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Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure?
Hamre, Bridget, 2005
Child Development, 76(5), 949-967

An examination of ways children’s risk of school failure may be reduced by support from teachers, based on a national study of 910 children, ages 5-6, identified as at risk on the basis of demographic characteristics and their kindergarten teachers’ observations of behavioral, attention, academic, and/or social difficulties

Reports & Papers

Coming together for children with disabilities: State collaboration to support quality, inclusive child care
Mezey, Jennifer, 2003
Washington, DC: Center for Law and Social Policy.

A study of state policies which would provide special education and early intervention services to low-income children with disabilities in child care programs

Reports & Papers

Cross referrals between programs for infants and toddlers with disabilities: Perceptions of Part C and Early Head Start Providers
Summers, Jean Ann, October/December 2008
Infants and Young Children, 21(4), 324-333

A qualitative study of the views of Part C and Head Start administrators and healthcare providers about the complimentary roles of the programs, the collaboration between programs, and the identification and cross-referral of low income children with disabilities eligible for both programs, based on interviews with staff in 6 communities with both programs in 5 states

Reports & Papers

Differential effects of high-quality child care
Hill, Jennifer, 2002
Journal of Policy Analysis and Management, 21(4), 601-627

An analysis of data collected from the Infant Health and Development Program examining the differential causal effects of access to high quality child care for at risk children who would otherwise have participated in one of three child care options: no non-maternal care, home-based non-maternal care, and center-based care

Reports & Papers

Early intervention: The moderating role of the home environment
Bradley, Robert H., 2001
Applied Developmental Science, 5(1), 2-8

An examination of the effect of young children's home environments on the impact of the Infant Health and Development Program, an early intervention program designed for at risk children from low income families

Reports & Papers

Educare implementation study findings--August 2012
Yazejian, Noreen, 2012
Chapel Hill, NC: FPG Child Development Institute.

Findings from an implementation study of Educare, a full-day, full-year high-quality early care and education program for at risk children from birth to age 5, that examine children's school readiness, vocabulary, and socioemotional outcomes and classroom quality, based on data collected at 12 programs from the fall 2007 through spring 2011 school years

Reports & Papers

The effects of experience of early intervention of low birth weight, premature children: The Infant Health and Development Program
Liaw, Fong-ruey, 1995
Early Childhood Research Quarterly, 10(4), 405-431

A study of the effects of individual children's early intervention experiences, in both home and child development center settings, on child and parental outcomes in the Infant Health and Development Program (IHDP)

Reports & Papers

Map to Inclusive Child Care: Outcomes for year two
University of Connecticut. Health Center. Division of Child and Family Studies,
Farmington, CT: University of Connecticut, Health Center, Division of Child and Family Studies.

A presentation of outcomes of the second year of the Map to Inclusive Child Care, an initiative to promote inclusive early childhood education and care in 10 states, including information on educator training, parent awareness, and legislation and policy

Reports & Papers

Practices in early intervention for children with autism: A comparison with the national research council recommended practices
Downs, Robyn Conley, March 2010
Education and Training in Autism and Developmental Disabilities, 45(1), 150-159

A comparison of National Research Council recommended practices and reported practices of early intervention programs serving children with autism or spectrum disorder from a survey of 17 centers in Oregon and Washington

Reports & Papers

Promising results: Educare implementation study data--June 2012
Yazejian, Noreen, 2011
Chapel Hill, NC: FPG Child Development Institute.

Findings from an implementation study of Educare, a full-day, full-year high-quality early care and education program for at risk children from birth to age 5, that examine children's school readiness, vocabulary, and socioemotional outcomes and classroom quality, based on data collected at 12 programs during the 2010-2011 school year

Reports & Papers

A twelve-year follow-up study of maltreated and at-risk children who received early therapeutic child care
Moore, Elizabeth, 1998
Child Maltreatment, 3(1), 3-16

A study evaluating participants' outcomes twelve years after the 1980 Childhaven Study, in which abused or neglected children were assigned to therapeutic child care

Reports & Papers

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Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

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			Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? Hamre, Bridget, 2005 Child Development, 76(5), 949-967 An examination of ways children’s risk of school failure may be reduced by support from teachers, based on a national study of 910 children, ages 5-6, identified as at risk on the basis of demographic characteristics and their kindergarten teachers’ observations of behavioral, attention, academic, and/or social difficulties	Reports & Papers
			Coming together for children with disabilities: State collaboration to support quality, inclusive child care Mezey, Jennifer, 2003 Washington, DC: Center for Law and Social Policy. A study of state policies which would provide special education and early intervention services to low-income children with disabilities in child care programs	Reports & Papers
			Cross referrals between programs for infants and toddlers with disabilities: Perceptions of Part C and Early Head Start Providers Summers, Jean Ann, October/December 2008 Infants and Young Children, 21(4), 324-333 A qualitative study of the views of Part C and Head Start administrators and healthcare providers about the complimentary roles of the programs, the collaboration between programs, and the identification and cross-referral of low income children with disabilities eligible for both programs, based on interviews with staff in 6 communities with both programs in 5 states	Reports & Papers
			Differential effects of high-quality child care Hill, Jennifer, 2002 Journal of Policy Analysis and Management, 21(4), 601-627 An analysis of data collected from the Infant Health and Development Program examining the differential causal effects of access to high quality child care for at risk children who would otherwise have participated in one of three child care options: no non-maternal care, home-based non-maternal care, and center-based care	Reports & Papers
			Early intervention: The moderating role of the home environment Bradley, Robert H., 2001 Applied Developmental Science, 5(1), 2-8 An examination of the effect of young children's home environments on the impact of the Infant Health and Development Program, an early intervention program designed for at risk children from low income families	Reports & Papers
			Educare implementation study findings--August 2012 Yazejian, Noreen, 2012 Chapel Hill, NC: FPG Child Development Institute. Findings from an implementation study of Educare, a full-day, full-year high-quality early care and education program for at risk children from birth to age 5, that examine children's school readiness, vocabulary, and socioemotional outcomes and classroom quality, based on data collected at 12 programs from the fall 2007 through spring 2011 school years	Reports & Papers
			The effects of experience of early intervention of low birth weight, premature children: The Infant Health and Development Program Liaw, Fong-ruey, 1995 Early Childhood Research Quarterly, 10(4), 405-431 A study of the effects of individual children's early intervention experiences, in both home and child development center settings, on child and parental outcomes in the Infant Health and Development Program (IHDP)	Reports & Papers
			Map to Inclusive Child Care: Outcomes for year two University of Connecticut. Health Center. Division of Child and Family Studies, Farmington, CT: University of Connecticut, Health Center, Division of Child and Family Studies. A presentation of outcomes of the second year of the Map to Inclusive Child Care, an initiative to promote inclusive early childhood education and care in 10 states, including information on educator training, parent awareness, and legislation and policy	Reports & Papers
			Practices in early intervention for children with autism: A comparison with the national research council recommended practices Downs, Robyn Conley, March 2010 Education and Training in Autism and Developmental Disabilities, 45(1), 150-159 A comparison of National Research Council recommended practices and reported practices of early intervention programs serving children with autism or spectrum disorder from a survey of 17 centers in Oregon and Washington	Reports & Papers
			Promising results: Educare implementation study data--June 2012 Yazejian, Noreen, 2011 Chapel Hill, NC: FPG Child Development Institute. Findings from an implementation study of Educare, a full-day, full-year high-quality early care and education program for at risk children from birth to age 5, that examine children's school readiness, vocabulary, and socioemotional outcomes and classroom quality, based on data collected at 12 programs during the 2010-2011 school year	Reports & Papers
			A twelve-year follow-up study of maltreated and at-risk children who received early therapeutic child care Moore, Elizabeth, 1998 Child Maltreatment, 3(1), 3-16 A study evaluating participants' outcomes twelve years after the 1980 Childhaven Study, in which abused or neglected children were assigned to therapeutic child care	Reports & Papers