Home-Visiting Programming in Kindergarten-Readiness Interventions: Retention and Loss of Families

IF 1.7 4区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL
Laura M. Justice, Hui Jiang, Julie Planke, Kelly Purtell, Logan Pelfrey, Rebecca Dore
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Abstract

Background

Home-visiting programs are an often-used intervention for supporting the well-being of families with young children, and there is long-standing interest among researchers in ensuring the effectiveness of this practice. Especially, retention and attrition play important roles in achieving desired outcomes of the intervention.

Objective

This study aims to examine home-visit participation levels among low-income families and explore correlates of the participation levels. It also aims to evaluate patterns of attrition over time and to investigate child and family characteristics that potentially contribute to completion of the program.

Methods

We examined data from 113 families whose children participated in a 15-month kindergarten-transition intervention. All families received supplemental home-visiting activities as a key component of the intervention, beginning at the start of preschool and extending through middle of kindergarten year.

Results

We found that, on average, families completed four out of nine planned home visits, with large dispersion in the number of visits completed. Survival analyses suggested that families who dropped out were most likely to do so at the beginning of the program, with 39% of caregivers maintained to the final visit. Participation in the home-visiting program was related to children’s age and race, as well as children’s academic skill levels.

Conclusion

Study findings have implications for the design and implementation of kindergarten-readiness initiatives targeting low-income families, especially in terms of advancing strategies to maintain families in longitudinal activities.

Abstract Image

幼儿园准备干预中的家访计划:家庭的保留和流失
背景家访计划是支持有幼儿家庭幸福的一种常用干预措施,研究人员长期以来一直关注如何确保这种做法的有效性。本研究旨在考察低收入家庭参与家访的水平,并探讨参与水平的相关因素。方法我们研究了 113 个家庭的数据,这些家庭的孩子参加了为期 15 个月的幼儿园过渡干预活动。所有家庭都接受了补充家访活动,这是干预活动的重要组成部分,从学前班开始一直持续到幼儿园学年中期。结果我们发现,平均而言,家庭完成了计划中九次家访中的四次,完成家访的次数有很大的分散性。生存分析表明,退出计划的家庭最有可能在计划开始时退出,有 39% 的照顾者坚持到了最后一次家访。参与家访计划与儿童的年龄和种族以及儿童的学业技能水平有关。结论:研究结果对针对低收入家庭的幼儿园准备计划的设计和实施具有启示意义,特别是在推进维持家庭参与纵向活动的策略方面。
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来源期刊
Child & Youth Care Forum
Child & Youth Care Forum PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
3.60
自引率
5.60%
发文量
54
期刊介绍: Child & Youth Care Forum is a peer-reviewed, multidisciplinary publication that welcomes submissions – original empirical research papers and theoretical reviews as well as invited commentaries – on children, youth, and families. Contributions to Child & Youth Care Forum are submitted by researchers, practitioners, and clinicians across the interrelated disciplines of child psychology, early childhood, education, medical anthropology, pediatrics, pediatric psychology, psychiatry, public policy, school/educational psychology, social work, and sociology as well as government agencies and corporate and nonprofit organizations that seek to advance current knowledge and practice. Child & Youth Care Forum publishes scientifically rigorous, empirical papers and theoretical reviews that have implications for child and adolescent mental health, psychosocial development, assessment, interventions, and services broadly defined. For example, papers may address issues of child and adolescent typical and/or atypical development through effective youth care assessment and intervention practices. In addition, papers may address strategies for helping youth overcome difficulties (e.g., mental health problems) or overcome adversity (e.g., traumatic stress, community violence) as well as all children actualize their potential (e.g., positive psychology goals). Assessment papers that advance knowledge as well as methodological papers with implications for child and youth research and care are also encouraged.
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