Sentences with phrase «improve outcomes for children living»

A partnership led by Grand Challenges Canada, Saving Brains seeks to improve outcomes for children living in poverty through interventions that nurture and protect early brain development in the first 1,000 days of a child's life.

Improving outcomes for children living in families with parental substance misuse: what do we know and what should we do

According to Annie E. Casey Foundation President Patrick McCarthy, improving outcomes for children living in poverty will require several social and economic measures such as tax credits, food stamps, and job training for parents.

Not exact matches

According to its website, the foundation focuses on improving education and life outcomes for children.

The specific focus of the postdoctoral research training program is to educate the next generation of researchers on rehabilitation strategies for children with MS. Fellows who complete the training will be uniquely equipped to conduct rehabilitation - oriented research focusing on improving quality of life and outcomes for children who have MS.

Empowering local school districts to produce and serve nutritious, scratch - cooked meals was at the heart of the School Food Initiative's efforts to improve the health and life outcomes for children in Santa Barbara County.

Specifically, what home visiting program models show the greatest promise for improving pregnancy outcomes, reducing child abuse and neglect, and improving parents» life - course and children's social and emotional development?

Legacy for Children ™ presented a unique question: If mothers are given the opportunity to reflect upon and improve their parenting knowledge and skills, and are helped to believe that they can positively influence their children's development, regardless of life's circumstances and stresses, would this improve their children's outcomesChildren ™ presented a unique question: If mothers are given the opportunity to reflect upon and improve their parenting knowledge and skills, and are helped to believe that they can positively influence their children's development, regardless of life's circumstances and stresses, would this improve their children's outcomeschildren's development, regardless of life's circumstances and stresses, would this improve their children's outcomeschildren's outcomes?»

This competitive grant program supports states with the interest and ability to expand and / or improve their evidence - based home visiting programs to ultimately ensure better outcomes for children and families living in at - risk communities.

Increasing awareness about SM and educating those who have an impact on the child's life is paramount to improving the odds of a successful outcome for children and their families.

«We argue that across your lifespan, you go from «broad learning» (learning many skills as an infant or child) to «specialized learning,» (becoming an expert in a specific area) when you begin working, and that leads to cognitive decline initially in some unfamiliar situations, and eventually in both familiar and unfamiliar situations,» Wu said.In the paper, Wu argues that if we reimagine cognitive aging as a developmental outcome, it opens the door for new tactics that could dramatically improve the cognitive health and quality of life for aging adults.

ABA is the gold standard for treating children with ASD and is known to, sometimes dramatically, improve outcomes and quality of life.

BEFMG members have been at the forefront of the development of new products to match this standard — delivering products which support improved lifelong back care for our children, better academic outcomes through comfort which leads to improved concentration and outstanding value for money through product durability and life cycle costs.»

Our core theory of change is that significantly improved outcomes for children facing adversity require transforming the lives of their parents and the environments in which they live.

The Center on the Developing Child's Frontiers of Innovation (FOI) initiative hypothesizes that significantly improved outcomes for children facing adversity requires transforming the lives of their parents and the environments in which they live.

Deliberately developing these skills can also improve outcomes for low - income children, whose ability to access EF skills may be compromised by the chronic stressors associated with living in poverty.

«The Achievement for All Education Trust will transform lives through improved educational opportunities and outcomes for all children and young people.

But how can we convince policymakers to increase investment in early care and education and improve life outcomes for at - risk children?

► Improved educational programs, opportunities, and outcomes for students from low - income families, students of color, students with disabilities, English Language Learners, students living in temporary housing, LGBTQ students, and students involved in the child welfare or the juvenile or criminal justice systems.

America's Promise Alliance Founded with Colin Powell as Chairmen and chaired today by Alma Powell, America's Promise is a cross-sector partnership of groups, including Character.org, that are passionate about improving lives and changing outcomes for children.

Imagine if Connecticut's elected and appointed officials actually stopped denigrating teachers, the teaching profession and public schools and started listening to teachers and providing the resources necessary to improve educational outcomes, especially for Connecticut children living in poverty, facing English language challenges or requiring special education services.

Those increases have been proven to improve educational and life outcomes, especially for poor children.

For example, despite universal agreement that pre-K improves academic and life outcomes, especially for poor children, Wentzell said she did not know whether pre-K helps close achievement gaFor example, despite universal agreement that pre-K improves academic and life outcomes, especially for poor children, Wentzell said she did not know whether pre-K helps close achievement gafor poor children, Wentzell said she did not know whether pre-K helps close achievement gaps.

Compounding this problem, children from low - income families, on average, begin kindergarten approximately a year behind their peers in preliteracy and language skills.106 This fluency gap widens as students continue in school and has a significant impact on economic success later in life.107 As a result, gains from high - quality preschool programs — including improved health, better social - emotional skills, and better cognitive outcomes — are particularly beneficial for children from low - income families.108

(1997) E652: Current Research in Post-School Transition Planning (2003) E586: Curriculum Access and Universal Design for Learning (1999) E626: Developing Social Competence for All Students (2002) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E608: Five Homework Strategies for Teaching Students with Disabilities (2001) E654: Five Strategies to Limit the Burdens of Paperwork (2003) E571: Functional Behavior Assessment and Behavior Intervention Plans (1998) E628: Helping Students with Disabilities Participate in Standards - Based Mathematics Curriculum (2002) E625: Helping Students with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School Outcomes for Students with Emotional and Behavioral Disorders (2000) E564: Including Students with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577: Learning Strategies (1999) E587: Paraeducators: Factors That Influence Their Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and Meetings (1994) E593: Planning Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings for Reading Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusion?

Achievement for All is an Award winning high profile Charity focused on transforming lives through improved educational opportunities and outcomes for children.

Their goal is to improve outcomes and quality of life for children and adolescents with cancer and serious blood disorders in Canada.

The American Academy of Pediatrics advocates for programs and policies that have been shown to improve the quality of life and health outcomes for children and families living in poverty.

Early diagnosis and intervention for children with FASD are thought to be key to preventing behavioural, mental health and learning difficulties.36 — 38 However, Fitzroy Valley community members have reported that a current lack of diagnostic and intervention support for children with FASD impacts their children's ability to reach their full potential.14 Children with FASD need access to interventions which support their development of emotional and behavioural regulation skills.38 It is recognised that educators, alongside the family, play a crucial role in supporting children with FASD to improve life outcomes through contextually appropriate and evidence - based interventions.36 While there is limited evidence for strategies that can assist children affected by FASD, 2 particularly to improve self - regulation and executive functioning skills, 8 17 32 39 the Alert Program for Self - Regulation has evidence to suggest it is a promising interventichildren with FASD are thought to be key to preventing behavioural, mental health and learning difficulties.36 — 38 However, Fitzroy Valley community members have reported that a current lack of diagnostic and intervention support for children with FASD impacts their children's ability to reach their full potential.14 Children with FASD need access to interventions which support their development of emotional and behavioural regulation skills.38 It is recognised that educators, alongside the family, play a crucial role in supporting children with FASD to improve life outcomes through contextually appropriate and evidence - based interventions.36 While there is limited evidence for strategies that can assist children affected by FASD, 2 particularly to improve self - regulation and executive functioning skills, 8 17 32 39 the Alert Program for Self - Regulation has evidence to suggest it is a promising interventichildren with FASD impacts their children's ability to reach their full potential.14 Children with FASD need access to interventions which support their development of emotional and behavioural regulation skills.38 It is recognised that educators, alongside the family, play a crucial role in supporting children with FASD to improve life outcomes through contextually appropriate and evidence - based interventions.36 While there is limited evidence for strategies that can assist children affected by FASD, 2 particularly to improve self - regulation and executive functioning skills, 8 17 32 39 the Alert Program for Self - Regulation has evidence to suggest it is a promising interventichildren's ability to reach their full potential.14 Children with FASD need access to interventions which support their development of emotional and behavioural regulation skills.38 It is recognised that educators, alongside the family, play a crucial role in supporting children with FASD to improve life outcomes through contextually appropriate and evidence - based interventions.36 While there is limited evidence for strategies that can assist children affected by FASD, 2 particularly to improve self - regulation and executive functioning skills, 8 17 32 39 the Alert Program for Self - Regulation has evidence to suggest it is a promising interventiChildren with FASD need access to interventions which support their development of emotional and behavioural regulation skills.38 It is recognised that educators, alongside the family, play a crucial role in supporting children with FASD to improve life outcomes through contextually appropriate and evidence - based interventions.36 While there is limited evidence for strategies that can assist children affected by FASD, 2 particularly to improve self - regulation and executive functioning skills, 8 17 32 39 the Alert Program for Self - Regulation has evidence to suggest it is a promising interventichildren with FASD to improve life outcomes through contextually appropriate and evidence - based interventions.36 While there is limited evidence for strategies that can assist children affected by FASD, 2 particularly to improve self - regulation and executive functioning skills, 8 17 32 39 the Alert Program for Self - Regulation has evidence to suggest it is a promising interventichildren affected by FASD, 2 particularly to improve self - regulation and executive functioning skills, 8 17 32 39 the Alert Program for Self - Regulation has evidence to suggest it is a promising intervention.17 39

An estimated 1,560 children died because of maltreatment, with the highest rates of victimization in the first year of life — 20.6 per 1,000 children.1 Research demonstrates that outcomes for children who survive child maltreatment (defined as neglect, abuse, or a combination of the two) are poor, with performance below national norms in a range of outcomes areas, including psychosocial and cognitive well - being and academic achievement.2, 3,4 The costs to society overall of these children not reaching their full potential and the lower than expected productivity of adult survivors of abuse are estimated at as much as $ 50 - 90 billion per year in the U.S. 5,6 These findings underscore the need for strategies to prevent child maltreatment in order to improve outcomes for children, families and communities.

Specifically, what home visiting program models show the greatest promise for improving pregnancy outcomes, reducing child abuse and neglect, and improving parents» life - course and children's social and emotional development?

«Foundations for Life: What Works to Support Parent Child Interaction in the Early Years» is an assessment by the Early Intervention Foundation of 75 early intervention programmes aimed at improving child outcomes through positive parent child interactions in the early yChild Interaction in the Early Years» is an assessment by the Early Intervention Foundation of 75 early intervention programmes aimed at improving child outcomes through positive parent child interactions in the early ychild outcomes through positive parent child interactions in the early ychild interactions in the early years.

KidsMatter is working with the following organisations to achieve a shared goal of improved quality of life and mental health outcomes for young children and their families:

Similar conclusions have been reached in regard to programs designed to improve the school adjustment and academic performance of children living in poverty: «There is little evidence that parenting programs produce the hoped - for linkage between changed parent behaviors and improved child outcomes» (St.Pierre & Layzer, 1998, p. 7; see also White, Taylor, & Moss, 1992; Zaslow, Tout, Smith, & Moore, 1998).

As we look to the future and what our students will need for success in life, it's time to ask ourselves: what is the real value of SEL if not to improve outcomes for all children?

She is passionate about conducting applied research that can mitigate risk factors and improve life course outcomes for children and youth.

Moving away from primarily reactive strategies has contributed to positive outcomes that include happier children, better communication with families, and improved quality of life for staff members within the organization as well.

The Charity is a leading member of the Kinship Care Alliance which works with other charities, local authorities and academics to prevent children from being unnecessarily raised outside the family; enhance outcomes for children who can not live with their parents and who are living with relatives and secure improved recognition and support for family and friends carers.

The first results from the Preparing for Life initiative, which teaches parenting skills, show the impact of parent and family intervention in improving outcomes for children.

This article, by Center Director Jack P. Shonkoff and Pat Levitt, science director of the National Scientific Council on the Developing Child, advocates for greater synergy between neuroscience and innovation in early childhood policy to improve life outcomes for children experiencing significant adversity.

Why we support it: Home visiting programs have been proven to improve a variety of outcomes for children and parents that help them lead more productive lives.

Joan Cole Duffell, Committee for Children's Executive Director, says, «It's already well - established that social - emotional learning improves life and learning outcomes for kids.

Findings in this 48 - month evaluation show that Preparing for Life, a prevention and early intervention program which aims to improve the life outcomes of children and families living in North Dublin, Ireland, has had dramatic impacts on children's IQ, obesity levels and social behavior, as well as parenting skills and the home learning environmLife, a prevention and early intervention program which aims to improve the life outcomes of children and families living in North Dublin, Ireland, has had dramatic impacts on children's IQ, obesity levels and social behavior, as well as parenting skills and the home learning environmlife outcomes of children and families living in North Dublin, Ireland, has had dramatic impacts on children's IQ, obesity levels and social behavior, as well as parenting skills and the home learning environment.

In the UK, there have been only a few attempts to deliver and evaluate area - based services to families living in deprived locations with the aim of improving outcomes for children under 3 years of age, perhaps most notably being Sure Start.9 This programme was based on the US Head Start10 and Early Head Start Programmes, 10 which found mixed although mostly positive evidence of benefits in terms of education and parenting outcomes.

In recent years, the responsible fatherhood field has expanded beyond its roots in employment and parenting services for low - income fathers, recognizing the need to also help fathers enhance their relationship skills.4 Research indicates that children raised by both parents in low ‐ conflict homes achieve better scores, on average, for a host of indicators.5 Non-residential fathers face various communication and relationship challenges that can affect engagement with their children and willingness to pay child support.6 By providing services to help fathers communicate openly in healthy, cooperative parenting relationships, programs can improve potential outcomes for children, irrespective of their parents» living arrangements.

The campaign used the Happy Birthday Baby Book to encourage pregnant women to seek early and continuous prenatal care in hopes of improving birth outcomes and a higher quality of life for both mother and child.

These voluntary, evidence - based programs improve outcomes for children and families by providing coaching and support to parents throughout pregnancy and a child's early years of life.

High - quality early childhood education has the potential to improve long - term life outcomes for all children — particularly those born into challenging circumstances such as poverty.

In 1993 — 1994, a psychosocial intervention conducted in New York City significantly improved outcomes for parents living with HIV and their adolescent children over six years.

Broader social and family functioning has been assessed using the Child Health Questionnaire (CHQ), a parent rated health outcome scale that measures physical and psychosocial wellbeing.22 — 24 The studies demonstrated that treatment of ADHD with atomoxetine, a new non-stimulant medication for ADHD, resulted in improved perception of quality of life, with improvements being apparent in social and family functioning, and self esteem.