A population-level approach to promoting healthy child development and school success in low-income, urban neighborhoods: impact on parenting and child conduct problems

Spring Dawson-McClure, Esther Calzada, Keng Yen Huang, Dimitra Kamboukos, Dana Rhule, Bukky Kolawole, Eva Petkova, Laurie M iller Brotman

Research output: Contribution to journalArticle

Abstract

Minority children living in disadvantaged neighborhoods are at high risk for school dropout, delinquency, and poor health, largely due to the negative impact of poverty and stress on parenting and child development. This study evaluated a population-level, family-centered, school-based intervention designed to promote learning, behavior, and health by strengthening parenting, classroom quality, and child self-regulation during early childhood. Ten schools in urban districts serving primarily low-income Black students were randomly assigned to intervention or a "pre-kindergarten education as usual" control condition. Intervention included a family program (a 13-week behavioral parenting intervention and concurrent group for children) and professional development for early childhood teachers. The majority (88 %) of the pre-kindergarten population (N = 1,050; age 4) enrolled in the trial, and nearly 60 % of parents in intervention schools participated in the family program. This study evaluated intervention impact on parenting (knowledge, positive behavior support, behavior management, involvement in early learning) and child conduct problems over a 2-year period (end of kindergarten). Intent-to-treat analyses found intervention effects on parenting knowledge, positive behavior support, and teacher-rated parent involvement. For the highest-risk families, intervention also resulted in increased parent-rated involvement in early learning and decreased harsh and inconsistent behavior management. Among boys at high risk for problems based on baseline behavioral dysregulation (age 4, 23 % of sample), intervention led to lower rates of conduct problems at age 6. Family-centered intervention at the transition to school has potential to improve population health and break the cycle of disadvantage for low-income, minority families.

Original languageEnglish (US)
Pages (from-to)279-290
Number of pages12
JournalPrevention science : the official journal of the Society for Prevention Research
Volume16
Issue number2
DOIs
StatePublished - Feb 1 2015

Fingerprint

Parenting
Child Development
Population
Learning
Health
Student Dropouts
Vulnerable Populations
Poverty
Parents
Students
Education

ASJC Scopus subject areas

  • Medicine(all)

Cite this

A population-level approach to promoting healthy child development and school success in low-income, urban neighborhoods : impact on parenting and child conduct problems. / Dawson-McClure, Spring; Calzada, Esther; Huang, Keng Yen; Kamboukos, Dimitra; Rhule, Dana; Kolawole, Bukky; Petkova, Eva; Brotman, Laurie M iller.

In: Prevention science : the official journal of the Society for Prevention Research, Vol. 16, No. 2, 01.02.2015, p. 279-290.

Research output: Contribution to journalArticle

@article{331fdd7ce56e4e69a9355c96cff99bed,
title = "A population-level approach to promoting healthy child development and school success in low-income, urban neighborhoods: impact on parenting and child conduct problems",
abstract = "Minority children living in disadvantaged neighborhoods are at high risk for school dropout, delinquency, and poor health, largely due to the negative impact of poverty and stress on parenting and child development. This study evaluated a population-level, family-centered, school-based intervention designed to promote learning, behavior, and health by strengthening parenting, classroom quality, and child self-regulation during early childhood. Ten schools in urban districts serving primarily low-income Black students were randomly assigned to intervention or a {"}pre-kindergarten education as usual{"} control condition. Intervention included a family program (a 13-week behavioral parenting intervention and concurrent group for children) and professional development for early childhood teachers. The majority (88 {\%}) of the pre-kindergarten population (N = 1,050; age 4) enrolled in the trial, and nearly 60 {\%} of parents in intervention schools participated in the family program. This study evaluated intervention impact on parenting (knowledge, positive behavior support, behavior management, involvement in early learning) and child conduct problems over a 2-year period (end of kindergarten). Intent-to-treat analyses found intervention effects on parenting knowledge, positive behavior support, and teacher-rated parent involvement. For the highest-risk families, intervention also resulted in increased parent-rated involvement in early learning and decreased harsh and inconsistent behavior management. Among boys at high risk for problems based on baseline behavioral dysregulation (age 4, 23 {\%} of sample), intervention led to lower rates of conduct problems at age 6. Family-centered intervention at the transition to school has potential to improve population health and break the cycle of disadvantage for low-income, minority families.",
author = "Spring Dawson-McClure and Esther Calzada and Huang, {Keng Yen} and Dimitra Kamboukos and Dana Rhule and Bukky Kolawole and Eva Petkova and Brotman, {Laurie M iller}",
year = "2015",
month = "2",
day = "1",
doi = "10.1007/s11121-014-0473-3",
language = "English (US)",
volume = "16",
pages = "279--290",
journal = "Prevention Science",
issn = "1389-4986",
publisher = "Springer New York",
number = "2",

}

TY - JOUR

T1 - A population-level approach to promoting healthy child development and school success in low-income, urban neighborhoods

T2 - impact on parenting and child conduct problems

AU - Dawson-McClure, Spring

AU - Calzada, Esther

AU - Huang, Keng Yen

AU - Kamboukos, Dimitra

AU - Rhule, Dana

AU - Kolawole, Bukky

AU - Petkova, Eva

AU - Brotman, Laurie M iller

PY - 2015/2/1

Y1 - 2015/2/1

N2 - Minority children living in disadvantaged neighborhoods are at high risk for school dropout, delinquency, and poor health, largely due to the negative impact of poverty and stress on parenting and child development. This study evaluated a population-level, family-centered, school-based intervention designed to promote learning, behavior, and health by strengthening parenting, classroom quality, and child self-regulation during early childhood. Ten schools in urban districts serving primarily low-income Black students were randomly assigned to intervention or a "pre-kindergarten education as usual" control condition. Intervention included a family program (a 13-week behavioral parenting intervention and concurrent group for children) and professional development for early childhood teachers. The majority (88 %) of the pre-kindergarten population (N = 1,050; age 4) enrolled in the trial, and nearly 60 % of parents in intervention schools participated in the family program. This study evaluated intervention impact on parenting (knowledge, positive behavior support, behavior management, involvement in early learning) and child conduct problems over a 2-year period (end of kindergarten). Intent-to-treat analyses found intervention effects on parenting knowledge, positive behavior support, and teacher-rated parent involvement. For the highest-risk families, intervention also resulted in increased parent-rated involvement in early learning and decreased harsh and inconsistent behavior management. Among boys at high risk for problems based on baseline behavioral dysregulation (age 4, 23 % of sample), intervention led to lower rates of conduct problems at age 6. Family-centered intervention at the transition to school has potential to improve population health and break the cycle of disadvantage for low-income, minority families.

AB - Minority children living in disadvantaged neighborhoods are at high risk for school dropout, delinquency, and poor health, largely due to the negative impact of poverty and stress on parenting and child development. This study evaluated a population-level, family-centered, school-based intervention designed to promote learning, behavior, and health by strengthening parenting, classroom quality, and child self-regulation during early childhood. Ten schools in urban districts serving primarily low-income Black students were randomly assigned to intervention or a "pre-kindergarten education as usual" control condition. Intervention included a family program (a 13-week behavioral parenting intervention and concurrent group for children) and professional development for early childhood teachers. The majority (88 %) of the pre-kindergarten population (N = 1,050; age 4) enrolled in the trial, and nearly 60 % of parents in intervention schools participated in the family program. This study evaluated intervention impact on parenting (knowledge, positive behavior support, behavior management, involvement in early learning) and child conduct problems over a 2-year period (end of kindergarten). Intent-to-treat analyses found intervention effects on parenting knowledge, positive behavior support, and teacher-rated parent involvement. For the highest-risk families, intervention also resulted in increased parent-rated involvement in early learning and decreased harsh and inconsistent behavior management. Among boys at high risk for problems based on baseline behavioral dysregulation (age 4, 23 % of sample), intervention led to lower rates of conduct problems at age 6. Family-centered intervention at the transition to school has potential to improve population health and break the cycle of disadvantage for low-income, minority families.

UR - http://www.scopus.com/inward/record.url?scp=84979857797&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84979857797&partnerID=8YFLogxK

U2 - 10.1007/s11121-014-0473-3

DO - 10.1007/s11121-014-0473-3

M3 - Article

VL - 16

SP - 279

EP - 290

JO - Prevention Science

JF - Prevention Science

SN - 1389-4986

IS - 2

ER -