One hundred ninety-two children in foster care participated in a randomized efficacy trial of a school readiness intervention, the Kids In Transition to School (KITS) Program, designed to increase literacy, social, and self-regulation skills in children before kindergarten entry. One hundred two children were randomly assigned to the KITS intervention and 90 were randomly assigned to the foster care services as usual comparison group. At the end of the kindergarten year, teachers were asked to report on the children's oppositional and aggressive behaviors in the classroom. Controlling for gender, baseline levels of parent-reported oppositional and aggressive behaviors, and level of disruptiveness in the classroom, children who had received the intervention had significantly lower levels of oppositional and aggressive behaviors in the classroom. Findings suggest that an intervention designed to increase school readiness in children in foster care can have positive effects on kindergarten classroom behavior.
Bibliographical noteFunding Information:
Support for this article was provided by the following grants: R01 DA021424 and P30 DA023920 Division of Epidemiology, Services and Prevention Research, Prevention Research Branch, NIDA, U.S. PHS . The content of this article is solely the responsibility of the authors and does not necessarily represent the official views of the funding organization. The authors thank Deena Scheidt and Angie Relling for project management, Diana Strand for editorial assistance, and the staff and families of the Kids in Transition to School project for their ongoing dedication and participation.
All Science Journal Classification (ASJC) codes
- Developmental and Educational Psychology
- Sociology and Political Science