Oregon State University

Preschool is a critical time for the development of self-regulation, which is essential for children's long-term social and academic success. Developing and testing programs that help children develop self-regulation in preschool is critical to ensuring long-term success. This project will test the initial efficacy of Red Light, Purple Light (RLPL), a self-regulation intervention that was developed as part of an IES grant. The RLPL intervention is designed to promote children's school readin...

The purpose of this project is to develop an online course and coaching program to help early childhood teachers implement practices to improve both academic and social and behavioral outcomes for young children who have experienced trauma. Children exposed to trauma (e.g., abuse, neglect, exposure to domestic violence, parental mental health and substance use) are at elevated risk for difficulties in school. Interventions that help adult caregivers meet the needs of children exposed to earl...

This study will revise an existing measure of self-regulation and executive function skills for use as a school readiness screening tool for children from at-risk backgrounds. The existing Head-Toes-Knees-Shoulders (HTKS) measure is a predictor of school achievement for diverse groups of children. However, English language learners (ELLs) and children from low-income backgrounds have not performed well on this measure. The research team will develop and validate a revised version of the meas...

The purpose of this project is to develop and evaluate the promise of a self-regulation intervention designed for use with children from low-income backgrounds with the goal of promoting the development of school readiness skills. Self-regulation has been identified as a key predictor of school readiness and both short- and long-term academic achievement. Many children, especially those experiencing socio-demographic risks, enter school without adequate self-regulation skills and with few op...

The number of English language learners (ELLs) in Oregon increased greatly over the past two decades, and ELLs now comprise 10% of the state's K-12 population. Efforts to explore the factors that contribute to ELL academic success are hampered by a lack of information on what differentiates ELLs who are eventually reclassified out of ELL status from those who are not. Furthermore, information describing the instructional programs that ELLs in the state experience needs further development an...

Children's social skills at the beginning of kindergarten are related to their academic achievement and the quality of their peer relationships. Educators need tools to help identify potential problems and support children's behavior during the early school years. There are few direct assessments of young children's social and emotional skills available for researchers and practitioners to use. The goal of this project is to develop a reliable and valid screening measure of children's behav...