Child Trends Inc.

Child, United States

Child Trends Inc.

Child, United States
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Bloom T.L.,University of Missouri | Alhusen J.,University of Virginia | Lantos H.,Child Trends Inc | Hughes R.B.,University of Montana
Maternal and Child Health Journal | Year: 2017

Objectives We compared fertility desires and intentions among women with disabilities and women without disabilities in the United States, using a new evidence-based measure of disability. Methods We analyzed data from a sample of 5601 US women 15–44 years of age in the 2011–2013 National Survey of Family Growth. The data were analyzed via cross-tabulation and logistic regression. We classified women into those with a disability and those without a disability. Results Women with disabilities were about as likely to want a baby (61%) as women without disabilities (60%). But only 43% of women with disabilities intended to have a baby in the future, compared with 50% of women without disabilities. Thus, the difference between the percent who want a baby and the percent who intend to have one was larger for disabled women. Women with disabilities were also less certain of their fertility intentions. Multivariate analysis shows that having a disability lowers the odds of intending another birth, after controlling for several other determinants of fertility intentions. Conclusions for Practice All women, regardless of disability status, desired more children than they actually planned to have, but the gap was larger for most groups of women with disabilities than for non-disabled women. Given the sample sizes available in this analysis, future research should use more detailed classifications of disability, however, we have shown that women living with disabilities constitute large populations with unexplored family planning needs. © 2017 Springer Science+Business Media New York

Gormley Jr. W.T.,Georgetown University | Phillips D.A.,Georgetown University | Newmark K.,Cesar Chavez Prep School | Welti K.,Child Trends Inc. | Adelstein S.,Georgetown University
Child Development | Year: 2011

This article assesses the effects of Tulsa, Oklahoma's early childhood education programs on social-emotional outcomes, examining teacher ratings of children's behavior from the Adjustment Scales for Preschool Intervention and a measure of attentiveness using fixed effects regressions with propensity score matching. The sample includes 2,832 kindergarten students in 2006, of whom 1,318 participated in the Tulsa Public Schools (TPS) pre-K program and 363 participated in the CAP of Tulsa County Head Start program the previous year. Program participation was associated with lower timidity and higher attentiveness for TPS pre-K alumni and a marginally significant reduction in timidity for Head Start alumni. Results were similar for the free lunch-eligible subsample. We conclude that high-quality, school-based preschool programs can enhance social-emotional development. © 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.

Manlove J.,Child Trends Inc. | Wildsmith E.,Child Trends Inc. | Ikramullah E.,Child Trends Inc. | Ryan S.,Child Trends Inc. | And 3 more authors.
Population Research and Policy Review | Year: 2012

Despite a growing interest in the family trajectories of unmarried women, there has been limited research on union transitions among cohabiting parents. Using data from the 2002 National Survey of Family Growth, we examined how family complexity (including relationship and fertility histories), as well as characteristics of the union and birth, were associated with transitions to marriage or to separation among 1,105 women who had a birth in a cohabiting relationship. Cohabiting parents had complex relationship and fertility histories, which were tied to union transitions. Having a previous nonmarital birth was associated with a lower relative risk of marriage and a greater risk of separation. In contrast, a prior marriage or marital birth was linked to union stability (getting married or remaining cohabiting). Characteristics of the union and birth were also important. Important racial/ethnic differences emerged in the analyses. Black parents had the most complex family histories and the lowest relative risk of transitioning to marriage. Stable cohabitations were more common among Hispanic mothers, and measures of family complexity were particularly important to their relative risk of marriage. White mothers who began cohabiting after conception were the most likely to marry, suggesting that "shot-gun cohabitations" serve as a stepping-stone to marriage. © 2012 Springer Science+Business Media B.V.

Chrisler A.J.,Child Trends Inc.
Journal of Public Health (Germany) | Year: 2012

Aim: This review seeks to identify effective asthma education programs geared toward educating pre- and adolescent youth in ways to manage their asthma. This report examines randomized controlled studies that focus on asthma education and disease management. Subject and methods: Studies that met selection guidelines, as outlined in the methods section, were included and coded based on study characteristics, asthma education program design, study outcomes, participant characteristics, and parent involvement. Results: Findings from this literature review indicated that asthma education programs demonstrate favorable outcomes, and the majority of the programs were school or clinic-based. Computer/web-based as well as clinic-based programs reported statistically significant outcomes in more outcome areas. In addition, there was limited information provided about the cost-benefits associated with the implementation of asthma education programs. Even though the majority of the programs involved parents, only a few provided a group session specifically for parents. Also, only a few programs were designed specifically for adolescents. Conclusion: There appears to be a need for additional research studies that include larger sample sizes and youth from various socioeconomic backgrounds. In addition, more asthma education programs that primarily use a strengthsmodel, can be obtained through the computer, and focus on the specific needs of adolescent youth need to be developed. Futhermore, more programs need to focus on including a parent component and cost-analysis information. © Springer-Verlag 2011.

Agency: NSF | Branch: Continuing grant | Program: | Phase: AISL | Award Amount: 910.70K | Year: 2016

Child Trends is a nonprofit organization focused on improving the lives of children and their families by conducting research and sharing the resulting knowledge with practitioners and the public. In this project, Child Trends will conduct research and development to launch a Child Trends News Service aimed at providing news reports that feature social science child-centric research. The resulting work is designed to improve outcomes for at-risk children, particularly Latinos, the largest and fastest-growing minority group among U.S. children. Working with a professional news syndication company, the Child Trends News Service will produce engaging reports for key news media outlets that feature the latest actionable social science research related to behaviors that help mitigate negative child outcomes associated with poverty, lack of education, violence, among other challenges. Child Trends will draw attention to the reports through social media and outreach to stakeholders. By airing these reports on local television news programs in English and Spanish, millions of people will have greater access to this information. This is early R&D work to demonstrate that local television stations can create these reports and examine the impact of this information on Latino parents. The study will provide valuable lessons to the informal science education field with respect to the impact of television news on knowledge and attitudes toward specific social science research, and a deeper understanding of how news might, or might not, motivate behavioral change.

The overarching aim of this project is to use commercial news to reach populations, especially Latinos, who have historically been underrepresented in science, technology, engineering and math (STEM) education and careers. The goals of the project are to:
* Leverage mass media news outlets to effectively communicate developments in social science research on child well-being and development to Latino audiences.
* Advance the field of informal STEM learning by exploring how the public interacts with actionable social science child research.
* Expand the reach and application of the news products through strategic collaborations with provider organizations serving at-risk Latino families; the child research and STEM fields; and other organizations working on Latino family issues.

Activities include the development and formative testing of the news service, the qualitative and quantitative testing of the news services impact on audiences, and evaluation of the implementation of the projects components. The quantitative research, using a control group and treatment group, will work to establish preliminary evidence that the Child Trends News Service will result in changes in viewers knowledge, attitudes, and behaviors related to child-centric social science research. The Child Trends project team will be informed by an Advisory Board and Technical Working Group as well by working closely with Abriendo Puertas, the largest U.S. parenting education program for low-income Latino parents. Child Trends will partner with Ivanhoe Broadcast News to produce and distribute the materials. Group & Consultancy will evaluate the project and provide a research brief on lessons learned, research outcome measures, and Ivanhoe news pick-up reports. The proposed research and development will be conducted over a two-year period; findings will inform ongoing service and additional research.

This project is funded by the Advancing Informal STEM Learning (AISL) program, which seeks to advance new approaches to, and evidence-based understanding of, the design and development of STEM learning in informal environments. This includes providing multiple pathways for broadening access to and engagement in STEM learning experiences, advancing innovative research on and assessment of STEM learning in informal environments, and developing understandings of deeper learning by participants.

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