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Ferrara AM, Mullins CA, Ellner S, Van Meter P. Early child maltreatment and reading processes, abilities, and achievement: A systematic review. CHILD ABUSE & NEGLECT 2022:105857. [PMID: 36089407 DOI: 10.1016/j.chiabu.2022.105857] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/16/2021] [Revised: 08/08/2022] [Accepted: 08/22/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Children with maltreatment histories demonstrate weaker reading abilities compared to their peers. However, the differential processes driving this effect remain unclear. Prior studies focused on social and behavioral factors explaining this effect, yet reading research has shown that one's ability to comprehend written text is driven by a set of underlying dynamic and interactive cognitive abilities. OBJECTIVE This systematic review sought to understand what theoretical or conceptual frameworks researchers cited as guiding their studies, what reading processes and abilities were studied as outcomes, how reading processes or abilities were measured, and what constructs were included to help understand the relationship between maltreatment and reading. METHOD Three databases were searched for empirical peer-reviewed journal articles. Articles retained using inclusion and exclusion criteria were coded based on their sample characteristics, reference to theoretical or conceptual frameworks, reading processes and abilities measured, and included predictors of reading. Procedures were documented using the reporting items for systematic reviews and meta-analyses (PRISMA) statement (Moher et al., 2009). RESULTS Twenty-seven studies were included in the final systematic review. Those that discussed theoretical or conceptual frameworks focused on the social and behavioral predictors of reading. Many studies (51.9 %) examined effects of maltreatment on reading achievement, rather than specific reading processes or abilities. Most studies (92.6 %) used at least one standardized reading measure. However, only four studies included cognitive abilities as potential predictor variables. CONCLUSIONS Future research could benefit from investigating specific cognitive and reading-related processes, using measures to examine specific reading processes leading to breakdowns in reading achievement, and incorporation of reading theories to drive research questions and methods.
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Affiliation(s)
- Amanda M Ferrara
- 125 CEDAR Building, The Pennsylvania State University, Department of Educational Psychology, Counseling, and Special Education, University Park, PA 16802, USA.
| | - Casey A Mullins
- 125 CEDAR Building, The Pennsylvania State University, Department of Educational Psychology, Counseling, and Special Education, University Park, PA 16802, USA.
| | - Samantha Ellner
- 125 CEDAR Building, The Pennsylvania State University, Department of Educational Psychology, Counseling, and Special Education, University Park, PA 16802, USA.
| | - Peggy Van Meter
- 226 CEDAR Building, The Pennsylvania State University, Department of Educational Psychology, Counseling, and Special Education, University Park, PA 16802, USA.
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Tatsiopoulou P, Porfyri GN, Bonti E, Diakogiannis I. Priorities in the Interdisciplinary Approach of Specific Learning Disorders (SLD) in Children with Type I Diabetes Mellitus (T1DM). From Theory to Practice. Brain Sci 2020; 11:brainsci11010004. [PMID: 33374577 PMCID: PMC7822406 DOI: 10.3390/brainsci11010004] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/26/2020] [Accepted: 12/21/2020] [Indexed: 12/22/2022] Open
Abstract
BACKGROUND A considerable endeavor had taken place in order to understand the associated challenges for children and adolescents with Specific Learning Disorder (SLD) and Type 1 Diabetes Mellitus (T1DM) but also in order to describe the necessary skills and approaches that the care givers have to develop to assist both children and parents. (1) Aim: The aim of this review is twofold. Firstly, to highlight the T1DM's potential impact on psychological well-being, on cognitive functioning and on school performance in children and adolescents who confront SLD. Secondly, to discuss the necessity of a multidiscipline approach of poor school performance in students with SLD and T1DM, presenting the serious contribution of care providers: (a) parents/carers in the family setting, (b) teachers and psychologists in the school setting and (c) health specialists (pediatricians, nutricians, nurses, child psychiatrists and psychologists) in the medical setting. (2) Methods: In this narrative literature review of 12 selected articles, each one studies a special aspect of approach, during the diagnosis and the treatment of individuals with T1DM and SLD. The review concerns the arising problems and difficulties in the adherence to diagnosis, the management of insulin, the mental and physical wellbeing, the school performance, the cognitive functioning and learning difficulties of patients. We tried to synthesize an interdisciplinary approach that involves collaboration between family, school and medical frame; facilitating children's and adolescents' difficulties management, as well as parent and teacher involvement during the intervention implementation. (3) Results: The main issues of concern were examined through the available literature, as different factors had to be re-examined in the previous studies, regarding the potential impact of T1DM in cognitive and psychological functioning, as well as the effects of the intervention/approach/treatment of children and adolescents with SLD and T1DM. (4) Conclusions: Although T1DM diagnosis and demanding treatment are a heavy burden for children and their families, T1DM may or may not be associated with a variety of academic and psychological outcomes. Despite the variability of the reviewed research design quality, it was clearly defined that the impact of T1DM is not uniform across educational and mental variables. Strengthening the children's physical, psychological and social wellbeing is an especially important factor, as it facilitates the insulin's management as well as the learning difficulties. This is possible by supporting the parental and teacher involvement in the intervention process. This review highlights the need to reduce the distance between theory/research and practice, in some of the proposed areas in this field of knowledge.
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Cleary TJ, Slemp J, Pawlo ER. Linking student self‐regulated learning profiles to achievement and engagement in mathematics. PSYCHOLOGY IN THE SCHOOLS 2020. [DOI: 10.1002/pits.22456] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
- Timothy J. Cleary
- Department of School Psychology Rutgers, The State University of New Jersey Piscataway New Jersey USA
| | - Jacqueline Slemp
- Department of School Psychology Rutgers, The State University of New Jersey Piscataway New Jersey USA
| | - Erica R. Pawlo
- Department of School Psychology Rutgers, The State University of New Jersey Piscataway New Jersey USA
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Skinner EA, Graham JP, Brule H, Rickert N, Kindermann TA. “I get knocked down but I get up again”: Integrative frameworks for studying the development of motivational resilience in school. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2020. [DOI: 10.1177/0165025420924122] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Many subareas share a common interest in students’ motivational resilience, defined broadly as patterns of action that allow students to constructively deal with, overcome, recover, and learn from encounters with academic obstacles and failures. However, research in each of these areas often progresses in relative isolation, and studies rarely utilize developmental or social-contextual approaches. As a result, we do not yet have a clear understanding of how to help children and adolescents develop a rich and flexible repertoire of tools to deal productively with everyday academic challenges and difficulties. In this article, we knit together these disparate areas of work to create an integrated developmental and social-contextual framework that can guide the future study of these processes. First, we summarize nine areas of work that focus on students’ actions on the ground when they encounter academic difficulties: academic resilience, mastery versus helplessness, engagement and re-engagement, academic coping, self-regulated learning, adaptive help seeking, emotion regulation, and buoyancy as well as tenacity, perseverance, and productive persistence. In each area, we highlight work that is explicitly developmental and that depicts key social-contextual factors that shape motivational resilience. Second, we sketch an overarching social-contextual and developmental framework that holds a place for each of these processes. Third, we identify multiple areas where cross-fertilization among researchers can contribute to improved educational practice and study of the development of motivational resilience. An overarching goal of this article (and the special section more generally) is to take first steps toward “field building” on this crucial topic.
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Cleary TJ, Kitsantas A. Motivation and Self-Regulated Learning Influences on Middle School Mathematics Achievement. SCHOOL PSYCHOLOGY REVIEW 2020. [DOI: 10.1080/02796015.2017.12087607] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Gartland D, Riggs E, Muyeen S, Giallo R, Afifi TO, MacMillan H, Herrman H, Bulford E, Brown SJ. What factors are associated with resilient outcomes in children exposed to social adversity? A systematic review. BMJ Open 2019; 9:e024870. [PMID: 30975671 PMCID: PMC6500354 DOI: 10.1136/bmjopen-2018-024870] [Citation(s) in RCA: 77] [Impact Index Per Article: 15.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/22/2022] Open
Abstract
OBJECTIVES Children exposed to social adversity-hardship as a result of social circumstances such as poverty or intergenerational trauma-are at increased risk of poor outcomes across the life course. Understanding what promotes resilient outcomes is essential for the development of evidence informed intervention strategies. We conducted a systematic review to identify how child resilience is measured and what factors are associated with resilient outcomes. DESIGN Systematic search conducted in CINAHL, MEDLINE and PsychInfo from January 2004 to October 2018 using the keywords 'resilien* and child* in the title or abstract. Eligible studies: (1) described children aged 5-12 years; (2) identified exposure to social adversity; (3) identified resilience; and (4) investigated factors associated with resilience. OUTCOME MEASURES (1) approaches to identifying resilience and (2) factors associated with resilient outcomes. RESULTS From 1979 studies retrieved, 30 studies met the inclusion criteria. Most studies were moderate to high quality, with low cultural competency. Social adversity exposures included poverty, parent loss, maltreatment and war. Only two studies used a measure of child resilience; neither was psychometrically validated. Remaining studies classified children as resilient if they showed positive outcomes (eg, mental health or academic achievement) despite adversity. A range of child, family, school and community factors were associated with resilient outcomes, with individual factors most commonly investigated. The best available evidence was for cognitive skills, emotion regulation, relationships with caregivers and academic engagement. CONCLUSIONS While there is huge variation in the type and severity of adversity that children experience, there is some evidence that specific individual, relational and school factors are associated with resilient outcomes across a range of contexts. Such factors provide an important starting point for effective public health interventions to promote resilience and to prevent or ameliorate the immediate and long-term impacts of social adversity on children.
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Affiliation(s)
- Deirdre Gartland
- Intergenerational Health, Murdoch Children’s Research Institute, Melbourne, Victoria, Australia
- Department of Pediatrics, University of Melbourne, Melbourne, Victoria, Australia
| | - Elisha Riggs
- Intergenerational Health, Murdoch Children’s Research Institute, Melbourne, Victoria, Australia
- Department of General Practice and Primary Health Care, University of Melbourne, Carlton, Victoria, Australia
| | - Sumaiya Muyeen
- Intergenerational Health, Murdoch Children’s Research Institute, Melbourne, Victoria, Australia
| | - Rebecca Giallo
- Intergenerational Health, Murdoch Children’s Research Institute, Melbourne, Victoria, Australia
- Department of General Practice and Primary Health Care, University of Melbourne, Carlton, Victoria, Australia
| | - Tracie O Afifi
- Department of Community Health Sciences and Department of Psychiatry, University of Manitoba, Winnipeg, Manitoba, Canada
| | - Harriet MacMillan
- Departments of Psychiatry and Behavioural Neurosciences, and of Pediatrics, McMaster University, Hamilton, Ontario, Canada
| | - Helen Herrman
- Orygen, The National Centre of Excellence in Youth Mental Health, Melbourne, Victoria, Australia
| | - Eleanor Bulford
- Intergenerational Health, Murdoch Children’s Research Institute, Melbourne, Victoria, Australia
| | - Stephanie J Brown
- Intergenerational Health, Murdoch Children’s Research Institute, Melbourne, Victoria, Australia
- Department of Pediatrics, University of Melbourne, Melbourne, Victoria, Australia
- Department of General Practice and Primary Health Care, University of Melbourne, Carlton, Victoria, Australia
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Ragnarsdottir LD, Kristjansson AL, Thorisdottir IE, Allegrante JP, Valdimarsdottir H, Gestsdottir S, Sigfusdottir ID. Cumulative risk over the early life course and its relation to academic achievement in childhood and early adolescence. Prev Med 2017; 96:36-41. [PMID: 28011137 PMCID: PMC5340470 DOI: 10.1016/j.ypmed.2016.12.019] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/20/2016] [Revised: 12/06/2016] [Accepted: 12/15/2016] [Indexed: 11/30/2022]
Abstract
Early-life risk factors, such as family disruption, maltreatment, and poverty, can negatively impact children's scholastic abilities; however, most previous studies have relied on cross-sectional designs and retrospective measurement. This study investigated the relation between cumulative risk factors during the early life course and subsequent academic achievement in a cohort of children and adolescents. Data for this study were based on registry-data material from the LIFECOURSE study of 1151 children from the 2000 birth cohort in Reykjavik, Iceland, assembled in 2014-2016. Multiple lifetime risk factors, including maternal smoking during pregnancy, parent's disability status, being born to a young mother, number of children in the household, family income, number of visits to school nurses, and reports of maltreatment, were assessed. Latent class analysis and Analysis of Covariance (ANCOVA) were used to predict academic achievement in the 4th and 7th grades. Individuals with no risk factors reported the highest average academic achievement in the 4th (M=66 points, SD=17) and 7th grades (M=67 points, SD=15). There was a significant main effect for 4th-grade risk factors and academic achievement (F [7, 1146]=12.06, p<0.001) and a similar relationship between the risk factor profile and achievement scores in 7th grade (F [7, 1146]=15.08, p<0.001). Each additional risk factor was associated with a drop in academic achievement at both grade levels. We conclude that academic achievement declines in proportion to the number of risk factors in early life.
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Affiliation(s)
| | - Alfgeir L Kristjansson
- Icelandic Center for Social Research and Analysis, Reykjavik University, 101 Reykjavik, Iceland; Department of Social and Behavioral Sciences, School of Public Health, West Virginia University, Morgantown, WV 26505, USA.
| | - Ingibjorg Eva Thorisdottir
- Icelandic Center for Social Research and Analysis, Reykjavik University, 101 Reykjavik, Iceland; Department of Psychology, Reykjavik University, 101 Reykjavik, Iceland
| | - John P Allegrante
- Department of Psychology, Reykjavik University, 101 Reykjavik, Iceland; Department of Health and Behavior Studies, Teachers College, Columbia University, New York, NY 10027, USA; Mailman School of Public Health, Columbia University, New York, NY 10032, USA
| | - Heiddis Valdimarsdottir
- Department of Psychology, Reykjavik University, 101 Reykjavik, Iceland; Department of Oncological Sciences, Mount Sinai Medical Center, New York, NY 10029, USA
| | | | - Inga Dora Sigfusdottir
- Icelandic Center for Social Research and Analysis, Reykjavik University, 101 Reykjavik, Iceland; Department of Psychology, Reykjavik University, 101 Reykjavik, Iceland; Department of Health and Behavior Studies, Teachers College, Columbia University, New York, NY 10027, USA
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Cleary TJ, Kitsantas A. Motivation and Self-Regulated Learning Influences on Middle School Mathematics Achievement. SCHOOL PSYCHOLOGY REVIEW 2017. [DOI: 10.17105/spr46-1.88-107] [Citation(s) in RCA: 67] [Impact Index Per Article: 9.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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9
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Cooper AC, Sánchez B. The Roles of Racial Discrimination, Cultural Mistrust, and Gender in Latina/o Youth's School Attitudes and Academic Achievement. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2016; 26:1036-1047. [PMID: 28453215 DOI: 10.1111/jora.12263] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
Gender gaps in achievement are particularly pronounced among Latina/os, who are among the population most affected by the academic achievement gap. This study examined the roles of racial discrimination, cultural mistrust, and economic value of education in the academic achievement of urban, low-income Latina/o adolescents. Participants were 346 high school students. Structural equation modeling revealed that the model of associations was a better fit for male students than for female students. Cultural mistrust mediated the relationship between racial discrimination and values of education, and perceived limitations of education predicted lower attendance rates for male students but not for female students. Implications for future research and interventions are discussed.
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Ansari A, Winsler A. Kindergarten readiness for low-income and ethnically diverse children attending publicly funded preschool programs in Miami. EARLY CHILDHOOD RESEARCH QUARTERLY 2016; 37:69-80. [PMID: 35662914 PMCID: PMC9161748 DOI: 10.1016/j.ecresq.2016.06.002] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
Using data from the Miami School Readiness Project (MSRP), we examine the kindergarten readiness of five cohorts (2002-2007) of children from low-income, ethnically, and linguistically diverse families (n = 16,176) in Miami, Florida who experienced three types of publicly funded preschool programs the year before kindergarten: public school-based pre-K, center-based care, or family childcare. Black and Latino children in public school-based pre-K programs consistently demonstrated greater kindergarten readiness when compared with their classmates in center-based and family childcare, controlling for demographic variables and cognitive skills at preschool entry. In most cases, low-income children enrolled in center-based care also exhibited greater kindergarten skills than their classmates who had attended family childcare. Results were the same across ethnic and language groups. Thus, for all groups of children, those who attended public school-based pre-K began kindergarten with a stronger start than their classmates who attended center-based care and family childcare, and they continued to do better at the end of the kindergarten year.
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Affiliation(s)
- Arya Ansari
- Department of Human Development and Family Sciences, University of Texas at Austin, 1 University Station A2702, SEA 1.142, Austin, TX 78712, United States
| | - Adam Winsler
- Department of Psychology, 3F5 George Mason University, Fairfax, VA 22030, United States
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Kenigsberg TA, Winston W, Gibson PA, Brady SS. African American caregivers' resources for support: Implications for children's perceived support from their caregiver. CHILDREN AND YOUTH SERVICES REVIEW 2016; 61:337-344. [PMID: 26900196 PMCID: PMC4754976 DOI: 10.1016/j.childyouth.2016.01.008] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Affiliation(s)
- Tat'Yana A Kenigsberg
- University of Minnesota School of Public Health, Division of Epidemiology & Community Health, Minneapolis, MN
| | - Willie Winston
- Minnesota Association of Black Psychologists, Minneapolis, MN
| | | | - Sonya S Brady
- University of Minnesota School of Public Health, Division of Epidemiology & Community Health, Minneapolis, MN
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Froiland JM, Worrell FC. INTRINSIC MOTIVATION, LEARNING GOALS, ENGAGEMENT, AND ACHIEVEMENT IN A DIVERSE HIGH SCHOOL. PSYCHOLOGY IN THE SCHOOLS 2016. [DOI: 10.1002/pits.21901] [Citation(s) in RCA: 164] [Impact Index Per Article: 20.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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13
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Cleary TJ, Dembitzer L, Kettler RJ. INTERNAL FACTOR STRUCTURE AND CONVERGENT VALIDITY EVIDENCE: THE SELF-REPORT VERSION OF SELF-REGULATION STRATEGY INVENTORY. PSYCHOLOGY IN THE SCHOOLS 2015. [DOI: 10.1002/pits.21866] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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Liebschutz J, Crooks D, Rose-Jacobs R, Cabral HJ, Heeren TC, Gerteis J, Appugliese DP, Heymann OD, Lange AV, Frank DA. Prenatal substance exposure: What predicts behavioral resilience by early adolescence? PSYCHOLOGY OF ADDICTIVE BEHAVIORS 2015; 29:329-37. [PMID: 26076097 PMCID: PMC4593628 DOI: 10.1037/adb0000082] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/19/2022]
Abstract
Understanding behavioral resilience among at-risk adolescents may guide public policy decisions and future programs. We examined factors predicting behavioral resilience following intrauterine substance exposure in a prospective longitudinal birth-cohort study of 136 early adolescents (ages 12.4-15.9 years) at risk for poor behavioral outcomes. We defined behavioral resilience as a composite measure of lack of early substance use initiation (before age 14), lack of risky sexual behavior, or lack of delinquency. Intrauterine substance exposures included in this analysis were cocaine, tobacco, alcohol, and marijuana. We recruited participants from Boston Medical Center as mother-infant dyads between 1990 and 1993. The majority of the sample was African American/Caribbean (88%) and 49% female. In bivariate analyses, none and lower intrauterine cocaine exposure level predicted resilience compared with higher cocaine exposure, but this effect was not found in an adjusted model. Instead, strict caregiver supervision (adjusted odds ratio [AOR] = 6.02, 95% confidence interval (CI) [1.90, 19.00], p = .002), lower violence exposure (AOR = 4.07, 95% CI [1.77, 9.38], p < .001), and absence of intrauterine tobacco exposure (AOR = 3.71, 95% CI [1.28, 10.74], p = .02) predicted behavioral resilience. In conclusion, caregiver supervision in early adolescence, lower violence exposure in childhood, and lack of intrauterine tobacco exposure predicted behavioral resilience among a cohort of early adolescents with significant social and environmental risk. Future interventions should work to enhance parental supervision as a way to mitigate the effects of adversity on high-risk groups of adolescents. (PsycINFO Database Record
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Affiliation(s)
- Jane Liebschutz
- Clinical Addiction Research and Education Unit, 801 Massachusetts Avenue, Boston Medical Center, Boston, MA, 02118
| | - Denise Crooks
- Department of Family Medicine, Boston Medical Center, 840 Harrison Avenue, Boston, MA, 02118
| | - Ruth Rose-Jacobs
- Department of Pediatrics, Boston University School of Medicine, Boston, 72 East Concord Street, MA, 02118
| | - Howard J Cabral
- Department of Biostatistics, Boston University School of Public Health, 715 Albany Street, Boston, MA, 02118
| | - Timothy C Heeren
- Data Coordinating Center, Boston University School of Public Health, 715 Albany Street, Boston, MA, 02118
| | - Jessie Gerteis
- Abt Associates, Inc., 55 Wheeler Street, Cambridge, MA, 02138
| | - Danielle P. Appugliese
- Data Coordinating Center, Boston University School of Public Health, 715 Albany Street, Boston, MA, 02118
| | - Orlaith D. Heymann
- Clinical Addiction Research and Education Unit, 801 Massachusetts Avenue, Boston Medical Center, Boston, MA, 02118
| | - Allison V. Lange
- Clinical Addiction Research and Education Unit, 801 Massachusetts Avenue, Boston Medical Center, Boston, MA, 02118
| | - Deborah A. Frank
- Department of Family Medicine, Boston Medical Center, 840 Harrison Avenue, Boston, MA, 02118
- Department of Pediatrics, Boston University School of Medicine, Boston, 72 East Concord Street, MA, 02118
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Fantuzzo J, LeBoeuf W, Brumley B, Perlman S. A Population-Based Inquiry of Homeless Episode Characteristics and Early Educational Well-Being. CHILDREN AND YOUTH SERVICES REVIEW 2013; 35:966-972. [PMID: 24072948 PMCID: PMC3780414 DOI: 10.1016/j.childyouth.2013.02.016] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/12/2023]
Abstract
Child homelessness and educational well-being is an area of national research that requires more precise investigation to address mixed findings. The aim of this study was to extend the investigation of the relations between homelessness and educational well-being by determining if timing and frequency of homeless episodes are differentially associated with children's academic and classroom engagement outcomes. This investigation used a comprehensive research model to study the effects of these homeless episode characteristics within a large urban student cohort. Additionally, this study accounted for co-occurring early risk factors. Findings indicated that having a first homeless episode in early childhood was associated with non-proficiency in mathematics and academic engagement problems. Also more frequent homeless episodes were related to truancy in third grade. These results stress the importance of early intervention for homeless children and underscore the need to further understand the variation in young children's homeless experiences.
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Affiliation(s)
- John Fantuzzo
- University of Pennsylvania, Graduate School of Education, 3700 Walnut Street, Philadelphia, Pennsylvania 19104, United States
| | - Whitney LeBoeuf
- University of Pennsylvania, Graduate School of Education, 3700 Walnut Street, Philadelphia, Pennsylvania 19104, United States
| | - Benjamin Brumley
- University of Pennsylvania, Graduate School of Education, 3700 Walnut Street, Philadelphia, Pennsylvania 19104, United States
- Corresponding author. (Benjamin Brumley), Tel.: +1 215 898-9842
| | - Staci Perlman
- Kutztown University of Pennsylvania, Department of Social Work, Old Main 24, PO Box 730, Kutztown, PA 19530, United States
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Floyd RG. Enactment and evolution of the vision of the future of the Journal of School Psychology. J Sch Psychol 2013; 51:261-6. [DOI: 10.1016/j.jsp.2013.05.008] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/29/2013] [Accepted: 05/29/2013] [Indexed: 10/26/2022]
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Taylor AR. Academic achievement of African American boys: bringing African American girls into the picture. J Sch Psychol 2012; 50:587-92. [PMID: 23040757 DOI: 10.1016/j.jsp.2012.08.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/01/2012] [Accepted: 08/02/2012] [Indexed: 10/27/2022]
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18
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Anderson E. Reflections on the "Black-white Achievement Gap". J Sch Psychol 2012; 50:593-7. [PMID: 23040758 DOI: 10.1016/j.jsp.2012.08.007] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/18/2012] [Accepted: 08/18/2012] [Indexed: 11/28/2022]
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19
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Bowman BT. Data and development: revisit the framework. J Sch Psychol 2012; 50:581-6. [PMID: 23040756 DOI: 10.1016/j.jsp.2012.08.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/01/2012] [Accepted: 08/02/2012] [Indexed: 11/17/2022]
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McWayne CM. A call for scientifically-rigorous, community-based "actionable intelligence" to promote the academic achievement of African American boys: an introduction to Fantuzzo, LeBoeuf, Rouse, and Chen (2012) and commentaries. J Sch Psychol 2012; 50:555-8. [PMID: 23040754 DOI: 10.1016/j.jsp.2012.08.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/17/2012] [Accepted: 08/17/2012] [Indexed: 11/26/2022]
Abstract
This introduction briefly summarizes the featured article and commentaries making up this commissioned set of papers on the topic of the Black-White achievement gap and, more specifically, risk and protective factors for young African American boys' school success. Each paper highlights important considerations for advancing scholarship, practice, and policy aimed at promoting equity in education. A case is made that in order to advance scientific knowledge of this issue and its application, dialogue across disciplines, methodological traditions, and contexts is needed.
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