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Routines in the family are a potential source of resilience for at-risk children and support children's emerging emotion regulation. Meanwhile, inadequate sleep has been linked with deficits in cognitive processes to attend to environmental stimuli and with poor emotion regulation for children. The detrimental effects of poor sleep are potentially worse in low-income children. The aim of the current study was to examine the moderating role of sleep in the association between family routines and emotion regulation in toddlers in poverty. We analyzed data of 130 toddlers (24-31 months; 58% boys) from low-income, primarily African American families. Mothers completed questionnaires about child routines (Child Routines Questionnaire; CRQ; Wittig, 2005).To measure emotion regulation, toddlers completed an observed behavioral task meant to elicit frustration (Lab-TAB-Locomotor Version; Goldsmith & Rothbart, 1991). As hypothesized, adequate sleep (> 11 hr) fully moderated the association between routines and observed emotion regulation. There was no effect of routines on emotion regulation for toddlers with inadequate amounts of sleep. Analyses controlled for toddler respiratory sinus arrhythmia (RSA) as well as maternal emotion dysregulation (the Emotional Dysregulation Scale; EDS; Westen, Muderrisoglu, Fowler, Shedler, & Koren, 1997). These results emphasize the importance of sufficient sleep in at-risk toddlers. Furthermore, the results suggest that the effectiveness of family interventions focusing on family health to increase toddler emotion regulation could be improved by incorporating sleep interventions/routines. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Classmates' academic skill level (peer effects) is emerging as an important predictor of individual student achievement, particularly in the early grades. However, less is known about the influence of peer effects with regard to classmates' self-regulation skills and whether they are associated with students' academic gains. Examining this is the purpose of the current study. Using a direct measure of self-regulation, the head--toes--knees--shoulders (HTKS), which assesses students' ability to coordinate their attention, ability to inhibit and switch tasks, and working memory, the classroom mean HTKS was computed to represent peer effects. With 2 cohorts of 1st graders, the effect of peers' self-regulation on literacy outcomes was examined, controlling for individual student self-regulation. In Cohort 1, 445 participants from 46 1st grade classrooms in 10 schools were included. In Cohort 2, 633 students in 68 classrooms in 18 schools were included. Using hierarchical linear modeling, peer effects predicted children's growth in passage comprehension (Cohen's d = 0.35 for Cohort 1 and 0.31 for Cohort 2) as well as their vocabulary growth (Cohen's d = 0.24 for Cohort 1 and 0.16 for Cohort 2). These were independent effects above that of individual children's fall self-regulation and school-wide percentage of students qualifying for the U.S. free and reduced price lunch program, which were both significantly related to student literacy outcomes.