Index Catalog // ScholarsArchive@OSU

Creator:: Schmitt, Sara A., McClelland, Megan M., Tominey, Shauna L., and Acock, Alan C.
Abstract:: The present study examined the efficacy of a self-regulation intervention for children experiencing demographic risk. Utilizing a randomized controlled design, analyses examined if children (N = 276 children in 14 Head Start classrooms; M age = 51.69, SD = 6.55) who participated in an 8-week self-regulation intervention demonstrated greater gains...
Resource Type:: Article

Creator:: McClelland, Megan M., Cameron, Claire E., Duncan, Robert, Bowles, Ryan P., Acock, Alan C., Miao, Alicia, and Pratt, Megan E.
Abstract:: Children’s behavioral self-regulation and executive function (EF; including attentional or cognitive flexibility, working memory, and inhibitory control) are strong predictors of academic achievement. The present study examined the psychometric properties of a measure of behavioral self-regulation called the Head-Toes-Knees-Shoulders (HTKS) by assessing construct validity, including relations to EF measures, and...
Resource Type:: Article

Creator:: Lipscomb, Shannon T., Schmitt, Sara A., Pratt, Megan, Acock, Alan C., and Pears, Katherine C.
Abstract:: The current study examines the effects of prekindergarten quality and quantity on externalizing behavior problems for children living in non-parental care, compared to other children from socioeconomically at-risk backgrounds. Data were obtained from the Head Start Impact Study. Non-parental care was defined as a primary caregiver other than a biological,...
Resource Type:: Article

Creator:: Lewis, Kendra M., DuBois, David L., Bavarian, Niloofar, Acock, Alan C., Silverthorn, Naida, Day, Joseph, Ji, Peter, Vuchinich, Samuel, and Flay, Brian R.
Abstract:: PURPOSE—We examined the effects of Positive Action (PA), a school-based social-emotional learning and health promotion program, on the emotional health of predominately low-income and ethnic minority urban youth. METHODS—The study was a matched-pair, cluster-randomized controlled trial involving 14 Chicago public schools. Outcomes were assessed over a 6-year period of program...
Resource Type:: Article

Creator:: Bavarian, Niloofar, Lewis, Kendra M., DuBois, David L., Acock, Alan C., Vuchinich, Samuel, Silverthorn, Naida, Snyder, Frank J., Day, Joseph, Ji, Peter, and Flay, Brian R.
Abstract:: BACKGROUND: School-based social-emotional and character development (SECD) programs can influence not only SECD, but also academic-related outcomes. The purpose of this study was to evaluate the impact of one SECD program, Positive Action (PA), on educational outcomes among low-income, urban youth. METHODS: The longitudinal study used a matched-pair, cluster-randomized controlled...
Resource Type:: Article

Creator:: McClelland, Megan M., Acock, Alan C., Piccinin, Andrea, Rhea, Sally Ann, and Stallings, Michael C.
Abstract:: This study examined relations between children’s attention span-persistence in preschool and later school achievement and college completion. Children were drawn from the Colorado Adoption Project using adopted and non-adopted children (N = 430). Results of structural equation modeling indicated that children’s age 4 attention span-persistence significantly predicted math and reading...
Resource Type:: Article

ScholarsArchive@OSU