Replication and Extension of Family-Based Training Program to Improve Cognitive Abilities in Young Children

Autor/inn/en	Romeo, Rachel R.; Leonard, Julia A.; Scherer, Ethan; Robinson, Sydney; Takada, Megumi; Mackey, Allyson P.; West, Martin R.; Gabrieli, John D. E.
Titel	Replication and Extension of Family-Based Training Program to Improve Cognitive Abilities in Young Children
Quelle	In: Journal of Research on Educational Effectiveness, 14 (2021) 4, S.792-811 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Romeo, Rachel R.) ORCID (Leonard, Julia A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2021.1931999
Schlagwörter	Family Programs; Low Income Groups; Preschool Children; Child Development; Cognitive Development; Intervention; Intelligence; Executive Function; Language Skills; Intelligence Quotient; Program Effectiveness; Cognitive Ability; Vocabulary; Cultural Influences; Geographic Location; Student Diversity; Parent Education; Kindergarten; Preschool Education; Urban Areas; Limited English Speaking; Special Needs Students; Poverty; Spanish Speaking; Massachusetts (Boston); Wechsler Preschool and Primary Scale of Intelligence; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Family program; Familienprogramm; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kindesentwicklung; Kognitive Entwicklung; Intelligenz; Klugheit; Language skill; Sprachkompetenz; Intelligenzquotient; Denkfähigkeit; Wortschatz; Cultural influence; Kultureinfluss; Parents education; Elternbildung; Elternschule; Urban area; Stadtregion; Sonderpädagogischer Förderbedarf; Armut
Abstract	Childhood socioeconomic status (SES) is associated with persistent academic achievement gaps, which necessitates evidence-based, scalable interventions to improve children's outcomes. The present study reports results from a replication and extension of a family-based training program previously found to improve cognitive development in lower-SES preschoolers. One hundred and one primarily low-SES families with 107 children aged 4-7 years were randomly assigned to the intervention or passive control group. Intent-to-treat regression models revealed that children whose families were assigned to the intervention group did not exhibit significant benefit on composite measures of nonverbal IQ, executive functioning, or language skills, though post-hoc analyses suggested marginal improvement on the fluid reasoning subcomponent of nonverbal IQ. Treatment-on-treated models revealed a significant positive effect of intervention attendance on fluid reasoning and a negative effect on vocabulary. We discuss potential causes for the non-replication, including differences in the sample composition, size, and assessment choices. Results suggest the need to more broadly assess scalable interventions with varying populations and ensure appropriate cultural and geographical adaptations to achieve maximum benefits for children from diverse backgrounds. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01