A study involving autistic toddlers has found a novel early intervention program to be effective for improving IQ, language ability, and social interaction.
A five-year study involving 48 diverse, 18- to 30-month-old children with autism and no other health problems has found a novel early intervention program to be effective for improving IQ, language ability, and social interaction. The Early Start Denver Model combines applied behavioral analysis (ABA) teaching methods with play-based routines that focused on building a relationship with the child. Half the children received two two-hour sessions five days a week from specialists (but in their own homes) plus five hours a week of parent-delivered therapy. The remaining children were referred to community-based programs. After two years, the IQs of the children in the intervention group had improved by an average of around 18 points, compared to a little more than four points in the comparison group. The intervention group also had a nearly 18-point improvement in receptive language (listening and understanding) compared to around10 points in the comparison group. Seven of the children in the intervention group received an improved diagnosis from autism to the milder condition known as 'pervasive developmental disorder not otherwise specified' (PDD-NOS), compared to only one child in the community-based therapy group.
A study involving first- and second-grade teachers found that boys' math performance was not related to their (female) teacher's math anxiety while girls' math achievement was.
Consistent with studies showing that gender stereotypes can worsen math performance in females, a year-long study involving 17 first- and second-grade teachers and their 52 boy and 65 girl students has found that boys' math performance was not related to their (female) teacher's math anxiety while girls' math achievement was. Early elementary school teachers in the United States are almost exclusively female. Math achievement was unrelated to teacher math anxiety in both boys and girls at the beginning of the school year. Moreover, achievement was negatively associated with belief in gender stereotypes. Girls who confirmed a belief that boys are better in math than girls scored six points lower in math achievement than did boys or girls who had not developed a belief in the stereotype (102 versus 108). Research has found that elementary education majors have the highest rate of mathematics anxiety of any college major.
A study of 80 pairs of middle-income Canadian mothers and their year-old babies has revealed conversational strategies that are associated with better executive skills among toddlers.
A study of 80 pairs of middle-income Canadian mothers and their year-old babies has revealed that children of mothers who answered their children's requests for help quickly and accurately; talked about their children's preferences, thoughts, and memories during play; and encouraged successful strategies to help solve difficult problems, performed better at a year and a half and 2 years on tasks that call for executive skills, compared to children whose mothers didn't use these techniques.
A study has found fetuses exposed to elevated levels of the stress hormone cortisol may have trouble paying attention or solving problems at 17 months -- but only if they are not securely attached to their mothers.
A study involving 125 women has found the first, direct human evidence that fetuses exposed to elevated levels of the stress hormone cortisol may have trouble paying attention or solving problems at 17 months. But more hopefully, the association only occurred among children showing insecure attachment to their mothers, independent of socioeconomic factors. The findings suggest that a stressful prenatal environment may be effectively counteracted by good parental care. The children will be followed up when they turn 6.
A study of internationally adopted 8- and 9-year-old children has found those adopted from institutional care performed worse on some cognitive tests.
A study involving 132 8- and 9-year-old children, some of whom had been adopted into U.S. homes after spending at least a year and three-quarters in institutions in Asia, Latin America, Russia and Eastern Europe, and Africa, while others were adopted by the time they were 8 months old into U.S. homes from foster care in Asia and Latin America, having spent no or very little time in institutional care, has found that those adopted early from foster care didn't differ from children who were raised in their birth families in the United States. However, those adopted from institutional care performed worse on tests measuring visual memory and attention, learning visual information, and impulse control -- but not on tests involving sequencing and planning. The findings suggest that specific aspects of cognitive function may be especially vulnerable to postnatal experience.
An American study suggests that getting a home computer can have a negative effect on reading and math scores in middle-grade students, particularly those from disadvantaged families.
Data from North Carolina's mandated End-of-Grade tests (2000-2005), which includes student reports on how frequently they use a home computer for schoolwork, watch TV or read for pleasure, reveals that students in grades five through eight (c.10-13), particularly those from disadvantaged families, tended to have lower reading and math scores after they got a home computer. The researchers suggest that the greater negative effect in disadvantaged households may reflect less parental monitoring.
A large study of elementary school children and college students has found greater screen time (TV and video games) is associated with more attention problems.
A study following 1,323 children in Grades 3 to 5 and 210 college students has found that children who exceeded two hours per day of screen time (TV and video games) were 1.5 to two times more likely to be considered above average in attention problems by their teachers compared to children who met the guideline. A similar association between screen media time and attention problems (self-reported) was found for the college students. A study earlier this year found U.S. children aged eight to 18 devote an average of seven hours and 38 minutes per day to entertainment media (http://www.kff.org/entmedia/entmedia012010nr.cfm ).
SAT and ACT results demonstrate a dramatic drop in gender ratio on math and science tests from 1981 to 1995, but little change since then.
Analysis of 30 years of SAT and ACT tests administered to the top 5% of U.S. 7th graders has found that the ratio of 7th graders scoring 700 or above on the SAT-math has dropped from about 13 boys to 1 girl to about 4 boys to 1 girl. The ratio dropped dramatically between 1981 and 1995, and has remained relatively stable since then. The top scores on scientific reasoning, a relatively new section of the ACT that was not included in the original study, show a similar ratio of boys to girls.
A Chicago study has found substantially lower reading scores in African-American children who were assessed directly after a local homicide. Hispanic children were not affected.
A study using data on reported homicides in Chicago 1994-2002 and two independent surveys of children and families in Chicago, has revealed that African-American children who were assessed directly after a local homicide occurred scored substantially lower on vocabulary and reading assessments than their peers from the same neighborhood who were assessed at different times. The impact of the homicide faded both with time and distance from the child's home. However, in both datasets, while the results were extremely strong for African Americans, there was no effect of local homicides for Hispanics. Because of the prevalence of homicide in the most violent neighborhoods in cities like Chicago, these results mean that some children spend about one week out of every month functioning at a low level. Whites and other ethnic groups were excluded from the study because they were almost never exposed to local homicides in the samples used.
Your teenager's school grades are usually better if they have more friends from their own school than out-of-school friends.
A study involving 629 12th-grade students from three Los Angeles-area high schools has revealed that, across both genders and all ethnicities, adolescents with more in-school friends, compared with out-of-school friends, had higher grade point averages. It’s assumed that this is due to the fact that in-school friends are more likely to support school-related activities, including studying.