Abstract
Developmental transitions are critical time points for intervention and prevention. The successful transition to elementary school is associated with several key skills, including sustained attention, self-regulation, social skills, and early literacy skills. Research suggests that family-centered interventions can promote these competencies associated with a successful school transition during early childhood. One such intervention is the Family Check-Up (FCU). In this chapter, we review research on the FCU and discuss the intervention as an effective approach for promoting school success during early elementary school. The FCU is a brief, family-centered intervention that is comprised of three components: an initial interview, an assessment, and a feedback and motivation session followed by tailored and adaptive intervention modules geared to family needs. The model is intended to prevent emotional, behavioral, and academic problems in children by improving family functioning and parenting skills. In early childhood, the FCU has been shown to reduce problem behaviors and increase school readiness. As researchers continue to explore strategies for the successful implementation and scale-up of the FCU, the fundamental mechanisms of change remain consistent across adaptations to unique populations and settings. Next steps involve understanding dosage and key ingredients of the FCU that predict positive adjustment.
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Stormshak, E.A., Kennedy, A.L., Metcalfe, R.E., Matulis, J.M. (2022). Research on the Family Check-Up to Support Social and Behavioral Adjustment in Early Elementary School. In: Bierman, K.L., Sheridan, S.M. (eds) Family-School Partnerships During the Early School Years. Research on Family-School Partnerships. Springer, Cham. https://doi.org/10.1007/978-3-030-74617-9_5
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