caa a22 4500 606154035 CHVBK 20210128100556.0 cr unu---uuuuu 210128e20150201xx s 000 0 eng 10.1007/s11121-014-0482-2 doi (NATIONALLICENCE)springer-10.1007/s11121-014-0482-2 Improving Child Self-Regulation and Parenting in Families of Pre-kindergarten Children with Developmental Disabilities and Behavioral Difficulties [Elektronische Daten] [Katherine Pears, Hyoun Kim, Cynthia Healey, Karen Yoerger, Philip Fisher] The transition to school may be particularly difficult for children with developmental disabilities and behavioral difficulties. Such children are likely to experience problems with self-regulation skills, which are critical to school adjustment. Additionally, inconsistent discipline practices and low parental involvement in children's schooling may contribute to a poor transition to school. This study employed a randomized clinical trial to examine the effects of a school readiness intervention that focused on children's self-regulation skills as well as parenting and parental involvement in school. Results showed that the intervention had positive effects on children's self-regulation in kindergarten as measured by teacher and observer reports. Additionally, the intervention significantly reduced ineffective parenting prior to school entry, which in turn affected parental involvement. This finding is significant because it demonstrates that parental involvement in school may be increased by efforts to improve parenting skills in general. Overall, the study demonstrated that school adjustment across kindergarten among children with developmental disabilities and behavioral difficulties can be enhanced through an intervention aimed specifically at improving school readiness skills. Society for Prevention Research, 2014 School readiness nationallicence Self-regulation nationallicence Parenting nationallicence Parent involvement nationallicence Intervention nationallicence Pears Katherine Oregon Social Learning Center, 10 Shelton McMurphey Boulevard, 97401, Eugene, OR, USA aut Kim Hyoun Oregon Social Learning Center, 10 Shelton McMurphey Boulevard, 97401, Eugene, OR, USA aut Healey Cynthia Oregon Social Learning Center, 10 Shelton McMurphey Boulevard, 97401, Eugene, OR, USA aut Yoerger Karen Oregon Social Learning Center, 10 Shelton McMurphey Boulevard, 97401, Eugene, OR, USA aut Fisher Philip Oregon Social Learning Center, 10 Shelton McMurphey Boulevard, 97401, Eugene, OR, USA aut Prevention Science Springer US; http://www.springer-ny.com 16/2(2015-02-01), 222-232 1389-4986 16:2<222 2015 16 11121 https://doi.org/10.1007/s11121-014-0482-2 text/html Onlinezugriff via DOI BK010053 XK010053 XK010000 Metadata rights reserved Springer special CC-BY-NC licence nationallicence 1 research-article jats NATIONALLICENCE NATIONALLICENCE NL-springer NATIONALLICENCE 856 40 https://doi.org/10.1007/s11121-014-0482-2 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Pears Katherine Oregon Social Learning Center, 10 Shelton McMurphey Boulevard, 97401, Eugene, OR, USA aut NATIONALLICENCE 700 1- Kim Hyoun Oregon Social Learning Center, 10 Shelton McMurphey Boulevard, 97401, Eugene, OR, USA aut NATIONALLICENCE 700 1- Healey Cynthia Oregon Social Learning Center, 10 Shelton McMurphey Boulevard, 97401, Eugene, OR, USA aut NATIONALLICENCE 700 1- Yoerger Karen Oregon Social Learning Center, 10 Shelton McMurphey Boulevard, 97401, Eugene, OR, USA aut NATIONALLICENCE 700 1- Fisher Philip Oregon Social Learning Center, 10 Shelton McMurphey Boulevard, 97401, Eugene, OR, USA aut NATIONALLICENCE 773 0- Prevention Science Springer US; http://www.springer-ny.com 16/2(2015-02-01), 222-232 1389-4986 16:2<222 2015 16 11121