TY - JOUR
T1 - Efficacy of the Getting Ready Intervention and the Role of Parental Depression
AU - Sheridan, Susan M.
AU - Knoche, Lisa L.
AU - Edwards, Carolyn P.
AU - Kupzyk, Kevin A.
AU - Clarke, Brandy L.
AU - Kim, Elizabeth Moorman
N1 - Funding Information:
The development of this article was supported by a grant awarded to Drs. Susan M. Sheridan and Carolyn P. Edwards by the Department of Health and Human Services (DHHS), National Institute of Child Health and Human Development (NICHD), Administration for Children and Families (ACF) and Office of the Assistant Secretary for Planning and Evaluation (ASPE); and the Department of Education (ED), Office of Special Education and Rehabilitative Services (Grant #1R01H00436135). The opinions expressed herein are those of the investigators and do not reflect the funding agencies.
PY - 2014/7
Y1 - 2014/7
N2 - Research Findings: This study reports the results of a randomized trial of a parent engagement intervention (the Getting Ready intervention) on directly observed learning-related social behaviors of children from low-income families in the context of parent-child interactions. The study explored the moderating effect of parental depression on intervention outcomes. Participants were 204 children and their parents as well as 29 Head Start teachers. Semistructured parent-child interaction tasks were videotaped 2 times annually over the course of 2 academic years. Observational codes of child behaviors included agency, persistence, activity level, positive affect, distractibility, and verbalizations. Practice or Policy: When gender and disability concerns were controlled, those in the treatment condition experienced a significant decline in activity level relative to children in the control group. Furthermore, compared to children of nondepressed mothers and to control children, those in the experimental condition whose parent reported elevated levels of depression showed greater gains in positive affect and in verbalizations.
AB - Research Findings: This study reports the results of a randomized trial of a parent engagement intervention (the Getting Ready intervention) on directly observed learning-related social behaviors of children from low-income families in the context of parent-child interactions. The study explored the moderating effect of parental depression on intervention outcomes. Participants were 204 children and their parents as well as 29 Head Start teachers. Semistructured parent-child interaction tasks were videotaped 2 times annually over the course of 2 academic years. Observational codes of child behaviors included agency, persistence, activity level, positive affect, distractibility, and verbalizations. Practice or Policy: When gender and disability concerns were controlled, those in the treatment condition experienced a significant decline in activity level relative to children in the control group. Furthermore, compared to children of nondepressed mothers and to control children, those in the experimental condition whose parent reported elevated levels of depression showed greater gains in positive affect and in verbalizations.
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U2 - 10.1080/10409289.2014.862146
DO - 10.1080/10409289.2014.862146
M3 - Article
C2 - 25018615
AN - SCOPUS:84900011147
SN - 1040-9289
VL - 25
SP - 746
EP - 769
JO - Early Education and Development
JF - Early Education and Development
IS - 5
ER -