Children Placed at Risk for Learning and Behavioral Difficulties

Abstract

Over the past 2 decades, a substantial knowledge base has accumulated about the fundamentals of young children's learning difficulties and behavioral problems. This information provides educators with powerful and practical information about how to identify children in need of intervention and how to ensure successful school experiences for all learners. In addition, a growing body of research is beginning to shed light on how to effectively incorporate empirically supported approaches into daily practices. This article describes a school-wide system of early identification and intervention for children placed at risk for school success and discusses how schools might implement the recommendations offered in the literature.

Interventions Shown to Aid Executive Function Development in Children 4 to 12 Years Old

“…Lower-income, lower working-memory span, and ADHD children, and, in one study, boys (who often have poorer inhibitory control than girls [ 8 ]) generally show the most EF improvement from any program. Early EF training is thus an excellent candidate for leveling the playing field and reducing the achievement gap (48) between more- and less-advantaged children. EFs predict later academic performance (3), so as go EFs, so goes school readiness and academic achievement.…”

The Effects of Reading Interventions on Social Outcomes for Elementary Students with Reading Difficulties: A Synthesis

“…How the underlying factors of academic and social functioning are related is not yet fully established; however, researchers have established the prevalence of social functioning deficits among students with learning difficulties or poor academic performance (Cornwall & Bawden, 1992;Hinshaw, 1992;O'Shaughnessy, Lane, Gresham, & Beebe-Frankenberger, 2003;Vaughn, McIntosh, & Spencer-Rowe, 1991). Other research has indicated that for students with poor social skills, the likelihood of experiencing peer rejection is greater (Haager & Vaughn, 1995;Vaughn, Elbaum, & Schumm, 1996), and interventions to improve rejection status have been less than successful (Vaughn, McIntosh, & Spencer-Rowe, 1991).…”

Preschool Program Improves Cognitive Control

“…Young lower-income children have disproportionately poor EFs (13,14). They fall progressively farther behind in school each year (15).…”