C Cybele Raver
Biographic Data
| ID | 4229189 |
|---|---|
| NAME | C Cybele Raver |
| GIVEN NAMES | C Cybele |
| FAMILY NAME | Raver |
| SIGNATURE | RAVER C C |
| AFFILIATIONS | New York University |
| VERIFIED | No |
| TOTAL WORKS | 39 |
| TOTAL CITATIONS | 437 |
| AUTHOR COUNT | 39 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 13 |
Advice networks in early childhood education
Impacts of the Chicago School Readiness Project on measures of achievement, cognitive functioning, and behavioral regulation in late adolescence
The current paper reports long-term impacts of the Chicago School Readiness Project (CSRP) on measures of achievement, cognitive functioning, and behavioral regulation taken toward the end of students' high school careers. The CSRP was a self-regulation-focused early childhood intervention implemented in Head Start centers serving high-poverty neighborhoods in Chicago. The intervention was evaluated through a cluster randomized control trial, pro…
Variations in Pre-Kindergarten Classroom Quality Ratings across the School Year
Many school districts face the empirical challenge of monitoring program quality to assure that all children experience pre-K environments that foster early learning and development. Factors that are exogenous to classrooms (such as evaluation timing) may play a role in estimates of program quality and yet are not fully understood. This paper examines the role of timing in pre-K classroom quality as it was observed in practice by one of the large…
Capturing Environmental Dimensions of Adversity and Resources in the Context of Poverty Across Infancy Through Early Adolescence
Income, education, and cumulative-risk indices likely obscure meaningful heterogeneity in the mechanisms through which poverty impacts child outcomes. This study draws from contemporary theory to specify multiple dimensions of poverty-related adversity and resources, with the aim of better capturing these nuances. Using data from the Family Life Project (N = 1,292), we leveraged moderated nonlinear factor analysis (Bauer, 2017) to establish group…
If they focus on giving us a chance in life we can actually do something in this world”
Critical consciousness (CC) has emerged as a framework for understanding how low-income and racial/ethnic minority youth recognize, interpret, and work to change the experiences and systems of oppression that they face in their daily lives. Despite this, relatively little is known about how youths' experiences with economic hardship and structural oppression shape how they "read their world" and motivate participation in critical action behaviors…
Classifying trajectories of social–emotional difficulties through elementary school
Although research has shown fade-out of the cognitive benefits of classroom-based preschool interventions, less is known regarding the durability of social-emotional impacts. This study examines the extent to which the multicomponent Chicago School Readiness Project (CSRP) intervention lowered risk of internalizing, externalizing, attention, and social difficulties from Head Start through elementary school for 602 low-income children. Results sug…
Poverty, Stress, and Brain Development
School Readiness and Self-Regulation
Research on the development of self-regulation in young children provides a unifying framework for the study of school readiness. Self-regulation abilities allow for engagement in learning activities and provide the foundation for adjustment to school. A focus on readiness as self-regulation does not supplant interest in the development of acquired ability, such as early knowledge of letters and numbers; it sets the stage for it. In this article,…
Social and emotional learning services and child outcomes in third grade
Does school mobility place elementary school children at risk for lower math achievement? The mediating role of cognitive dysregulation
Children growing up in poverty have a higher likelihood of exposure to multiple forms of adversity that jeopardize their chances of academic success. The current paper identifies school mobility, or changing schools, as 1 such poverty-related risk. Using a sample of low-income, predominantly ethnic-minority children (n = 381) in Chicago, this study tests the hypothesis that repeatedly changing schools during the 5-year period between Head Start (…
Children's Cognitive Performance and Selective Attention Following Recent Community Violence
Research has shown robust relationships between community violence and psychopathology, yet relatively little is known about the ways in which community violence may affect cognitive performance and attention. The present study estimates the effects of police-reported community violence on 359 urban children's performance on a computerized neuropsychological task using a quasi-experimental fixed-effects design. Living in close proximity to a rece…
Closing the Achievement Gap through Modification of Neurocognitive and Neuroendocrine Function
Effective early education is essential for academic achievement and positive life outcomes, particularly for children in poverty. Advances in neuroscience suggest that a focus on self-regulation in education can enhance children's engagement in learning and establish beneficial academic trajectories in the early elementary grades. Here, we experimentally evaluate an innovative approach to the education of children in kindergarten that embeds supp…
The Role of Classroom-Level Child Behavior Problems in Predicting Preschool Teacher Stress and Classroom Emotional Climate
Research Findings: Despite the abundance of research suggesting that preschool classroom quality influences children's social-emotional development, the equally important and related question of how characteristics of children enrolled in a classroom influence classroom quality has rarely been addressed. The current article focuses on this question while also considering teacher stress as a mediator of the relationship between child behavior prob…
Implications of different methods for specifying classroom composition of externalizing behavior and its relationship to social–emotional outcomes
Two approaches to estimating the effect of parenting on the development of executive function in early childhood
In the current article, we contrast 2 analytical approaches to estimate the relation of parenting to executive function development in a sample of 1,292 children assessed longitudinally between the ages of 36 and 60 months of age. Children were administered a newly developed and validated battery of 6 executive function tasks tapping inhibitory control, working memory, and attention shifting. Residualized change analysis indicated that higher qua…
Instability versus quality
Prior research has found that higher residential mobility is associated with increased risk for children's academic and behavioral difficulty. In contrast, evaluations of experimental housing mobility interventions have shown moving from high poverty to low poverty neighborhoods to be beneficial for children's outcomes. This study merges these disparate bodies of work by considering how poverty levels in origin and destination neighborhoods moder…
Poverty as a predictor of 4-year-olds' executive function
In a predominantly low-income, population-based longitudinal sample of 1,259 children followed from birth, results suggest that chronic exposure to poverty and the strains of financial hardship were each uniquely predictive of young childrenâ s performance on measures of executive functioning. Results suggest that temperament-based vulnerability serves as a statistical moderator of the link between poverty-related risk and childrenâ s executive f…
The Promotion of Self-Regulation as a Means of Enhancing School Readiness and Early Achievement in Children at Risk for School Failure
This article reviews the literature on self-regulation and the development of school readiness and academic competence in early childhood. It focuses on relations between the development of cognitive aspects of regulation—referred to as executive functions and defined as abilities used to regulate information and to organize thinking in goal-directed activities—and the development of reactivity and regulation in stimulus-driven emotion, attention…
Child development in the context of adversity
Academic performance of subsequent schools and impacts of early interventions
The Effect of Local Violence on Children’s Attention and Impulse Control
Objectives. We examined whether the burden of violence in a child’s community environment alters the child’s behavior and functioning in the classroom setting. Methods. To identify the effects of local violence, we exploited variation in the timing of local homicides, based on data from the Chicago Police Department, relative to the timing of interview assessments conducted as part of a randomized controlled trial conducted with preschoolers in H…
Individual development and evolution
In this article, we contrast evolutionary and psychobiological models of individual development to address the idea that individual development occurring in prototypically risky and unsupportive environments can be understood as adaptation. We question traditional evolutionary explanations of individual development, calling on the principle of probabilistic epigenesis to suggest that individual development resulting from the combined activity of …
CSRP’s Impact on Low-Income Preschoolers’ Preacademic Skills
Based on theoretically driven models, the Chicago School Readiness Project (CSRP) targeted low-income children’s school readiness through the mediating mechanism of self-regulation. The CSRP is a multicomponent, cluster-randomized efficacy trial implemented in 35 Head Start–funded classrooms (N = 602 children). The analyses confirm that the CSRP improved low-income children’s self-regulation skills (as indexed by attention/impulse control and exe…
Caregiver Emotional Expressiveness, Child Emotion Regulation, and Child Behavior Problems among Head Start Families
The present study examined the relationships between caregivers' self‐reported positive and negative emotional expressiveness, observer assessments of children's emotion regulation, and teachers' reports of children's internalizing and externalizing behaviors in a sample of 97 primarily African American and Hispanic Head Start families. Results indicated that higher caregiver negativity and lower child emotion regulation independently predicted m…
Classroom-based interventions and teachers’ perceived job stressors and confidence
Preliminary construct and concurrent validity of the Preschool Self-regulation Assessment (PSRA) for field-based research
Poverty as a predictor of 4-year-olds' executive function
In a predominantly low-income, population-based longitudinal sample of 1,259 children followed from birth, results suggest that chronic exposure to poverty and the strains of financial hardship were each uniquely predictive of young childrenâ s performance on measures of executive functioning. Results suggest that temperament-based vulnerability serves as a statistical moderator of the link between poverty-related risk and childrenâ s executive f…
The Effect of Local Violence on Children’s Attention and Impulse Control
Objectives. We examined whether the burden of violence in a child’s community environment alters the child’s behavior and functioning in the classroom setting. Methods. To identify the effects of local violence, we exploited variation in the timing of local homicides, based on data from the Chicago Police Department, relative to the timing of interview assessments conducted as part of a randomized controlled trial conducted with preschoolers in H…
Improving preschool classroom processes
Instability versus quality
Prior research has found that higher residential mobility is associated with increased risk for children's academic and behavioral difficulty. In contrast, evaluations of experimental housing mobility interventions have shown moving from high poverty to low poverty neighborhoods to be beneficial for children's outcomes. This study merges these disparate bodies of work by considering how poverty levels in origin and destination neighborhoods moder…
Two approaches to estimating the effect of parenting on the development of executive function in early childhood
In the current article, we contrast 2 analytical approaches to estimate the relation of parenting to executive function development in a sample of 1,292 children assessed longitudinally between the ages of 36 and 60 months of age. Children were administered a newly developed and validated battery of 6 executive function tasks tapping inhibitory control, working memory, and attention shifting. Residualized change analysis indicated that higher qua…
Individual development and evolution
In this article, we contrast evolutionary and psychobiological models of individual development to address the idea that individual development occurring in prototypically risky and unsupportive environments can be understood as adaptation. We question traditional evolutionary explanations of individual development, calling on the principle of probabilistic epigenesis to suggest that individual development resulting from the combined activity of …
Quality of mother–toddler interactions, maternal depressive symptoms, and behavior problems in preschoolers of adolescent mothers
Longitudinal data for 63 inner-city African American and Puerto Rican adolescent mothers and their firstborn children were used to examine the relations among (a) level of maternal depressive symptoms reported in the first year postpartum and at 28 to 36 months postpartum, (b) mother-toddler conflict and contingent (reciprocal) responses observed in play interactions at 20 months, and (c) maternal reports of child problem behaviors at 28 to 36 mo…
Social competence
From its inception, Head Start has maintained children's social and emotional adjustment as a primary goal of intervention, but researchers have yet to settle on a consensus definition of social competence that can be used in developmental research and program evaluation. To address this gap in our knowledge base, we offer a comprehensive review of the extant research on children's social skills, including their ability to modulate their feelings…
If they focus on giving us a chance in life we can actually do something in this world”
Critical consciousness (CC) has emerged as a framework for understanding how low-income and racial/ethnic minority youth recognize, interpret, and work to change the experiences and systems of oppression that they face in their daily lives. Despite this, relatively little is known about how youths' experiences with economic hardship and structural oppression shape how they "read their world" and motivate participation in critical action behaviors…
Children's Cognitive Performance and Selective Attention Following Recent Community Violence
Research has shown robust relationships between community violence and psychopathology, yet relatively little is known about the ways in which community violence may affect cognitive performance and attention. The present study estimates the effects of police-reported community violence on 359 urban children's performance on a computerized neuropsychological task using a quasi-experimental fixed-effects design. Living in close proximity to a rece…
Classroom-based interventions and teachers’ perceived job stressors and confidence
Dosage Effects on School Readiness
Variations in the dosage of social interventions and the effects of dosage on program outcomes remain understudied. This study examines the dosage effects of the Chicago School Readiness Project, a randomized, multifaceted classroom-based intervention conducted in Head Start settings. Using a principal score matching method to address the issue of selection bias, the study finds that high-dosage levels of teacher training and mental health consul…
Relations between social contingency in mother-child interaction and 2-year-olds' social competence
This study examined relations between social contingency in mother-child interaction and low-income 2-year-olds' social competence, using a cross-sectional design (N = 47). Measures of social contingency included time spent in joint attention and dyadic turn-taking behaviors following maternal bids. Measures of child social competence included emotional self-regulation during a delay- of-gratification task and empathic responsiveness toward an ex…
Academic performance of subsequent schools and impacts of early interventions
Implications of different methods for specifying classroom composition of externalizing behavior and its relationship to social–emotional outcomes
Caregiver Emotional Expressiveness, Child Emotion Regulation, and Child Behavior Problems among Head Start Families
The present study examined the relationships between caregivers' self‐reported positive and negative emotional expressiveness, observer assessments of children's emotion regulation, and teachers' reports of children's internalizing and externalizing behaviors in a sample of 97 primarily African American and Hispanic Head Start families. Results indicated that higher caregiver negativity and lower child emotion regulation independently predicted m…
Early learning experiences and outcomes for children of U.S. immigrant families
Quality of mother-toddler interactions, maternal depressive symptoms, and behavior problems in preschoolers of adolescent mothers
Advice networks in early childhood education
Classifying trajectories of social–emotional difficulties through elementary school
Although research has shown fade-out of the cognitive benefits of classroom-based preschool interventions, less is known regarding the durability of social-emotional impacts. This study examines the extent to which the multicomponent Chicago School Readiness Project (CSRP) intervention lowered risk of internalizing, externalizing, attention, and social difficulties from Head Start through elementary school for 602 low-income children. Results sug…
Social and emotional learning services and child outcomes in third grade
Impacts of the Chicago School Readiness Project on measures of achievement, cognitive functioning, and behavioral regulation in late adolescence
The current paper reports long-term impacts of the Chicago School Readiness Project (CSRP) on measures of achievement, cognitive functioning, and behavioral regulation taken toward the end of students' high school careers. The CSRP was a self-regulation-focused early childhood intervention implemented in Head Start centers serving high-poverty neighborhoods in Chicago. The intervention was evaluated through a cluster randomized control trial, pro…
Does school mobility place elementary school children at risk for lower math achievement? The mediating role of cognitive dysregulation
Children growing up in poverty have a higher likelihood of exposure to multiple forms of adversity that jeopardize their chances of academic success. The current paper identifies school mobility, or changing schools, as 1 such poverty-related risk. Using a sample of low-income, predominantly ethnic-minority children (n = 381) in Chicago, this study tests the hypothesis that repeatedly changing schools during the 5-year period between Head Start (…
Relations between social contingency in mother-child interaction and 2-year-olds' social competence
This study examined relations between social contingency in mother-child interaction and low-income 2-year-olds' social competence, using a cross-sectional design (N = 47). Measures of social contingency included time spent in joint attention and dyadic turn-taking behaviors following maternal bids. Measures of child social competence included emotional self-regulation during a delay- of-gratification task and empathic responsiveness toward an ex…
Quality of mother–toddler interactions, maternal depressive symptoms, and behavior problems in preschoolers of adolescent mothers
Longitudinal data for 63 inner-city African American and Puerto Rican adolescent mothers and their firstborn children were used to examine the relations among (a) level of maternal depressive symptoms reported in the first year postpartum and at 28 to 36 months postpartum, (b) mother-toddler conflict and contingent (reciprocal) responses observed in play interactions at 20 months, and (c) maternal reports of child problem behaviors at 28 to 36 mo…
Quality of mother-toddler interactions, maternal depressive symptoms, and behavior problems in preschoolers of adolescent mothers
Social competence
From its inception, Head Start has maintained children's social and emotional adjustment as a primary goal of intervention, but researchers have yet to settle on a consensus definition of social competence that can be used in developmental research and program evaluation. To address this gap in our knowledge base, we offer a comprehensive review of the extant research on children's social skills, including their ability to modulate their feelings…
Emotions Matter
When My Mommy Was Angry, I Was Speechless
This study examined relations among poverty-related risk, mothers' self-report of negative emotional expressiveness, and children's representations of maternal anger and sadness (N = 46). Children's accuracy was lower when identifying negative emotions than when identifying positive emotions. Significant differences between children exposed to high versus low levels of maternal negative expressiveness were found. Children of highly negative mothe…
Placing Emotional Self-Regulation in Sociocultural and Socioeconomic Contexts
In their review, Cole, Martin, and Dennis (this issue) relied on a valuable set of empirical examples of emotion regulation in infancy, toddlerhood, and the preschool period to make their case. These examples can be extended to include an emergent body of published research examining normative emotional regulatory processes among low-income and ethnic minority children using similar experimental methods. The following article considers emotion re…
Income Is Not Enough
Although research has clearly established that low family income has negative impacts on children's cognitive skills and social–emotional competence, less often is a family's experience of material hardship considered. Using the Early Childhood Longitudinal Study, Kindergarten Class of 1998–1999 (N=21,255), this study examined dual components of family income and material hardship along with parent mediators of stress, positive parenting, and inv…
Improving preschool classroom processes
Preliminary construct and concurrent validity of the Preschool Self-regulation Assessment (PSRA) for field-based research
Targeting children's behavior problems in preschool classrooms
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-randomized 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 prob…
Early learning experiences and outcomes for children of U.S. immigrant families
Understanding and Improving Classroom Emotional Climate and Behavior Management in the “Real World”
Research Findings: This article reports on two studies. Study 1 considered ways in which Head Start teachers' (n = 90) psychosocial stressors are related to teachers' ability to maintain a positive classroom emotional climate and effective behavior management in preschool classrooms. Study 2 tested the hypothesis that among teachers randomly assigned to a treatment condition (n = 48), psychosocial stressors serve as important predictors of their …
Dosage Effects on School Readiness
Variations in the dosage of social interventions and the effects of dosage on program outcomes remain understudied. This study examines the dosage effects of the Chicago School Readiness Project, a randomized, multifaceted classroom-based intervention conducted in Head Start settings. Using a principal score matching method to address the issue of selection bias, the study finds that high-dosage levels of teacher training and mental health consul…
CSRP’s Impact on Low-Income Preschoolers’ Preacademic Skills
Based on theoretically driven models, the Chicago School Readiness Project (CSRP) targeted low-income children’s school readiness through the mediating mechanism of self-regulation. The CSRP is a multicomponent, cluster-randomized efficacy trial implemented in 35 Head Start–funded classrooms (N = 602 children). The analyses confirm that the CSRP improved low-income children’s self-regulation skills (as indexed by attention/impulse control and exe…
Caregiver Emotional Expressiveness, Child Emotion Regulation, and Child Behavior Problems among Head Start Families
The present study examined the relationships between caregivers' self‐reported positive and negative emotional expressiveness, observer assessments of children's emotion regulation, and teachers' reports of children's internalizing and externalizing behaviors in a sample of 97 primarily African American and Hispanic Head Start families. Results indicated that higher caregiver negativity and lower child emotion regulation independently predicted m…
Classroom-based interventions and teachers’ perceived job stressors and confidence
The Promotion of Self-Regulation as a Means of Enhancing School Readiness and Early Achievement in Children at Risk for School Failure
This article reviews the literature on self-regulation and the development of school readiness and academic competence in early childhood. It focuses on relations between the development of cognitive aspects of regulation—referred to as executive functions and defined as abilities used to regulate information and to organize thinking in goal-directed activities—and the development of reactivity and regulation in stimulus-driven emotion, attention…
Child development in the context of adversity
Academic performance of subsequent schools and impacts of early interventions
The Effect of Local Violence on Children’s Attention and Impulse Control
Objectives. We examined whether the burden of violence in a child’s community environment alters the child’s behavior and functioning in the classroom setting. Methods. To identify the effects of local violence, we exploited variation in the timing of local homicides, based on data from the Chicago Police Department, relative to the timing of interview assessments conducted as part of a randomized controlled trial conducted with preschoolers in H…
Individual development and evolution
In this article, we contrast evolutionary and psychobiological models of individual development to address the idea that individual development occurring in prototypically risky and unsupportive environments can be understood as adaptation. We question traditional evolutionary explanations of individual development, calling on the principle of probabilistic epigenesis to suggest that individual development resulting from the combined activity of …
Poverty as a predictor of 4-year-olds' executive function
In a predominantly low-income, population-based longitudinal sample of 1,259 children followed from birth, results suggest that chronic exposure to poverty and the strains of financial hardship were each uniquely predictive of young childrenâ s performance on measures of executive functioning. Results suggest that temperament-based vulnerability serves as a statistical moderator of the link between poverty-related risk and childrenâ s executive f…
Closing the Achievement Gap through Modification of Neurocognitive and Neuroendocrine Function
Effective early education is essential for academic achievement and positive life outcomes, particularly for children in poverty. Advances in neuroscience suggest that a focus on self-regulation in education can enhance children's engagement in learning and establish beneficial academic trajectories in the early elementary grades. Here, we experimentally evaluate an innovative approach to the education of children in kindergarten that embeds supp…
The Role of Classroom-Level Child Behavior Problems in Predicting Preschool Teacher Stress and Classroom Emotional Climate
Research Findings: Despite the abundance of research suggesting that preschool classroom quality influences children's social-emotional development, the equally important and related question of how characteristics of children enrolled in a classroom influence classroom quality has rarely been addressed. The current article focuses on this question while also considering teacher stress as a mediator of the relationship between child behavior prob…
Psychology (38 works) · Developmental psychology (33 works) · Early Childhood Education and Development (33 works) · Child and Adolescent Psychosocial and Emotional Development (28 works) · Social Psychology (14 works) · Cognition (13 works) · Head start (13 works) · Medicine (13 works) · Psychiatry (12 works) · Clinical Psychology (11 works)