The Experts below are selected from a list of 28368 Experts worldwide ranked by ideXlab platform

David J Deming - One of the best experts on this subject based on the ideXlab platform.

  • early childhood intervention and life cycle skill development evidence from head start
    American Economic Journal: Applied Economics, 2009
    Co-Authors: David J Deming
    Abstract:

    This paper provides new evidence on the long-term benefits of Head Start using the National Longitudinal Survey of Youth. I compare siblings who differ in their participation in the program, controlling for a variety of pre-treatment covariates. I estimate that Head Start participants gain 0.23 standard deviations on a summary index of young adult outcomes. This closes one-third of the gap between Children with median and bottom quartile family income, and is about 80 percent as large as model programs such as Perry Preschool. The long-term impact for Disadvantaged Children is large despite "fadeout" of test score gains. (JEL H52, J13, I28, I38)

David Deming - One of the best experts on this subject based on the ideXlab platform.

  • Early childhood intervention and life-cycle skill development: Evidence from head start
    American Economic Journal: Applied Economics, 2009
    Co-Authors: David Deming
    Abstract:

    This paper provides new evidence on the long-term benefits of Head Start using the National Longitudinal Survey of Youth. I compare siblings who differ in their participation in the program, controlling for a variety of pre-treatment covariates. I estimate that Head Start participants gain 0.23 standard deviations on a summary index of young adult outcomes. This closes one-third of the gap between chil- dren with median and bottom quartile family income, and is about 80 percent as large as model programs such as Perry Preschool. The long-term impact for Disadvantaged Children is large despite “fade- out” of test score gains.

Brian P Ackerman - One of the best experts on this subject based on the ideXlab platform.

  • family adversity and inhibitory control for economically Disadvantaged Children preschool relations and associations with school readiness
    Journal of Family Psychology, 2013
    Co-Authors: Eleanor D Brown, Brian P Ackerman, Charlee A Moore
    Abstract:

    This study examined longitudinal relations linking aspects of family adversity to inhibitory control and school readiness for 120 economically Disadvantaged Children attending a Head Start preschool. The aspects of family adversity included income-to-needs ratios and an adversity index representing family instability and family chaos. The results showed that the adversity index but not the income ratios contributed to explaining diversity in the development of inhibitory control over the course of the preschool year. Additionally, the adversity index predicted school readiness at the end of the year, and the results suggested that inhibitory control mediated this effect. The implications concern understanding family sources of diversity in inhibitory control for economically Disadvantaged preschool Children.

  • relation between reading problems and internalizing behavior in school for preadolescent Children from economically Disadvantaged families
    Child Development, 2007
    Co-Authors: Brian P Ackerman, Carroll E Izard, Roger Kobak, Eleanor D Brown, Clare Smith
    Abstract:

    This longitudinal study of 105 economically Disadvantaged Children examined the relation between reading problems and internalizing behavior in 3rd- and 5th-grade assessments (8- to 12-year olds). The variable-centered results showed that reading problems predicted change in internalizing behavior in the context of child and family predictors. The person-centered results showed that Children with reading problems in both grades had higher internalizing scores in 5th grade but not in 3rd grade than Children with reading problems in 3rd grade or no problems. Child-reported negative emotion experiences varied similarly across grade. The results tie reading problems to emotional distress in school and support conclusions about the direction of effects and the internalization of academic difficulty for Disadvantaged Children.

  • the relations between contextual risk earned income and the school adjustment of Children from economically Disadvantaged families
    Developmental Psychology, 2004
    Co-Authors: Brian P Ackerman, Eleanor D Brown, Carroll E Izard
    Abstract:

    This longitudinal study examined the relations between multiple risk indexes representing contextual adversity, income-to-needs ratios, and the elementary school adjustment of Children from economically Disadvantaged families. The results provide evidence for volatility in family circumstances over 2-year intervals from preschool to 5th grade, for relations between the contextual risk indexes and change in externalizing behavior, and for relations between the income-to-needs ratios and change in academic competence. The results also show differences in the timing of the effects. Little evidence was found for persistence effects. Theoretical implications concern conceptualizations of the diverse and dynamic nature of the family circumstances experienced by Disadvantaged Children.

  • emotion knowledge in economically Disadvantaged Children self regulatory antecedents and relations to social difficulties and withdrawal
    Development and Psychopathology, 2001
    Co-Authors: David Schultz, Brian P Ackerman, Carroll E Izard, Eric A Youngstrom
    Abstract:

    We examined the relations of verbal ability and self-regulation in preschool to emotion knowledge in first grade, and concurrent relations between emotion knowledge and indexes of social functioning in 143 Children from low-income families. After controlling for Children's verbal ability in preschool, teacher reports of attentional control and caregiver reports of behavioral control in preschool predicted Children's emotion expression knowledge and emotion situation knowledge 2 years later. After controlling for verbal ability and attentional and behavioral control, Children's emotion knowledge predicted concurrent teacher-reported social problems and social withdrawal. Results suggest that low levels of emotion knowledge co-occur with many important aspects of Children's early social adaptation.

Carroll E Izard - One of the best experts on this subject based on the ideXlab platform.

  • relation between reading problems and internalizing behavior in school for preadolescent Children from economically Disadvantaged families
    Child Development, 2007
    Co-Authors: Brian P Ackerman, Carroll E Izard, Roger Kobak, Eleanor D Brown, Clare Smith
    Abstract:

    This longitudinal study of 105 economically Disadvantaged Children examined the relation between reading problems and internalizing behavior in 3rd- and 5th-grade assessments (8- to 12-year olds). The variable-centered results showed that reading problems predicted change in internalizing behavior in the context of child and family predictors. The person-centered results showed that Children with reading problems in both grades had higher internalizing scores in 5th grade but not in 3rd grade than Children with reading problems in 3rd grade or no problems. Child-reported negative emotion experiences varied similarly across grade. The results tie reading problems to emotional distress in school and support conclusions about the direction of effects and the internalization of academic difficulty for Disadvantaged Children.

  • the relations between contextual risk earned income and the school adjustment of Children from economically Disadvantaged families
    Developmental Psychology, 2004
    Co-Authors: Brian P Ackerman, Eleanor D Brown, Carroll E Izard
    Abstract:

    This longitudinal study examined the relations between multiple risk indexes representing contextual adversity, income-to-needs ratios, and the elementary school adjustment of Children from economically Disadvantaged families. The results provide evidence for volatility in family circumstances over 2-year intervals from preschool to 5th grade, for relations between the contextual risk indexes and change in externalizing behavior, and for relations between the income-to-needs ratios and change in academic competence. The results also show differences in the timing of the effects. Little evidence was found for persistence effects. Theoretical implications concern conceptualizations of the diverse and dynamic nature of the family circumstances experienced by Disadvantaged Children.

  • emotion knowledge in economically Disadvantaged Children self regulatory antecedents and relations to social difficulties and withdrawal
    Development and Psychopathology, 2001
    Co-Authors: David Schultz, Brian P Ackerman, Carroll E Izard, Eric A Youngstrom
    Abstract:

    We examined the relations of verbal ability and self-regulation in preschool to emotion knowledge in first grade, and concurrent relations between emotion knowledge and indexes of social functioning in 143 Children from low-income families. After controlling for Children's verbal ability in preschool, teacher reports of attentional control and caregiver reports of behavioral control in preschool predicted Children's emotion expression knowledge and emotion situation knowledge 2 years later. After controlling for verbal ability and attentional and behavioral control, Children's emotion knowledge predicted concurrent teacher-reported social problems and social withdrawal. Results suggest that low levels of emotion knowledge co-occur with many important aspects of Children's early social adaptation.

Lindsay P Chaselansdale - One of the best experts on this subject based on the ideXlab platform.

  • child care and the development of behavior problems among economically Disadvantaged Children in middle childhood
    Child Development, 2010
    Co-Authors: Elizabeth Votrubadrzal, Rebekah Levine Coley, Carolina Maldonadocarreno, Christine P Ligrining, Lindsay P Chaselansdale
    Abstract:

    Research examining the longer term influences of child care on Children’s development has expanded in recent years, but few studies have considered low-income Children’s experiences in community care arrangements. Using data from the Three-City Study (N = 349), the present investigation examines the influences of child care quality, extent and type on low-income Children’s development of behavior problems during middle childhood (7–11 years old). Higher levels of child care quality were linked to moderate reductions in externalizing behavior problems. High-quality child care was especially protective against the development of behavior problems for boys and African American Children. Child care type and the extent of care that Children experienced were generally unrelated to behavior problems in middle childhood.