Effectiveness of Interventions in early DayCare to prevent disruptive behaviours in children of low-income neighbourhoods
A CIHR-funded randomized controlled trial to test the effectiveness and cost-effectiveness of two unimodal interventions and a bimodal intervention for the reduction of disruptive behaviour problems in children of low-income families.
Predicting the early life risk factors of children’s cognitive and mental health outcomes in middle childhood using a population-based cohort of over 2000 infants. Participants were born in 1997/98 and have been followed-up annually or biennially from 5 months to 20 years.
Nineteen public child care services in underprivileged neighbourhoods in Montreal were randomly assigned to receive a social skill training intervention for 8 months or to a waiting list. Using a cluster randomized control design, we assessed children’s social behaviours and stress levels before and after the intervention. Côté et al 2017 –
The objective of this study is to evaluate the efficacy of a training program for teachers in childcare services in France. Child care centers will be randomized to 2 groups: training on children’s psychosocial behaviours and educational practices in year 1 versus training in year 2.
A longitudinal study of 1037 boys (starting in kindergarten) from low SES neighbourhoods in Montreal which aims to describe the development of behavioural problems and to evaluate an intervention developed to prevent behaviour problems. MLES:
A sample of over 3000 boys and girls were evaluated by parents and teachers on an annual basis from 6 to 12 years. The study sought to identify risk and protective factors that enable us to recognize children who are at risk of developing adjustment problems and succeeding in the school environment, respectively. QLSKC:
The main objective of this study to better understand the role of early life experiences within and outside of the family environment in the future success of children.