Persistence and Fadeout in the Impacts of Child and Adolescent Interventions.
Persistence and Fadeout in the Impacts of Child and Adolescent Interventions.
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儿童和青少年干预措施的持久性和淡出。
DOI：
10.1080/19345747.2016.1232459
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发表时间：
2017
影响因子：
1.8
通讯作者：
Yu W
中科院分区：
文献类型：
--
作者：
Bailey D;Duncan GJ;Odgers CL;Yu W
许多针对认知技能或社会情感技能和行为的干预措施最初显示出良好的效果，但随后很快就消失了。我们的论文试图确定干预措施的关键特征，以及参与干预的儿童和青少年的特征和环境，以期保持持久的有益项目影响。我们描述了三个这样的过程：技能培养、入门实践和可持续环境。我们认为，技能培养干预措施应该针对“三连胜”技能--这些技能是可塑性的、基本的，如果没有干预，这些技能最终不会发展。成功的入门干预使儿童在正确的时间掌握正确的技能或能力，以避免迫在眉睫的风险(例如，成绩不及格或青少年饮酒)或抓住新出现的机会(例如，进入荣誉课程)。可持续环境观点认为，干预完成后高质量的环境对于维持早期技能的获得至关重要。这三种观点产生了关于产生持久影响的干预措施的性质、时机和目标的互补和相互竞争的假设。
Many interventions targeting cognitive skills or socioemotional skills and behaviors demonstrate initially promising but then quickly disappearing impacts. Our paper seeks to identify the key features of interventions, as well as the characteristics and environments of the children and adolescents who participate in them, that can be expected to sustain persistently beneficial program impacts. We describe three such processes: skill-building, foot-in-the-door and sustaining environments. We argue that skill-building interventions should target “trifecta” skills – ones that are malleable, fundamental, and would not have developed eventually in the absence of the intervention. Successful foot-in-the-door interventions equip a child with the right skills or capacities at the right time to avoid imminent risks (e.g., grade failure or teen drinking) or seize emerging opportunities (e.g., entry into honors classes). The sustaining environments perspective views high quality of environments subsequent to the completion of the intervention as crucial for sustaining early skill gains. These three perspectives generate both complementary and competing hypotheses regarding the nature, timing and targeting of interventions that generate enduring impacts.
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影响因子：
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作者：
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通讯作者：
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通讯作者：
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作者：
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通讯作者：
Barnett, WS