Center for
Native Child
and Family Resilience
Prevention. Intervention. Respect.
Tipis in a field

Tribal REDI Pilot Study

Summary
REDI

The Head Start REDI (Research-based, Developmentally Informed) intervention is an enriched version of the traditional Head Start early childhood education program that targets three- to five-year-old children from socioeconomically disadvantaged households.

"The Head Start REDI intervention, which stands for Research-based, Developmentally Informed, is an enriched version of the traditional Head Start early childhood education program. Head Start REDI is a classroom-based preschool program that targets three- to five-year-old children from socioeconomically disadvantaged households. The program provides teachers with mentoring and a manualized curriculum consisting of brief lessons, activities, and instructional strategies sequenced intentionally to target social-emotional and cognitive development."

Retrieved from https://web.archive.org/web/20170705050709/https://www.childtrends.org/programs/the-head-start-redi-program/
Contact

Ann Michelle Daniels

Counseling & Human Development

South Dakota State University

Brookings, SD 57007
Details

Child Trends describes a pair of evaluation studies, a baseline and a follow-up from a year later:

Bierman, K. M., Domitrovich, C. E., Nix, R. L., Gest, S. D., Welsh, J. A., Greenberg, M. T., Blair, C., Nelson, K. E., & Gill, S. (2008).  Promoting academic and social-emotional school readiness: The Head Start REDI program. Child Development, 79(6), 1802-1817.

“Results: In the spring of the school year, children participating in Head Start REDI classrooms were found to have significantly better outcomes, compared with the control group, in several domains, including vocabulary (effect size = .15), emergent literacy skills (effect sizes ranging from .35 to .39, depending on measure), social-emotional awareness and responses (effect sizes ranging from .21 to .35, depending on measure), teacher-reported aggression (effect size = -.28), learning engagement at school (effect size = .29), and learning engagement at home (effect size = .25).” Retrieved from https://web.archive.org/web/20170705050709/https://www.childtrends.org/programs/the-head-start-redi-program/

Bierman, K. M., Nix, R. L., Heinrichs, B. S., Domitrovich, C. E., Gest, S. D., Welsh, J. A., & Gill, S. (2008).  Effects of Head Start REDI on children’s outcomes 1 year later in different kindergarten contexts. Child Development, 85(1), 140-159.

“Results: No significant group differences were found on teacher-child interaction quality, emphasis on reading instruction, or school-level student achievement. Compared with the original control group, children who had been in Head Start REDI classrooms at age four were found to have significantly better outcomes toward the end of their kindergarten year (one year post-intervention) on one measure of emergent literacy skills (effect size = .25), learning behaviors (effect size = .28), competent problem solving (effect size = .40), teacher-rated aggression (effect size = -.26), and parent-rated aggression (effect size = -.22).” Retrieved from https://web.archive.org/web/20170705050709/https://www.childtrends.org/programs/the-head-start-redi-program/

 
Promising, not adapted
  • Child
  • Family
  • Child disability
  • Child perceived as problem by parents
  • Exposure to stress
  • Low self esteem
  • Parental temperament
  • Physical health problems
  • Social isolation
  • Access to health and social services
  • Attachment to parent(s)
  • Community support when faced with challenges
  • Concrete support for parents
  • Knowledge of parenting and child development
  • Positive school environment
  • Problem-solving skills
  • Self-regulation skills
  • Social and emotional competence
  • Connecting with cultural resources
  • Family commitment, safe and healthy relationships
  • Hope/looking forward/optimism
  • Increasing coping skills
  • Personal capacities
Target