家长外展努力延长学前课堂干预的持续效益:一项随机对照试验的青少年随访。

IF 3 2区 医学 Q2 PUBLIC, ENVIRONMENTAL & OCCUPATIONAL HEALTH
Prevention Science Pub Date : 2024-12-01 Epub Date: 2024-12-05 DOI:10.1007/s11121-024-01758-8
Rebecca Slotkin, Karen L Bierman, Brenda S Heinrichs, Janet A Welsh
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引用次数: 0

摘要

以研究为基础的发展信息(REDI)项目通过教师讲授的课程内容丰富了先导性教育课堂,旨在提高儿童的社会情感学习和语言读写技能。家长们通过“背包快递”收到了项目的相关信息,包括每周关于项目主题的讲义和三张介绍REDI互动策略和家庭学习活动建议的dvd。除了对儿童技能习得和学校表现的影响(先前报道)外,基于家庭的结果也出现了积极的影响:在redii强化的教室里,孩子的父母比在随机对照组(常规做法)教室里的父母报告了更高质量的学前亲子对话。这项研究考察了干预相关的学龄前谈话改善的长期效益。原始样本包括356名儿童(58%白人,24%黑人,18%拉丁裔;女孩占54%,男孩占46%);77%的人有本研究中使用的高中随访数据。纵向GLM分析记录了显著的REDI干预对父母-青少年沟通质量(在7年级和9年级评估)和父母和青少年报告的高中行为问题(在11年级评估)的影响。通径分析显示,从干预相关的学前对话改善到父母-青少年沟通质量(7-9年级)到后来青少年报告(但不包括父母报告)行为问题的减少(11年级),一系列显著的中介作用。研究结果表明,在学前课堂干预中加入“轻触式”家长参与材料可以促进长期的项目效益。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Parent Outreach Efforts Extend the Sustained Benefits of a Preschool Classroom Intervention: Adolescent Follow-Up of a Randomized Controlled Trial.

The Research-based Developmentally Informed (REDI) program enriched Head Start classrooms with teacher-delivered curriculum components designed to enhance child social-emotional learning and language-literacy skills. Parents received information about the program via backpack express, including weekly handouts about program topics and three DVDs illustrating REDI interactive strategies and suggesting home learning activities. In addition to effects on child skill acquisition and school performance (reported previously), positive effects emerged on a family-based outcome: parents of children in REDI-enriched classrooms reported higher quality preschool parent-child conversations than parents in the randomized control group (usual practice) classrooms. This study examined the long-term benefits associated with intervention-related improvements in preschool conversations. The original sample included 356 children (58% White, 24% Black, and 18% Latinx; 54% girls, 46% boys); 77% had the high school follow-up data used in this study. Longitudinal GLM analyses documented significant REDI intervention effects on parent-adolescent communication quality (assessed in the 7th and 9th grades) and on parent- and youth-reported high school behavior problems (assessed in 11th grade). Path analyses revealed significant serial mediation from intervention-related improvements in preschool conversations to parent-adolescent communication quality (grades 7-9) to reductions in later youth-reported (but not parent-reported) behavior problems (grade 11). The findings suggest that including "light touch" parent engagement materials with preschool classroom interventions can contribute to long-term program benefits.

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来源期刊
Prevention Science
Prevention Science PUBLIC, ENVIRONMENTAL & OCCUPATIONAL HEALTH-
CiteScore
6.50
自引率
11.40%
发文量
128
期刊介绍: Prevention Science is the official publication of the Society for Prevention Research. The Journal serves as an interdisciplinary forum designed to disseminate new developments in the theory, research and practice of prevention. Prevention sciences encompassing etiology, epidemiology and intervention are represented through peer-reviewed original research articles on a variety of health and social problems, including but not limited to substance abuse, mental health, HIV/AIDS, violence, accidents, teenage pregnancy, suicide, delinquency, STD''s, obesity, diet/nutrition, exercise, and chronic illness. The journal also publishes literature reviews, theoretical articles, meta-analyses, systematic reviews, brief reports, replication studies, and papers concerning new developments in methodology.
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