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.
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. Results of the current study showed that the school readiness-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 improved through an intervention aimed specifically at improving school-readiness skills. (publisher abstract modified)