Abstract
This article examines behavioral and developmental differences between those Head Start enrollees who are homeless and those who live in permanent housing. The research highlighted indicates homeless children have lower mean scores on the Caldwell Preschool Inventory, the Peabody Picture Vocabulary Test, and the Kaufman Arithmetic Assessment Battery for Children than their housed counterparts. Behaviorally, homeless children also had more difficulty than the housed students as scored by teachers using the Behavior Problem Index. The authors also examine sex differences utilizing the above measures. Finally, the article recommends that the Head Start community adjust teaching approaches to enhance homeless children's development, focus on certain developmental areas based on noted sex differences, and increase assessment and services for homeless families.
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