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Impacts of the Boston prekindergarten program on the school readiness of young children with special needs.
Dev Psychol. 2016 11; 52(11):1763-1776.DP

Abstract

Theory and empirical work suggest inclusion preschool improves the school readiness of young children with special needs, but only 2 studies of the model have used rigorous designs that could identify causality. The present study examined the impacts of the Boston Public prekindergarten program-which combined proven language, literacy, and mathematics curricula with coaching-on the language, literacy, mathematics, executive function, and emotional skills of young children with special needs (N = 242). Children with special needs benefitted from the program in all examined domains. Effects were on par with or surpassed those of their typically developing peers. Results are discussed in the context of their relevance for policy, practice, and theory. (PsycINFO Database Record

Authors

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Pub Type(s)

Journal Article

Language

eng

PubMed ID

27732038

Citation

Weiland, Christina. "Impacts of the Boston Prekindergarten Program On the School Readiness of Young Children With Special Needs." Developmental Psychology, vol. 52, no. 11, 2016, pp. 1763-1776.
Weiland C. Impacts of the Boston prekindergarten program on the school readiness of young children with special needs. Dev Psychol. 2016;52(11):1763-1776.
Weiland, C. (2016). Impacts of the Boston prekindergarten program on the school readiness of young children with special needs. Developmental Psychology, 52(11), 1763-1776.
Weiland C. Impacts of the Boston Prekindergarten Program On the School Readiness of Young Children With Special Needs. Dev Psychol. 2016;52(11):1763-1776. PubMed PMID: 27732038.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Impacts of the Boston prekindergarten program on the school readiness of young children with special needs. A1 - Weiland,Christina, Y1 - 2016/10/10/ PY - 2016/10/28/pubmed PY - 2017/8/31/medline PY - 2016/10/13/entrez SP - 1763 EP - 1776 JF - Developmental psychology JO - Dev Psychol VL - 52 IS - 11 N2 - Theory and empirical work suggest inclusion preschool improves the school readiness of young children with special needs, but only 2 studies of the model have used rigorous designs that could identify causality. The present study examined the impacts of the Boston Public prekindergarten program-which combined proven language, literacy, and mathematics curricula with coaching-on the language, literacy, mathematics, executive function, and emotional skills of young children with special needs (N = 242). Children with special needs benefitted from the program in all examined domains. Effects were on par with or surpassed those of their typically developing peers. Results are discussed in the context of their relevance for policy, practice, and theory. (PsycINFO Database Record SN - 1939-0599 UR - https://www.unboundmedicine.com/medline/citation/27732038/Impacts_of_the_Boston_prekindergarten_program_on_the_school_readiness_of_young_children_with_special_needs_ L2 - http://content.apa.org/journals/dev/52/11/1763 DB - PRIME DP - Unbound Medicine ER -