***TASK*** the task is to summarize an input biomedical literature in six sentences 
    ***INPUT*** the input is a biomedical literature 
    ***OUTPUT*** the output is the summary of an input biomedical literature in six sentences 
    ***DOCUMENTATION*** 
    ***EXAMPLES*** 
    Input: This pilot aims to better underst and the market for childcare in Saudi Arabia – both the supply and dem and sides – and to design a r and omized controlled experiment to test whether access to affordable day care ( in the form of subsidies , for example ) would incentivize Saudi mothers to search actively for employment and to remain employed once they are hired . In addition , the study seeks to underst and the degree to which employment early on in one ’s life impacts employment in later stages . The pilot will provide information on the groups of women the experiment should target , appropriate levels for the childcare subsidy , and the quality and current geographic locations of daycare sites . Expected Impact Determine the effects of facilitating childcare access on Saudi women ’s employment . PRINCIPAL INVESTIGATORS  Boston University Patricia Cortes  Harvard University Claudia Goldin  Swarthmore College Jennifer Research Findings : This study examined processes of change associated with the positive preschool and kindergarten outcomes of children who received the Head Start REDI ( REsearch -based , Developmentally Informed ) intervention compared to usual practice Head Start .  Using data from a large-scale r and omized controlled trial ( N = 356 children , 42 % African American or Latino , all from low-income families ) , this study tests the logic model that improving preschool social-emotional skills ( e.g. , emotion underst and ing , social problem solving , and positive social behavior ) as well as language /emergent literacy skills will promote cross-domain academic and behavioral adjustment after children transition into kindergarten . Validating this logic model , the present study finds that intervention effects on 3 important kindergarten outcomes ( e.g. , reading achievement , learning engagement , and positive social behavior ) were mediated by preschool gains in the proximal social-emotional and language /emergent literacy skills targeted by the REDI intervention . It is important to note that preschool gains in social-emotional skills made unique contributions to kindergarten outcomes in reading achievement and learning engagement , even after we accounted for concurrent preschool gains in vocabulary and emergent literacy skills . Practice or Policy : These findings highlight the importance of fostering at-risk children 's social-emotional skills during preschool as a means of promoting school readiness The Incredible Years ( IY ) Series includes separate group interventions to improve parenting interactions , teacher classroom management , and child social-emotional regulation . Although originally developed to treat early onset conduct problems , IY targets many of the proposed mechanisms and risk factors for internalizing distress in early childhood . Prior studies have demonstrated the effects of the IY parent intervention on co-occurring depressive symptoms . We attempted to extend these findings by examining the unique and combined effects of IY interventions on children 's co-occurring internalizing symptoms .  One-hundred and fifty-nine families with children ages 4- to 8-years-old were r and omly assigned to parent training ( PT ) ; parent plus teacher training ( PT + TT ) ; child training ( CT ) ; child plus teacher training ( CT + TT ) ; parent , child , plus teacher training ( PT + CT + TT ) ; or a waiting list control group . Children who received any of the intervention components were more likely to have lower mother-rated internalizing symptoms at posttreatment compared to children in a wait-list control group . Implication s for future research and for design ing interventions and prevention strategies for children with internalizing symptoms  are discussed . ( PsycINFO Data base This study evaluated the post-treatment outcome effects of a classroom-based social skills program for pre-kindergarten children , using a teacher-consultation model . The pre-K RECAP ( Reaching Educators , Children , and Parents ) program is a semi-structured , cognitive-behavioral skills training program that provides teachers with in-classroom consultation on program implementation and classroom-wide behavior management . Data on children 's social skills and behavior problems were collected from parents and teachers at pre- and post-treatment , for 149 children aged 4–5 years ( of whom 56 % were girls ) . Significant treatment effects were found for teacher but not parent reports , with treatment group children improving significantly more than comparison group children in their teacher-rated social skills and internalizing and externalizing problems . These results provide some preliminary support for the efficacy of the program on children 's social skills and behavior problems , and for a teacher-consultation model for training teachers to implement school-based mental health programs Background There is an urgent need for effective , affordable interventions to prevent child mental health problems in low- and middle-income countries . Aims To determine the effects of a universal pre-school-based intervention on child conduct problems and social skills at school and at home . Method In a cluster r and omised design , 24 community pre-schools in inner-city areas of Kingston , Jamaica , were r and omly assigned to receive the Incredible Years Teacher Training intervention ( n = 12 ) or to a control group ( n = 12 ) . Three children from each class with the highest levels of teacher-reported conduct problems were selected for evaluation , giving 225 children aged 3–6 years . The primary outcome was observed child behaviour at school . Secondary outcomes were child behaviour by parent and teacher report , child attendance and parents ’ attitude to school . The study is registered as IS RCT N35476268 . Results Children in intervention schools showed significantly reduced conduct problems ( effect size ( ES ) = 0.42 ) and increased friendship skills ( ES = 0.74 ) through observation , significant reductions to teacher-reported ( ES = 0.47 ) and parent-reported ( ES = 0.22 ) behaviour difficulties and increases in teacher-reported social skills ( ES = 0.59 ) and child attendance ( ES = 0.30 ) . Benefits to parents ’ attitude to school were not significant . Conclusions A low-cost , school-based intervention in a middle-income country substantially reduces child conduct problems and increases child social skills at home and at school This study applied the distillation and matching model to 322 r and omized clinical trials for child mental health treatments . The model involved initial data reduction of 615 treatment protocol descriptions by means of a set of codes describing discrete clinical strategies , referred to as practice elements . Practice elements were then summarized in profiles , which were empirically matched to client factors ( i.e. , observed problem , age , gender , and ethnicity ) . Results of a profile similarity analysis demonstrated a branching of the literature into multiple problem areas , within which some age and ethnicity special cases emerged as higher order splits . This is the 1st study to aggregate evidence -based treatment protocol s empirically according to their constituent treatment procedures , and the results point both to the overall organization of therapy procedures according to matching factors and to gaps in the current child and adolescent treatment literature Separate studies of rural and urban Head Start systems tested the hypothesis that an emotion-based prevention program ( EBP ) would accelerate the development of emotion and social competence and decrease agonistic behavior and potential precursors of psychopathology . In both studies , Head Start centers were r and omly assigned to treatment and control/comparison group conditions . In Study 1 ( rural community ) , results of hierarchical linear modeling analyses showed that compared to the control condition ( Head Start as usual ) , EBP produced greater increases in emotion knowledge and emotion regulation and greater decreases in children 's negative emotion expressions , aggression , anxious/depressed behavior , and negative peer and adult interactions . In Study 2 ( inner city ) , compared to the established prevention program I Can Problem Solve , EBP led to greater increases in emotion knowledge , emotion regulation , positive emotion expression , and social competence . In Study 2 , emotion knowledge mediated the effects of EBP on emotion regulation , and emotion competence ( an aggregate of emotion knowledge and emotion regulation ) mediated the effects of EBP on social competence This r and omized controlled trial ( RCT ) evaluated the efficacy of the Incredible Years ( IY ) Teacher Classroom Management ( TCM ; Webster-Stratton & Reid , 2002 ) program to assess whether training teachers in IY-TCM principles improve teacher behavior , whether any observed improvements impact pupil behavior classroom-wide , and whether these effects can be demonstrated with children at risk of developing conduct problems . Six intervention and six control classrooms comprising 12 teachers and 107 children ( aged 3 to 7years ) were recruited . Children were screened for high or low behavior problems using the cut-off points of the teacher-rated Strengths and Difficulties Question naire ( Goodman , 1997 ) . The primary outcome measure was independent classroom observations using the Teacher-Pupil Observation Tool ( Martin et al. , 2010 ) . Multilevel modeling analyses were conducted to examine the effect of the intervention on teacher , classroom , and child behavior . Results showed a significant reduction in classroom off-task behavior ( d=0.53 ) , teacher negatives to target children ( d=0.36 ) , target child negatives towards the teacher ( d=0.42 ) , and target child off-task behavior ( d=0.48 ) . These preliminary results demonstrate the potential impact of IY-TCM on both teacher and child behavior This paper reports the results from a r and omized clinical trial evaluating an adaptation of the Promoting Alternative Thinking Strategies curriculum ( PATHS ) for preschool-age children in Head Start .  PATHS is a universal , teacher-taught social-emotional curriculum that is design ed to improve children ’s social competence and reduce problem behavior . Twenty classrooms in two Pennsylvania communities participated in the study . Teachers in the 10 intervention classrooms implemented weekly lessons and extension activities across a 9-month period . Child assessment s and teacher and parent reports of child behavior assessment s were collected at the beginning and end of the school year . Analysis of covariance was used to control for baseline differences between the groups and pretest scores on each of the outcome measures . The results suggest that after exposure to PATHS , intervention children had higher emotion knowledge skills and were rated by parents and teachers as more socially competent compared to peers . Further , teachers rated intervention children as less socially withdrawn at the end of the school year compared to controls . Editors ’ Strategic Implication s : n Findings from this and other r and omized clinical trials confirm that the Preschool PATHS program is clearly a promising practice for improving children ’s social and emotional competence . Head Start and school programs will find these multi-informant data to be of interest as they consider a curriculum to help prepare children for school entry Behavior problems among preschool children are common . They are important targets for intervention because early externalizing problems and self-regulation issues tend to persist without appropriate attention , and can affect later mental health and school achievement outcomes . However , few preschool curricula addressing social and emotional development exist , and evidence for effects are mixed . In this study , the Second Step Pre/Kindergarten Social and Emotional Learning curriculum was adapted and tested in a small cluster r and omized pilot study of community preschool classrooms to determine if it could improve outcomes in : ( 1 ) individual children ’s teacher-rated behavior problems and prosocial skills ; ( 2 ) classroom climate ( classroom interactions and two measures of disruptive behavior ) ; and ( 3 ) teacher interaction skills . Year 1 outcomes were modest and were accounted for by baseline differences . In Year 2 , classroom climate , measured by independent observers , differed significantly in intervention classrooms , largely because of declines in control classrooms , and there was some evidence for better teacher interaction skills in intervention classrooms . The pattern of effects suggests important impacts on classroom quality worth investigating in a larger study . Both fidelity and implementation rates , as well as positive teacher responses to the curriculum , indicate potential for widespread adoption The present study evaluated the efficacy of a multicomponent , classroom-based intervention in reducing  preschoolers ' behavior problems .  The Chicago School Readiness Project model was implemented in 35 Head Start classrooms using a clustered-r and omized controlled trial design . Results indicate significant treatment effects ( ds = 0.53 - 0.89 ) for teacher-reported and independent observations of children 's internalizing and externalizing behavior problems . Moreover , there was some evidence for the moderating role of child gender , race/ethnic group membership , and exposure to poverty-related risk , with stronger effects of intervention for some groups of children than for others . Findings contribute to a growing area of research on poverty and preventive intervention in early childhood Children with behavioral , emotional or language problems struggle to do well at school often with limited success . ABLE ( Attention , Behavior , Language , and Emotions ) , a new screening tool , was used to estimate the prevalence and the severity of concerns parents and teachers have about children 's school adjustment and evaluate their need for services . Data obtained from the parents and teachers of children r and omly selected from public Pre-K classrooms in 6 states ( N = 415 ) and from a mental health screening of rural and urban children ( N = 5,577 ) support the validity and reliability of ABLE . Parents identified severe problems in 18.4 % of children and Pre-K teachers identified 10.5 % . By kindergarten , the proportion of children identified by their teachers with serious problems more than doubled to 23 % . Inattention/overactivity and behavior problems were identified most often . These children were 3.4 times more likely to be certified later for special education services by kindergarten than children not identified with problems by ABLE . However , fewer than 14 % of children in public Pre-K identified with serious problems in Pre-K had received mental health services by the end of Kindergarten Families of 159 , 4- to 8-year-old children with oppositional defiant disorder ( ODD ) were r and omly assigned to parent training ( PT ) ; parent plus teacher training ( PT + TT ) ; child training ( CT ) ; child plus teacher training ( CT + TT ) ; parent , child , plus teacher training ( PT + CT + TT ) ; or a waiting list control . Reports and independent observations were collected at home and school . Following the 6-month intervention , all treatments result ed in significantly fewer conduct problems with mothers , teachers , and peers compared to controls . Children 's negative behavior with fathers was lower in the 3 PT conditions than in control . Children showed more prosocial skills with peers in the CT conditions than in control . All PT conditions result ed in less negative and more positive 
    Output:
    
We discuss implication s that the identification of these practice elements found in the early childhood literature has for efforts to implement models and practice