Collateral Benefits of the Family Check-Up on Early Childhood School Readiness: Indirect Effects of Parents' Positive Behavior Support

Autor/inn/en	Lunkenheimer, Erika S.; Dishion, Thomas J.; Shaw, Daniel S.; Connell, Arin M.; Gardner, Frances; Wilson, Melvin N.; Skuban, Emily M.
Titel	Collateral Benefits of the Family Check-Up on Early Childhood School Readiness: Indirect Effects of Parents' Positive Behavior Support
Quelle	In: Developmental Psychology, 44 (2008) 6, S.1737-1752 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
Schlagwörter	Behavior Problems; School Readiness; Intervention; Structural Equation Models; Parenting Styles; Behavior Modification; Language Skills; Language Acquisition; Longitudinal Studies; At Risk Students; Self Control; Prevention; Parent Child Relationship; Gender Differences; Ethnicity; Parent Background; Educational Attainment; Young Children; Observation; Family Environment + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Behaviour modification; Verhaltensänderung; Language skill; Sprachkompetenz; Sprachaneignung; Spracherwerb; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Selbstbeherrschung; Prävention; Vorbeugung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Geschlechterkonflikt; Ethnizität; Elternhaus; Bildungsabschluss; Bildungsgut; Frühe Kindheit; Beobachtung; Familienmilieu
Abstract	The authors examined the longitudinal effects of the Family Check-Up (FCU) on parents' positive behavior support and children's school readiness competencies in early childhood. It was hypothesized that the FCU would promote language skills and inhibitory control in children at risk for behavior problems as an indirect outcome associated with targeted improvements in parents' positive behavior support. High-risk families in the Women, Infants, and Children Nutrition Program participated in a multisite preventive intervention study (N = 731) with 3 yearly assessments beginning at child age 2 years. Positive behavior support was measured using 4 indicators derived from at-home observations of parent-child interaction during semistructured tasks. Longitudinal structural equation models revealed that parents in families randomly assigned to the FCU showed improvements in positive behavior support from child age 2 to 3, which in turn promoted children's inhibitory control and language development from age 3 to 4, accounting for child gender, ethnicity, and parental education. Findings suggest that a brief, ecological preventive intervention supporting positive parenting practices can indirectly foster key facets of school readiness in children at risk. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10