A Meta-Analysis of Longitudinal Research on Preschool Prevention Programs for Children.
By G. Nelson, A. Westhues, J. Macleod. 2003
280 citations recorded by the source corpus.
Subfields: Emergency Medical Services, General Health Professions, Sociology and Political Science
View Paper: https://www.semanticscholar.org/paper/4cd7154cc59f41902147250ab4c5a826d3689849
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In Emergency Medical Services
In General Health Professions
In Sociology and Political Science
Citations in the corpus
- Implications of emotion regulation on young children’s emotional wellbeing and educational achievement (2016, background): “Those children commonly experience attention problems and display hyperactive behaviour in school settings (Bulotsky-Shearer and Fantuzzo 2004; Keogh and Burstein 1988; Nelson 1999; Nelson, Westhues, and MacLeod 2003).”
- Can Explicit Instruction in Social and Emotional Learning Skills Benefit the Social-Emotional Development, Well-being, and Academic Achievement of Young Children? (2012, background): “benefit; however, these do tend to decrease over time (Nelson et al. 2003; Payton et al. 2008).”
- Improving Young Children’s Social and Emotional Competence: A Randomized Trial of the Preschool “PATHS” Curriculum (2007, background): “A variety of interventions have been proven efficacious in reducing symptoms of mental disorders and promoting social-emotional competence (see reviews by Anderson et al., 2003; Greenberg, Domitrovich, & Bumbarger, 2001; Nelson, Westhues, & MacLeod, 2003 ).”
- Head Start's Lasting Benefits (2005, background): “However, recent meta-analyses of longitudinal studies (Gorey, 2001; Nelson et al., 2003) suggest that effects persist over time although there may be some diminution of effects over the long term.”
- A meta-analysis of the effects of early developmental prevention programs in at-risk populations on non-health outcomes in adolescence (2010, background): “The Q-statistic allows for a statistical evaluation of the variation in the distribution of effect sizes for a given outcome construct (Nelson et al., 2003), and it also facilitates the identification of individual effect sizes that may be considered outliers.”
- Meta-Analysis of the Effects of Early Education Interventions on Cognitive and Social Development (2010, background): “For 34 studies reported between 1970 and 2000, Nelson et al. (2003) found a moderately large global impact of early childhood interventions in the preschool period (ES = .44), and these effects persisted through Grade 8 (ES = .08).”