Effects of a School-Based, Early Childhood Intervention on Adult Health and Well-being

Reynolds, Arthur J.; Temple, Judy A.; Ou, Suh Ruu; Robertson, Dylan L.; Mersky, Joshua P.; Topitzes, James; Niles, Michael D.

doi:10.1001/archpedi.161.8.730

Cited by 295 publications

(284 citation statements)

References 31 publications

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“…Jablonska et al found that the risk for hospital admission due to self-harm increased steeply in a stepwise manner with decreasing grade point averages from the last compulsory school year, Hazard Ratio 6.7 in those with the lowest level of grade point averages compared to those with the highest [5]. Along the same line, an educational (and family service) program from preschool to third grade was associated with a number of positive psychosocial outcomes, including a trend for lower rate of depressive symptoms, at 24 years of age [6].…”

Section: Introductionmentioning

confidence: 85%

School performance of international adoptees better than expected from cognitive test results

Lindblad

Dalen

Rasmussen

et al. 2009

Eur Child Adolesc Psychiatry

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Objective: To investigate school performance of international adoptees in relation to their cognitive competence. Method: From the population of all male Swedish residents born 1973–1976, registered in the census 1985 and with complete test scores from military conscription, the following study groups were identified: Korean adoptees (n = 320), non-Korean adoptees (n = 1,125), siblings (children born by adoptive parents, n = 190) and Swedish majority comparisons (n = 142,024). Global scores from intelligence tests at conscription were compared with grade points from the last compulsory school year (year 9). Linear and logistic regression was applied in statistical analyses. Results: The mean grade points in theoretical subjects were lower in non-Korean adoptees than in the majority population, but when global test scores from military conscription were adjusted for, outcomes were significantly better, equal for physics, than in the majority population. The grade points of Korean adoptees were higher than in the majority population and the same held true after adjusting for global test scores. When SES was taken into account, the risk of poor school performance (only completed lower subject levels) increased in non-Korean adoptees compared to models only adjusted for age and sex. Conclusion: Male international adoptees generally perform better in school than expected by their cognitive competence. A cognitive evaluation is important in the assessment of adoptees with learning difficulties

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Section: Introductionmentioning

confidence: 85%

School performance of international adoptees better than expected from cognitive test results

Lindblad

Dalen

Rasmussen

et al. 2009

Eur Child Adolesc Psychiatry

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“…All other interventions targeted both parents and children to simultaneously enhance protection and reduce family and individual risks. Examples include enhanced education services for primarily low-income, very young children to improve their cognitive, language, and socialcognitive skills; [48][49][50] and interventions that strengthen parenting skills, parent-child communication, and affective relationships. These include universal (eg, the Strengthening Families Program for Parents and Youth 10-14 28,72,73 and the Computer-Based Intervention 54,55 ), selective (eg, the New Beginnings Program 56 ), and indicated programmes (eg, Functional Family Therapy 74 ).…”

Section: The Science Of Preventionmentioning

confidence: 99%

Worldwide application of prevention science in adolescent health

et al. 2012

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The burden of morbidity and mortality from non-communicable disease has risen worldwide and is accelerating in low-income and middle-income countries, whereas the burden from infectious diseases has declined. Since this transition, the prevention of non-communicable disease as well as communicable disease causes of adolescent mortality has risen in importance. Problem behaviours that increase the short-term or long-term likelihood of morbidity and mortality, including alcohol,

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“…26 The program shares characteristics with other pre-school interventions that appear to have shown lasting benefits. 27,28 However, the project as a whole proved difficult to evaluate as it lacked a control group and differed in content from centre to centre. 26,29 Further, such studies are rare: only 13% of the prevention studies in a metanalysis were routine interventions among which the authors retrieved only one randomized trial.…”

mentioning

confidence: 99%

Early intervention for at risk children: 3-year follow-up

McArdle

Young

Quibell

et al. 2011

Eur Child Adolesc Psychiatry

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International audienceChildhood behavioral and emotional symptoms are linked with distress and dysfunction that may persist into adulthood. Effective and practical early prevention could make a significant contribution to the well-being of individuals and the functioning of communities. School-based targeted interventions are relatively easy and inexpensive to deliver and have been shown to reduce symptoms in the short term. The current study evaluates the 2- and 3-year outcome of targeted school-based drama group therapy (DGT) as compared to teaching maths and English. It shows a rapid decline in teacher-observed behavioral symptoms following DGT. By a year post intervention, symptom rates following both interventions converged and remained low throughout follow-up. Drama group therapy is rapidly effective in reducing symptoms. However, the findings also suggest that despite differing content, school-based small-group interventions are likely to share some effective components

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Effects of a School-Based, Early Childhood Intervention on Adult Health and Well-being

Abstract: Participation in a school-based intervention beginning in preschool was associated with a wide range of positive outcomes. Findings provide evidence that established early education programs can have enduring effects on general well-being into adulthood.

Cited by 295 publications

References 31 publications

School performance of international adoptees better than expected from cognitive test results

School performance of international adoptees better than expected from cognitive test results

Worldwide application of prevention science in adolescent health

Early intervention for at risk children: 3-year follow-up

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