Head Start REDI Classroom and Home Visiting Programs: Long-Term Follow-up

领先 REDI 课堂和家访计划：长期跟进

基本信息

批准号：
8895142
负责人：
Karen L Bierman
金额：
$ 57.78万
依托单位：
PENNSYLVANIA STATE UNIVERSITY, THE
依托单位国家：
美国
项目类别：
财政年份：
2003
资助国家：
美国
起止时间：
2003-09-26 至 2019-07-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/8895142
关键词：
4 year old Achievement Adolescence Adolescent Adolescent Behavior Aggressive behavior Alcohol or Other Drugs use Americas Area Characteristics Child Child Rearing Competence Control Groups Development Education Educational Curriculum Educational process of instructing Emotional Evaluation Research Funding Future Goals Head Start Program Health Home visitation House Call Informal Social Control Intervention Language Learning Left Life Light Long-Term Effects Longitudinal Studies Mediating Modeling Nursery Schools Occupational Outcome Outcomes Research Parents Participant Performance Poverty Randomized Readiness Research Risk Behaviors Sampling Schools Services Sex Behavior Students Subgroup System Testing Visit Vocabulary antisocial behavior base early adolescence early childhood elementary school evidence base experience fifth grade follow-up high school improved intervention effect junior high school kindergarten literacy parent-child communication programs randomized trial second grade skills social social skills

项目摘要

DESCRIPTION (provided by applicant): In the first trial, 44 Head Start classrooms were randomly assigned to the REDI intervention or "usual practice" and 356 4-year-old children were followed from prekindergarten into elementary school. The classroom program enhanced teaching quality and promoted improvements in child vocabulary, emergent literacy skills, social competence, learning engagement, and reduced aggression at the end of Head Start. Sustained benefits were documented in kindergarten and second grade, with improved social-emotional functioning still evident for some subgroups at the end of fifth grade. The first aim of the proposed study is to assess the long term impact of the REDI classroom program by conducting follow-up assessments with the participants in grades 9 and 11, and testing the hypothesis that the improved social-emotional functioning and self-regulation skills promoted by REDI will mediate long term effects on academic attainment and reductions in risky behaviors in adolescence. In 2009, a second REDI trial was initiated. A new sample of 210 children attending Head Start REDI classrooms were randomly assigned to receive a complementary REDI home visiting program or "usual practice" Head Start home visiting. The REDI home visiting program promoted improvements in child social competence, self- directed learning and academic competence in kindergarten with sustained effects evident in second grade. The second aim of the proposed study is to assess the longer-term impact of the REDI home visiting program by conducting follow-up assessments with the 210 participants in grades 5 and 7, and testing the hypothesis that improved parent support and parent-child communication will mediate program effects on later child outcomes. The third aim is to explore the impact of the school context on the long term outcomes of the REDI classroom and home visiting programs. Analyses of the REDI classroom program revealed some moderation in elementary school, with benefits amplified in schools characterized by low levels of student achievement

描述（由申请人提供）：在第一次试验中，44 个 Head Start 教室被随机分配到 REDI 干预或“通常做法”，并对 356 名 4 岁儿童进行从学前班到小学的跟踪调查。课堂计划提高了教学质量，促进了儿童词汇量、新兴识字技能、社交能力、学习参与度的提高，并减少了启蒙计划结束时的攻击行为。在幼儿园和二年级就记录了持续的益处，在五年级结束时，一些亚组的社会情感功能的改善仍然很明显。拟议研究的第一个目的是通过对 9 年级和 11 年级的参与者进行后续评估来评估 REDI 课堂计划的长期影响，并检验以下假设：社会情感功能和自我调节技能得到改善REDI 提倡的措施将对学业成绩和减少青春期危险行为产生长期影响。 2009 年，第二次 REDI 试验启动。参加 Head Start REDI 教室的 210 名新样本被随机分配接受补充性 REDI 家访计划或“通常做法”Head Start 家访。 REDI家访计划促进了幼儿园儿童社交能力、自主学习和学术能力的提高，并在二年级产生了明显的持续效果。拟议研究的第二个目的是通过对 5 年级和 7 年级的 210 名参与者进行后续评估，并检验改善家长支持和亲子沟通的假设，来评估 REDI 家访计划的长期影响。将调节项目对以后儿童结局的影响。第三个目标是探讨学校环境对 REDI 课堂和家访计划的长期成果的影响。对 REDI 课堂计划的分析显示，小学阶段存在一定程度的缓和，而在学生成绩水平较低的学校中，其益处则更大