title: Indirect Effects of the Family Check-Up on School-Age Academic Achievement Through Improvements in Parenting in Early Childhood.
abstract: This project examined the hypothesis that the impact of the Family Check-Up on parent use of positive behavior support would indirectly improve academic achievement scores at school age. The study included a sample of 731 high-risk families recruited from Women, Infant, and Children Supplemental Nutrition Program settings in 3 geographically distinct areas. The results demonstrated that changes in positive parenting between the child ages of 2 and 3 were associated with higher scores on children's school-age academic achievement, as measured by the Woodcock-Johnson III (W-J) Academic Skills composite. Moreover, structural equation modeling revealed that random assignment to the intervention was associated with higher levels of children's academic achievement at age 5 and age 7.5 indirectly, through greater increases in parents' use of positive behavior support in intervention families than in control families. Results are discussed with respect to the potential of a brief parenting intervention for improving parenting practices that promote academic achievement up to 5 years later. The results have promising implications for efforts to promote child adaptation in the school environment.
authors: Department of Psychology, University of Pittsburgh.
authors: Lauretta M
authors: LM
authors: Brennan
authors: Elizabeth C
authors: EC
authors: Shelleby
authors: Daniel S
authors: DS
authors: Shaw
authors: Frances
authors: F
authors: Gardner
authors: Thomas J
authors: TJ
authors: Dishion
authors: Melvin
authors: M
authors: Wilson
keywords: academic achievement; intervention; parenting; prevention; risk factors