Brittany L. Rhoades

TL;DR: LCA provides a way to identify a small set of underlying subgroups characterized by multiple dimensions which could, in turn, be used to examine differential treatment effects, and can facilitate targeting future intervention resources to subgroups that promise to show the maximum treatment response.

TL;DR: Findings suggest the intervention was attractive to students, teachers, and school administrators and that it had a positive impact on problematic responses to stress including rumination, intrusive thoughts, and emotional arousal.

TL;DR: Examination of demographic and familial risks during infancy in a large, predominantly low-income sample of nonurban families from Pennsylvania and North Carolina suggests that early family environments may prove to be especially fruitful contexts for the promotion of EF development.

TL;DR: In this paper, the authors examined concurrent relationships between maternal education and employment status, children's sex, ethnicity, age, receptive vocabulary, emotional knowledge, attention skills, inhibitory control and social-emotional competence in a sample of 146 preschool, low-income, ethnically diverse children from Head Start classrooms.

TL;DR: This paper examined the associations between preschool emotion knowledge, kindergarten attention skills, and first grade academic competence in a sample of mostly disadvantaged children and found that attention during kindergarten is a significant mediator of this association, even after accounting for the effects of maternal education, family income and children's age, sex, and receptive vocabulary skills.