Classifying Trajectories of Social-Emotional Difficulties Through Elementary School

Impacts of the Chicago School Readiness Project

Dana Charles McCoy, Stephanie Jones, Amanda Roy, C. Cybele Raver

Research output: Contribution to journalArticle

Abstract

Although research has shown fade-out of the cognitive benefits of classroom-based preschool interventions, less is known regarding the durability of social- emotional impacts. This study examines the extent to which the multicomponent Chicago School Readiness Project (CSRP) intervention lowered risk of internalizing, externalizing, attention, and social difficulties from Head Start through elementary school for 602 low-income children. Results suggest that most children in this sample showed few social- emotional difficulties over time. However, one quarter of the sample exhibited profiles of transitory or building difficulties over six years. Random assignment to the CSRP preschool intervention significantly reduced children's odds of transitory attention and social difficulties in middle childhood, with preliminary evidence suggesting stronger impacts for children attending elementary schools characterized by low academic rigor and high neighborhood crime. CSRP was not found to be effective in preventing more robust, increasing forms of difficulty in the externalizing and attention domains. Implications for early childhood intervention and policy are discussed. (PsycINFO Database Record

Original languageEnglish (US)
JournalDevelopmental Psychology
DOIs
StateAccepted/In press - Nov 20 2017

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school readiness
elementary school
childhood
Crime
low income
offense
classroom
evidence
Research

Keywords

  • Early childhood intervention
  • Head Start
  • Social-emotional difficulties

ASJC Scopus subject areas

  • Demography
  • Developmental and Educational Psychology
  • Life-span and Life-course Studies

Cite this

Classifying Trajectories of Social-Emotional Difficulties Through Elementary School : Impacts of the Chicago School Readiness Project. / McCoy, Dana Charles; Jones, Stephanie; Roy, Amanda; Cybele Raver, C.

In: Developmental Psychology, 20.11.2017.

Research output: Contribution to journalArticle

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