In the past, Gaylor provided technical assistance on the Model Demonstration Coordination Center, an Office of Special Education Programs - funded center for early
childhood language intervention projects; she was responsible for developing common measures and synthesizing outcomes across three projects located throughout the United States.
Not exact matches
For example, African American children born in poverty who participated in early
childhood education programs had higher graduation rates, higher adult earnings, and fewer arrests than their peers.102 A similar study found that students who participated in early
intervention programs maintained higher high school GPAs, were two times more likely to have attended a four - year college, and were more likely to hold a job than their peers.103 Furthermore, research finds that participation in state - funded preschool programs improves children's
language, literacy, and mathematical skills.104
She was involved with overseeing curriculum development and coordinating various efforts in the areas of reading /
language arts, early
childhood, mathematics, science, social studies, gifted, advanced placement, foreign
language, visual and performing arts, library media, textbooks, the Mississippi Virtual Public School, and Response to
Interventions (RtI).
Experiences in the first 1000 days of life have a crucial influence on child development and health.1 Appropriate early child development (including physical, social and emotional,
language and cognitive domains) has consistently been shown to be associated with good health and educational outcomes in
childhood and consequent health and employment outcomes in adulthood.2 — 4 Adopting a life course approach, including early
intervention, is essential, 5 and investment is therefore needed in effective prenatal and postnatal services to optimise child health, well - being and developmental resilience.6
Existing SNHV trials show relatively modest effects (effect sizes of 0.2 — 0.4 SDs) for outcomes such as child mental health and behaviour, and cognitive and
language development, from infancy to mid -
childhood.19 While effect sizes of 0.25 — 0.3 SDs can be meaningful and impactful at the whole of population level, 59 targeted public health
interventions such as SNHV include a cost and intensity such that larger effects in the short - to - medium term might be necessary to justify implementation at a population level.
Instead, we should spend education dollars on early
childhood programs and family
interventions that ensure that all students have the oral
language skills, pre-literacy behaviors, and educational experiences to enable them to read fluently by the end of third grade.
Research shows that children who are most likely to be suspended or expelled — children from low - income families, children of color, and children with certain disabilities — are also most likely to benefit from high - quality early education.10 Children from low - income families and children of color are more likely to experience multiple adverse
childhood experiences (ACES), which can manifest as challenging behaviors that trigger suspensions or expulsions.11 Likewise, young children with
language delays or trouble with self - regulation may struggle to verbalize appropriate responses to emotional or physical stimulation, and instead display inappropriate behavior.12 In both cases, appropriate evaluation and
intervention services can help children learn important coping and communication skills.
Current thinking about trauma supports the effect of
childhood trauma on right - left brain integration (Teicher, 2000) and that more sensory - based
interventions be effective because they do not rely on the individual's use of left - brain
language for processing and are predominately right - brain driven.