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New Directions for Child and Adolescent Development

journal
https://www.readbyqxmd.com/read/27922222/delving-into-the-details-implementing-multitiered-k-3-reading-supports-in-high-priority-schools
#1
Michael D Coyne, Ashley Oldham, Kaitlin Leonard, Darci Burns, Nicholas Gage
Although there is widespread agreement about the practices associated with multitiered systems of support (MTSS) frameworks in beginning reading, we often underestimate the systems and infrastructure that schools need to implement and sustain these practices. The real work of developing these systems often happens in the detailed-oriented and often messy world of schedules, routines, meetings, and materials. The purpose of this article is to describe a K-3 reading initiative where school teams serving high percentages of students at risk for reading difficulties "delved into the details" to work to overcome the complexities inherent in implementing multitiered reading supports in high priority schools...
December 2016: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/27922221/commentary-the-tyranny-of-time-and-the-reality-principle
#2
Russell Gersten
Each of the five articles in this special issue gets "into the weeds" in terms of studying actual classroom or school implementation of evidence-based or promising practices. Virtually all confront the issue of logistics and establishing an infrastructure for ensuring adequate implementation. In general, those studies that ask teachers to change their practice, be it core classwide instruction (Wanzek & Vaughn, this issue) or the whole-class adolescent literacy interventions described in LaRusso et al. (this issue) experienced a good deal more in the way of implementation challenges than those that provided schools with extra services and were able to hire their own personnel to train and oversee as part of an efficacy trial...
December 2016: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/27922220/implementation-of-a-text-based-content-intervention-in-secondary-social-studies-classes
#3
Jeanne Wanzek, Sharon Vaughn
We describe teacher fidelity (adherence to the components of the treatment as specified by the research team) based on a series of studies of a multicomponent intervention, Promoting Acceleration of Comprehension and Content Through Text (PACT), with middle and high school social studies teachers and their students. Findings reveal that even with highly specified materials and implementing practices that are aligned with effective reading comprehension and content instruction, teachers' fidelity was consistently low for some components and high for others...
December 2016: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/27922219/introduction-to-the-special-issue-challenges-and-solutions-to-implementing-effective-reading-intervention-in-schools
#4
Barbara Foorman
This special issue focuses on challenges and solutions to implementing effective reading intervention in schools in the United States. Researchers often develop interventions that prove effective in efficacy studies but then show no impact when implemented at scale in public school settings. The authors of the intervention studies presented here describe a number of common implementation problems stemming from research in primary grades, middle grades, and high schools. Solutions to these implementation problems include establishing researcher-practitioner partnerships to address the systems-level challenges, suggestions for how to obtain buy-in from teachers, and recommendations for reforming preservice and in-service teacher education...
December 2016: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/27922218/improving-professional-development-to-enhance-reading-outcomes-for-students-in-special-education
#5
Christopher J Lemons, Stephanie Al Otaiba, Sheila J Conway, Veronica Mellado De La Cruz
The purpose of this article is to focus specifically on professional development that is needed to ensure that preservice and in-service teachers are prepared to deliver intensive intervention to enhance reading outcomes of students in special education. Our aim is to provide recommendations to ensure that special educators are prepared to design and implement data-based individualization in the area of reading. We highlight what special educators need to know to implement data-based individualization and provide recommendations for improving professional development using findings from federally funded projects...
December 2016: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/27922217/commentary-learning-from-variations-in-fidelity-of-implementation
#6
Rekha Balu, Fred Doolittle
The articles in this special issue discuss efforts to improve academic reading outcomes for students and ways to achieve high implementation fidelity of promising strategies. At times the authors discuss if-and how-strong fidelity is associated with strong outcomes and potentially even impacts (the difference between program and control group outcomes). We want to explore this theme in two ways: (a) learning from the variation in fidelity to think about potential points of entry and levers for improvement in implementation, and (b) broadening the evaluation focus to include "service contrast" as a factor driving impacts on student outcomes...
December 2016: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/27922216/seven-elements-important-to-successful-implementation-of-early-literacy-intervention
#7
Barbara Foorman, Jennifer Dombek, Kevin Smith
The objective of this article is to describe seven elements important to successful implementation of early literacy intervention. The seven elements are drawn from research as well as from the authors' recent randomized controlled trial of effective early literacy interventions in kindergarten through second grade in 55 schools across Florida. The seven elements are (a) the importance of researcher-practitioner partnerships; (b) determining the need for early intervention; (c) assessment selection and data use; (d) evaluating curriculum and instructional materials for use in early intervention; (e) scheduling time for intervention; (f) selecting, training, and supporting interventionists; and (g) locating space and maintaining open communications among interventionists, teachers, and parents...
December 2016: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/27922215/commentary-implementing-interventions-building-a-shared-understanding-of-why
#8
Vibeke Grøver
This commentary discusses how the articles that comprise this special issue conceptualize what is required for reading interventions to change instruction. Three challenges to successful implementation are addressed: identifying institutional barriers to change, identifying intervention components that are not commonly part of the teachers' repertoires and that will require attention and support, and building researcher-practitioner partnerships and a shared understanding of why an intervention would improve reading instruction...
December 2016: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/27922214/implementation-challenges-for-tier-one-and-tier-two-school-based-programs-for-early-adolescents
#9
Maria D LaRusso, Suzanne Donovan, Catherine Snow
This mixed-method study examined the implementation and the challenges to implementation for participants in randomized controlled trials of two school-based programs for early adolescents: the Tier One Word Generation (WG) program, and the Tier Two Strategic Adolescent Reading Intervention (STARI). Levels of implementation for WG and STARI varied substantially across teachers and classrooms, with mean levels of 40% for fourth- and fifth-grade WG, 31% for sixth- and seventh-grade WG, and 47% for STARI. The three most common implementation challenges for WG were lack of time, multiple new programs/curricula happening at the same time, and time lost to testing and test prep...
December 2016: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/27589501/translational-neuroscience-as-a-tool-for-intervention-development-in-the-context-of-high-adversity-families
#10
REVIEW
Philip A Fisher
The use of theory-driven models to develop and evaluate family-based intervention programs has a long history in psychology. Some of the first evidence-based parenting programs to address child problem behavior, developed in the 1970s, were grounded in causal models derived from longitudinal developmental research. The same translational strategies can also be applied to designing programs that leverage emerging scientific knowledge about the effects of early adverse experiences on neurobiological systems to reduce risk and promote well-being...
September 2016: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/27589500/sensitive-periods-of-emotion-regulation-influences-of-parental-care-on-frontoamygdala-circuitry-and-plasticity
#11
REVIEW
Dylan G Gee
Early caregiving experiences play a central role in shaping emotional development, stress physiology, and refinement of limbic circuitry. Converging evidence across species delineates a sensitive period of heightened neuroplasticity when frontoamygdala circuitry is especially amenable to caregiver inputs early in life. During this period, parental buffering regulates emotional behaviors and stress physiology as emotion regulation circuitry continues to mature. By contrast, disorganized or poor quality caregiving has profound and lasting consequences on the maturation of frontoamygdala circuitry essential for emotion regulation, even following termination of this early life stressor (e...
September 2016: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/27589499/a-preliminary-review-of-whether-prior-reproductive-experience-influences-caregiving
#12
REVIEW
Angela N Maupin, Aliya C Roginiel, Helena J V Rutherford, Linda C Mayes
The transition to parenthood marks a significant developmental period for the mother. Clinical and preclinical studies evidence neural and hormonal changes that support maternal behavior that is critical to infant survival and development. These changes suggest marked plasticity as a result of reproduction in the mother. Furthermore, multiple reproductive experiences may contribute to long-lasting changes to support more efficient and competent caregiving with subsequent pregnancies and births. However, less is known about neural, hormonal, and behavioral changes that occur as a function of parity-the number of children a woman has...
September 2016: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/27589498/oxytocin-and-maternal-brain-plasticity
#13
REVIEW
Sohye Kim, Lane Strathearn
Although dramatic postnatal changes in maternal behavior have long been noted, we are only now beginning to understand the neurobiological mechanisms that support this transition. The present paper synthesizes growing insights from both animal and human research to provide an overview of the plasticity of the mother's brain, with a particular emphasis on the oxytocin system. We examine plasticity observed within the oxytocin system and discuss how these changes mediate an array of other adaptations observed within the maternal brain...
September 2016: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/27589497/human-maternal-brain-plasticity-adaptation-to-parenting
#14
REVIEW
Pilyoung Kim
New mothers undergo dynamic neural changes that support positive adaptation to parenting and the development of mother-infant relationships. In this article, I review important psychological adaptations that mothers experience during pregnancy and the early postpartum period. I then review evidence of structural and functional plasticity in human mothers' brains, and explore how such plasticity supports mothers' psychological adaptation to parenting and sensitive maternal behaviors. Last, I discuss pregnancy and the early postpartum period as a window of vulnerabilities and opportunities when the human maternal brain is influenced by stress and psychopathology, but also receptive to interventions...
September 2016: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/27589496/structural-and-functional-plasticity-in-the-maternal-brain-circuitry
#15
REVIEW
Mariana Pereira
Parenting recruits a distributed network of brain structures (and neuromodulators) that coordinates caregiving responses attuned to the young's affect, needs, and developmental stage. Many of these structures and connections undergo significant structural and functional plasticity, mediated by the interplay between maternal hormones and social experience while the reciprocal relationship between the mother and her infant forms and develops. These alterations account for the remarkable behavioral plasticity of mothers...
September 2016: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/27589495/plasticity-of-the-maternal-brain-across-the-lifespan
#16
REVIEW
Frances A Champagne, James P Curley
Maternal behavior is dynamic and highly sensitive to experiential and contextual factors. In this review, this plasticity will be explored, with a focus on how experiences of females occurring from the time of fetal development through to adulthood impact maternal behavior and the maternal brain. Variation in postpartum maternal behavior is dependent on estrogen sensitivity within the medial preoptic area of the hypothalamus and activation within mesolimbic dopamine neurons. This review will discuss how experiences across the lifespan alter the function of these systems and the multigenerational consequences of these neuroendocrine and behavioral changes...
September 2016: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/27589494/introduction-to-maternal-brain-plasticity-preclinical-and-human-research-and-implications-for-intervention
#17
Helena J V Rutherford, Linda C Mayes
No abstract text is available yet for this article.
September 2016: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/27254830/research-on-child-and-adolescent-development-and-public-policy-in-latin-america
#18
Marigen Narea
This commentary discusses the implication of child and adolescent development research for public policy in Latin America. As illustrated by the articles in this special issue, even though the research of child and adolescent development in Latin America is making significant progress, still more research is needed. Developmental research in the region faces the challenge of uncovering the mechanisms that affect child development in a context of high levels of poverty and inequality. In addition, researchers in the region should be particularly careful in using appropriate and rigorous methods, improving the design and adaptation of instruments that measure child and adolescent development, developing longitudinal datasets, and looking for causal evidence...
June 2016: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/27254829/what-do-we-know-about-the-development-of-creativity-in-south-america
#19
David D Preiss, Valeska Grau, Dominga Ortiz, Michelle Bernardino
We review recent research about the development of creativity in South America focusing on studies of individual differences in creativity and educational and developmental studies of children and adolescents' creativity. Most South American researchers are influenced by mainstream psychometric approaches, although computational and cultural approaches are also considered. Two main areas of inquiry are: (a) the relationship between creativity and other constructs, and (b) the structural and cultural inhibitors of creativity in school...
June 2016: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/27254828/reading-comprehension-in-latin-america-difficulties-and-possible-interventions
#20
Séverin Lions, Marcela Peña
Reading comprehension (RC) is below the international standard in many countries of Latin America (LA). Here we review factors that might be associated with failure in RC of the first language in LA. Then we present interventions reporting beneficial impact on RC in typically developing students from English-speaking countries and discuss their possible applicability in LA. We conclude that research-based pedagogical interventions are currently available to promote RC at school and may be suitable to implement in LA in order to improve RC...
June 2016: New Directions for Child and Adolescent Development
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