Long-term impact of a verbal interaction program for at-risk toddlers: An exploratory study of high school outcomes in a replication of the mother-child home program

Levenstein, Phyllis; Levenstein, Susan; Shiminski, James A.; Stolzberg, Judith E.

doi:10.1016/s0193-3973(99)80040-9

Cited by 32 publications

(17 citation statements)

References 88 publications

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“…A US study conducted by Levenstein et al (1998) investigated the long-term effect of the ParentChild Home Program which involved giving families toys and books designed to encourage parenttoddler verbal interaction. Parents were shown by trained facilitators how to play with and read to their children.…”

Section: Intervention Studies Of Early Parental Involvementmentioning

confidence: 99%

“…This programme was evaluated again 10 years later (Gfellner et al 2008) and improvements in the quality of parent-child interaction and child learning behaviour were also reported among intervention children. Three standardised instruments were used to measure the performance outcomes (Levenstein 1988). Only children with all three measures were included in the analysis, meaning that attrition is considerable.…”

Section: Intervention Studies Of Early Parental Involvementmentioning

confidence: 99%

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The role of parents in young people’s education—a critical review of the causal evidence

See

Gorard

2015

Oxford Review of Education

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The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. AbstractThere is currently a considerable body of research suggesting that parental involvement is linked to young people's attainment at school. It is also generally agreed that a number of factors such as parental background, attention, warmth, and parenting style are associated with children's later life outcomes. However, although widely assumed on the basis of these associations, the nature of this causal link has not yet been established. This paper summarises what would be needed to demonstrate that enhanced parental involvement produced better attainment and other outcomes, based on establishing an association, the correct sequence of events, sensitivity to intervention and an explanatory mechanism. It then reports on the findings of a systematic review of available and relevant studies, based on this approach. The search for evidence on the impact of attitudes, expectations and behaviour on attainment yielded 1,008 distinct reports. Of these, 77 were directly about the impact of parental involvement. These confirm that parental involvement and attainment are linked, and in the correct sequence for a causal model. There are several plausible mechanisms to explain why parental involvement might have an impact. And most crucially and unlike all other areas linking attitudes and behaviour to attainment, there is promising evidence that intervening to improve parental involvement can be effective.

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Section: Intervention Studies Of Early Parental Involvementmentioning

confidence: 99%

Section: Intervention Studies Of Early Parental Involvementmentioning

confidence: 99%

The role of parents in young people’s education—a critical review of the causal evidence

See

Gorard

2015

Oxford Review of Education

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“…Longitudinal studies have shown that children enrolled in the program had higher annual earnings in adulthood than controls did (Schweinhart et al, 2005). The Parent-Child Home Program is a similar prevention model that provides education and family support services to at-risk, low-income families (Levenstein, Levenstein, Shiminski, & Stolzberg, 1998). The program has been shown to reduce dropout rates, most likely by improving decision-making skills and connectedness to parents (Levenstein et al, 1998).…”

Section: Role Of Core Competencies In Dropout and School Failure Prevmentioning

confidence: 99%

“…The Parent-Child Home Program is a similar prevention model that provides education and family support services to at-risk, low-income families (Levenstein, Levenstein, Shiminski, & Stolzberg, 1998). The program has been shown to reduce dropout rates, most likely by improving decision-making skills and connectedness to parents (Levenstein et al, 1998). Socialemotional programs for elementary school children, such as Promoting Alternative Thinking Strategies (Greenberg, Kusché, & Mihalic, 1998) and Second Step (Grossman et al, 1997), as well as compressive multicomponent programs like Fast Track (Bierman et al, 1999) also have been shown to affect several of the core competencies, including self-control, a moral belief system, and decision-making skills, as well as co-occurring behavioral problems.…”

Section: Role Of Core Competencies In Dropout and School Failure Prevmentioning

confidence: 99%

Core competencies and the prevention of school failure and early school leaving

Bradshaw

O’Brennan

McNeely

2008

New Directions for Child and Adolescent Development

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There is an increasing awareness that school failure and early school leaving are processes, rather than discrete events, that often co-occur and can have lasting negative effects on children's development. Most of the literature has focused on risk factors for failure and dropout rather than on the promotion of competencies that can increase youths' likelihood of successfully completing high school. This chapter applies the core competencies framework to the promotion of youths' success within the school environment. We conclude with a brief review of evidence-based prevention strategies that address the five competencies and identify avenues for future research.

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“…It demonstrated a large and important advantage for those who were randomly assigned to the program in rates of high school completion, a major determinant of health status differences among adults. 33 n Available resources. There are almost no universal policies to help parents provide a nurturing environment for their children.…”

Section: Life-course Policy Example: the Importance Of Familymentioning

confidence: 99%

Childhood Origins Of Adult Health: A Basis For Life-Course Health Policy

Forrest¹,

Riley

2004

Health Affairs

148

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Many common chronic and mental disorders have modifiable precursors that arise during childhood. The life-course model of how health is produced provides a scientific basis for understanding the continuity between child and adult health. Life-course health policy seeks to promote the well-being of the young, both because of its intrinsic value and because doing so will improve the health of the population at all ages. It mandates increased attention to the promotion of biopsychosocial adaptability and other approaches to preventing the precursors to future disorders. Finally, it requires health policies to foster positive long-term outcomes focused on the individual, family, and community.

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Long-term impact of a verbal interaction program for at-risk toddlers: An exploratory study of high school outcomes in a replication of the mother-child home program

Cited by 32 publications

References 88 publications

The role of parents in young people’s education—a critical review of the causal evidence

The role of parents in young people’s education—a critical review of the causal evidence

Core competencies and the prevention of school failure and early school leaving

Childhood Origins Of Adult Health: A Basis For Life-Course Health Policy

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