632
Views
18
CrossRef citations to date
0
Altmetric
Articles

Efficacy of the Getting Ready Intervention and the Role of Parental Depression

, , , , &

REFERENCES

  • Ackerman, B., Kogos, J., Youngstrom, E., Schoff, K., &Izard, C.(1999). Family instability and the problem behaviors of children from economically disadvantaged families. Developmental Psychology, 35, 258–268.
  • Alexander, K. L., Entwisle, D. R., &Dauber, S. L.(1993). First-grade classroom behavior: Its short- and long-term consequences for school performance. Child Development, 64, 801–814.
  • Assel, M. A., Landry, S. H., Swank, P. R., Steelman, L., Miller-Loncar, C., &Smith, K. E.(2002). How do mothers’ childrearing histories, stress and parenting affect children's behavioral outcomes?Child: Care, Health & Development, 28, 359–368.
  • Beauchaine, T. P., Webster-Stratton, C., &Reid, M. J.(2005). Mediators, moderators, and predictors of one-year outcomes among children treated for early-onset conduct problems: A latent growth curve analysis. Journal of Consulting and Clinical Psychology, 73, 371–388.
  • Bradley, R. H., Burchinal, M. R., &Casey, P. H.(2001). Early intervention: The moderating role of the home environment. Applied Developmental Science, 5, 2–8.
  • Brown, J. R., Knoche, L. L., Edwards, C. P., &Sheridan, S. M.(2009). Professional development: A case study of early childhood professionals in the Getting Ready Project. Early Education and Development, 20, 482–506.
  • Campbell, S. B., Matestic, P., von Stauffenberg, C., Mohan, R., &Kirchner, T.(2007). Trajectories of maternal depressive symptoms, maternal sensitivity, and children's functioning at school entry. Developmental Psychology, 43, 1202–1215.
  • Carter, A. S., Garrity-Rokous, F. E., Chazan-Cohen, R., Little, C., &Briggs-Gowan, M. J.(2001). Maternal depression and comorbidity: Predicting early parenting, attachment security, and toddler social-emotional problems and competencies. Journal of the American Academy of Child & Adolescent Psychiatry, 40, 18–26.
  • Chapin, L. A., &Altenhofen, S.(2010). Neurocognitive perspectives in language outcomes of Early Head Start: Language and cognitive stimulation and maternal depression. Infant Mental Health Journal, 31, 486–498.
  • Chazan-Cohen, R., Ayoub, C., Pan, B., Roggman, L., Raikes, H., Mckelvey, L., &Hart, A.(2007). It takes time: Impacts of Early Head Start that lead to reductions in maternal depression two years later. Infant Mental Health Journal, 28, 151–170.
  • Chazan-Cohen, R., Raikes, H., Brooks-Gunn, J., Ayoub, C., Pan, B. A., Kisker, E. E., &Fuligni, A. S.(2009). Contributions of the parenting environment during the first five years of life to child outcomes at kindergarten entry in a low-income sample. Early Education and Development, 20, 958–977.
  • Coolahan, K., Fantuzzo, J., Mendez, J., &McDermott, P.(2000). Preschool peer interactions and readiness to learn: Relationships between classroom peer play and learning behaviors and conduct. Journal of Educational Psychology, 92, 458–465.
  • Cooper, D. H., &Farran, D. C.(1991). The Cooper-Farran Behavioral Rating Scales. Brandon, VT: Clinical Psychology Publishing.
  • Dane, A. V., &Schneider, B. H.(1998). Program integrity in primary and early secondary prevention: Are implementation effects out of control?Clinical Psychology Review, 18, 23–45.
  • Deater-Deckard, K., Pylas, M. V., &Petrill, S. A.(1997). PARCHISY: Parent Child Interaction System global ratings for the Etch-a-Sketch task. Unpublished manual.
  • Duncan, G. J., &Brooks-Gunn, J.(Eds.). (1997). Consequences of growing up poor. New York, NY: Russell Sage Foundation.
  • Duncan, G. J., Yeung, W. J., Brooks-Gunn, J., &Smith, J. R.(1998). How much does childhood poverty affect the life chances of children?American Sociological Review, 63, 406–423.
  • Edwards, C. P., Hart, T., Rasmussen, K., Haw, Y. M., &Sheridan, S.(2009). Promoting parent partnership in Head Start: A qualitative case study of teacher documents from a school readiness intervention project. Early Childhood Services Journal, 3, 301–322.
  • Egeland, B., Sroufe, L. A., &Erickson, M.(1983). The developmental consequence of different patterns of maltreatment. Child Abuse & Neglect, 7, 459–469.
  • Egeland, B., Weinfield, N., Heister, M., Lawrence, C., Pierce, S., Chippendale, K., &Powell, J.(1995). Teaching tasks administration and scoring manual. Unpublished manual.
  • Enders, C. K.(2001). The performance of the full information maximum likelihood estimator in multiple regression models with missing data. Educational and Psychological Measurement, 61, 713–740.
  • Espinosa, L. M.(2002). The connections between social-emotional development and literacy. Kauffman Early Education Exchange, 1, 31–44.
  • Field, T.(1995). Infants of depressed mothers. Infant Behavior and Development, 18, 1–13.
  • Foster, M., Lambert, R., Abbott-Shim, M., McCarty, F., &Franze, S.(2005). A model of home learning environment and social risk factors in relation to children's emergent literacy and social outcomes. Early Childhood Research Quarterly, 20, 13–36.
  • Foulks, B., &Morrow, R. D.(1989). Academic survival skills for the young child at risk of school failure. Journal of Educational Research, 82, 158–165.
  • Goldstein, J. M., Cherkerzian, S., &Simpson, J. C.(2011). Validity: Definitions and applications to psychiatric research. In M. T.Tsuang, M.Tohen, &P.Jones(Eds.), 3rd, pp. 99–116). New York, NY: Wiley.
  • Guo, G., &Harris, K. M.(2000). The mechanisms mediating the effects of poverty on children's intellectual development. Demography, 37, 431–447.
  • Hay, D. F., &Pawlby, S.(2003). Prosocial development in relation to children's and mothers’ psychological problems. Child Development, 74, 1314–1327.
  • Hess, R. D., &Holloway, S. D.(1984). Family and school as educational institutions. In R. D.Parke(Ed.), Review of child development research: Vol. 7. The family, (pp. 179–222). Chicago, IL: University of Chicago Press.
  • Hinshaw, S. P.(1992). Externalizing behavior problems and academic underachievement in childhood and adolescence: Causal relationships and underlying mechanisms. Psychological Bulletin, 111, 127–155.
  • Hoffman, C., Crnic, K. A., &Baker, J. K.(2006). Maternal depression and parenting: Implications for children's emergent emotion regulation and behavioral functioning. Parenting: Science & Practice, 6, 271–295.
  • Hohmann, M., &Weikart, D. P.(2002). 2nd: Ypsilanti, MI.
  • Hood, M., Conlon, E., &Andrews, G.(2008). Preschool home literacy practices and children's literacy development: A longitudinal analysis. Journal of Educational Psychology, 100, 252–271.
  • Knoche, L. L., Sheridan, S. M., Edwards, C. P., &Osborn, A. Q.(2010). Implementation of a relationship-based school readiness intervention: A multidimensional approach to fidelity measurement for early childhood. Early Childhood Research Quarterly, 25, 299–313.
  • Leckman-Westin, E., Cohen, P. R., &Stueve, A.(2009). Maternal depression and mother–child interaction patterns: Association with toddler problems and continuity of effects to late childhood. Journal of Child Psychology & Psychiatry, 50, 1176–1184.
  • Leiferman, J.(2002). The effect of maternal depressive symptomatology on maternal behaviors associated with child health. Health Education and Behavior, 29, 596–607.
  • Li-Grining, C. P., Votruba-Drzal, E., Maldonado-Carreño, C., &Haas, K.(2010). Children's early approaches to learning and academic trajectories through fifth grade. Developmental Psychology, 46, 1062–1077.
  • McClelland, M. M., Cameron, C. E., Connor, C. M., Farris, C. L., Jewkes, A. M., &Morrison, F. J.(2007). Links between behavioral regulation and preschoolers’ literacy, vocabulary, and math skills. Developmental Psychology, 43, 947–959.
  • McClelland, M. M., &Morrison, F. J.(2003). The emergence of learning-related social skills in preschool children. Early Childhood Research Quarterly, 18, 206–224.
  • McClelland, M. M., Morrison, F. J., &Holmes, D. L.(2000). Children at risk for early academic problems: The role of learning-related social skills. Early Childhood Research Quarterly, 15, 307–329.
  • McCollum, J. A., &Yates, T. J.(1994). Dyad as focus, triad as means: A family-centered approach to supporting parent-child interactions. Infants & Young Children, 6, 54–63.
  • McLoyd, V. C., &Wilson, L.(1991). The strain of living poor: Parenting, social support, and child mental health. In A. C.Huston(Ed.), Children in poverty: Child development and public policy, (pp. 105–135). New York, NY: Cambridge University Press.
  • Mendez, J. L., Fantuzzo, J., &Cicchetti, D.(2002). Profiles of social competence among low income African American preschool children. Child Development, 73, 1085–1100.
  • National Institute of Child Health, & Human Development Early Child Care Research Network. (2002). Early child care and children's development prior to school entry: Results from the NICHD Study of Early Child Care. American Educational Research Journal, 39, 133–164.
  • Pan, B. A., Rowe, M. L., Singer, J. D., &Snow, C. E.(2005). Maternal correlates of growth in toddler vocabulary production in low-income families. Child Development, 76, 763–782.
  • Perry, M. A., &Fantuzzo, J. W.(2010). A multivariate investigation of maternal risks and their relationship to low-income, preschool children's competencies. Applied Developmental Science, 14, 1–17.
  • Peth-Pierce, R. A.(2001). A good beginning: Sending America's children to school with the social and emotional competence they need to succeed. Chapel Hill, NC: The Child Mental Health Foundation and Agencies Network.
  • Petterson, S. M., &Albers, A. B.(2001). Effects of poverty and maternal depression on early child development. Child Development, 72, 1794–1813.
  • Radloff, L. S.(1977). The CES-D scale: A self-report depression scale for research in the general population. Applied Psychological Measurement, 1, 385–401.
  • Raikes, H., Pan, B. A., Luze, G., Tamis-LeMonda, C. S., Brooks-Gunn, J., Constantine, J., … Rodriguez, E. T.(2006). Mother-child book reading in low-income families: Correlates and outcomes during the first three years. Child Development, 77, 924–953.
  • Raudenbush, S. W., &Bryk, A. S.(2002). 2nd: Thousand Oaks, CA.
  • Raudenbush, S. W., &Liu, X.(2001). Effects of study duration, frequency of observation, and sample size on power in studies of group differences in polynomial change. Psychological Methods, 6, 387–401.
  • Raver, C. C., &Knitzer, J.(2002). Ready to enter: What research tells policymakers about strategies to promote social and emotional school readiness among three- and four-year-old children. New York, NY: National Center for Children in Poverty.
  • Redding, S.(1992). Family values, the curriculum of the home, and educational productivity. School Community Journal, 2, 62–69.
  • Rimm-Kaufman, S. E., Pianta, R. C., &Cox, M. J.(2000). Teachers’ judgments of problems in the transition to kindergarten. Early Childhood Research Quarterly, 15, 147–166.
  • Sheridan, S. M., Knoche, L. L., Edwards, C. P., Bovaird, J. A., &Kupzyk, K. A.(2010). Parent engagement and school readiness: Effects of the Getting Ready intervention on preschool children's social-emotional competencies. Early Education and Development, 21, 125–156.
  • Sheridan, S. M., Knoche, L. L., Kupzyk, K. A., Edwards, C. P., &Marvin, C.(2011). A randomized trial examining the effects of parent engagement on early language and literacy: The Getting Ready intervention. Journal of School Psychology, 49, 361–383.
  • Sheridan, S. M., &Kratochwill, T. R.(1992). Behavioral parent-teacher consultation: Conceptual and research considerations. Journal of School Psychology, 30, 117–139.
  • Sheridan, S. M., &Kratochwill, T. R.(2008). Conjoint behavioral consultation. New York, NY: Springer.
  • Sheridan, S. M., Marvin, C. A., Knoche, L. L., &Edwards, C. P.(2008). Getting ready: Promoting school readiness through a relationship-based partnership model. Early Childhood Services, 2, 149–172.
  • Shonkoff, J. P., &Phillips, D. A.(2000). From neurons to neighborhoods: The science of early childhood development. Washington, DC: National Academies Press.
  • Smith, K. E., Landry, S. H., &Swank, P. R.(2005). The influence of decreased parental resources on the efficacy of a responsive parenting intervention. Journal of Consulting and Clinical Psychology, 73, 711–720.
  • Supplee, L. H., Shaw, D. S., Hailstones, K., &Hartman, K.(2004). Family and child influences on early academic and emotion regulatory behaviors. Journal of School Psychology, 42, 221–242.
  • Teti, D. M., Gelfand, D. M., Messinger, D. S., &Isabella, R.(1995). Maternal depression and the quality of early attachment: An examination of infants, preschoolers, and their mothers. Developmental Psychology, 31, 364–376.
  • Walberg, H. J.(1984). Improving the productivity of America's schools. Educational Leadership, 41(8), 19–27.
  • Weigel, D. J., Martin, S. S., &Bennett, K. K.(2006a). Contributions of the home literacy environment to preschool-aged children's emerging literacy and language skills. Early Child Development and Care, 176, 357–378.
  • Weigel, D. J., Martin, S. S., &Bennett, K. K.(2006b). Mothers’ literacy beliefs: Connections with the home literacy environment and pre-school children's literacy development. Journal of Early Childhood Literacy, 6, 191–211.
  • Weinfield, N. S., Egeland, B., Hennighausen, K., Lawrence, C., Carlson, E., Meyer, S., … Powell, J.(1996). JOBS wave II middle childhood observational manual and coding scheme for affective and behavioral quality of mother child interaction. Unpublished manual.
  • Wilfong, E. W., Saylor, C., &Elksnin, N.(1991). Influences on responsiveness: Interactions between mothers and their premature infants. Infant Mental Health Journal, 12, 31–40.
  • Zill, N., Moore, K. A., Smith, E. W., Stief, T., &Coiro, M. J.(1991). Life circumstances and development of children in welfare families: A profile based on national survey data. Washington, DC: Child Trends.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.