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 |
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