Testing program impact on poor childrens' outcomes, grade 3-5: 5 yr follow-up

测试计划对贫困儿童成绩的影响，3-5 年级：5 年随访

• 批准号: 8511747
• 负责人: C CYBELE RAVER
• 金额: $ 58.78万
• 依托单位: NEW YORK UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2003
• 资助国家: 美国
• 起止时间: 2003-09-29 至 2014-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8511747
• 关键词: Academic achievement; Accounting; Address; Affect; African American; Area; Attention; Attenuated; Award; Behavior; Behavioral; Caregivers; Characteristics; Chicago; Child; Child Behavior; Child Support; Clinical; Cognitive; Collection; Communities; Community Mental Health Services; Competence; Conflict (Psychology); Consultations; Control Groups; Data; Data Collection; Dependency; Development; Disadvantaged; Early Intervention; Economics; Emotional; Emotions; Enrollment; Ethnic group; Exhibits; Experimental Designs; Face; Failure; Family; Funding; Gender; Growth; Head Start Program; Health; Hispanics; Hour; Household; Human Resources; Impulsivity; Income; Informal Social Control; Intercept; Intervention; Intervention Studies; Latino; Lead; Learning; Letters; Life; Light; Link; Low income; Measures; Mediating; Mediation; Mental Health; Mission; Modeling; Names; Neighborhoods; Nursery Schools; Outcome; Parents; Pathway interactions; Poverty; Prevention; Prevention Research; Prevention approach; Preventive Intervention; Probability; Problem behavior; Public Health; Race; Randomized; Randomized Controlled Trials; Readiness; Records; Regulation; Reporter; Reporting; Research; Risk; Role; Sampling; Schools; Science; Services; Site; Social Environment; Solutions; Staging; Students; Subgroup; Testing; Time; Training; Treatment outcome; United States; United States National Institutes of Health; Vocabulary; Work; base; behavioral health; boys; cohort; critical period; design; dosage; early childhood; efficacy testing; elementary school; emotional adjustment; ethnic minority population; executive function; falls; fifth grade; first grade; follow-up; foster child; girls; high risk; improved; intervention effect; junior high school; kindergarten; multi-component intervention; programs; public health research; randomized trial; response; service intervention; skills; social; social skills; standardize measure; success; teacher; tetrahydrobiopterin; therapy design; third grade

DESCRIPTION (provided by applicant): Poverty-related risks may seriously jeopardize low-income children's opportunities for learning in school contexts. As many as 23% of low-income children in urban communities such as Chicago exhibit high levels of behavioral problems prior to school entry, and 24% of children enrolled in Chicago's public schools are at academic risk by 3rd grade (Li-Grining, Votruba-Drzal, Bachman, & Chase-Lansdale, 2006; Raver, 2002). Young children appear to be substantially underserved by community mental health services, with less than 1% of children receiving services prior to school entry (Yoshikawa & Knitzer, 1997). A central aim of the proposed plan of research is to examine the long-term impact of a classroom-based intervention designed to address these poverty-related disparities. This proposed plan of research seeks renewal of support for a project initially entitled "Emotions Matter" (renamed the Chicago School Readiness Project, or CSRP). The project was initially funded from 2003-2008 by the Inter-Agency Consortium on School Readiness. Using a clustered randomized control trial (or RCT) design, CSRP implemented a multi-component intervention targeting Head Start classrooms. Recent evidence from our research suggests that CSRP's universal and targeted services provided key regulatory support to children having behavioral difficulty as well as to those children demonstrating greater self-regulatory competence. Using a clustered, randomized design, CSRP results suggest that children in treatment-assigned programs showed significant academic and socioemotional gains as compared to their counterparts attending control-group assigned programs, with effect sizes ranging from d = .32 to d = .89. In the proposed follow-up study using a longitudinal, 2- cohort design, data will be collected from multiple reporters (including parents, teachers, and children's school records) across 6 waves of data collection. Our hypothesis is that the delivery of CSRP services in preschool has long-term social-emotional, and educational benefits for low-income, ethnic minority children as they make key, ecologically-salient transitions through elementary school. Specifically, in our final year of our current award, we are currently testing ways that preschool intervention may benefit children as they make the ecologically salient transitions into formal school contexts that pose increased behavioral and academic challenges (kindergarten and 1st grade). The 3rd and 5th grades arguably represent the next set of ecologically-salient points of developmental transition for CSRP-enrolled children, presenting them with a new set of behavioral and academic demands such as larger class size, high-stakes standardized testing, and placement decisions for middle or junior high school (Huston & Ripke, 2006). Most CSRP-enrolled children in cohorts 1 and 2 will be completing their 3rd grade year either in spring, 2010 or spring, 2011. The proposed plan of research aims to capitalize on this "window of opportunity," testing whether CSRP intervention services delivered in preschool have long-term benefit in helping children to successfully navigate these stage-salient behavioral and academic demands. In pursuing this aim, this project will test the efficacy of preventive interventions that can be implemented in social contexts of significant economic disadvantage, contributing to the public health mission of the NIH. We also hope to contribute to prevention research by understanding mediating mechanisms that may link intervention with children's outcomes and the ways that intervention may work similarly or differently for different groups of children. In addition, our findings are likely to contribute to fields of prevention science and public health research by examining ways that estimates of program impact may be substantially larger when programs' and families' propensities to participate in intervention are statistically taken into account. PUBLIC HEALTH RELEVANCE: Recent analyses suggest that the Chicago School Readiness Project, a multi-component, classroom-based intervention, confers clear benefits to young, low-income children by improving their school readiness. Our proposed 5-year follow-up study tests whether these benefits of the CSRP intervention are sustained from preschool through early elementary school. The revised plan of research proposes to test whether CSRP has a significant benefit for children's adjustment and early learning (as measured by standardized tests, school records, and reports from parents and teachers). It contributes to a growing area of research on poverty and preventive intervention in early childhood and sheds light on the steps that child-serving agencies can take to foster children's behavioral health and school success.

描述（由申请人提供）：与贫困相关的风险可能会严重危害低收入儿童在学校环境中学习的机会。芝加哥等城市社区中多达23％的低收入儿童在入学前表现出很高的行为问题，而在芝加哥公立学校招收的儿童中有24％面临三年级的学术风险（Li-Grine，Li-Grine-Grine-Grine，Bachman，Bachman，Bachman，＆Chase-Lansdale，＆Chase-Lansdale，2006年； Raver，2002年）。社区心理健康服务的幼儿似乎大大缺乏服务，只有不到1％的儿童在入学前接受服务（Yoshikawa＆Knitzer，1997）。拟议的研究计划的主要目的是研究旨在解决这些与贫困相关差异的教室干预措施的长期影响。这项拟议的研究计划寻求更新对最初题为“情绪问题”的项目的支持（更名为芝加哥学校准备项目或CSRP）。该项目最初是由机构跨学校准备就绪的2003 - 2008年资助的。 CSRP使用聚类的随机控制试验（或RCT）设计，实施了针对启动课堂的多组分干预措施。我们研究的最新证据表明，CSRP的普遍和有针对性的服务为具有行为困难的儿童以及表现出更大的自我调节能力的儿童提供了关键的监管支持。使用聚类的随机设计，CSRP的结果表明，与参加控制组分配的程序的对手相比，接受治疗分配计划的儿童显示出显着的学术和社会情感增长，其效果范围范围从d = .32到d = .89。在拟议的后续研究中，使用纵向，2个队列设计，将从6个数据收集浪潮中收集数据（包括父母，老师和儿童学校记录）。我们的假设是，学龄前儿童提供的CSRP服务具有长期的社会情感和教育利益，这是对低收入，少数族裔儿童的福利，因为他们通过小学进行了关键，生态上的过渡。具体来说，在我们当前奖励的最后一年中，我们目前正在测试学龄前干预可能使儿童受益的方式，因为他们将生态显着过渡到正规学校环境中，这些环境带来了增加行为和学术挑战（幼儿园和一年级）。可以说，三年级和五年级代表了CSRP注册儿童的下一套发育过渡的生态偏好点，向他们呈现了一系列新的行为和学术要求，例如较大的班级规模，高风险标准化的测试以及中学或初级高中（Huston＆Ripke＆Ripke＆Ripke＆Ripke，2006年）。 1和2中，大多数CSRP入学的儿童将在2010年春季或2011年春季完成他们的三年级。拟议的研究计划旨在利用这种“机会之窗”，测试在学前班提供的CSRP干预服务是否长期有益于帮助儿童成功地导致这些舞台上这些阶段性的行为和学术需求。在追求这一目标时，该项目将测试可以在重大经济劣势的社会环境中实施的预防干预措施的功效，这有助于NIH的公共卫生任务。我们还希望通过理解可能与儿童的结果以及干预措施在不同的儿童群体相似或不同的方式工作的方式来为预防研究做出贡献。此外，我们的发现很可能通过研究估计计划影响的方式来促进预防科学和公共卫生研究领域，而当计划“和家庭”的倾向参与干预措施时，可能会大大更大。公共卫生相关性：最近的分析表明，芝加哥学校准备项目是一个多组成部分，基于课堂的干预措施，通过改善学校准备就绪，为年轻的低收入儿童带来了明显的好处。我们提出的5年随访研究测试CSRP干预的这些好处是否是从学龄前到早期小学维持的。修订的研究计划建议测试CSRP是否对儿童的调整和早期学习有重大好处（通过标准化的测试，学校记录以及父母和老师的报告来衡量）。它有助于越来越多的关于贫困和预防性干预的研究领域，并阐明了儿童服务机构可以采取的步骤来促进儿童的行为健康和学校的成功。