An examination of the efficacy of INSIGHTS in enhancing the academic and behavioral development of children in early grades.

Abstract

The primary aim of this group randomized trial was to test the efficacy of INSIGHTS Into Children's Temperament (INSIGHTS) in increasing the academic achievement and sustained attention and reducing the disruptive behavior problems of low-income kindergarten and 1st grade children. Twenty-two urban elementary schools serving low-income families were randomly assigned to INSIGHTS or a supple mental reading program that served as an attention-control condition. Data on 435 students in 122 classrooms were collected at 5 time points across kindergarten and 1st grade. Students received intervention in the 2nd half of kindergarten and the 1st half of 1st grade. Their teachers and parents participated in the program at the same time. Two-level hierarchical linear models were used to examine both within-and between-child changes in achievement across kindergarten and 1st grades. Results revealed that children enrolled in INSIGHTS experienced growth in math and reading achievement and sustained attention that was significantly faster than that of children enrolled in the supplemental reading program. In addition, although children participating in INSIGHTS evidenced decreases in behavior problems over time, children enrolled in the supplemental reading program demonstrated increases. Effects on math and reading were partially mediated through a reduction in behavior problems, and effects on reading were partially mediated through an improvement in sustained attention. Results indicate that INSIGHTS enhances the academic development of early elementary school children and supports the need for policies that provide social-emotional intervention for children at risk for academic problems.

Cognitive and Emotional Processes as Predictors of a Successful Transition Into School

“…However, a sole focus on cognitive development in the preschool and kindergarten classroom may not be optimal for early school success. This view falls in line with more recent research that suggests that early school success relies on both early cognitive and social-emotional competence (Blair & Diamond, 2008; Nix, Bierman, Domitrovich, & Gill, 2013; O’Connor, Cappella, McCormick, & McClowry, 2014; Raver, 2002; Raver et al, 2011). Some researchers have proposed incorporating training in emotional intelligence into early childhood curricula (Buckley, Storino, & Saarni, 2003).…”

Child temperamental regulation and classroom quality in Head Start: Considering the role of cumulative economic risk.

“…These results indicate that the benefits of classroom organization may matter more for children with already high levels of regulation, especially in situations where children face elevated cumulative economic risk. Although classroom organization is intended to facilitate children's self-regulation development and, in turn, promote academic success (Downer et al, 2010), findings from the current study suggest that training children's regulation skills may be necessary for optimizing high-risk children's early academic outcomes (O'Connor et al, 2014).…”

“…Emotional support in the preschool classroom is also important for children's early school success, particularly for children at risk for academic difficulty (O'Connor & McCartney, 2007). Teachers who provide childcentered classroom environments, marked by positive climate, warmth, and teacher sensitivity (La Paro et al, 2004) are likely to have pupils who thrive academically (e.g., O'Connor, Cappella, McCormick, & McClowry, 2014).…”

Improving low-income preschoolers’ theory of mind: A training study

“…However, the literature on training theory of mind understanding, at least in typically developing children, has focused on training this skill as a means to answer theoretical questions rather than practical ones (e.g., Guajardo & Watson, 2002; Slaughter & Gopnik, 1996), such as whether training one theory of mind task transfers to gains in other theory of mind tasks (e.g., Melot & Angeard, 2003). Low-income children may particularly benefit from training in theory of mind given that they fall behind their middle-income peers in this ability (e.g., Weimer & Guajardo, 2005), and given the current focus of early childhood programs aimed at improving school readiness in this population (e.g., Bierman et al, 2008; O’Connor, Cappella, McCormick, & McClowry, 2014; Raver et al, 2011). The purpose of this study was to improve low-income preschoolers’ theory of mind understanding through discussions about story characters’ mental states while listening to storybooks, as well as to determine whether this training transfers to social competence.…”

“…Note that much of the research aimed at improving emotion understanding and social competence in low-income preschoolers has used the term intervention given that these children are at risk for lower social and academic competence (e.g., Bierman et al, 2008; O’Connor et al, 2014; Raver et al, 2011), whereas research aimed at training false belief understanding in samples not at risk have used the term training (Clements, Rustin, & McCallum, 2000; Hale & Tager-Flusberg, 2003). The current study uses the term training in keeping with the literature on experimental studies aimed at improving false belief understanding through experimenter-child interactions.…”