Predictable daily routines are a promising context for executive function (EF) interventions. Routines provide structure and predictability that support EF skills. The parent-child interactions during routines help reinforce important serve and return patterns that promote autonomy supportive parenting practices. This dissertation uses a two-generation approach to examine the effects of a novel parenting intervention, Ready4Routines, designed to promote autonomy supportive parenting, mindfulness, and EF development among parents and their children. Ready4Routines follows a fast-cycle intervention design. Pilot studies in 2015 and 2016 led to iterations in intervention design and implementation. Study 1 investigates the effects of Ready4Routines and a modified version of the intervention called Shine on Families on parents and children in Head Start and Early Head Start centers across the United States (N = 228). Study 2 investigates Ready4Routines in an independent suburban school district in Minnesota and a Head Start program in Florida (N = 44). Results from Study 1 and Study 2 indicate that participation in Ready4Routines and Shine on Families is associated with increases in autonomy supportive parenting after controlling for parent EF skills and child age. Ready4Routines demonstrates the potential of leveraging daily family routines to deliver high-quality parenting interventions.
University of Minnesota Ph.D. dissertation. June 2021. Major: Child Psychology. Advisor: Philip Zelazo. 1 computer file (PDF); vi, 94 pages.
Ready4Routines: Improving Child Executive Function Skills through Autonomy Supportive Parent-Child Reflective Routines.
Retrieved from the University of Minnesota Digital Conservancy,
Content distributed via the University of Minnesota's Digital Conservancy may be subject to additional license and use restrictions applied by the depositor.