How a preschool parent intervention produced later benefits: A longitudinal mediation analysis

Karen Linn Bierman, Meghan E. McDoniel, John E. Loughlin-Presnal

Research output: Contribution to journalArticle

Abstract

Preschool parent interventions may produce downstream benefits if initial intervention gains are sustained and improve later socialization experiences. This study explored associations between initial effects of the REDI (Research-based Developmentally Informed) Parent program and later benefits. A randomized trial involving 200 Head Start children (55% European-American, 26% African American, 19% Latino, 56% male, Mage = 4.45 years) produced kindergarten gains in parenting and child skills. Four years later, sustained effects were evident in areas of academic performance and social-emotional competence at school and new benefits emerged at home. Initial gains in child academic and social-emotional domains mediated sustained gains within the same domains. In addition, initial gains in parent-child conversations, parent academic expectations, and child social-emotional skills mediated later reductions in parenting stress and child problems at home. Parent-focused preschool interventions may not only promote sustained improvements in child school adjustment but may also foster better family functioning over time.

Original languageEnglish (US)
Article number101058
JournalJournal of Applied Developmental Psychology
Volume64
DOIs
StatePublished - Jul 1 2019

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Parenting
Social Adjustment
Socialization
Hispanic Americans
African Americans
Research
Social Skills

All Science Journal Classification (ASJC) codes

  • Developmental and Educational Psychology

Cite this

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How a preschool parent intervention produced later benefits : A longitudinal mediation analysis. / Bierman, Karen Linn; McDoniel, Meghan E.; Loughlin-Presnal, John E.

In: Journal of Applied Developmental Psychology, Vol. 64, 101058, 01.07.2019.

Research output: Contribution to journalArticle

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