Sentences with phrase «at outcomes for younger children»

Not exact matches

Of course, parents must make a decision based on the best possible outcome for each individual child and the family as a whole, and not at the whim of a young child.

«We need to think of assessment as a way to improve child outcomes,» Snow said, pointing out that assessments can monitor children's progress, improve instruction, and screen for development risks at a young age.

The ultimate goal is to create a replicable and scalable model for building the capacity of a growing number of change agents (both at Harvard and in the field) to drive science - based innovation that achieves breakthrough outcomes for young children facing adversity.

Purpose: To support the transition from incubation to scalability of two, pilot - tested interventions; the development and testing of three, newly - sourced innovations; and the development of a business plan for the Center on the Developing Child — all in the service of building a system for science - based R&D that achieves breakthrough outcomes at scale for young children facing adversity.

It will support faculty and students who care deeply about improving outcomes for very young children, and will become an essential source at the university and across the country for scholarship, partnership, and professional learning.»

The resource contains approximately nine hours of learning which will be available 24 hours a day, with modules covering: high quality practice and what this means for SEND; identifying needs and the role of assessment; the process for arriving at meaningful outcomes; participation and engagement, both of children and young people, and of their parents and families.

Rolf Grafwallner, CEELO Senior Scientist and Program Director at the Council of Chief State School (CCSSO) Rolf is Program Director for Early Childhood Initiatives at the Council of Chief State School Officers (CCSSO) in Washington, D.C. where he works with states to improve learning opportunities and outcomes for young children.

Dr. Macchia has presented at national conferences on topics around the use of culturally responsive learning environments to leverage literacy learning outcomes for young children.

Results of individual studies have suggested that some children who enter into intensive autism - specialized intervention services at young ages may show larger gains in terms of cognitive and adaptive functioning and early educational attainment than children who do not receive such services.2, — , 6 This research led to a reconceptualization of ASDs as a group of disorders marked by plasticity and heterogeneity and for which there was hope for better outcomes for some children who receive appropriate intervention.

For children who were pre-adolescent and in early adolescence at the beginning of these studies, negative impacts on schooling outcomes (e.g. grade repetition) are found, regardless of whether the program included earnings supplements or not.21 These negative effects were most pronounced for adolescents with younger siblings, suggesting that single parents may have relied on their adolescents for the care of the younger children as they went to work, and these responsibilities may have impeded adolescents» schooliFor children who were pre-adolescent and in early adolescence at the beginning of these studies, negative impacts on schooling outcomes (e.g. grade repetition) are found, regardless of whether the program included earnings supplements or not.21 These negative effects were most pronounced for adolescents with younger siblings, suggesting that single parents may have relied on their adolescents for the care of the younger children as they went to work, and these responsibilities may have impeded adolescents» schoolifor adolescents with younger siblings, suggesting that single parents may have relied on their adolescents for the care of the younger children as they went to work, and these responsibilities may have impeded adolescents» schoolifor the care of the younger children as they went to work, and these responsibilities may have impeded adolescents» schooling.

Identification of young children who are at risk for anxiety disorders and the implementation of prevention efforts to reduce risk are important outcomes of research on behavioural inhibition.

Although the existing research suggests diverse outcomes, scholars have documented that young children exposed to trauma (for example, maltreatment and other forms of violence) are more likely than children who have not been exposed to trauma to experience physiologic changes at the neurotransmitter and hormonal levels (and perhaps even at the level of brain structure) that render them susceptible to heightened arousal and an incapacity to adapt emotions to an appropriate level.21 This emotional state increases their sensitivity to subsequent experiences of trauma and impairs their capacity to focus, remember, learn, and engage in self - control.22

Thus, this study adds to the small body of literature in children that demonstrates both biological and behavioral outcomes from early intervention with preschoolers at risk for psychiatric disorders.20, 48 Together these studies underscore the plasticity of the HPA system in young children and suggest the potential for early intervention across biological and behavioral domains.

Such placements are more often used for adolescents and children with serious mental or physical health difficulties.51 Overall, the evidence suggests that group home placement is deleterious to children.52 Children in group care in the NSCAW study had poorer developmental outcomes than their counterparts in family environments, but they also had more intense needs at placement entry.53 In a study comparing young children reared in foster family homes to those in group homes, children in group care exhibited more compromised mental development and adaptive skills but similar levels of behavioral prochildren with serious mental or physical health difficulties.51 Overall, the evidence suggests that group home placement is deleterious to children.52 Children in group care in the NSCAW study had poorer developmental outcomes than their counterparts in family environments, but they also had more intense needs at placement entry.53 In a study comparing young children reared in foster family homes to those in group homes, children in group care exhibited more compromised mental development and adaptive skills but similar levels of behavioral prochildren.52 Children in group care in the NSCAW study had poorer developmental outcomes than their counterparts in family environments, but they also had more intense needs at placement entry.53 In a study comparing young children reared in foster family homes to those in group homes, children in group care exhibited more compromised mental development and adaptive skills but similar levels of behavioral proChildren in group care in the NSCAW study had poorer developmental outcomes than their counterparts in family environments, but they also had more intense needs at placement entry.53 In a study comparing young children reared in foster family homes to those in group homes, children in group care exhibited more compromised mental development and adaptive skills but similar levels of behavioral prochildren reared in foster family homes to those in group homes, children in group care exhibited more compromised mental development and adaptive skills but similar levels of behavioral prochildren in group care exhibited more compromised mental development and adaptive skills but similar levels of behavioral problems.54

This special interest division has put together the DEC Recommended Practices to provide guidance to practitioners and families about the most effective ways to improve the learning outcomes and promote the development of young children, birth through five years of age, who have or are at - risk for developmental delays or disabilities.

The important trend toward evidence - based practices (EBP's) in early childhood mental health is aimed at designing and delivering mental health interventions that successfully attain the intended outcomes for young children and families.

http://www.challengingbehavior.org/ TACSEI takes the research that shows which practices improve the social - emotional outcomes for young children with, or at risk for, delays or disabilities and creates free products and resources to help decision - makers, caregivers, and service providers apply these best practices in the work they do every day.

Because pediatricians have nearly universal, relatively frequent and recurring contact with young children and their families, they are uniquely well positioned to have an impact on developmental outcomes through anticipatory guidance at well - child visits, early developmental screening, practice - based developmental interventions, community linkage and referral programs, and advocacy for broader social change to support child development.40 — 44 This study reinforces the potential benefits of practice - based programs that support parenting and the home learning environment, such as «Reach Out and Read» and «Healthy Steps for Young Children,» 16,45,46 as well as community - based programs that help guide families through systems of care for developmental support, like Help Me Grow.47 Efforts to connect pediatric practices with home visitor and early care and education providers may provide referral opportunities for promoting early brain development.48 &mdasyoung children and their families, they are uniquely well positioned to have an impact on developmental outcomes through anticipatory guidance at well - child visits, early developmental screening, practice - based developmental interventions, community linkage and referral programs, and advocacy for broader social change to support child development.40 — 44 This study reinforces the potential benefits of practice - based programs that support parenting and the home learning environment, such as «Reach Out and Read» and «Healthy Steps for Young Children,» 16,45,46 as well as community - based programs that help guide families through systems of care for developmental support, like Help Me Grow.47 Efforts to connect pediatric practices with home visitor and early care and education providers may provide referral opportunities for promoting early brain development.48 &mchildren and their families, they are uniquely well positioned to have an impact on developmental outcomes through anticipatory guidance at well - child visits, early developmental screening, practice - based developmental interventions, community linkage and referral programs, and advocacy for broader social change to support child development.40 — 44 This study reinforces the potential benefits of practice - based programs that support parenting and the home learning environment, such as «Reach Out and Read» and «Healthy Steps for Young Children,» 16,45,46 as well as community - based programs that help guide families through systems of care for developmental support, like Help Me Grow.47 Efforts to connect pediatric practices with home visitor and early care and education providers may provide referral opportunities for promoting early brain development.48 &mdasYoung Children,» 16,45,46 as well as community - based programs that help guide families through systems of care for developmental support, like Help Me Grow.47 Efforts to connect pediatric practices with home visitor and early care and education providers may provide referral opportunities for promoting early brain development.48 &mChildren,» 16,45,46 as well as community - based programs that help guide families through systems of care for developmental support, like Help Me Grow.47 Efforts to connect pediatric practices with home visitor and early care and education providers may provide referral opportunities for promoting early brain development.48 — 52

Treatment needs to be targeted at major modifiable risk factors and its outcome measured objectively.26 It should preferably be at an early age as conduct disorder can be reliably detected early, 5 has high continuity, 27 is amenable to treatment at a young age, 4 and is very hard to eradicate in older children.28 In this section I discuss interventions for general aggressiveness only in children under 12; interventions targeting youth crime have been excellently reviewed by Farrington.29

Treatment outcomes for at - risk young children with behavior problems: Toward a new definition of success.

However, it may simply be that the child outcomes that we look at do not have a strong relationship with poverty, at least for young children, and that these outcomes are mostly driven by non-economic factors.

Even though increasing numbers of infants and toddlers are moving into out - of - home care at younger ages and for longer periods of time, we are missing opportunities to continuously improve quality child care that promotes positive child outcomes.

1 Dupaul, George J., et al. «Face - to - Face Versus Online Behavioral Parent Training for Young Children at Risk for ADHD: Treatment Engagement and Outcomes.»

Samantha most recently worked as the Director of Youth Mentoring at Children's Friend and Family Services, a division of Justice Research Institute (JRI) where she collaborated with young people, families, and volunteers to support productive youth adult relationships, positive community engagement, and healthy social emotional outcomes for young people throughout Essex County.

Longitudinal research indicates that young children who develop disruptive behaviour problems are at an elevated risk for a host of negative outcomes including chronic aggression and conduct problems, substance abuse, poor emotion regulation, school failure, peer problems and delinquency.4, 5 Early - appearing externalizing behaviours can disrupt relationships with parents and peers, initiating processes that can maintain or exacerbate children's behavioural problems.6 Therefore, very early intervention (e.g., in day care, preschool, or kindergarten) can be important in interrupting the potential path to chronic aggression in children who display aggressive behaviour or who are at risk for developing aggressive behaviour.

Kern and DuPaul reported their findings in a recent paper in The Journal of Clinical Child & Adolescent Psychology, «Face - to - Face vs. Online Behavioral Parent Training for Young Children At - Risk for ADHD: Treatment Engagement and Outcomes.»

Challenges for the young pre-schooler about to enter kindergarten have been well documented.3, 4,5 What makes this an especially important developmental transition period is the consistent evidence for a «trajectory hypothesis» in both middle - class and low - income samples: how children fare academically and socially in early elementary school is a strong predictor of their academic, social, and mental health outcomes throughout high school.6, 7,8 These findings imply that interventions to improve the child's relative standing at school entrance could have long - term payoff.

The goals and activities of the Center were designed to strengthen the capacity of childcare agencies and Head Start to improve outcomes for young children and their families through: a) a focus on promoting the social emotional development of children as a means for preventing challenging behaviors, b) a comprehensive, culturally sensitive approach that is inclusive of and responsive to the needs of programs, families, other professionals, and communities, c) the dissemination of evidence - based practices: d) the ongoing identification of the training needs and preferred delivery formats of local programs and training and technical assistance providers, and e) collaboration with existing training and technical assistance providers for the purpose of ensuring the implementation and sustainability of practices at the local level.

CCSSO's Early Childhood Initiatives program works with chief state school officers, state education agencies and other partners to foster the healthy development, learning progress and school success of young children, birth to age 5, with a special focus on eliminating disparities in learning opportunities and outcomes for young at - risk children by supporting states in integrating early childhood, elementary, second and postsecondary education standards, assessment, data, and professional development efforts to form a more cohesive and powerful 21st century education system.

Attention deficit / hyperactivity disorder (ADHD) is a chronic, debilitating disorder which may impact upon many aspects of an individual's life, including academic difficulties, 1 social skills problems, 2 and strained parent - child relationships.3 Whereas it was previously thought that children eventually outgrow ADHD, recent studies suggest that 30 — 60 % of affected individuals continue to show significant symptoms of the disorder into adulthood.4 Children with the disorder are at greater risk for longer term negative outcomes, such as lower educational and employment attainment.5 A vital consideration in the effective treatment of ADHD is how the disorder affects the daily lives of children, young people, and their fchildren eventually outgrow ADHD, recent studies suggest that 30 — 60 % of affected individuals continue to show significant symptoms of the disorder into adulthood.4 Children with the disorder are at greater risk for longer term negative outcomes, such as lower educational and employment attainment.5 A vital consideration in the effective treatment of ADHD is how the disorder affects the daily lives of children, young people, and their fChildren with the disorder are at greater risk for longer term negative outcomes, such as lower educational and employment attainment.5 A vital consideration in the effective treatment of ADHD is how the disorder affects the daily lives of children, young people, and their fchildren, young people, and their families.