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Indirect Effects of the Family Check-up on School-Age Academic Achievement through Improvements in Parenting in Early Childhood

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Title: Indirect Effects of the Family Check-up on School-Age Academic Achievement through Improvements in Parenting in Early Childhood
Language: English
Authors: Brennan, Lauretta M., Shelleby, Elizabeth C., Shaw, Daniel S., Gardner, Frances, Dishion, Thomas J., Wilson, Melvin
Source: Journal of Educational Psychology. Aug 2013 105(3):762-773.
Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Peer Reviewed: Y
Page Count: 12
Publication Date: 2013
Document Type: Journal Articles
Reports - Research
Descriptors: Academic Achievement, Improvement, Child Rearing, Young Children, At Risk Persons, Structural Equation Models, Intervention, Parents, Behavior Modification
Geographic Terms: Oregon, Pennsylvania, Virginia
Assessment and Survey Identifiers: Eyberg Child Behavior Inventory, Child Behavior Checklist, Woodcock Johnson Tests of Achievement
DOI: 10.1037/a0032096
ISSN: 0022-0663
Abstract: This project examined the hypothesis that the impact of the Family Check-Up on parent use of positive behavior support would indirectly improve academic achievement scores at school age. The study included a sample of 731 high-risk families recruited from Women, Infant, and Children Supplemental Nutrition Program settings in 3 geographically distinct areas. The results demonstrated that changes in positive parenting between the child ages of 2 and 3 were associated with higher scores on children's school-age academic achievement, as measured by the Woodcock-Johnson III (W-J) Academic Skills composite. Moreover, structural equation modeling revealed that random assignment to the intervention was associated with higher levels of children's academic achievement at age 5 and age 7.5 indirectly, through greater increases in parents' use of positive behavior support in intervention families than in control families. Results are discussed with respect to the potential of a brief parenting intervention for improving parenting practices that promote academic achievement up to 5 years later. The results have promising implications for efforts to promote child adaptation in the school environment.
Abstractor: As Provided
Number of References: 89
Entry Date: 2015
Accession Number: EJ1054509
Database: ERIC
FullText Text:
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PubType: Academic Journal
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  Data: Indirect Effects of the Family Check-up on School-Age Academic Achievement through Improvements in Parenting in Early Childhood
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  Data: <searchLink fieldCode="AR" term="%22Brennan%2C+Lauretta+M%2E%22">Brennan, Lauretta M.</searchLink><br /><searchLink fieldCode="AR" term="%22Shelleby%2C+Elizabeth+C%2E%22">Shelleby, Elizabeth C.</searchLink><br /><searchLink fieldCode="AR" term="%22Shaw%2C+Daniel+S%2E%22">Shaw, Daniel S.</searchLink><br /><searchLink fieldCode="AR" term="%22Gardner%2C+Frances%22">Gardner, Frances</searchLink><br /><searchLink fieldCode="AR" term="%22Dishion%2C+Thomas+J%2E%22">Dishion, Thomas J.</searchLink><br /><searchLink fieldCode="AR" term="%22Wilson%2C+Melvin%22">Wilson, Melvin</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Educational+Psychology%22"><i>Journal of Educational Psychology</i></searchLink>. Aug 2013 105(3):762-773.
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  Data: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
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  Label: Peer Reviewed
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  Data: Y
– Name: Pages
  Label: Page Count
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  Data: 12
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  Label: Publication Date
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  Data: 2013
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Improvement%22">Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Rearing%22">Child Rearing</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Children%22">Young Children</searchLink><br /><searchLink fieldCode="DE" term="%22At+Risk+Persons%22">At Risk Persons</searchLink><br /><searchLink fieldCode="DE" term="%22Structural+Equation+Models%22">Structural Equation Models</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Parents%22">Parents</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Modification%22">Behavior Modification</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Oregon%22">Oregon</searchLink><br /><searchLink fieldCode="DE" term="%22Pennsylvania%22">Pennsylvania</searchLink><br /><searchLink fieldCode="DE" term="%22Virginia%22">Virginia</searchLink>
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  Label: Assessment and Survey Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22Eyberg+Child+Behavior+Inventory%22">Eyberg Child Behavior Inventory</searchLink><br /><searchLink fieldCode="SU" term="%22Child+Behavior+Checklist%22">Child Behavior Checklist</searchLink><br /><searchLink fieldCode="SU" term="%22Woodcock+Johnson+Tests+of+Achievement%22">Woodcock Johnson Tests of Achievement</searchLink>
– Name: DOI
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  Data: 10.1037/a0032096
– Name: ISSN
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  Data: 0022-0663
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This project examined the hypothesis that the impact of the Family Check-Up on parent use of positive behavior support would indirectly improve academic achievement scores at school age. The study included a sample of 731 high-risk families recruited from Women, Infant, and Children Supplemental Nutrition Program settings in 3 geographically distinct areas. The results demonstrated that changes in positive parenting between the child ages of 2 and 3 were associated with higher scores on children's school-age academic achievement, as measured by the Woodcock-Johnson III (W-J) Academic Skills composite. Moreover, structural equation modeling revealed that random assignment to the intervention was associated with higher levels of children's academic achievement at age 5 and age 7.5 indirectly, through greater increases in parents' use of positive behavior support in intervention families than in control families. Results are discussed with respect to the potential of a brief parenting intervention for improving parenting practices that promote academic achievement up to 5 years later. The results have promising implications for efforts to promote child adaptation in the school environment.
– Name: AbstractInfo
  Label: Abstractor
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  Data: As Provided
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  Data: 89
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2015
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1054509
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1054509
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        Value: 10.1037/a0032096
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      – Text: English
    PhysicalDescription:
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        PageCount: 12
        StartPage: 762
    Subjects:
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Improvement
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      – SubjectFull: Child Rearing
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      – SubjectFull: Young Children
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      – SubjectFull: At Risk Persons
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      – SubjectFull: Structural Equation Models
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      – SubjectFull: Intervention
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      – SubjectFull: Parents
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      – SubjectFull: Behavior Modification
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      – SubjectFull: Oregon
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      – SubjectFull: Pennsylvania
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      – SubjectFull: Virginia
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      – SubjectFull: Eyberg Child Behavior Inventory
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      – SubjectFull: Child Behavior Checklist
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      – SubjectFull: Woodcock Johnson Tests of Achievement
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    Titles:
      – TitleFull: Indirect Effects of the Family Check-up on School-Age Academic Achievement through Improvements in Parenting in Early Childhood
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