Immediate Effects of a School Readiness Intervention for Children in Foster Care

Katherine C. Pears, Philip A. Fisher, Hyoun K. Kim, Jacqueline Bruce, Cynthia V. Healey, Karen Yoerger

Research output: Contribution to journalArticle

41 Citations (Scopus)

Abstract

Research Findings: School readiness is a strong predictor of adjustment in elementary school and beyond. Children in foster care are at particular risk for academic and social difficulties in school. Limitations in self-regulatory skills and caregiver involvement among these children might contribute to a lack of school readiness. This study presents the immediate effects on school readiness of a targeted, short-term intervention designed to improve children's early literacy, prosocial, and self-regulatory skills during the summer before kindergarten entry: Kids in Transition to School. Using a randomized controlled trial design, we assigned 192 children in foster care to either an intervention or services as usual comparison condition. Multimethod, multi-informant assessments were conducted immediately prior to and following the completion of the intervention. The results from structural equation modeling indicated that the intervention had significant positive effects on early literacy and self-regulatory skills. Practice or Policy: An efficacious, short-term, readily scalable, theoretically based intervention targeted at specific vulnerabilities for children in foster care may help to improve the school readiness and eventual school adjustment of these children.

Original languageEnglish
Pages (from-to)771-791
Number of pages21
JournalEarly Education and Development
Volume24
Issue number6
DOIs
Publication statusPublished - 2013 Aug 1

Fingerprint

school readiness
Social Adjustment
literacy
school
kindergarten
caregiver
elementary school
vulnerability
Caregivers
Randomized Controlled Trials
lack

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

Cite this

Pears, Katherine C. ; Fisher, Philip A. ; Kim, Hyoun K. ; Bruce, Jacqueline ; Healey, Cynthia V. ; Yoerger, Karen. / Immediate Effects of a School Readiness Intervention for Children in Foster Care. In: Early Education and Development. 2013 ; Vol. 24, No. 6. pp. 771-791.
@article{c8ed20d94d9c4112ad2a734084460f60,
title = "Immediate Effects of a School Readiness Intervention for Children in Foster Care",
abstract = "Research Findings: School readiness is a strong predictor of adjustment in elementary school and beyond. Children in foster care are at particular risk for academic and social difficulties in school. Limitations in self-regulatory skills and caregiver involvement among these children might contribute to a lack of school readiness. This study presents the immediate effects on school readiness of a targeted, short-term intervention designed to improve children's early literacy, prosocial, and self-regulatory skills during the summer before kindergarten entry: Kids in Transition to School. Using a randomized controlled trial design, we assigned 192 children in foster care to either an intervention or services as usual comparison condition. Multimethod, multi-informant assessments were conducted immediately prior to and following the completion of the intervention. The results from structural equation modeling indicated that the intervention had significant positive effects on early literacy and self-regulatory skills. Practice or Policy: An efficacious, short-term, readily scalable, theoretically based intervention targeted at specific vulnerabilities for children in foster care may help to improve the school readiness and eventual school adjustment of these children.",
author = "Pears, {Katherine C.} and Fisher, {Philip A.} and Kim, {Hyoun K.} and Jacqueline Bruce and Healey, {Cynthia V.} and Karen Yoerger",
year = "2013",
month = "8",
day = "1",
doi = "10.1080/10409289.2013.736037",
language = "English",
volume = "24",
pages = "771--791",
journal = "Early Education and Development",
issn = "1040-9289",
publisher = "Routledge",
number = "6",

}

Immediate Effects of a School Readiness Intervention for Children in Foster Care. / Pears, Katherine C.; Fisher, Philip A.; Kim, Hyoun K.; Bruce, Jacqueline; Healey, Cynthia V.; Yoerger, Karen.

In: Early Education and Development, Vol. 24, No. 6, 01.08.2013, p. 771-791.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Immediate Effects of a School Readiness Intervention for Children in Foster Care

AU - Pears, Katherine C.

AU - Fisher, Philip A.

AU - Kim, Hyoun K.

AU - Bruce, Jacqueline

AU - Healey, Cynthia V.

AU - Yoerger, Karen

PY - 2013/8/1

Y1 - 2013/8/1

N2 - Research Findings: School readiness is a strong predictor of adjustment in elementary school and beyond. Children in foster care are at particular risk for academic and social difficulties in school. Limitations in self-regulatory skills and caregiver involvement among these children might contribute to a lack of school readiness. This study presents the immediate effects on school readiness of a targeted, short-term intervention designed to improve children's early literacy, prosocial, and self-regulatory skills during the summer before kindergarten entry: Kids in Transition to School. Using a randomized controlled trial design, we assigned 192 children in foster care to either an intervention or services as usual comparison condition. Multimethod, multi-informant assessments were conducted immediately prior to and following the completion of the intervention. The results from structural equation modeling indicated that the intervention had significant positive effects on early literacy and self-regulatory skills. Practice or Policy: An efficacious, short-term, readily scalable, theoretically based intervention targeted at specific vulnerabilities for children in foster care may help to improve the school readiness and eventual school adjustment of these children.

AB - Research Findings: School readiness is a strong predictor of adjustment in elementary school and beyond. Children in foster care are at particular risk for academic and social difficulties in school. Limitations in self-regulatory skills and caregiver involvement among these children might contribute to a lack of school readiness. This study presents the immediate effects on school readiness of a targeted, short-term intervention designed to improve children's early literacy, prosocial, and self-regulatory skills during the summer before kindergarten entry: Kids in Transition to School. Using a randomized controlled trial design, we assigned 192 children in foster care to either an intervention or services as usual comparison condition. Multimethod, multi-informant assessments were conducted immediately prior to and following the completion of the intervention. The results from structural equation modeling indicated that the intervention had significant positive effects on early literacy and self-regulatory skills. Practice or Policy: An efficacious, short-term, readily scalable, theoretically based intervention targeted at specific vulnerabilities for children in foster care may help to improve the school readiness and eventual school adjustment of these children.

UR - http://www.scopus.com/inward/record.url?scp=84880929907&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84880929907&partnerID=8YFLogxK

U2 - 10.1080/10409289.2013.736037

DO - 10.1080/10409289.2013.736037

M3 - Article

AN - SCOPUS:84880929907

VL - 24

SP - 771

EP - 791

JO - Early Education and Development

JF - Early Education and Development

SN - 1040-9289

IS - 6

ER -