scholarly journals Measuring Plate Waste with Family-Style Meals in Head Start: A Pilot Study

2017 ◽  
Vol 49 (7) ◽  
pp. S51
Author(s):  
Cody Parris ◽  
Kristey Coulter ◽  
Virginia C. Stage
Keyword(s):  
Pilot Study ◽  
Head Start ◽  
Plate Waste ◽  
Family Style ◽  
Measuring Plate

Patient navigation for depressed mothers in Head Start: A pilot study of intervention mechanism

2017 ◽  
Vol 45 (4) ◽  
pp. 564-570
Author(s):  
Michael Silverstein ◽  
Yaminette Diaz-Linhart ◽  
Nancy Grote ◽  
Lynn Cadena ◽  
Howard Cabral ◽  
...  
Keyword(s):  
Pilot Study ◽  
Head Start ◽  
Patient Navigation ◽  
Depressed Mothers ◽  
Intervention Mechanism

scholarly journals Exploring the Impact of Head Start on Parents: A Pilot Study

2007 ◽  
Vol 1 (2) ◽  
pp. 133-141 ◽  
Author(s):  
Kim Dobson. Sydnor ◽  
Mackessa. Holt ◽  
Gayle. Headen ◽  
Sonya. Moore ◽  
Dana. Yates ◽  
...  
Keyword(s):  
Pilot Study ◽  
Head Start ◽  
The Impact

Can vocabulary lessons increase the amount of complex syntax produced by head start teachers? A pilot study

2017 ◽  
Vol 33 (3) ◽  
pp. 305-319 ◽  
Author(s):  
Amanda Owen Van Horne ◽  
Maura Curran ◽  
Jessica Hall
Keyword(s):  
At Risk ◽  
Pilot Study ◽  
Head Start ◽  
Vocabulary Intervention ◽  
Complex Syntax ◽  
Preschool Classrooms ◽  
At Risk Children ◽  
Frequency Of Use ◽  
Cognitive Verbs ◽  
Simple Sentences

In this pilot study, we examine the suitability of materials for a vocabulary intervention designed to influence the amount of complex syntax teachers use in at-risk preschool classrooms. Six Head Start classrooms were assigned to one of two vocabulary interventions: a condition using cognitive verbs, which are biased toward complex syntax (e.g. pretend), or a control condition using action verbs, which are biased towards simple sentences (e.g. identify). Consistent with our hypotheses, teachers in the cognitive verb condition used higher rates of complex syntax than those in the action verb condition while our materials were in use. Teacher acceptability and use data indicate that verb characteristics affect frequency of use and perceived benefit of intervention materials. Implications for the development of interventions targeting complex syntax use in at-risk children are discussed, including factors likely to support fidelity of implementation in the classroom.

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