A study found that simple praise statements increase physical activity in young adults with autism, regardless of delivery method. Praise delivered through technology shows promise for producing more exercise, as participants maintained their performances even without constant support.
Research suggests that high-quality preschool teaching practices, particularly those focused on intentional teaching and scaffolding, have the largest effect on young children's academic and social skills. Effective curricula, teacher-child ratio, and professional development also play a significant role in shaping outcomes.
A parenting program strengthening skills also improves ADHD symptoms in 3-8 year-olds, according to researchers. The 'Incredible Years' Basic Parent Program demonstrates sustained improvements for children's behavior difficulties and social skills.
Research from the Frank Porter Graham Child Development Institute found that African-American preschoolers' storytelling skills affect reading achievement in complex ways. Girls' storytelling skills appear crucial for early reading development, while boys' skills have a stronger impact on rapid reading score increases over time.
The federal report emphasizes building children's self-regulation skills, which enable them to manage thoughts and feelings, control impulses, and problem-solve. This skill development is crucial for academic achievement, physical health, and socioeconomic success.
Research by the Frank Porter Graham Child Development Institute found that higher-quality preschool instruction leads to better outcomes in various skills. Children who attended more than one year of Head Start showed significant gains in academic skills when they received sufficient time in math and reading instruction.
Early narrative skills are tied to kindergarten literacy among young African American children, suggesting that storytelling is crucial for their early reading development. The study found that preschool oral narrative skills predicted emergent literacy for poor and non-poor African American kindergartners, but not for the overall sample.
Research from the Frank Porter Graham Child Development Institute shows that high-quality early education significantly boosts language skills in children from low-income families. Children who start earlier and stay longer in these programs also demonstrate strong English language skills, even those whose first language is not English.
A pilot study in 51 N.C. classrooms shows the Inclusive Classroom Profile (ICP) to be a reliable instrument assessing quality practices in inclusive preschools. The ICP reveals types of inclusive settings best serving preschoolers with disabilities, including Head Start and public pre-k programs.
A new study from UNC's Frank Porter Graham Child Development Institute reveals that disruptions in child care negatively affect children's social development as early as age 4. However, the effects of child care instability are not unduly large, and some types of instability appear to have no negative impact on children.
Research on North Carolina's pre-kindergarten program reveals that dual-language learners, especially those with lower English proficiency, make significant academic progress. The study found that focusing on classroom quality and incorporating home language strategies can maximize gains for these children.
New research shows that when teachers direct physical activities, young children become more active and less sedentary. Childhood physical activity is related to better health, higher test scores, and fewer behavioral problems.
A groundbreaking study from FPG found that African-American students in segregated schools experience smaller gains in reading skills during first grade. However, student backgrounds are unlikely to be the cause of these differences, according to researchers.
The NC Pre-K program has been found to improve language and literacy skills, math skills, general knowledge, and social skills in four-year-old students. Notably, children from lower-income families who attended the program showed higher reading and math scores by the end of third grade.
High school students with autism can learn under CCSS, requiring tailored instruction to meet their diverse needs. Effective strategies include exposing them to assignments before class and delivering explicit instruction.
Researchers at UNC's Frank Porter Graham Child Development Institute recommend teaching independence to adolescents with autism to enhance their chances for post-high school success. Studies show that high schoolers with autism possess superior visual thinking skills, which can be emphasized in teaching independence. Visual schedules a...
The study found significant positive outcomes for children enrolled in the state's universal pre-k program, with average scores above the national norm on key measures of language, literacy, and math. The results were most pronounced in key language and literacy skills, which are important precursors for later reading ability.
A new program from UNC's Frank Porter Graham Child Development Institute prepares students with autism for life after high school by focusing on emotions, friendships, and literacy skills. Early results show improved social interactions and confidence among participants.
A new study from UNC's Frank Porter Graham Child Development Institute found that African American boys' academic and social performance in kindergarten is influenced by their parents' engagement in literacy activities and teaching. Effective parenting practices can help African American boys achieve academic success and positive socia...
A new report from the National Professional Development Center on Autism Spectrum Disorders identifies 29 evidence-based practices for children and youth with autism, including technology-aided instruction and exercise. These practices can help reduce costs and improve outcomes for individuals with autism.
A long-running study of nearly 1300 rural children found that parenting deteriorates when families face multiple risk factors, leading to poor intellectual, emotional, and social development. The study's findings highlight the importance of supporting parenting and social context in bolstering child development.
High-quality interactions between children and adults foster growth in early language and communication skills. The study recommends ten practices to support the development of these skills, including responding to vocalizations, eliciting conversations, and using complex grammar and rich vocabulary.
Usability testing in the foster care system diagnosed what worked and didn't work with a new intervention for families, encouraging problem-solving and collaboration. The testing identified challenges, such as logistics and family engagement, but also found that nearly every parent continued through several sessions of the intervention.