ABCs, Friendship Skills, and Engaged Learning :

Promoting Holistic School Readiness with REDI (Research-based, Developmentally-Informed) Strategies

Karen BiermanKaren BiermanThe Pennsylvania State UniversityThe Pennsylvania State University

National Head Start Association, May, 2009National Head Start Association, May, 2009

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Acknowledgments

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

Appreciation is expressed to the participating teachers, children, and Appreciation is expressed to the participating teachers, children, and

parents and our Head Start partners in Pennsylvania -- Blair County, parents and our Head Start partners in Pennsylvania -- Blair County, Huntingdon Area , and York CountyHuntingdon Area , and York County

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

REDI trainers included G. Rhule (supervisor), L. Sheffer, J. Gest, & S. REDI trainers included G. Rhule (supervisor), L. Sheffer, J. Gest, & S. Jones Jones

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Overview

Provide a Brief History of the REDI projectProvide a Brief History of the REDI project Define Social-Emotional LearningDefine Social-Emotional Learning Describe the Preschool PATHS CurriculumDescribe the Preschool PATHS Curriculum

Focus on emotion knowledge; intentional inhibitory Focus on emotion knowledge; intentional inhibitory control; social problem-solving dialoguecontrol; social problem-solving dialogue

Review RCT effects on social behavior and Review RCT effects on social behavior and learning engagementlearning engagement

Illustrate longitudinal impact on kindergarten Illustrate longitudinal impact on kindergarten school adjustmentschool adjustment

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Inter-agency School Readiness Consortium

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

The goal was the rigorous scientific study of the The goal was the rigorous scientific study of the effectiveness of integrative early childhood interventions and effectiveness of integrative early childhood interventions and programs to support the school readiness of at-risk children.programs to support the school readiness of at-risk children.

Key Goals of the ISRC

To determine whether and how early childhood school readiness To determine whether and how early childhood school readiness programs could enhance their impact on the cognitive and social-programs could enhance their impact on the cognitive and social-emotional readiness of at-risk childrenemotional readiness of at-risk children

To address concerns that competing instructional approaches To address concerns that competing instructional approaches were needed to support development in these different domains, were needed to support development in these different domains, weakening the impact of dual-focus approaches weakening the impact of dual-focus approaches

To explore professional development models that could promote To explore professional development models that could promote teacher competencies and efficacy, thereby improving the teacher competencies and efficacy, thereby improving the instructional practices that supporting dual-domain benefits for instructional practices that supporting dual-domain benefits for children children

Primary Goals of the REDI Intervention

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

Foster the diffusion of research-based practices in the two Foster the diffusion of research-based practices in the two skill domains of: 1) social-emotional competencies, and 2) skill domains of: 1) social-emotional competencies, and 2) language & emergent literacy skills.language & emergent literacy skills.

Provide a curriculum base and mentoring program to Provide a curriculum base and mentoring program to support teachers’ professional development and promote support teachers’ professional development and promote the quality of cross-domain instructional practice.the quality of cross-domain instructional practice.

Social-Emotional Learning:Social-Emotional Learning:Core CompetenciesCore Competencies

Social & Emotional Learning

Self-awareness

Social awareness

Relationship Skills

Responsible decision-making

Self-management

Forming positive relationships, working in teams, dealing

effectively with conflict

Making ethical, constructive

choices about personal and social behavior

Managing emotions andbehaviors to achieve

one’s goals

Showing understanding and empathy for others

Recognizing one’s emotions and values as well as one’s strengths

and limitations

Making Friends

Making Friends

Engaging in Learning Tasks

Engaging in Learning Tasks

Following RulesFollowing Rules

Managing StrongEmotion

Managing StrongEmotion

Resolving conflictsResolving conflicts

Preschool Social-Emotional Functioning

Self-regulation &Social Competence

Self-regulation &Social Competence

Key Competencies

Important Dimensions of School Readiness:Opinions of Kindergarten Teachers

Is enthusiastic and curious (76%)Is enthusiastic and curious (76%) Can follow directions (60%)Can follow directions (60%) Is not disruptive in class (60%)Is not disruptive in class (60%) Is sensitive to others’ feelings (58%)Is sensitive to others’ feelings (58%) Takes turns and shares (55%)Takes turns and shares (55%) Pays attention (42%)Pays attention (42%)

Knows the letters of alphabet (10%)Knows the letters of alphabet (10%) Can count to 20 or more (7%)Can count to 20 or more (7%)

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National Center for Educational Statistics: KTSSR 1993

The PATHS Curriculum

Five Central GoalsFive Central Goals Awareness of emotional states in oneself and othersAwareness of emotional states in oneself and others Ability to put these feelings into wordsAbility to put these feelings into words Ability to calm oneself down when emotionally arousedAbility to calm oneself down when emotionally aroused Ability to plan ahead and consider the effects of your Ability to plan ahead and consider the effects of your

behavior on othersbehavior on others Feelings of empathy and compassion for othersFeelings of empathy and compassion for others

Two Developmental PhasesTwo Developmental Phases Elementary School PATHS – Kusche & Greenberg Elementary School PATHS – Kusche & Greenberg Preschool PATHS – Domitrovich, Greenberg, Kusche, CortesPreschool PATHS – Domitrovich, Greenberg, Kusche, Cortes

PATHS: Focus on Emotion KnowledgeBasic FeelingsBasic Feelings Comfortable/UncomfortableComfortable/Uncomfortable HappyHappy SadSad MadMad ScaredScaredIntermediate FeelingsIntermediate Feelings FrustratedFrustrated ProudProud ExcitedExcited TiredTiredAdvanced FeelingsAdvanced Feelings LoveLove WorriedWorried DisappointedDisappointed JealousJealous FuriousFurious GuiltyGuilty

PATHS: Focus on IntentionalInhibitory Control

PATHS: Focus on Sharing, Caring, Friendships, and Social problem-solving

Social-Cognitive Neuroscience and the PATHS Model of Developing Self-Regulation

Study 1: Head Start RCT 248 children in 20 classrooms:248 children in 20 classrooms:

10 classrooms used PATHS10 classrooms used PATHS 10 comparison Head Start classrooms10 comparison Head Start classrooms

Effects of Receiving PATHSEffects of Receiving PATHS Teachers reported higher levels of social-emotional competence & Teachers reported higher levels of social-emotional competence &

lower levels of social withdrawal lower levels of social withdrawal Parents reported higher levels of social-emotional competenceParents reported higher levels of social-emotional competence Children were better at identifying emotions, showed less anger Children were better at identifying emotions, showed less anger

bias bias

Domitrovich, C. E., Cortes, R. & Greenberg, M.T. (2007). Improving young children’s social and emotional competence: A randomized trial of the preschool PATHS curriculum. Journal of Primary Prevention, 28, 67-91.

K. Bierman, C. Domitrovich, R. Nix,S. Gest, J. Welsh, M. Greenberg, C. Blair, K. Nelson, S. Gill

Funded by NICHD grants HD046064 & HD43763

Study 2: Preschool PATHS with Integrated Emergent Literacy Focus: The Head Start REDI Program 

Head Start REDI Intervention Trial

Participants were 356 4-year-old children in 44 Head Start Participants were 356 4-year-old children in 44 Head Start classroomsclassrooms

Classrooms were stratified on county location, student Classrooms were stratified on county location, student demographics & length of program day, and then demographics & length of program day, and then randomized to intervention or “usual practice” comparisonrandomized to intervention or “usual practice” comparison

Assessments were conducted at the beginning and end of Assessments were conducted at the beginning and end of the Head Start pre-kindergarten year. Intervention the Head Start pre-kindergarten year. Intervention continued throughout that year.continued throughout that year.

Children transitioned into 204 kindergarten classrooms, Children transitioned into 204 kindergarten classrooms, where 94% completed follow-up assessments.where 94% completed follow-up assessments.

Intervention Components:

Social-Emotional Social-Emotional CompetenciesCompetencies

PATHS CurriculumPATHS Curriculum

Prosocial SkillsProsocial Skills Emotional CompetenceEmotional Competence Self ControlSelf Control Social Problem SolvingSocial Problem Solving

Language/Literacy Skills

Interactive ReadingSound GamesPrint Center

Vocabulary Syntax Phonological Sensitivity Print Awareness

Major Emphasis on Hands-On, Proactive Teacher Coaching

Impact on Pre-KindergartenTeaching Practices

Compared with teachers in “usual practice” control Compared with teachers in “usual practice” control classrooms, teachers with REDI support:classrooms, teachers with REDI support: Did more emotion coaching Did more emotion coaching Provided more emotional supportProvided more emotional support Used more positive behavior management strategiesUsed more positive behavior management strategies Had richer conversations with studentsHad richer conversations with students

[Estimated effect sizes .58-.61][Estimated effect sizes .58-.61]

Domitrovich, C.D., Gest, S.D., Gill, S., Bierman, K.L., Welsh. J. & Jones, D. Domitrovich, C.D., Gest, S.D., Gill, S., Bierman, K.L., Welsh. J. & Jones, D. (in press) (in press)    Fostering High Quality Teaching with an Enriched Curriculum Fostering High Quality Teaching with an Enriched Curriculum and Professional Development Support: The Head Start REDI Program. and Professional Development Support: The Head Start REDI Program. American Educational Research JournalAmerican Educational Research Journal

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Effects of Head Start REDI on Teacher’s Emotional-Behavioral Support

Intervention Coefficient

Standard Error

p-value

Emotional Support (TSRS) Positive emotional climate 1.26 .65 .05 Emotion expression 1.15 .61 .06 Emotion regulation 1.47 .81 .07 Emotion modeling .96 .58 .10 Emotional support (CLASS) Positive climate .58 .27 .04 Teacher sensitivity .59 .31 .07 Behavioral Support (TSRS) Classroom management 2.43 .80 .002 Control/limit-setting 1.47 .81 .07 Proactive/preventive 2.37 .73 .001 Note: Main effects for cohort and setting were also included in these models.

IImpact on Pre-Kindergarten Social-Emotional Learning

Children in REDI classrooms scored higher on:Children in REDI classrooms scored higher on:

Emotion recognition & understanding [es = .21-.32]Emotion recognition & understanding [es = .21-.32] Competent solutions to social problems [es = .35]Competent solutions to social problems [es = .35] Teacher ratings of social-emotional competence [es = .24]Teacher ratings of social-emotional competence [es = .24] Observer ratings of social-emotional competence [es Observer ratings of social-emotional competence [es

= .26]= .26]

Children in REDI classrooms scored lower on:Children in REDI classrooms scored lower on: Teacher ratings of aggression [es = .28]Teacher ratings of aggression [es = .28] Parent ratings of ADHD behaviors & aggression [es = .10]Parent ratings of ADHD behaviors & aggression [es = .10]

Bierman, K. L., Domitrovich, C. E., Nix, R., Gest, S. D., Welsh, J. A., Greenberg, M. T., Blair, C., et al. (2008). Promoting academic and social-emotional school readiness: The Head Start REDI program. Child Development, 79, 1802-1877.

Emotional Understanding and Social Problem-Solving Skills

-0.5

0

0.5

1

1.5

2

2.5

ACES ERQ SPS-Agg

SPS-Comp

Comparison

Intervention

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

Comparison

Intervention

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

Comparison

Intervention

P<.08

P<.02

Direct Effects on Executive FunctionsDirect Effects on Executive Functions Dimension Change Card Sort (WM, Inhibitory Control, Set Shifting ) – Dimension Change Card Sort (WM, Inhibitory Control, Set Shifting ) –

Intervention Effect p.=06Intervention Effect p.=06 Peg-Tapping (Inhibitory Control) – no effectPeg-Tapping (Inhibitory Control) – no effect Backward Digits (Working Memory) – no effectBackward Digits (Working Memory) – no effect Observed Sustained Learning Engagement – p<.02Observed Sustained Learning Engagement – p<.02

Moderation of Outcomes by EF SkillsModeration of Outcomes by EF Skills Students with Lower Initial EF Skills showed the most gains in Intervention Students with Lower Initial EF Skills showed the most gains in Intervention

on Social-Emotional Outcomeson Social-Emotional Outcomes

Bierman, K.L., Nix, R.L., Greenberg, M.T., Blair, C. & Domitrovich, C.E. (2008) Executive Bierman, K.L., Nix, R.L., Greenberg, M.T., Blair, C. & Domitrovich, C.E. (2008) Executive

functions and school readiness intervention: Impact, moderation, and mediation in the Head Start functions and school readiness intervention: Impact, moderation, and mediation in the Head Start

REDI Program. REDI Program. Development and Psychopathology, 20,Development and Psychopathology, 20, 821-843 821-843..

Impact on Pre-Kindergarten Executive Function Skills

Impact on Kindergarten Adjustment

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Path Models of Indirect Effects Residualized gain scores were computed to represent growth in Residualized gain scores were computed to represent growth in

social competence and learning engagement skills during the social competence and learning engagement skills during the pre-kindergarten year (with site, cohort, race & sex controlled)pre-kindergarten year (with site, cohort, race & sex controlled)

Path analyses evaluated the degree to which prekindergarten Path analyses evaluated the degree to which prekindergarten growth in these targeted skills predicted kindergarten school growth in these targeted skills predicted kindergarten school adjustment. adjustment.

Tests of joint significance with asymmetric confidence Tests of joint significance with asymmetric confidence intervals evaluated the significance of the indirect, intervals evaluated the significance of the indirect, developmental pathways (MacKinnon et al., 2002).developmental pathways (MacKinnon et al., 2002).

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REDIIntervention

Growth inSocial Competence

Growth inEmergent Literacy

Growth inVocabulary

Growth inLearning Engagement

.23***

.13*

.18***

.13*

KindergartenLetter-Word Identification

Growth inSocial Competence

Growth inEmergent Literacy

Growth inVocabulary

Growth inLearning Engagement

.17*

.26***

.16*

.21**

KindergartenClass Participation

Growth inSocial Competence

Growth inEmergent Literacy

Growth inVocabulary

Growth inLearning Engagement

.15**

.21***

.11*

.04

KindergartenSocial Competence

Growth inSocial Competence

Growth inEmergent Literacy

Growth inVocabulary

Growth inLearning Engagement

.13*

.33***

.06

.00

Summary

As a social-emotional learning program, and guided by a As a social-emotional learning program, and guided by a social-cognitive neuroscience model of developing self-social-cognitive neuroscience model of developing self-regulation, Preschool PATHS emphasizes emotion regulation, Preschool PATHS emphasizes emotion knowledge, intentional inhibitory control, and social knowledge, intentional inhibitory control, and social problem-solving dialogue.problem-solving dialogue.

Two RCTs document a positive impact of Preschool PATHS Two RCTs document a positive impact of Preschool PATHS on children’s developing social competencies, aggression on children’s developing social competencies, aggression

control, and learning engagement. control, and learning engagement. One year follow-up data suggests that Preschool PATHS can One year follow-up data suggests that Preschool PATHS can

be effectively integrated with language/emergent literacy be effectively integrated with language/emergent literacy curricula, producing facilitated growth in social competence curricula, producing facilitated growth in social competence and positive approaches to learning that support child school and positive approaches to learning that support child school success as they make the transition into kindergarten.success as they make the transition into kindergarten.

For More Information

http://www.channing-bete.com/prevention-programs/paths-preschool/

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