Emotion Regulation, Receptive Language Skills, and the Stability of Head Start Children's Peer Play Competence

2008 ◽  
Author(s):  
Jeremy S. Cohen
Keyword(s):  
Emotion Regulation ◽  
Head Start ◽  
Language Skills ◽  
Receptive Language ◽  
Peer Play ◽  
The Stability

A Longitudinal Examination of Language Skills, Social Skills, and Behavior Problems of Preschool Children From Low-Income Families

2020 ◽  
Vol 40 (3) ◽  
pp. 172-186
Author(s):  
Alexandra Nicole Davis ◽  
Cathy Huaqing Qi
Keyword(s):  
Social Skills ◽  
Preschool Children ◽  
Head Start ◽  
Behavior Problems ◽  
Child Behavior ◽  
Child Behavior Checklist ◽  
Language Skills ◽  
Receptive Language ◽  
Head Start Programs ◽  
And Behavior

We examined the relations between language skills and behavior problems and whether social skills mediated these relations among preschool children enrolled in Head Start programs. Participants included 242 preschool children and their parents in Head Start programs. Over a 2-year period, parents and teachers reported children’s behavior problems using the Child Behavior Checklist Ages 1½-5, and social skills using the Social Skills Improvement System-Rating Scales. Children’s expressive and receptive language skills were assessed individually using the Preschool Language Scale-5. Results suggested that children’s early receptive language predicted later teacher-reported child internalizing and externalizing behaviors. Social skills did not mediate associations between language skills and parent- or teacher-reported child behavior problems.

Comparing Teacher vs. Observer Scores Using the Penn Interactive Peer Play Scale of Head Start Children's Socioemotional Skills in Low Income Classrooms

2008 ◽  
Author(s):  
Emily Pressler ◽  
Carissa DeHoyos ◽  
Kelly Haas ◽  
Molly Metzger ◽  
Christine Li-Grining ◽  
...  
Keyword(s):  
Head Start ◽  
Low Income ◽  
Peer Play ◽  
Socioemotional Skills

Phonological Awareness and Phonemic Perception in 4-Year-Old Children With Delayed Expressive Phonology Skills

2003 ◽  
Vol 12 (4) ◽  
pp. 463-471 ◽  
Author(s):  
Susan Rvachew ◽  
Alyssa Ohberg ◽  
Meghann Grawburg ◽  
Joan Heyding
Keyword(s):  
Phonological Awareness ◽  
Early Literacy ◽  
Emergent Literacy ◽  
Language Skills ◽  
Receptive Language ◽  
Receptive Vocabulary ◽  
Vocabulary Skills ◽  
Literacy Knowledge ◽  
Age Appropriate ◽  
Expressive Phonology

The purpose of this study was to compare the phonological awareness abilities of 2 groups of 4-year-old children: one with normally developing speech and language skills and the other with moderately or severely delayed expressive phonological skills but age-appropriate receptive vocabulary skills. Each group received tests of articulation, receptive vocabulary, phonemic perception, early literacy, and phonological awareness skills. The groups were matched for receptive language skills, age, socioeconomic status, and emergent literacy knowledge. The children with expressive phonological delays demonstrated significantly poorer phonemic perception and phonological awareness skills than their normally developing peers. The results suggest that preschool children with delayed expressive phonological abilities should be screened for their phonological awareness skills even when their language skills are otherwise normally developing.

Long Term Neuropsychological Outcomes of Survivors of Young Childhood Brain Tumors Treated on the Head Start II Protocol

2021 ◽  
Author(s):  
Cara F Levitch ◽  
Benjamin Malkin ◽  
Lauren Latella ◽  
Whitney Guerry ◽  
Sharon L Gardner ◽  
...  
Keyword(s):  
Head Start ◽  
Brain Tumors ◽  
Hematopoietic Cell Transplantation ◽  
Treatment Strategies ◽  
Receptive Language ◽  
Age At Diagnosis ◽  
High Dose ◽  
Treatment Protocols ◽  
Significant Change

Abstract Background The Head Start treatment protocols have focused on curing young children with brain tumors while avoiding or delaying radiotherapy through using a combination of high-dose, marrow-ablative chemotherapy and autologous hematopoietic cell transplantation (AuHCT). Late effects data from treatment on the Head Start II (HS II) protocol have previously been published for short-term follow-up (STF) at a mean of 39.7 months post-diagnosis. The current study examines longer-term follow up (LTF) outcomes from the same cohort. Methods Eighteen HS II patients diagnosed with malignant brain tumors <10 years of age at diagnosis completed a neurocognitive battery and parents completed psychological questionnaires at a mean of 104.7 months post-diagnosis. Results There was no significant change in Full Scale IQ at LTF compared to baseline or STF. Similarly, most domains had no significant change from STF, including verbal IQ, performance IQ, academics, receptive language, learning/memory, visual-motor integration, and externalizing behaviors. Internalizing behaviors increased slightly at LTF. Clinically, most domains were within the average range, except for low average mathematics and receptive language. Additionally, performance did not significantly differ by age at diagnosis or time since diagnosis. Of note, children treated with high-dose methotrexate for disseminated disease or atypical teratoid/rhabdoid tumor displayed worse neurocognitive outcomes. Conclusions These results extend prior findings of relative stability in intellectual functioning for a LTF period. Ultimately, this study supports that treatment strategies for avoiding or delaying radiotherapy using high-dose, marrow-ablative chemotherapy and AuHCT may decrease the risk of neurocognitive and social-emotional declines in young pediatric brain tumor survivors.

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