Leveling the Playing Field: Promoting Readiness to Learn among Economically Disadvantaged Preschoolers with the REDI Program

Karen BiermanKaren BiermanThe Pennsylvania State UniversityThe Pennsylvania State University

School Readiness and School Success, Quebec, November 2009School Readiness and School Success, Quebec, November 2009 1

Acknowledgments

The REDI project was funded by the Interagency School Readiness The REDI project was funded by the Interagency School Readiness Consortium, through NICHD grants HD046064 & HD43763. Consortium, through NICHD grants HD046064 & HD43763.

Appreciation is expressed to the participating teachers, childreAppreciation is expressed to the participating teachers, children, and n, and parents and our Head Start partners in Pennsylvania parents and our Head Start partners in Pennsylvania ---- Blair County, Blair County, Huntingdon Area , and York County.Huntingdon Area , and York County.

Additional Penn State research colleagues included C. DomitrovicAdditional Penn State research colleagues included C. Domitrovich, R. h, R. Nix, S. Gest, J. Welsh, M. Greenberg, C. Blair, K. Nelson, S. GNix, S. Gest, J. Welsh, M. Greenberg, C. Blair, K. Nelson, S. Gill, & ill, & D. Jones.D. Jones.

The critical contributions of the REDI trainers is also gratefulThe critical contributions of the REDI trainers is also gratefully ly acknowledged acknowledged ---- G. Rhule (supervisor), L. Sheffer, J. Gest, & S. Jones. G. Rhule (supervisor), L. Sheffer, J. Gest, & S. Jones.

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Overview

Provide a Brief History of the REDI projectProvide a Brief History of the REDI projectDescribe the Core Curriculum Components Describe the Core Curriculum Components & Teaching Strategies of REDI& Teaching Strategies of REDIReview Program Effects on Teaching Review Program Effects on Teaching QualityQualityReview Program Effects on Child Review Program Effects on Child OutcomesOutcomesDiscuss Implications for Policy & PracticeDiscuss Implications for Policy & Practice

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Inter-agency School Readiness Consortium

In 2003, the ISRC was developed. Key partners were:In 2003, the ISRC was developed. Key partners were:National Institute of Child Health and Human Development National Institute of Child Health and Human Development (NICHD)(NICHD)Administration for Children and Families (ACF)Administration for Children and Families (ACF)Assistant Secretary for Planning and Evaluation (ASPE) within thAssistant Secretary for Planning and Evaluation (ASPE) within the e Department of Health and Human Services (DHHS)Department of Health and Human Services (DHHS)Office of Special Education and Rehabilitation Services (OSERS) Office of Special Education and Rehabilitation Services (OSERS) of the U.S. Department of Education.of the U.S. Department of Education.

The goal: Expand the capacity of early education The goal: Expand the capacity of early education programs to programs to ““close the gapclose the gap”” in educational attainment, by in educational attainment, by fostering the cognitive and socialfostering the cognitive and social--emotional school emotional school readiness for atreadiness for at--risk children.risk children.

Key Questions of the ISRC

Are the instructional approaches needed to support Are the instructional approaches needed to support development in socialdevelopment in social--emotional and cognitive domains emotional and cognitive domains different; must we prioritize one over the other?different; must we prioritize one over the other?

Or, will a dualOr, will a dual--focus, integrative approach have synergistic focus, integrative approach have synergistic effects? effects?

What types of professional development supports are What types of professional development supports are needed to promote teacher competencies and improve needed to promote teacher competencies and improve instructional practices across these domains? instructional practices across these domains?

Primary Goals of the REDI Intervention

Build on the strong foundation of Head Start Build on the strong foundation of Head Start (High Scope/Creative Curriculum)(High Scope/Creative Curriculum)

Foster the integration of researchFoster the integration of research--based based practices to support socialpractices to support social--emotional and emotional and language /emergent literacy skills.language /emergent literacy skills.

Support teachersSupport teachers’’ professional developmentprofessional developmentwith a curriculum (scope & sequence) ofwith a curriculum (scope & sequence) ofactivities & individual mentoring.activities & individual mentoring.

Making Friends

Making Friends

Engaging in Learning TasksEngaging in

Learning Tasks

Following RulesFollowing Rules

Managing StrongEmotion

Managing StrongEmotion

Resolving conflictsResolving conflicts

Prefrontal Cortex Executive Control

Self-regulation &Social CompetenceSelf-regulation &Social Competence

Key Competencies

PATHS: Focus on Sharing, Caring, Friendships

PATHS: Focus on Emotion KnowledgeBasic FeelingsBasic Feelings

Comfortable/UncomfortableComfortable/UncomfortableHappyHappySadSadMadMadScaredScared

Intermediate FeelingsIntermediate FeelingsFrustratedFrustratedProudProudExcitedExcitedTiredTired

Advanced FeelingsAdvanced FeelingsLoveLoveWorriedWorriedDisappointedDisappointedJealousJealousFuriousFuriousGuiltyGuilty

PATHS: Focus on Intentional Inhibitory Control and Problem Solving

Background Knowledge

Vocabulary

Grammar

Verbal Reasoning

Literacy Knowledge

Phonological Awareness

Alphabetics (Phonics)

Sight Words

Comprehension

Decoding

Skilled Reading

Early Childhood Early Elementary Upper Elementary

Emergent Literacy

Conventional Literacy

Strands of Literacy Development

Decoding SkillsTranslating print into sounds and sounds into printTranslating print into sounds and sounds into print

Phonological awarenessPhonological awarenessBreaking Breaking ““streams of soundstreams of sound”” into words, syllables and into words, syllables and individual sounds; blending sounds into wordsindividual sounds; blending sounds into words

AlphabeticsAlphabeticsLetters, letterLetters, letter--sounds, phonicssounds, phonics

““SightSight”” wordswordsCommon words (such as Common words (such as ““thethe”” and and ““isis””))

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Comprehension Skills

Understanding the Understanding the meaningmeaning of somethingof somethingBackground knowledgeBackground knowledgeVocabularyVocabularyGrammarGrammarVerbal reasoningVerbal reasoningLiteracy knowledgeLiteracy knowledge

Head Start REDILanguage & Literacy Curriculum

Alphabet Center

Sound Games

Language Coaching Strategies

Dialogic Reading & Extension Activities

Decoding Letter identification

Phonological awareness

ComprehensionVocabulary,Grammar

Vocabulary,Grammar

REDI Schedule and Program IntegrationPATHS lesson during circle time (1X/week)PATHS lesson during circle time (1X/week)PATHS activity during center time (1X/week)PATHS activity during center time (1X/week)PATHS theme in dialogic reading (2X/week)PATHS theme in dialogic reading (2X/week)Open theme in dialogic reading (2X/week)Open theme in dialogic reading (2X/week)Sound Games during transition/Sound Games during transition/activity time (3X/week)activity time (3X/week)Alphabet center open daily Alphabet center open daily (monitor 1X/week)(monitor 1X/week)

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Professional Development Support

Initial 3Initial 3--day training workshopday training workshopMidMid--year 1year 1--day booster training workshopday booster training workshopWeekly classroom visit from REDI trainerWeekly classroom visit from REDI trainerWeekly meeting with REDI trainerWeekly meeting with REDI trainer

Model of change: Promote positive classroom Model of change: Promote positive classroom practice with curriculumpractice with curriculum--based activities & based activities & guide; support generalization with coach guide; support generalization with coach models and selfmodels and self--reflection reflection

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Head Start REDI Evaluation Design

356 4356 4--yearyear--old children in 44 Head Start classroomsold children in 44 Head Start classrooms

Classrooms stratified on location, demographics, Classrooms stratified on location, demographics, length of day & randomized to intervention or length of day & randomized to intervention or ““usual usual practicepractice””

Assessments at the beginning and end of the Head Assessments at the beginning and end of the Head Start preStart pre--kindergarten year. kindergarten year.

94% completed follow94% completed follow--up assessments (in 204 up assessments (in 204 kindergarten classrooms)kindergarten classrooms)

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Intervention Effects on Teaching Practices

Teaching Quality Effect P-ValuePositive Emotional Climate (TSRS) .42 .05Emotional Support (CLASS) .49 .11Positive Class Management (TSRS) .40 .06Positive Discipline (TSRS) .66 .002Instructional Support (CLASS) .54 .08

Teacher Language UseStatements (CLEO) .72 .001Questions (CLEO) .77 .001Decontextualized Talk (CLEO) .62 .001Rich-sensitive Talk (CLEO) .62 .004

Language & Emergent Literacy Skills

0123456789

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EOWPVT Blending Elision Print

ComparisonIntervention

P<.02

P<.001 P<.001

P<.10

Emotional Understanding and Social Problem-Solving Skills

-0.5

0

0.5

1

1.5

2

2.5

ACES ERQ SPS-Agg

SPS-Comp

ComparisonIntervention

P<.06

P<.03 P<.04 P<.01

Teacher Ratings of Social Competence, Aggression, Learning Engagement

0

1

2

3

4

5

6

SocCom Aggress Engage

ComparisonIntervention

P<.10 P<.05

Observer Ratings of Social Competence, Aggression, Learning Engagement

0

0.5

1

1.5

2

2.5

3

3.5

SocCom Aggress Engage

ComparisonIntervention

P<.08

P<.02

Parent Ratings of Attention Problems, Communication & Reading Involvement

-0.15

-0.1

-0.05

0

0.05

0.1

0.15

ADHD Comm. Reading

ComparisonIntervention

P<.06

P<.02P<.07

Significant Relations:Teaching Practices and Child Skills

Social CompetenceOBS TEACHER

Problem BehaviorsOBS TEACHERAGG HYPER

Positive Emotional Climate (TSRS) .27**

Emotional Support (CLASS) .25** -.22*

Positive Management (TSRS) .25** -.24*

Positive Discipline (TSRS) .25** -.21*

Instructional Support (CLASS) .18* -.23*

Statements -.25*

Decontextualized Talk -.20*

Rich-sensitive Talk -.32**

Mediated Intervention Effects: Social Competence

Intervention(YES or NO)

Social Competence

(Teacher-rated)

Teacher Practice Mediators:Positive Emotional Climate (TSRS)

.48* to .35

Intervention(YES or NO)

Social Competence(Observer-rated)

Teacher Practice Mediators:Emotional Support (CLASS) Positive Discipline (TSRS)Classroom Management (TSRS)Instructional Support (CLASS)

.30+ to .25

Mediated Intervention Effects: Problem Behavior

Intervention(YES or NO)

Hyperactivity(Teacher-rated)

Teacher Practice Mediators:Positive Discipline (TSRS)

-.28 to -.22

Intervention(YES or NO)

Aggression(Observer-rated)

Teacher Practice Mediators:Emotional Support (CLASS) Classroom Management (TSRS)Instructional Support (CLASS)Statements, Decontextualized Talk & Rich-sensitive Talk (CLEO)

-.39+ to -.19

Impact on Kindergarten Adjustment

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Summary

•• With appropriate support, Head Start teachers implemented With appropriate support, Head Start teachers implemented REDI with fidelity and improved childrenREDI with fidelity and improved children’’s outcomes in a s outcomes in a one year period.one year period.

•• Teachers increased highTeachers increased high--quality language use, included quality language use, included brief didactic skill practice, and also created a more brief didactic skill practice, and also created a more positive, emotionally supportive classroom climatepositive, emotionally supportive classroom climate

•• Child socialChild social--emotional and cognitive skillemotional and cognitive skillgains were synergistic, and promoted enhancedgains were synergistic, and promoted enhancedadjustment to kindergarten. adjustment to kindergarten.

. .

REDI ReferencesBierman, K.L., Domitrovich, C.E., Nix, R.L., Gest, S.D., Welsh, Bierman, K.L., Domitrovich, C.E., Nix, R.L., Gest, S.D., Welsh, J.A., J.A., Greenberg, M.T., Blair, C., Nelson, K. & Gill, S. (2008). PromotGreenberg, M.T., Blair, C., Nelson, K. & Gill, S. (2008). Promoting ing academic and socialacademic and social--emotional school readiness: The Head Start emotional school readiness: The Head Start REDI program. REDI program. Child Development, 79, Child Development, 79, 18021802--18771877. .

Domitrovich, C. E., Gest, S. D., Gill, S., Bierman, K. L., WelshDomitrovich, C. E., Gest, S. D., Gill, S., Bierman, K. L., Welsh, J. A., , J. A., & Jones, D. J. (in press). Fostering high quality teaching with & Jones, D. J. (in press). Fostering high quality teaching with an an enriched curriculum and professional development: Head Start REDenriched curriculum and professional development: Head Start REDI. I. American Educational Research JournalAmerican Educational Research Journal..

Bierman, K.L., Nix, R.L., Greenberg, M.T., Domitrovich, C.E. & Bierman, K.L., Nix, R.L., Greenberg, M.T., Domitrovich, C.E. & Blair, C. (2008). Executive functions and school readiness Blair, C. (2008). Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Starintervention: Impact, moderation, and mediation in the Head Startt--REDI Program.REDI Program. Development and Psychopathology, 20, Development and Psychopathology, 20, 821821--843.843.

For More Informationhttp://www.channinghttp://www.channing--bete.com/preventionbete.com/prevention--

programs/pathsprograms/paths--preschool/preschool/

http://headstartredi.ssri.psu.edu/http://headstartredi.ssri.psu.edu/