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Randomized Controlled Trial
. 2014 Jan-Feb;85(1):140-59.
doi: 10.1111/cdev.12117. Epub 2013 May 3.

Effects of Head Start REDI on children's outcomes 1 year later in different kindergarten contexts

Karen L Bierman  1 , Robert L Nix, Brenda S Heinrichs, Celene E Domitrovich, Scott D Gest, Janet A Welsh, Sukhdeep Gill
Affiliations
Randomized Controlled Trial

Effects of Head Start REDI on children's outcomes 1 year later in different kindergarten contexts

Karen L Bierman et al. Child Dev. 2014 Jan-Feb.

Abstract

One year after participating in the Research-based, Developmentally Informed (REDI) intervention or "usual practice" Head Start, the learning and behavioral outcomes of 356 children (17% Hispanic, 25% African American; 54% girls; Mage = 4.59 years at initial assessment) were assessed. In addition, their 202 kindergarten classrooms were evaluated on quality of teacher-student interactions, emphasis on reading instruction, and school-level student achievement. Hierarchical linear analyses revealed that the REDI intervention promoted kindergarten phonemic decoding skills, learning engagement, and competent social problem-solving skills, and reduced aggressive-disruptive behavior. Intervention effects on social competence and inattention were moderated by kindergarten context, with effects strongest when children entered schools with low student achievement. Implications are discussed for developmental models of school readiness and early educational programs.

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Conflict of interest statement

Celene Domitrovich is an author of the Preschool PATHS Curriculum, has a royalty agreement with Channing Bete, Inc., and receives income from PATHS Training LLC. This has been reviewed and managed by Penn State's Individual Conflict of Interest Committee.

Figures

Figure 1
Figure 1
Moderation of REDI Intervention Effects by School Achievement Levels
Figure 2
Figure 2
Moderation of Intervention Effects by Kindergarten CLASS Score
See this image and copyright information in PMC

References

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