What is the Abecedarian Project?
Oct 01, 2008 · For the Abecedarian Project, 104 young adults out of the original 111 infants (93.7%) and for CARE, 60 of 66 original enrollees (90.9%) were assessed as young adults. 1 Of these, 53 with early childhood treatment and 51 controls took part in the Abecedarian young adulthood follow-up; 14 of 16 CARE center-based treatment cases took part, 25 of 27 children …
What is a control group in a scientific study?
FPG's Abecedarian Project, one of the world’s oldest and most oft-cited early childhood education programs, marked its 42nd anniversary last year with groundbreaking findings from principal investigator Frances A. Campbell, Nobel laureate James J. Heckman, and their colleages—as well as several new international initiatives that showcase adaptations of the curriculum that the …
What happens if the control group differs from the treatment group?
Mar 03, 2014 · The studied sample was about 50 in the treatment group and about 50 in the control group, with total N about 100. They were given the Stanford-Binet (at ages 2, 3 and 4 years) Wechsler’s scale (beginning at age 5 and after) for indexing their intellectual development but also the McCarthy Verbal development given at 30, 42, and 54 months of age.
Can a control group be used in non-experimental research?
Which best describes the treatment and control groups of the Abecedarian Project? Children receiving medical, nutritional, and social services vs. those who received the same plus early intervention Which statement best exemplifies current …
What did the landmark Skeels and dye study conclude?
Which did the landmark Skeels and Dye (1939) study conclude? Intelligence is not fixed. Which is not a suggested way to create a supportive physical environment for young children with disabilities?
Which describes the term developmentally appropriate practice DAP )? Quizlet?
Which describes the term "developmentally appropriate practice" (DAP)? A philosophy and practice guidelines for basing teaching on what is typically expect it up and experimented by children of different ages and stages. Which is true of early intervention for infants and toddlers?
Which best describes the term developmentally appropriate practice?
NAEYC defines “developmentally appropriate practice” as methods that promote each child's optimal development and learning through a strengths-based, play-based approach to joyful, engaged learning.
Which of the following is one of the longest running and most carefully controlled and respected study on early intervention?
Second-Generation Research study. Longest running, most carefully controlled studies in early intervention. Test whether intellectual disabilities caused by psychosocial disadvantage could be prevented by intensive, early education full-day preschool programs from birth to kindergarten (5 days/week, 50 weeks/year).
What is DAP education quizlet?
age appropriateness, individual appropriateness, and social/cultural appropriateness. Developmentally Appropriate Practice, or DAP, is a concept developed by. the National Association for the Education of Young Children (NAEYC). It stems from years of good research in early childhood.
What is DAP based on?
DAP is based on knowledge — not on assumptions — of how children learn and develop. The research base yields major principles in human development and learning. Those principles, along with evidence about curriculum and teaching effectiveness, form a solid basis for decision making in early care and education.Aug 15, 2019
Why is it important to use developmentally appropriate practices in classroom management?
DAP reduces learning gaps, increases achievement for all children, and allows students to share and engage in the learning process while they solve their own problems as they learn new information (Compple & Bredekamp, 2009). Developmentally appropriate practices are proven in research to help children succeed.Jan 22, 2014
How does play and learning related to developmentally appropriate practice?
Observing children at play, their interactions with their peers and environment helps you learn each child's interests, skills, and developmental progress. These observations are crucial in refining how and what to teach each child as an individual.Feb 7, 2022
What is developmentally appropriate learning activities?
Developmentally Appropriate Learning Activities is a teaching and learning perspective in early childhood education where an instructor supports a child's development; socially, emotionally, physically, and intellectually.Apr 19, 2021
Which best characterizes the position of the National Association for gifted and talented children on ability grouping for students who are gifted quizlet?
Which best characterizes the position of the national Association for gifted and talented children on ability grouping for students who are gifted? It is necessary to achieve the least restrictive environment.
Which of the following are the four major functions of communication sped quizlet?
-Narrating, explaining or informing, requesting, and expressing are the four major functions of communication.
Which of the following is true regarding small group instruction and students with severe or multiple disabilities?
Which of the following is true regarding small group instruction and students with severe disabilities? It provides opportunities for incidental learning from others.
What is procedural safeguard?
A procedural safeguard in IDEA that applies to assessment and identification in early childhood special education. A philosophy and guidelines promoting the concepts of inclusion and natural learning environments (e.g., home) in early childhood.
Do teachers use praise?
Teachers generally use less praise statements and more statements of disapproval or reprimands. Teachers tend to praise students too frequently. Special education teachers use praise statements more frequently than general education teachers. Teacher praise statements decline each year after second grade.
What are the benefits of Abecedarian early childhood?
In both studies, full-time center-based intervention from infancy to age five was associated with attaining more years of education by young adulthood, with an increased likelihood of obtaining education beyond high school, and an increased likelihood of attending a four-year college. In addition, the center-based early childhood program was associated with having a skilled job and being more upwardly mobile in young adulthood. The results of both studies best generalize to low-income African American families living in a small town or semi-rural environment.
How many babies were in the Abecedarian study?
The Abecedarian study admitted four cohorts of healthy infants born between the spring of 1972 and late summer of 1977 whose families met the criteria for having children at risk for school failure. In all, 111 infants born to 109 families were enrolled: 57 infants randomly assigned to the center-based intervention group (one set of twins, one sibling pair) and 54 to the control group.
How does early childhood education help children?
Many early childhood educational programs have been provided for children from poor families in an effort to support their early development and improve their chances for success in school. In general, scientific evaluations of such programs have shown that they enhance young children's intellectual test scores and elementary school academic performance ( Bryant & Maxwell, 1997; Johnson & Walker, 1991 ). When the Consortium for Longitudinal Studies followed up a number of well-controlled studies at least 10 years post intervention, they found that intellectual test score benefits generally eroded shortly after public school entry, but academic gains were maintained somewhat longer. The Consortium's most robust finding was that early intervention led to fewer placements into special education and better attitudes toward school ( Lazar, Darlington, Murry, Royce, & Snipper, 1982 ). Subsequent longer term follow-up studies of early childhood programs have shown that positive gains in intellectual development and academic skills sometimes persisted into adolescence ( Barnett, 1995, Campbell and Ramey, 1995; Reynolds, 1994; Woodhead, 1988 ). However, few investigators of early childhood programs have followed participants into adulthood. Exceptions include the Early Training Project ( Gray, Ramsey, & Klaus, 1982 ), the High/Scope Perry Preschool Project ( Schweinhart, Barnes, & Weikart, 1993; Schweinhart et al., 2005) and the Chicago Child-Parent Centers ( Reynolds, 2000, Reynolds et al., 2007 ). All three programs were implemented in the 1960s and 1970s and offered some form of preschool experience; they also all served samples that were entirely or predominantly African American. A fourth randomized study of early childhood educational intervention with late adolescent follow-up outcomes is the Infant Health and Development Program [IHDP] (1990), although it differs in several important ways from the first three, being implemented in the 1980s, focusing on low-birth-weight infants, not being restricted to low-income families, and having a more racially diverse sample. Together, these four studies provide evidence concerning the very long-term effects of early educational intervention programs for children considered at risk due to a variety of factors.
What is the intent to treat model?
An intent-to-treat model provided the most powerful test of center-based intervention effects because it allowed the data for all young adult participants to be included. Five distinct groups were defined: (1) Abecedarian control; (2) Abecedarian center-based treatment; (3) CARE control; (4) CARE center-based plus family education treatment; and (5) CARE family education treatment alone. ANOVAs (for continuous outcomes) and logistic regressions (for dichotomous outcomes), with gender and age as covariates, were used to test the questions of interest. Four contrast models were estimated. One tested for main effects of center-based treatment by comparing center-based treated (Abecedarian center-based combined with CARE center-based) and control groups (Abecedarian combined with CARE). A second set of models tested for a study effect by comparing all Abecedarian participants (center-based and control combined) to all CARE participants (center-based plus family education, family education only, and control combined). A third set of models tested if the center-based effects differed between the two studies by testing a treatment × study interaction (comparing the magnitude of the difference between the Abecedarian center-based intervention and control groups to the magnitude of the difference between the CARE center-based plus family education and control groups). This test was included because early childhood data indicated that, overall, CARE participants scored higher on early cognitive tests than did Abecedarian participants. The final set of models tested for a family-education-alone effect by comparing the CARE family-education-alone group to the CARE control group. All models controlled for participant gender and the age of the young adult when interviewed.
What are the facts of a semistructured interview?
A semi-structured interview covered demographic facts such as educational attainments, vocational history, marital status, parenthood, and lawbreaking. Interviewers were graduate students blind with respect to early childhood intervention status. Educational measures derived from these data included indices of high school graduation, post high school education of any kind, being in school when interviewed, and attending a four year college. Employment data were coded using Hollingshead's Index of Social Status ( Hollingshead, 1975 ). Current employment was noted, as well as the level of the job. Jobs rated 4 or higher on the Hollingshead Index ( Hollingshead, 1975) were defined as skilled employment. An index of Upward Mobility was derived by combining current enrollment in school and/or having a job rated 4 or higher on the Hollingshead Index. Marriage and parenthood were assessed through questions about marital status and the number of children reported. Age at birth of a first child was noted; young adults who reported having a child before age 19 were categorized as teen parents.
What happens if your control group differs from the treatment group?
If your control group differs from the treatment group in ways that you haven’t accounted for, your results may reflect the interference of confounding variables instead of your independent variable.
What is a control group in science?
Revised on April 19, 2021. In a scientific study, a control group is used to establish a cause-and-effect relationship by isolating the effect of an independent variable. Researchers change the independent variable in the treatment group ...
Why are control groups important?
Importance of control groups. Control groups help ensure the internal validity of your research. You might see a difference over time in your dependent variable in your treatment group. However, without a control group, it is difficult to know whether the change has arisen from the treatment.
How to reduce confounding variables?
There are several methods you can use to decrease the impact of confounding variables on your research: restriction, matching, statistical control and randomization. In restriction, you restrict your sample by only including certain subjects that have the same values of potential confounding variables.
What is the treatment group?
The treatment group (also called the experimental group) receives the treatment whose effect the researcher is interested in. The control group receives either no treatment, a standard treatment whose effect is already known, or a placebo (a fake treatment). The treatment is any independent variable manipulated by the experimenters, ...
What is treatment in research?
The treatment is any independent variable manipulated by the experimenters, and its exact form depends on the type of research being performed. In a medical trial, it might be a new drug or therapy. In public policy studies, it could be a new social policy that some receive and not others.
What is quasi-experimental design?
While true experiments rely on random assignment to the treatment or control groups, quasi-experimental design uses some criterion other than randomization to assign people. Often, these assignments are not controlled by researchers, but are pre-existing groups that have received different treatments.
Definition
The Abecedarian Project was an early intervention project conducted by Craig Ramey and Francis Campbell on a mostly African-American sample of children at-risk for academic failure. The children have been followed from preschool into early adulthood with positive intellectual results.
Description
Ramey and Campbell conducted a prospective longitudinal study on approximately 50 children born between 1972 and 1977 [ 1 ]. The children were considered to be at risk for intellectual delays and academic problems because they were born to mostly young single mothers living in poverty.