Abstract
This project examined the hypothesis that the impact of the Family Check-Up on parent use of positive behavior support would indirectly improve academic achievement scores at school age. The study included a sample of 731 high-risk families recruited from Women, Infant, and Children Supplemental Nutrition Program settings in 3 geographically distinct areas. The results demonstrated that changes in positive parenting between the child ages of 2 and 3 were associated with higher scores on children's school-age academic achievement, as measured by the Woodcock-Johnson III (W-J) Academic Skills composite. Moreover, structural equation modeling revealed that random assignment to the intervention was associated with higher levels of children's academic achievement at age 5 and age 7.5 indirectly, through greater increases in parents' use of positive behavior support in intervention families than in control families. Results are discussed with respect to the potential of a brief parenting intervention for improving parenting practices that promote academic achievement up to 5 years later. The results have promising implications for efforts to promote child adaptation in the school environment.
Original language | English (US) |
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Pages (from-to) | 762-773 |
Number of pages | 12 |
Journal | Journal of Educational Psychology |
Volume | 105 |
Issue number | 3 |
DOIs | |
State | Published - Aug 2013 |
Keywords
- Academic achievement
- Intervention
- Parenting
- Prevention
- Risk factors
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology