Recent News:
Science Magazine recently highlighted CSRP findings in the article "Interventions Shown to Aid Executive Function Development in Children 4 to 12 Years Old":
CSRP teachers provided better-managed and more emotionally supportive classrooms than those of control teachers. [Executive Functions (EFs)] (attention, inhibition, and experimenter-rated impulsivity) of 4-year-olds in CSRP classes improved over the year and significantly more so than did EFs of controls… CSRP children improved in vocabulary, letter naming, and math significantly more than did controls. CSRP’s improvement of academic skills was mediated largely via its improvement of EFs. EFs in the spring of preschool predicted achievement 3 years later in math and reading.
CSRP was also mentioned in The Wall Street Journal in 2009: Playing Nice: Teachers Learn to Help Kids Behave in School.
Purpose:
CSRP is a federally-funded randomized control-trial intervention lead by Dr. C. Cybele Raver, associate professor of applied psychology and director of NYU's Institute of Human Development and Social Change. The aim of CSRP is to improve low-income, preschool-aged children's chances of success in school. CSRP targeted young children's emotional and behavioral adjustment through a comprehensive, classroom-based intervention in Head Start. More in-depth information about CSRP can be found on the Steinhardt Research blog.
Publications:
Faculty:
Dr. C. Cybele Raver, Professor of Applied Psychology
Vice Provost for Academic, Faculty, and Research Affairs
Email:cybele.raver@nyu.edu
Phone: 212 998 2274
C. Cybele Raver is Vice Provost for Academic, Faculty, and Research Affairs at NYU. She examines the mechanisms that support children's self-regulation in the contexts of poverty and social policy. Raver and her research team currently conduct CSRP, a federally-funded RCT intervention and she regularly advises local and federal government agencies and foundations on promoting school readiness among low-income children. See our new articles in Child Development and Social Service Review- downloadable from the list, below.
Raver also directs the Children's Self-Regulation (CSR) lab at NYU, focusing on self-regulation among older children in classroom contexts.Raver has received a William T. Grant Faculty Scholar award as well as support from the Spencer Foundation, the MacArthur Foundation, the National Institutes of Health, and the National Science Foundation. Raver earned her Ph.D. in developmental psychology from Yale University. See Dr. Raver's full faculty page here.
Dr. Christine Li-Grining, Assistant Professor of Psychology,Loyola University Chicago
Email: cligrining@luc.edu
Phone: 773 508 8225
Dr. Li-Grining is an Assistant Professor of Psychology at Loyola University Chicago. Her research interests include: Self-Regulation, School Readiness, Academic Achievement, Early and Middle Childhood Development, Child Care, Early Childhood Education, Early Childhood Intervention, Poverty-Related Risk and Resilience, and Education and Social Policy. See Dr. Li-Grining's faculty page at Loyola University of Chicago.
Dr. Fuhua Zhai, Assistant Professor in the School of Social Welfare,Stony Brook University
Email: fuhua.zhai@stonybrook.edu
Phone: 631 444 3176
Dr. Fuhua Zhai is an assistant professor at Stony Brook University School of Social Welfare. His research focuses on the impacts of early intervention policies and programs on children's developmental outcomes measured in multiple dimensions, including academic, social-emotional, behavioral, and health outcomes. See Dr. Zhai's faculty page at Stony Brook University here.
Dr. Stephanie M. Jones, Assistant Professor of Education,Harvard University
Email: jonesst@gse.harvard.edu
Phone: 617 496 2223
Stephanie Jones is an assistant professor affiliated with the Prevention Science and Practice program at the Harvard Graduate School of Education. Her basic developmental research focuses on the longitudinal effects of poverty and exposure to violence on social and emotional development in early childhood and adolescence. See Dr. Jones' faculty page at Harvard University here.
Postdoctoral Research Scholars:
Amanda L. Roy, Postdoctoral Research Scholar
Email: alr260@nyu.edu
Phone: 212 998 5209
Amanda L. Roy is a Postdoctoral Research Scholar working with Dr. Raver at IHDSC. In addition to her involvement with CSRP, she is collaborating with Dr. Raver on a MacArthur Foundation-funded study that will explore "How Housing Matters for Families with Children". Amanda is interested in how intersections between setting and individual characteristics, in particular race/ethnicity, can influence outcomes for families and children. She is currently examining relationships between neighborhood racial/ethnic composition and individual physical and mental health. Amanda earned her Ph.D. in community psychology with a concentration in developmental psychology and a minor in quantitative methods from New York University.
Research Staff:
Marian Tes, Project Coordinator
Email: mct300@nyu.edu
Phone: 212 998 5647
Marian Tes is the Project Coordinator for CSRP at IHDSC. She holds a bachelor's degree from Colgate University and recently completed her master's in international education from NYU Steinhardt. Prior to joining CSRP, Marian worked as the Grants Coordinator for the Council of State Governments' Justice Center and has volunteered at various organizations including Generation Rwanda and AIDS Walk New York. Her research interests include early childhood education, comparative education, education in emergencies and educational reform.
Juliana Neuspiel, Research Assistant
Email: jmn312@nyu.edu
Phone: 212 998 5031
Juliana Neuspiel is a full-time Research Assistant for CSRP at IHDSC. She holds a bachelor’s degree in psychology from Wesleyan University where she studied in Dr. Hilary Barth’s Cognitive Development Lab. Prior to joining CSRP, Juliana worked as a Research Intern in Dr. Philip Zeskind’s Neurodevelopmental Lab at Levine Children’s Hospital in Charlotte, NC and has worked and volunteered in various youth and healthcare settings including Rowe Camp and Conference Center and New York-Presbyterian’s Weill Cornell Psychiatric Division. Her research interests include emotional and behavioral reciprocity in caregiver-child interactions in family, school and community settings.
Jaclyn Lennon, Research Assistant
Email: jlenno2@luc.edu
Phone: 773 508 3044
Jaclyn Lennon is a full-time Research Assistant for CSRP at Loyola University Chicago. She holds a bachelor’s degree in Psychology and Human Services from Loyola University Chicago. Jaclyn also works for Dr. Grayson Holmbeck’s Chicago Healthy Adolescent Transition Study (CHATS) at Loyola University, and in the past has interned for the Cook County Court’s Juvenile Division and the Howard Brown Health Center, both in Chicago, IL. Her research interests include the prevention and intervention of child and adolescent psychopathology, particularly in pediatric and low-income populations.
Graduate Assistants:
Dana Charles McCoy, Doctoral Student
Email: dana.charles@nyu.edu
Dana Charles McCoy is a 4th year doctoral student in the Psychology and Social Intervention program in Applied Psychology. Her research interests focus on understanding how low-income children's family, neighborhood, and school environments affect the development of their cognitive, behavioral, and emotional self-regulatory skills. Dana is also interested the use of experimental and quasi-experimental methods for informing evaluation of early childhood interventions, programs, and policies. She is originally from Pennsylvania and received her A.B. in Psychological and Brain Sciences from Dartmouth College. Her advisors are Cybele Raver and Pamela Morris.
Allison Friedman, Doctoral Student
Email: ahf240@nyu.edu
Allison Friendman is a 2nd year doctoral student in Applied Psychology at NYU Steinhardt. Her research interests include the effects of early childhood education programs on the development of cognitive, executive function, and self-regulation skills as well as understanding the mechanisms of change in the preschool classroom. She is also interested in how biological and environmental factors interact to influence a child's development in the context of the preschool environment. Currently she is working on projects about the influence of preschool classroom composition and teacher stress on the classroom climate. Allison is also interested in the policy implications of this work. She is originally from Long Island, NY and worked at the National Institute for Early Education Research before coming to NYU. Allison's research mentors are Cybele Raver and Clancy Blair.
Jessica Burdick, Master's Student
Email: jessica.burdick@nyu.edu
Jessica Burdick is a second-year master’s student in the Human Development and Social Intervention program at Steinhardt. She holds a B.A. in psychology from Michigan State University where she studied in Dr. D. Zachary Hambrick’s Cognitive Development Lab and Dr. Lori Skibbe’s Child Development Lab. Before coming to NYU, Jessica served as an AmeriCorps VISTA member at Up2Us in New York City. Her research interests include early childhood interventions, self-regulation in low-income minority children, and out-of-school time.
Products:
NIH Grant