Promoting Toddlers' Positive Social-Emotional Outcomes in Low-Income Families: A Play-Based Experimental Study

Recent research by Chetty and colleagues finds that children’s chances of upward mobility are affected by the communities in which they grow up [Chetty R, Hendren N (2016) Working paper 23002]. However, the developmental pathways through which communities of origin translate into future economic gain are not well understood. In this paper we examine the association between Chetty and Hendren’s county-level measure of intergenerational mobility and children’s cognitive and behavioral development. Focusing on children from low-income families, we find that growing up in a county with high upward mobility is associated with fewer externalizing behavioral problems by age 3 years and with substantial gains in cognitive test scores between ages 3 and 9 years. Growing up in a county with 1 SD better intergenerational mobility accounts for ∼20% of the gap in developmental outcomes between children from low- and high-income families. Collectively, our findings suggest that the developmental processes through which residential contexts promote upward mobility begin early in childhood and involve the enrichment of both cognitive and social-emotional development.

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Attitudes Toward the Past, Present, and Future: Associations With Self-Reported Academic Outcomes in Academically Talented Adolescents

Gifted Child Quarterly ◽

10.1177/00169862211019425 ◽

2021 ◽

pp. 001698622110194

Author(s):

James R. Andretta ◽

Frank C. Worrell

Keyword(s):

Future Research ◽

Academic Rank ◽

Social Emotional ◽

Academically Talented ◽

Negative Attitudes ◽

The Past ◽

Time Attitudes ◽

Emotional Outcomes ◽

Attitude Scales ◽

Social Emotional Outcomes

The Adolescent and Adult Time Inventory–Time Attitude Scales (AATI-TA) were used to examine the association between time attitudes and self-reported academic and social–emotional outcomes in 967 academically talented adolescents ( M age = 14.27, SD = 1.42) attending a summer educational program. The AATI-TA consists of six subscales assessing positive and negative attitudes toward the past, present, and future. Bivariate associations between AATI-TA subscales scores and outcomes were small. Cluster analyses of AATI-TA scores yielded several profiles, labeled Pessimists, Negatives, Ambivalents, and Positives. Students with Positive and Ambivalent profiles reported greater course enjoyment, higher perceived academic rank, and higher expected summer GPA than their peers with the Negative profile, even though the groups did not differ on how challenging they perceived the courses to be, time spent on homework, and studying. In keeping with previous research using the AATI-TA, Positives reported the most favorable outcomes, Negatives the least, and Ambivalent and Pessimistic adolescents fell between these two groups. Future research on time attitudes should include measures of actual academic performance.

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Inclusivity and the Education of Children of Defence Forces Personnel

Advances in Early Childhood and K-12 Education - Inclusive Theory and Practice in Special Education ◽

10.4018/978-1-7998-2901-0.ch003 ◽

2020 ◽

pp. 35-53

Author(s):

Ros Baumann ◽

Henriette van Rensburg

Keyword(s):

Academic Achievement ◽

Academic Outcomes ◽

Educational Achievement ◽

Social Emotional ◽

Emotional Outcomes ◽

Australian Defence Force ◽

Negative Impacts ◽

Literacy Testing ◽

And Mathematics ◽

Social Emotional Outcomes

Australian Defence Force (ADF) members' children present as a unique subpopulation of students. These students often experience schooling interruption as a result of posting (relocation) mobility inherent within the service requirements of their ADF parents. This chapter explores the impact of such mobility and interrupted schooling on educational achievement. Educational achievement consists of two key aspects: Social-emotional outcomes and Academic outcomes. Social-emotional outcomes are currently supported through the Defence Support Mentor (DSM) program. Academic outcomes are examined through the lens of Reading/Literacy testing results and Mathematics testing results. Academic achievement for ADF children impacted by mobility and schooling interruption remains largely unexplored within the Australian context. A conceptual framework is presented, which identifies potential causes of negative impacts upon ADF students' academic achievement.

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Utilizing the RE-AIM framework to determine effectiveness of a preschool intervention program on social-emotional outcomes

Evaluation and Program Planning ◽

10.1016/j.evalprogplan.2019.101773 ◽

2020 ◽

Vol 79 ◽

pp. 101773

Author(s):

Ruby A. Natale ◽

Ellen Kolomeyer ◽

Ana Robleto ◽

Zafreen Jaffery ◽

Rachel Spector

Keyword(s):

Intervention Program ◽

Social Emotional ◽

Preschool Intervention ◽

Emotional Outcomes ◽

Social Emotional Outcomes

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Addressing Barriers and Limitations of Developmental Screening in Community Contexts

The Oxford Handbook of Infant, Toddler, and Preschool Mental Health Assessment ◽

10.1093/oxfordhb/9780199837182.013.20 ◽

2019 ◽

pp. 458-481

Author(s):

Rebecca B. Silver ◽

Megan Beers ◽

Leandra Godoy ◽

Susan Dickstein

Keyword(s):

Family Engagement ◽

Lessons Learned ◽

Developmental Screening ◽

Social Emotional ◽

Screening Practices ◽

Critical Elements ◽

Emotional Outcomes ◽

Essential Components ◽

Red Flag ◽

Social Emotional Outcomes

This chapter describes the triage assessment, a structured way for mental health consultants to conceptualize concerns identified via developmental screening processes and frame feedback to support family engagement with next steps. This chapter (a) describes the rationale, goals, and critical elements of triage assessments; (b) suggests pragmatic guidelines for implementation; and (c) discusses lessons learned from experience conducting triage assessments in community settings, including the importance of promoting family engagement and considerations for increasing sustainability. This chapter describes work conducted in pediatric primary care clinics serving young children at high risk for adverse developmental, behavioral, and social-emotional outcomes. However, the purpose, essential components, and structure of triage assessments are relevant as second-stage screening practices for all settings. As screening becomes broadly implemented, the triage assessment helps providers respond to red flag concerns highlighted by first-stage screening practices and support families to get help to address these concerns.

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