The Scottish Government

Next »

Listen

FINAL REPORT

Dr Lisa Woolfson
Dr Julia King
Department of Psychology
Consultant: Professor Kevin Durkin

Acknowledgements to Katy Brady, Jan Templeton, Joanne Neary, Emma Heffernan, Lyndsay Dick.

Thanks also to Catherine Cooke, Leanne Gilchrist, Marevana Joyce, Laura Maguire, Jacqueline McGarth, Julie Riddell, Evelyn Watson and to all the children, staff and parents who took part.

ISBN 978 0 7559 7357 6 (Web only publication)

This document is also available in pdf format (836k)
This report is also accompanied by research findings 42/2008.

CONTENTS

EXECUTIVE SUMMARY

CHAPTER 1: HEAD START, SURE START AND THE SCOTTISH PROGRAMMES
1.1 Overview of report
1.2 Early intervention for preschoolers
1.3 Research findings
1.4 The Scottish pilot project for vulnerable 2 year olds

CHAPTER 2: METHODOLOGY
2.1 Chapter overview
2.2 Tools: Child outcomes
2.3 Tools: Parenting capacity
2.4 Design and analysis: quantitative
2.5 Design and analysis: qualitative
2.6 Summary of methodology

CHAPTER 3: PROGRAMME SET-UP, ADMISSIONS, CONTENT AND DELIVERY
3.1 Chapter overview
3.2 Location of pilot programmes and places offered
3.3 Space, furnishings and resources
3.4 Admissions procedures
3.5 Staffing
3.6. Programme content
3.7 Attendance
3.8 Further reflections from heads of services
3.9 Summary of findings

CHAPTER 4: CHILD PROGRESS
4.1 Chapter overview
4.2 Parent views of child progress - interviews
4.3 Staff views of child progress - GAS, ASBI and focus groups
4.4 Standardised measures - Bayley III
4.5 Summary of findings

CHAPTER 5: PARENTING CAPACITY
5.1 Chapter overview
5.2 PDH
5.3 Parent views of new skills learned
5.4 Parent views of changed perceptions and expectations
5.5 Parent views - family outcomes
5.6 Ryff PWBS
5.7 Staff views of parenting capacity
5.8 Summary of findings

CHAPTER 6: CONCLUSIONS

CHAPTER 7: REFERENCES

LIST OF TABLES

2-1 Intervention group composition by local authority at pre-intervention phase
2-2 Staff-reported reasons for families having left pilot programmes
2-3 Intervention group composition of final sample by local authority
2-4 Sample participants at post-test phase
2-5 Staff focus groups by local authority
2-6 Parent face-to-face interviews by local authority
2-7 Parent telephone interviews by local authority

3-1 Participating centres in Glasgow
3-2 Participating centres in Dundee
3-3 Participating centres in North Ayrshire
3-4 Glasgow weighting system
3-5 Types of additional support staff would have liked
3-6 Types of training staff would have liked
3-7 Staff reports of challenges of running the provision
3-8 Attendance figures
3-9 Barriers to attendance reported by parents
3-10 Factors that help attendance reported by parents
3-11 Staff perceptions of reasons for attendance problems
3-12 Staff perceptions of factors that help attendance

4-1 Parent interviews - child skill learning
4-2 Examples of GAS scales
4-3 GAS evaluation by local authority
4-4 Commonality of goals by centre
4-5 Progress across goals
4-6 ASBI evaluation by local authority
4-7 Pre- and post-test means (and standard deviations) for teacher reports of adaptive social behaviour
4-8 Areas of child progress reported by staff
4-9 Mean percentages of children whose development was cause for concern
4-10 Relationship to child of adult completing social-emotional and adaptive behaviour scales
4-11 Bayley-III social-emotional mean scores (and standard deviations)
4-12 Bayley-III adaptive behaviour mean scores (and standard deviations)

5-1 Means (and standard deviations) for hassle frequency
5-2 Means (and standard deviations) for hassle intensity
5-3 Means (and standard deviations) for challenging behaviour
5-4 Means (and standard deviations) for parenting task
5-5 Examples of parent skill learning from parent interviews

5-6 Centre provision for parents - factors that helped parent skill learning
5-7 Parent views of changed perceptions and expectations
5-8 Missed opportunities for changing perceptions and expectations
5-9 Examples of family outcomes mentioned by parents
5-10 PWBS mean scores (and standard deviations)
5-11 Staff views of provision impact on parents

LIST OF FIGURES

4-1 Intervention group cognitive progress
4-2 Intervention group receptive language progress
4-3 Intervention group expressive language progress
4-4 Cognitive progress
4-5 Receptive language progress
4-6 Expressive language progress

5-1 Frequency of parenting hassles
5-2 Intensity of parenting hassles
5-3 Challenging behaviour

The views expressed in the report are those of the author(s) and do not necessarily reflect those of the Scottish Government or any other organisation(s) by which the author(s) is/are employed.

The Scottish Government is making this research report available on-line in order to provide access to its contents for those interested in the subject. The Scottish Government commissioned the research but has not exercised editorial control over the report.

Both documents are published by Education Analytical Services, Scottish Government,

Victoria Quay, Edinburgh, EH6 6QQ.

If you have any enquiries about these reports

please contact the Dissemination Officer on 0131-244-0894; by e-mail on

recs.admin@scotland.gsi.gov.uk or visit our website www.scotland.gov.uk/insight.

Limited extracts from the text may be produced provided the source is acknowledged. For more extensive reproduction, please write to, the Chief Researcher at Office of Chief Researcher, 4th Floor West Rear, St Andrew's House, Edinburgh EH1 3DG

The views expressed in this report are those of the researcher and
do not necessarily represent those of the Department or Scottish Ministers.

Next »