2011 The Palm Beach County Family Study (Full Report)

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Table C- 4. Social and Emotional Behaviors of Focal Children at Year 4 and Year 5 aSocial-Emotional IndicatorPositive characteristics% Mothers (N=310)Year 4 Year 5Focal child seems happy 100 100Focal child is eager to learn new things 100 99Focal child likes to try new things 100 98Focal child is accepted and liked by other children 99 99Focal child likes playing with other children close to his/her age 99 98Focal child pays attention well 97 94Focal child adjusts easily to new situations 97 93Focal child helps or cooperates with adults 96 97Focal child finishes what he/she is asked to do 93 90Negative characteristicsFocal child is overly active and unable to sit still 79 72Focal child gets upset easily 75 74Focal child worries about things 62 57Focal child does things without thinking 52 43Focal child is aggressive 40 33aData were weighted to adjust for the oversampling of mothers in the Glades and mothers screened “at risk.” Percentagesindicate the total of mothers who responded “sometimes” and “most of the time” on a 3-point scale.*Paired sample t-tests indicated that these year-to-year differences are statistically significant at (p < .05): paysattention4 vs.paysattention5; adjusts4 vs. adjusts5; newthings4 vs. newthings5; active4 vs. active5; aggressive4 vs. aggressive5;withoutthinking4 vs. withoutthinking5.Chapin Hall at the University of Chicago 193
Table C- 5. Social and Emotional Behaviors of Focal Children by Nativity at Year 5 aSocial-Emotional Indicator b All Mothers Foreign-born U.S.-born(N=310) (n=167) (n=143)Positive behaviorsFocal child seems happy 99 100 99Focal child is eager to learn new things 99 99 100Focal child likes to try new things 98 99 97Focal child is accepted and liked by other children 99 99 99Focal child likes playing with other children his/her age* 98 100 97Focal child pays attention well 94 95 93Focal child adjusts easily to new situations 94 92 95Focal child helps or cooperates with adults 97 96 98Focal child finishes what he/she is asked to do 90 91 90Negative behaviorsFocal child is overly active and unable to sit still*** 72 83 60Focal child gets upset easily 74 77 71Focal child worries about things*** 57 73 38Focal child does things without thinking* 43 49 35Focal child is aggressive 33 34 32a Data were weighted to adjust for the oversampling of mothers in the Glades and mothers screened “at risk.”bBased on a 3-point scale: “almost never,” “sometimes,” and “almost all the time.” Percentages combine “sometimes” and“almost all the time” responses.Chi-square analysis indicate differences between foreign-born and native-born mothers are statistically significant at *p < .05 or***p < .001.Table C- 6. Communication Skills of Focal Children at Year 4 and Year 5 aCommunication Skill% Mothers atYear 4% Mothers atYear 5(N=310)(N=310)Focal child is a good listener 97 93Focal child speaks clearly so strangers understand 92 92Focal child refers to him/her -self as “I” 87 91Focal child uses appropriate social greetings 79 88Focal child waits his/her turn to talk 73 69Focal child can say his/her first and last name 61 89a Data were weighted to adjust for the oversampling of mothers in the Glades and mothers screened “at risk.” Percentagesindicate the total of mothers who responded “sometimes” and “most of the time” on a 3-point scale.*Paired sample t-tests indicate that the following year-to-year differences are statistically significant: greetings4 vs. greetings5;listener4 vs. listener5; names4 vs. names5.Chapin Hall at the University of Chicago 194
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FifthMarciaGouvêa2011
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AcknowledgmentsThis fifth report of
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Chapin Hall at the University of Ch
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List of TablesTable 1. Components o
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Table 58. Logistic Regression of Mo
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Table C- 24. Mothers’ Baseline an
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• In addition, we observed a pote
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kind of out-of-home educational exp
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IntroductionOver the last three dec
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eadiness and school success and in
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The study’s comprehensive, longit
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Table 2. Characteristics of Mothers
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The Year 5 Study SampleTable 4 show
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Household Structure, Employment, an
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Although mothers continued to repor
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Table 6. Family Income and Economic
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Specifically, mothers living outsid
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at the birth of the focal child tha
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Table 10. Reasons for Transportatio
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Health, Healthcare, and ChildDevelo
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two years of the study. In year 1 1
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Subsequent Pregnancies and Prenatal
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Children’s HealthcareMost (80%) o
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private plans or HMOs increased sig
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outside the TGAs to report that all
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Children’s Behavior and Developme
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cultural norms regarding what sorts
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Table 21. Emerging Pre-academic Ski
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the year 5 interview, over three-qu
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various activities, mothers reporte
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Negative Parenting PracticesThere i
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Table 28. Fathers’ Negative Paren
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Table 30. Parent Involvement Activi
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Table 32. Mothers’ Positive Paren
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Table 34. Mothers’ Parent Involve
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The most frequent parent involvemen
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Figure 3. Primary Childcare Arrange
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for 6 months, but when the subsidy
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ecause it is of particular interest
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types of care between mothers whose
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Table 40. Characteristics of Mother
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Table 41). Of the 204 children, 91
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commented on their children’s nee
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nonparental childcare arrangement f
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Informal and Community SupportAn un
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Table 46. Frequency of Husband/Part
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We also asked the mothers about the
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Table 49. Type of Family/Friends Su
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Access to Support by TGAFigure 5 sh
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Use of Formal ServicesA central que
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Correlates of At-Risk StatusA large
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services after 6 months. Among the
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Enhanced ServicesEnhanced services
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Termination of MCHP ServicesAs prev
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services were fairly stable, althou
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languages. The fact that more mothe
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In interpreting these results, it s
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Overall, mothers reported seeking h
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We found that in years 2 and 3, aft
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We also found that mothers tended t
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variables that could potentially be
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significant levels of stress. Paren
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positive parenting items and 5 nega
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friend/neighbor/other), which were
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Table 60. Logistic Regression of Ch
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County in either fall 2009 or fall
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Figure 6. Percent of Focal Children
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Next, we conducted logistic regress
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Table 68. Selected Maternal and Chi
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R 2 .180*p < .05, **p < .01, or ***
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SummarySimilar to previous analyses
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less than a high school education,
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Parenting PracticesWhen surveyed in
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We also looked at the stability of
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Service Use, Maternal Functioning,
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Conclusions and ImplicationsMore th
Page 162 and 163: Meanwhile, our findings indicate th
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Page 166 and 167: BibliographyAbidin, R. R. (1995). P
Page 168 and 169: Dinan, K. A. (2005a). Federal polic
Page 170 and 171: Leventhal, T., Brooks-Gunn, J., McC
Page 172 and 173: Weisner, T. S. (1984). A cross-cult
Page 174 and 175: What are pathways to service use? W
Page 176 and 177: Table A- 1. FOCiS Codes for MCHP Se
Page 178 and 179: Table A- 2. Interview Study Samplin
Page 180 and 181: Table A- 3. Household Survey Topics
Page 182 and 183: Table A- 5. Reasons for Sample Attr
Page 184 and 185: we sought to identify the ecologica
Page 186 and 187: Table B- 2. Characteritics of TGA M
Page 188 and 189: Figure B- 1. Characteristics of Mot
Page 192 and 193: Figure B- 5. Percentage of PBC Moth
Page 194 and 195: Table B- 5. Logistic Regression Pre
Page 198 and 199: Table B- 7. Characteristics of TGA
Page 200 and 201: Table B- 9. Logistic Regression Pre
Page 202 and 203: Type of Enhanced Service2009N% of M
Page 204 and 205: Table B- 12. Logistic Regression Pr
Page 206 and 207: Numberof BirthswithReferrals2009 TG
Page 208 and 209: Table B- 15. OLS Logistic Regressio
Page 210 and 211: Table C- 1. Selected Characteristic
Page 214 and 215: Table C- 7. Communication Skills of
Page 216 and 217: Table C- 11. Emerging Literacy and
Page 218 and 219: Table C- 14. Mothers’ Negative Pa
Page 220 and 221: Number of Different Arrangements ac
Page 222 and 223: Figure C- 1. Mean Days of MCHP Serv
Page 224 and 225: Table C- 19. Characteristics of Mot
Page 226 and 227: Table C- 22. Number of Service Area
Page 228 and 229: Table C- 23. Number of Services Use
Page 230 and 231: Table C- 25. Linear Regression Anal
Page 232 and 233: Table C- 27. Baseline Characteristi
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2011 The Palm Beach County Family Study (Full Report)

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