Reducing Adolescent Psychopathology in Socioeconomically Disadvantaged Children With a Preschool Intervention: A Randomized Controlled Trial

Bierman, Karen L.; Heinrichs, Brenda S.; Welsh, Janet A.; Nix, Robert L.

doi:10.1176/appi.ajp.2020.20030343

Cited by 20 publications

(14 citation statements)

References 33 publications

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“…Across all transition types, very few interventions included in the review were delivered solely post-transition (n = 4; 17%) and there is no clear trend that interventions that run across the transition were more effective than those that were solely pre-transition. There is no clear pattern of effectiveness based on whether interventions were targeted at low SES families or not, although some of the larger interventions, in particular REDI-C and REDI-P (Bierman et al, 2014(Bierman et al, , 2015(Bierman et al, , 2017(Bierman et al, , 2019(Bierman et al, , 2021a(Bierman et al, , 2021bNix et al, 2013;Welsh et al, 2020), did demonstrate effectiveness across the preschool to school transition for this population. In terms of bias assessment, the larger more extensive interventions also tended to be those more likely to receive a 'some concerns' rather than 'high' assessment, and there does appear to be a trend that these better quality interventions are more likely to report positive effect estimates.…”

Section: Transition To Post-compulsory Educationmentioning

confidence: 92%

A Systematic Review of School Transition Interventions to Improve Mental Health and Wellbeing Outcomes in Children and Young People

Donaldson

Moore

Hawkins

2022

School Mental Health

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Normative transitions between educational settings can be important life events for young people, having the potential to influence mental health trajectories across the life course. Interventions to target transitions have been used to support children and young people as they transition between school settings, but there is limited synthesis of their effects. Seven databases were searched to identify studies of universal interventions focused on supporting mental health and wellbeing across three main types of educational transition: preschool to elementary school; school to school (including elementary to middle; middle to high and other combinations depending on country); and high school to post-compulsory education. Effect directions for behavioural, psychological/emotional and social measures of mental health were extracted for each study and synthesized using effect direction plot methodology. Searches identified 6494 records for screening. This resulted in 34 papers being included in the review, consisting of 24 different interventions. Social outcomes appeared more amenable to intervention than behavioural outcomes, with mixed findings for psychological measures of mental health. Intervention characteristics shifted based on the age of young person involved in the transition, with greater focus on parenting and school environment during the early transitions, and more focus on social support for the transition to post-compulsory education. A broad range of interventions were identified for supporting mental health and wellbeing across the three types of educational transition with mixed impact and diverse methodologies. More research is needed to identify transferable intervention mechanisms that may hold across different contexts and settings. PROSPERO registration number: CRD42020176336.

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Section: Transition To Post-compulsory Educationmentioning

confidence: 92%

A Systematic Review of School Transition Interventions to Improve Mental Health and Wellbeing Outcomes in Children and Young People

Donaldson

Moore

Hawkins

2022

School Mental Health

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“…REDI added a daily interactive reading program that uses books linked to the PATHS lessons designed to support oral language skill development, along with a Sound Games program to promote phonological awareness and alphabet center activities to build print awareness. A randomized controlled trial of REDI in Head Start classrooms produced positive effects on teaching quality and child outcomes in both social-emotional and language-literacy domains (Bierman et al, 2008) with sustained child benefits through ninth grade (Bierman et al, 2021). Adaptations to REDI were made to accommodate the lesscentralized structure of childcare centers and facilitate program scalability.…”

Section: Scaling School Readiness: Predicting Implementation Of Redi ...mentioning

confidence: 99%

Predicting school readiness program implementation in community-based childcare centers

et al. 2022

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IntroductionTargeted curricular interventions can increase preschool program quality and boost children’s academic and social–emotional readiness skills, but variable funding and weak organizational infrastructure in many community-based childcare centers may reduce the effective implementation of these programs.MethodThis study examined individual teacher and workplace predictors of the REDI program implementation, a targeted school readiness program that was adapted to support delivery in childcare centers. REDI was delivered by 63 teachers in 37 community-based childcare centers with center directors serving as local implementation coaches.ResultsResults showed that individual teacher factors (e.g., teaching skills and receptivity to intervention consultation) predicted the quality with which REDI activities and teaching strategies were delivered, and workplace factors were important predictors across multiple implementation indicators.DiscussionPractice and policy implications for improving intervention implementation and corresponding program quality in childcare centers are highlighted.

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“…Five years post-intervention, latent-class growth analysis showed enduring intervention benefits on academic outcomes and children who began behind their peers in EF at the study outset particularly benefited from PATHS in terms of increased EF skills over time (Sasser et al, 2017). A follow up of the REDI cohort, by Bierman et al (2020), 8-10 years post-intervention (children aged 12-13 and 14-15, respectively) indicated enduring benefits for intervention children, relative to control children in reduced conduct and emotional problems, as well as fewer intervention children evidencing clinically significant problems, namely fewer problems with peers, emotions, and conduct as measured by the Strengths and Difficulties Questionnaire (SDQ). Taken together, the U.S. evidence base on preschool PATHS indicates the intervention has shown an ability to not only protect children in the general population (i.e., universal prevention) but can also be beneficial in protecting higher risk groups of children, for example children exposed to poverty and/or adverse childhood experiences (e.g., better than expected reductions in socialemotional distress and increased school bonding see Gamze et al, 2019;Sanders et al, 2020).…”

Section: Introductionmentioning

confidence: 98%

A Cluster Randomized Trial of Promoting Alternative Thinking Strategies (PATHS®) With Swedish Preschool Children

et al. 2021

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The preschool edition of Promoting Alternative THinking Strategies (PATHS®) is a school-based, teacher implemented universal intervention developed in the United States designed to promote social emotional competence (SEC) in children as a foundation for improved mental health. PATHS is delivered as a curriculum and it is based on theories and research regarding SEC, brain development, and optimal school environments. A majority of children in Sweden attend preschool, which is government-subsidized and follows a national curriculum focusing on both academic and social emotional learning. However, there is not so much focus on formal instruction nor manual-based lessons. The purpose of this study was to assess the short-term (pre- to post-test) effects of PATHS in the Swedish preschool setting. Using a two-wave cluster randomized trial with multi-method and informant assessment (N = 285 4 and 5-year-old Swedish children; n = 145 wait-list control; n = 140 intervention; K = 26 preschools; k = 13 intervention; k = 13 control) we assessed changes in child emotional knowledge, emotional awareness, social problem solving, prosocial play, inhibitory control, and working memory using structural equation modeling (SEM). We included schools with at least one classroom of 4–5-year-old children from three municipalities. We excluded open preschools, parent cooperative preschools, and family day homes. After random assignment, schools were informed of condition assignment. Research team members were not blind to assignment. We hypothesized that relative to children in control schools, children in intervention schools would evidence improvements in social emotional competence as well as other outcomes. Children in PATHS, relative to children in the control, evidenced improvements in working memory and prosocial play, but also showed an increase in hyperactive behaviors. Girls in PATHS, relative to girls in the control, showed improvement in emotional knowledge and reduced anxiety. These results are considered in light of efforts to promote positive development and mental health. The trial registration number at ClinicalTrials.gov is NCT04512157. Main funding was from Swedish Council for Working Life and Social Research, the Swedish Research Council, Formas, and VINNOVA (dnr: 259-2012-71).

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Reducing Adolescent Psychopathology in Socioeconomically Disadvantaged Children With a Preschool Intervention: A Randomized Controlled Trial

Cited by 20 publications

References 33 publications

A Systematic Review of School Transition Interventions to Improve Mental Health and Wellbeing Outcomes in Children and Young People

A Systematic Review of School Transition Interventions to Improve Mental Health and Wellbeing Outcomes in Children and Young People

Predicting school readiness program implementation in community-based childcare centers

A Cluster Randomized Trial of Promoting Alternative Thinking Strategies (PATHS®) With Swedish Preschool Children

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