{"id":12601,"date":"2018-05-25T20:31:00","date_gmt":"2018-05-26T03:31:00","guid":{"rendered":"https:\/\/oslc.nineplanetsllc.com\/blog\/publication\/the-kids-in-transition-to-school-program\/"},"modified":"2018-05-25T20:31:00","modified_gmt":"2018-05-26T03:31:00","slug":"the-kids-in-transition-to-school-program","status":"publish","type":"publication","link":"https:\/\/www.oslc.org\/es\/blog\/publication\/the-kids-in-transition-to-school-program\/","title":{"rendered":"The kids in transition to school program"},"content":{"rendered":"<p>Because the period of transition at the beginning of kindergarten can potentially impact an individual\u2019s overall development, preventive intervention at the transition to kindergarten could have long-lasting and widespread impacts on the lives of children and their families. In this chapter, we present the Kids in Transition to School (KITS) Program, an evidence-based preventive intervention designed to capitalize on the period of the transition into kindergarten in preparing high-risk children for school. KITS features components for both children and parents. The program has specific foci on developing children\u2019s early academic, social, and self-regulation skills and increasing parents\u2019 school engagement and the use of positive parenting practices. KITS teachers and parent group facilitators are trained in evidence-based techniques important for teaching individuals new skills with a particular focus on teaching social\u2013emotional skills. KITS has been tested in three randomized clinical trials. Results have demonstrated that the program positively affects children\u2019s academic and self-regulation skills as well as parents\u2019 use of consistent parenting techniques and school involvement. Effects of KITS have also been demonstrated at a neurobiological level. Finally, the effects of KITS appear to persist at least until the third grade, 4 years after the completion of the program.<\/p>\n","protected":false},"featured_media":0,"template":"","meta":{"_acf_changed":false,"_seopress_robots_primary_cat":"","_seopress_titles_title":"","_seopress_titles_desc":"","_seopress_robots_index":"","_seopress_analysis_target_kw":"","site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}}},"publication_keyword":[1378,1379,63,304,1376,1380,109,115,687],"research_type":[9],"class_list":["post-12601","publication","type-publication","status-publish","hentry","publication_keyword-academic-readiness","publication_keyword-at-risk-children","publication_keyword-intervention","publication_keyword-kindergarten","publication_keyword-kindergarten-transition","publication_keyword-parenting-school-involvement","publication_keyword-school-readiness","publication_keyword-self-regulation","publication_keyword-social-skills","research_type-intervention"],"acf":{"citation":"Pears, K. C., Carpenter, L., Kim, H. K., Peterson, E., &amp; Fisher, P. A. (2018). The kids in transition to school program. In A. J. Mashburn, J. LoCasale-Crouch, &amp; K. C. Pears (Eds.), <em>Kindergarten transition and readiness: Promoting cognitive, social-emotional, and self-regulatory development <\/em>(pp. 283-302). New York: Springer.","publication_year":"2018","scientists":[10998,11000,11016]},"_links":{"self":[{"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/publication\/12601","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/publication"}],"about":[{"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/types\/publication"}],"acf:post":[{"embeddable":true,"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/scientist\/11016"},{"embeddable":true,"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/scientist\/11000"},{"embeddable":true,"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/scientist\/10998"}],"wp:attachment":[{"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/media?parent=12601"}],"wp:term":[{"taxonomy":"publication_keyword","embeddable":true,"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/publication_keyword?post=12601"},{"taxonomy":"research_type","embeddable":true,"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/research_type?post=12601"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}