & Herald, S. L. (2006). Peer exclusion and victimization: Processes that mediate the relation between peer group rejection and children's classroom engagement and achievement. Journal of Educational Psychology, 98, 1-13. http://dx.doi.org/10.1037/0022-0663.98.1.1
9. Campbell, F. A., Ramey, C. T., Pungello, E., Sparling, J., & Miller-Johnson, S. (2002). Early childhood education: Young adult outcomes from the Abecedarian Project. Applied Developmental Science, 6, 42-57. http://dx.doi.org/10.1207/S1532480XADS0601-05
10. Conduct Problems Prevention Research Group. (1995). Teacher Social Competence Scale Technical Report. Retrieved from http://www.fasttrackproject.org
11. Deming, D. (2009). Early childhood intervention and life-cycle skill development: Evidence from Head Start. American Economic Journal: Applied Economics, 1, 111-134. http://dx.doi.org/10.1257/app.1.3.111
12. Denham, S. A., & Burton, R. (2003). Social and emotional prevention and intervention programming for preschoolers. New York, NY: Kluwer Academic/Plenum Press. http://dx.doi.org/10.1007/978-1-4615-0055-1
13. Domitrovich, C. E., Cortes, R. C., & Greenberg, M. T. (2007). Improving young children's social and emotional competence: A randomized trial of the preschool "PATHS" curriculum. The Journal of Primary Prevention, 28, 67-91. http://dx.doi.org/10.1007/s10935-007-0081-0
14. Domitrovich, C. E., Gest, S. D., Gill, S., Bierman, K. L., Welsh, J., & Jones, D. (2009). Fostering high-quality teaching with an enriched curriculum and professional development support: The Head Start REDI program. American Educational Research Journal, 46, 567-597. http://dx.doi.org/10.3102/0002831208328089
15. Domitrovich, C. E., Greenberg, M. T., Kusche, C., & Cortes, R. (2005). The preschool PATHS curriculum. South Deerfield, MA: Channing Bete.
16. DuPaul, G. (1991). Parent and teacher ratings of ADHD symptoms: Psychometric properties in a community-based sample. Journal of Clinical Child Psychology, 20, 245-253. http://dx.doi.org/10.1207/s15374424jccp2003-3
17. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students' social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, 405-432. http://dx.doi.org/10.1111/j.1467-8624.2010.01564.x
18. Farrington, C. A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T. S., Johnson, D. W., & Beechum, N. O. (2012). Teaching adolescents to become learners. The role of noncognitive factors in shaping school performance: A critical literature review. Chicago, IL: University of Chicago Consortium on School Readiness.
19. Georges, A., Brooks-Gunn, J., & Malone, L. M. (2012). Links between young children's behavior and achievement: The role of social class and classroom composition. American Behavioral Scientist, 56, 961-990. http://dx.doi.org/10.1177/0002764211409196
20. Greenberg, M. T. (2006). Promoting resilience in children and youth: Preventive interventions and their interface with neuroscience. Annals of the New York Academy of Sciences, 1094, 139-150. http://dx.doi.org/10.1196/annals.1376.013
21. Haapasalo, J., Tremblay, R. E., Boulerice, B., & Vitaro, F. (2000). Relative advantages of person- and variable-based approaches for predicting problem behaviors from kindergarten assessments. Journal of Quantitative Criminology, 16, 145-168. http://dx.doi.org/10.1023/A:1007512521780
22. Hawkins, J. D., Guo, J., Hill, K. G., Battin-Pearson, S., & Abbott, R. D. (2001). Long-term effects of the Seattle Social Development Intervention on school bonding trajectories. Applied Developmental Science, 5, 225-236. http://dx.doi.org/10.1207/S1532480XADS0504-04
23. Heckman, J. J. (2006). Skill formation and the economics of investing in disadvantaged children. Science, 312, 1900-1902. http://dx.doi.org/10.1126/science.1128898
24. Hughes, J. N., & Kwok, O. M. (2006). Classroom engagement mediates the effect of teacher-student support on elementary students' peer acceptance: A prospective analysis. Journal of School Psychology, 43, 465-480. http://dx.doi.org/10.1016/j.jsp.2005.10.001
25. Jensen, P. S., Arnold, L. E., Swanson, J. M., Vitiello, B., Abikoff, H. B., Greenhill, L. L.,. . Hur, K. (2007). 3-year follow-up of the NIMH MTA Study. Journal of the American Academy of Child & Adolescent Psychiatry, 46, 989-1002. http://dx.doi.org/10.1097/CHI.0b013e3180686d48
26. Jones, B. L., Nagin, D. S., & Roeder, K. (2001). A SAS procedure based on mixture models for estimating developmental trajectories. Sociological Methods & Research, 29, 374-393. http://dx.doi.org/10.1177/0049124101029003005
27. Kaiser, A. P., Hancock, T. B., Cai, X., Foster, E. M., & Hester, P. P. (2000). Parent-reported behavioral problems and language delays in boys and girls enrolled in Head Start classrooms. Behavioral Disorders, 26, 26-41.
28. Kreuter, F., & Muthén, B. (2008). Analyzing criminal trajectory profiles: Bridging multilevel and group-based approaches using growth mixture modeling. Journal of Quantitative Criminology, 24, 1-31. http://dx.doi.org/10.1007/s10940-007-9036-0
29. Lacourse, E., Côté, S., Nagin, D. S., Vitaro, F., Brendgen, M., & Tremblay, R. E. (2002). A longitudinal- experimental approach to testing theories of antisocial behavior development. Development and Psychopathology, 14, 909-924. http://dx.doi.org/10.1017/S0954579402004121
30. Ladd, G., & Profilet, S. (1996). The Child Behavior Scale: A teacher-report measure of young children's aggressive, withdrawn, and prosocial behaviors. Developmental Psychology, 32, 1008-1024. http://dx.doi.org/10.1037/0012-1649.32.6.1008
31. La Paro, K., & Pianta, R. J. (2000). Predicting children's competence in the early school years: A meta-analytic review. Review of Educational Research, 70, 443-484. http://dx.doi.org/10.3102/00346543070004443
32. Lonigan, C. J., Farver, J. M., Phillips, B. M., & Clancy-Menchetti, J. (2011). Promoting the development of preschool children's emergent literacy skills: A randomized evaluation of a literacy-focused curriculum and two professional development models. Reading and Writing, 24, 305-337. http://dx.doi.org/10.1007/s11145-009-9214-6
33. Ludwig, J., & Phillips, D. A. (2008). Long-term effects of Head Start on low-income children. Annals of the New York Academy of Sciences, 1136, 257-268. http://dx.doi.org/10.1196/annals.1425.005
34. McClelland, M. M., Acock, A. C., & Morrison, F. J. (2006). The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school. Early Childhood Research Quarterly, 21, 471-490.http://dx.doi.org/10.1016/j.ecresq.2006.09.003
35. Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H.,. . Caspi, A. (2011). A gradient of childhood selfcontrol predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences of the United States of America, 108, 2693-2698. http://dx.doi.org/10.1073/pnas.1010076108
36. Muthén, B., & Muthén, L. K. (2000). Integrating person-centered and variable-centered analyses: Growth mixture modeling with latent trajectory classes. Alcoholism: Clinical and Experimental Research, 24, 882-891.
37. Nagin, D. S. (2005). Group-based modeling of development. Cambridge, MA: Harvard University Press. http://dx.doi.org/10.4159/9780674041318
38. Nagin, D., & Tremblay, R. E. (1999). Trajectories of boys' physical aggression, opposition, and hyperactivity on the path to physically violent and nonviolent juvenile delinquency. Child Development, 70, 1181-1196. http://dx.doi.org/10.1111/1467-8624.00086
39. Nix, R. L., Bierman, K. L., Domitrovich, C. E., & Gill, S. (2013). Promoting children's social-emotional skills in preschool can enhance academic and behavioral functioning in kindergarten: Findings from Head Start REDI. Early Education and Development, 24, 1000-1019. http://dx.doi.org/10.1080/10409289.2013.825565
40. Pianta, R. C. (2001). Student-Teacher Relationship Scale: Professional manual. Lutz, FL: Psychological Assessment Resources.
41. Ram, N., & Grimm, K. J. (2007). Using simple and complex growth models to articulate developmental change: Matching theory to method. International Journal of Behavioral Development, 31, 303-316. http://dx.doi.org/10.1177/0165025407077751
42. Schwarz, G. (1978). Estimating the dimension of a model. Annals of Statistics, 6, 461-464. http://dx.doi.org/10.1214/aos/1176344136
43. Schweinhart, L. J., Montie, J., Xiang, Z., Barnett, W. S., Belfield, C. R., & Nores, M. (2005). Lifetime effects: The High/Scope Perry Preschool Study through age 40. Ypsilanti, MI: High/Scope Press.
44. Shiyko, M. P., Ram, N., & Grimm, K. (2012). An overview of growth mixture modeling: A simple nonlinear application in OpenMx. In R. H. Hoyle (Ed.), Handbook of structural equation modeling (pp. 532-546). New York, NY: Guilford Press.
45. Stulz, N., Thase, M. E., Klein, D. N., Manber, R., & Crits-Christoph, P. (2010). Differential effects of treatments for chronic depression: A latent growth model reanalysis. Journal of Consulting and Clinical Psychology, 78, 409-419. http://dx.doi.org/10.1037/a0019267
46. Swanson, J. M., Elliott, G. R., Greenhill, L. L., Wigal, T., Arnold, L. E., Vitiello, B.,. . Volkow, N. D. (2007). Effects of stimulant medication on growth rates across 3 years in the MTA follow-up. Journal of the American Academy of Child & Adolescent Psychiatry, 46, 1015-1027. http://dx.doi.org/10.1097/chi.0b013e3180686d7e
47. Wasik, B. A., Bond, M. A., & Hindman, A. (2006). The effects of a language and literacy intervention on Head Start children and teachers. Journal of Educational Psychology, 98, 63-74. http://dx.doi.org/10.1037/0022-0663.98.1.63
48. Wasserman, L. (2000). Bayesian model selection and model averaging. Journal of Mathematical Psychology, 44, 92-107. http://dx.doi.org/10.1006/jmps.1999.1278
49. Werthamer-Larsson, L., Kellam, S., & Wheeler, L. (1991). Effect of first-grade classroom environment on shy behavior, aggressive behavior, and concentration problems. American Journal of Community Psychology, 19, 585-602. http://dx.doi.org/10.1007/BF00937993
50. Whitehurst, G. J., Arnold, D. S., Epstein, J. N., Angell, A. L., Smith, M., & Fischel, J. E. (1994). A picture book reading intervention in day care and home for children from low-income families. Developmental Psychology, 30, 679-689.
51. Yusuf, S., Hawken, S., Ounpuu, S., Dans, T., Avezum, A., Lanas, F.,. . Lisheng, L. (2004). Effect of potentially modifiable risk factors associated with myocardial infarction in 52 countries (the INTERHEART Study): Case-control study. The Lancet, 364, 937-952. http://dx.doi.org/10.1016/S0140-6736(04)17018-9