Sentences with phrase «outcomes for young children who»

This hour, we discuss learning outcomes for young children who attend preschool programs, and the accessibility of those programs in our area.

This hour, we discuss learning outcomes for young children who attend preschool programs, and the accessibility of those programs in our area.

Not exact matches

More specifically, the proposed program will focus on framing neuroscience research for use by district and region - level decision makers who are dedicated to improving outcomes for young children.

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.»

An Obama administration push to improve outcomes for infants and young children hasn't done enough to help children who have experienced trauma, advocates say.

Summary: (To include comparison groups, outcomes, measures, notable limitations) This study investigated the effectiveness of the Attachment and Biobehavioral Catch - up (ABC) intervention in a randomized clinical trial for young children who had been reported to Child Protective Services (CPS).

The importance of early interventions that target caregiving is underscored by studies demonstrating high cost - effectiveness through greatly enhanced long - term outcomes.41 Furthermore, children who receive more nurturing caregiving may also be protected from exposure to stressful life events, suggesting this central target may have positive ramifications on brain development.42 Considering these issues, study findings are relevant to the public policy debate on the importance of early preschool programs for young children living in poverty.

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.

Improving outcomes for children and young people is important to the ambitious vision for reform set out in «Support and aspiration: a new approach to special educational needs and disability» which included wide - ranging proposals to improve outcomes for children and young people who are disabled or have special educational needs.

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

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.

A key function of the DEL is to provide leadership and coordination both within and outside the government to facilitate collaborations in pursuit of better outcomes for the District's youngest children, particularly children who face multiple risk factors to their learning and development.

With regard to nonstimulants such as atomoxetine, there are literally no controlled outcome data for children with ADHD who are younger than 5 years of age.

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.

The ECN sought to achieve the following goals: (1) establish a comprehensive, sustainable SOC with a reliable infrastructure for young children ages 0 - 5 and their families; (2) reduce stigma and increase community awareness about early childhood mental health needs and the importance of responding to their needs early and effectively; (3) improve outcomes for young children 0 - 5 who have significant behavioral or relational symptoms related to trauma, parent / child interaction difficulties or impaired social emotional development; (4) provide statewide training and local coaching for providers, families, and community members regarding evidence - based practices for effectively treating early childhood mental health and social emotional needs; and (5) develop a seamless early childhood SOC using a public health model for replication in other areas of the state.

Although scores of parenting programs for young children have been and are currently being used in communities throughout North America, in only a relatively few cases has their long - term efficacy been tested using comparison groups, much less with a randomized control trial (RCT).17, 18 Thus, drawing firm conclusions about their effectiveness in improving young children's social and emotional outcomes is limited to a few investigators who have used more rigorous methods.

Goals include enhancing community awareness about the presence and effects of trauma on young children; increasing organizational readiness and delivery of trauma - informed practices; identifying appropriate clinical treatments for children and families who have suffered complex trauma; and improving child and family outcomes.