Development of Academic Skills from Preschool Through Second Grade: Family and Classroom Predictors of Developmental Trajectories

Burchinal, Margaret; Peisner-Feinberg, Ellen; Pianta, Robert C.; Howes, Carollee

doi:10.1016/s0022-4405(02)00107-3

Cited by 573 publications

(411 citation statements)

References 31 publications

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“…Thus, the benefits of a supportive teacher-student relationship accrue equally to boys and girls and to ethnic/racial majority and minority children. Differences between our study and those of Meehan et al (2003) and Burchinal et al (2002), which found ethnic moderation, may be a result of differences in sampling strategy and in dependent variables. Meehan et al (2003) selected for high levels of aggression and assessed the effect of teacher support on aggression, and Burchinal et al (2002) assessed the effect of teacher support on academic achievement in a non-select sample.…”

Section: Discussioncontrasting

confidence: 79%

“…Differences between our study and those of Meehan et al (2003) and Burchinal et al (2002), which found ethnic moderation, may be a result of differences in sampling strategy and in dependent variables. Meehan et al (2003) selected for high levels of aggression and assessed the effect of teacher support on aggression, and Burchinal et al (2002) assessed the effect of teacher support on academic achievement in a non-select sample. Although our theoretical model posits a causal role for teacher-student support on children's engagement and peer acceptance, we believe the associations among teacher-student support, child positive engagement in the classroom, and peer acceptance reflect bidirectional and reciprocal causation.…”

Section: Discussioncontrasting

confidence: 79%

“…For example, Burchinal, Peisner-Feinberg, Pianta, and Howes (2002) found that supportive student-teacher relationships were more predictive of growth in reading between preschool and second grade for African American than for White students. Similarly, among aggressive children, teacher support was more predictive of deflections from aggression for minority than majority elementary school children (Meehan, Hughes, & Cavell, 2003).…”

Section: Study Aimsmentioning

confidence: 99%

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Classroom engagement mediates the effect of teacher–student support on elementary students' peer acceptance: A prospective analysis

Hughes

Kwok

2006

Journal of School Psychology

203

150

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Participants were 360 (52.2% male) ethnically diverse and academically at-risk first-grade children attending one of three school districts in southeast and central Texas. Using latent variable structural equation modeling, we tested a theoretical model positing that the quality of the teacher-student relationship in first grade predicts children's peer acceptance the following year, controlling for children's previous externalizing problems and peer acceptance. We also expected that children's classroom engagement would mediate the effect of teacher-student relationship quality on peer acceptance. The hypothesized model provided a good fit to the data. Engagement fully mediated the effect of teacher support on subsequent peer acceptance. Neither ethnicity nor gender moderated the mediation findings.

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Section: Discussioncontrasting

confidence: 79%

Section: Discussioncontrasting

confidence: 79%

Section: Study Aimsmentioning

confidence: 99%

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Classroom engagement mediates the effect of teacher–student support on elementary students' peer acceptance: A prospective analysis

Hughes

Kwok

2006

Journal of School Psychology

203

150

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“…Among the most robust predictors of compromised child skills (including those associated with behavioral and social-emotional adjustment) is economic disadvantage (i.e., poverty or low socioeconomic status), which predicts a host of problems with social adjustment (Magnuson & Votruba-Drzal, 2009;McLeod & Shanahan, 1996). Low parental education also has been identified repeatedly as a risk factor in children's development (Burchinal, Peisner-Feinberg, Pianta, & Howes, 2002). Children who live in households with just one adult are at greatest risk of displaying delays in overall development (National Council of Welfare, 2004).…”

Section: Empirical Support For Conjoint Behavioral Consultationmentioning

confidence: 99%

The efficacy of conjoint behavioral consultation on parents and children in the home setting: Results of a randomized controlled trial

Sheridan

Ryoo

Garbacz

et al. 2013

Journal of School Psychology

115

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The present study is a large-scale randomized trial testing the effects of a family-school partnership model (i.e., Conjoint Behavioral Consultation, CBC) for promoting behavioral competence and decreasing problem behaviors of children identified by their teachers as disruptive. CBC is a structured approach to problem solving that involves consultants, parents, and teachers. The effects of CBC on family variables that are commonly associated with important outcomes among school-aged children (i.e., family involvement and parent competence in problem solving), as well as child outcomes at home, were evaluated. Participants were 207 children with disruptive behaviors from 91 classrooms in 21 schools in kindergarten through grade 3 and their parents and teachers. Results indicated that there were significantly different increases in home-school communication and parent competence in problem solving for participants in the CBC relative to control group. Likewise, compared to children in the control group, children in the CBC group showed significantly greater decreases in arguing, defiance, noncompliance, and tantrums. The degree of family risk moderated parents' competence in problem solving and children's total problem behaviors, teasing, and tantrums.

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“…1-3 Multiple studies have documented that children's social competence and behavior problems in kindergarten and first grade are strong predic tors of later social and academic functioning. 4-6 Despite intensive study in developmental psychology, to our knowledge, no epidemiological studies have focused on the prevalence of psychopathology during this developmental period. Although categorical diagnostic approaches to psychopathology have limitations, 7,8 diagnosis continues to serve as a gateway to mental health services.…”

mentioning

confidence: 99%

Prevalence of DSM-IV Disorder in a Representative, Healthy Birth Cohort at School Entry: Sociodemographic Risks and Social Adaptation

Carter

Wagmiller

Gray

et al. 2010

Journal of the American Academy of Child & Adolescent Psych

133

136

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Objective The aims of this paper are as follows: to present past-year prevalence data for DSM-IV disorders in the early elementary school years; to examine the impact of impairment criteria on prevalence estimates; to examine the relation of sociodemographic and psychosocial risk factors to disorders; and to explore associations between ”internalizing” and ”externalizing” disorders and social competence and family burden as further validation of the impairing nature of these disorders. Method As part of a longitudinal representative population study of children born healthy between July 1995 and September 1997 in the New Haven–Meriden Standard Metropolitan Statistical Area of the 1990 Census (n = 1,329), parents of a subsample enriched for child psychopathology (n = 442; 77.6% response rate, 69.5% of eligible sample) were interviewed in the child's kindergarten or first-grade year with the Diagnostic Interview Schedule for Children, Version IV (DISC-IV). Parents were surveyed about sociodemographic and psychosocial characteristics, and both parents and teachers were surveyed about social competence. Results Approximately one in five (21.6 %) children met criteria for psychiatric disorder(s) with impairment. Sociodemographic and psychosocial correlates included persistent poverty beginning in early childhood, limited parental education, low family expressiveness, stressful life events, and violence exposure. Finally, diagnostic status was significantly associated with poorer social competence and family burden. Conclusions That approximately one in five children evidenced a psychiatric disorder with impairment during the transition to formal schooling highlights the importance of integrating psychiatric epidemiological and developmental approaches to inform conversations about school readiness and intervention planning.

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Development of Academic Skills from Preschool Through Second Grade: Family and Classroom Predictors of Developmental Trajectories

Cited by 573 publications

References 31 publications

Classroom engagement mediates the effect of teacher–student support on elementary students' peer acceptance: A prospective analysis

Classroom engagement mediates the effect of teacher–student support on elementary students' peer acceptance: A prospective analysis

The efficacy of conjoint behavioral consultation on parents and children in the home setting: Results of a randomized controlled trial

Prevalence of DSM-IV Disorder in a Representative, Healthy Birth Cohort at School Entry: Sociodemographic Risks and Social Adaptation

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