NotesFAQContact Us
Search Tips
ERIC Number: ED537860
Record Type: Non-Journal
Publication Date: 2012-Nov
Pages: 10
Abstractor: ERIC
Reference Count: 17
School Readiness Outcomes for Preschool Children at Risk: A Randomized Trial of a Parent Engagement Intervention and the Role of Parental Depression. CYFS Working Paper No. 2012-5
Clarke, Brandy L.; Sheridan, Susan M.; Kim, Elizabeth M.; Kupzyk, Kevin A.; Knoche, Lisa L.; Ransom, Kelly A.; Sjuts, Tara M.
Nebraska Center for Research on Children, Youth, Families and Schools
Children in poverty are at greater risk of academic failure due to impoverished living conditions and a lack of parental nurturance. Mothers' engagement in children's learning can be undermined by maternal depression, placing children at risk for cognitive and motor delays. With intervention, parents experiencing poverty and depression can establish enriching environments and warm, responsive parent-child relationships conducive for children's optimal development. Getting Ready is a relationally-based parent engagement intervention promoting school readiness for children birth to five living in poverty. Getting Ready is founded on triadic strategies and a collaborative (conjoint) consultation model that promote parental "competence" and "confidence" in parenting practices (i.e., warmth and sensitivity, encouragement of autonomy, and support for learning and literacy). Teachers reported Getting Ready promotes children's social and emotional competencies (i.e., increased attachment/initiative, and decreased anxiety/withdrawal; Sheridan et al., 2010) and language and literacy skills (Sheridan et al., in press) relative to a control group; direct observations of children's behavioral change have not been examined. The purpose of this study is to determine effects of Getting Ready on preschool children's school readiness assessed through direct observations of children's behavior. (Contains 4 tables.) [This paper was presented originally by the authors at the 2011 annual meeting of the National Association of School Psychologists.]
Nebraska Center for Research on Children, Youth, Families and Schools. University of Nebraska-Lincoln, 216 Mabel Lee Hall, Lincoln, NE 68588. Tel: 402-472-2448; Fax: 402-472-2298; Web site:
Publication Type: Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: National Institute of Child Health and Human Development (NIH); Administration for Children and Families (DHHS); Office of the Assistant Secretary for Planning and Evaluation (DHHS); Office of Special Education and Rehabilitative Services (ED)
Authoring Institution: University of Nebraska-Lincoln, Nebraska Center for Research on Children, Youth, Families and Schools (CYFS)