Notes
Community organizations: CUPS (Calgary Urban Project Society)
Future research / gaps identified:
Continue research on using behavioral neuroscience frameworks and reciprocal parent-child interactions to facilitate children’s learning.
Key findings:
1) For all children, PPVT-III scores increased the most between program intake and exit and positive changes were sustained until adolescence.
2) PPVT-III scores were higher for boys than girls at all time points.
3) Canadian-born children scored higher than Indigenous and immigrant children at all time points.
4) Immigrant children scored lowest until age 7 years, and at age 10 years and adolescence they scored higher than Indigenous children.
5) PPVT-III scores increased when English was the primary language spoken at home at intake.
6) PPV-TIII scores increased slightly as caregiver age and caregiver Adverse Childhood Experiences score increased.
7) PPVT-III scores were lower for immigrant girls and Indigenous boys than other sub-groups of children.
Key populations: immigrant, Indigenous and Canadian-born children followed from preschool age to adolescence
Key recommendations:
Create tailored receptive language programming for immigrant girls and Indigenous boys from preschool age to adolescence to decrease discrepancies with other children.
Integration timeline: not defined
