Do Children Displaying Different Profiles of Cognitive and Behavioral Self-Regulation Respond Differently to Early Education Programs?

Sara Vasilenko PortraitSara Vasilenko (HDFS) Co-PI, Do Children Displaying Different Profiles of Cognitive and Behavioral Self-Regulation Respond Differently to Early Education Programs? Penn State/NIH, 8/1/2019-7/31/2020.

This NICHD-funded study examines how profiles of cognitive and behavioral self-regulation influence the effectiveness of Head Start REDI, a preschool intervention program, in order to determine which version of the program works best for different types of students. Dr. Vasilenko’s role in the project includes expertise in person-centered and longitudinal research methods, and she will aid in creating latent profile models of self-regulation. Results can be used to inform intervention programs that are targeted to subgroups of children based on their risk profiles. Researchers have increasingly focused not only on whether a prevention program is effective, but for which types of people the program is most effective for. Then, researchers can examine how well a program works for people in these subgroups.