Improving School Readiness in Preschoolers with Behavior Problems: Results from a Summer Treatment Program
Improving School Readiness in Preschoolers with Behavior Problems: Results from a Summer Treatment Program
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DOI：
10.1007/s10862-014-9418-1
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发表时间：
2014-12-01
影响因子：
1.6
通讯作者：
Pelham, William E., Jr.
中科院分区：
文献类型：
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作者：
Graziano, Paulo A.;Slavec, Janine;Pelham, William E., Jr.
研究a)为有外化行为问题（EBP）的学龄前儿童（STP-PreK）提供暑期治疗项目的可行性，以及b) STP-PreK在改善儿童入学准备结果方面的有效程度。本研究的参与者包括30名有EBP风险或临床升高水平的学龄前儿童（77%为男孩，平均年龄5.33岁，77%为西班牙裔背景）。STP-PreK在一个早教中心举行，在幼儿园和幼儿园之间的夏季进行8周（上午8点至下午5点）。除了行为矫正系统和全面的入学准备课程外，STP-PreK还嵌入了针对儿童自我调节技能（SR）的社会情感课程。儿童入学前和入学后的准备结果包括标准化的入学准备评估以及家长对EBP、适应功能和幼儿园总体准备的报告。通过标准化的执行功能任务、两个挫折任务和父母对儿童情绪调节和执行功能的报告来衡量社会责任技能。STP-PreK得到了家长们的好评，高出勤率和满意度证明了这一点。此外，所有入学准备结果（包括父母和观察任务）在干预后显着改善（科恩效应值范围为0.47至2.22），除父母情绪调节报告外，所有效应在6个月的随访中保持不变。这些发现强调了提供早期干预夏季项目的可行性和实用性，该项目可以成功地针对儿童入学准备的多个方面，包括行为、社会情感/自我调节和学术。
To examine a) the feasibility of delivering a summer treatment program for pre-kindergarteners (STP-PreK) with externalizing behavior problems (EBP) and b) the extent to which the STP-PreK was effective in improving children's school readiness outcomes. Participants for this study included 30 preschool children (77 % boys; Mean age = 5.33 years; 77 % Hispanic background) with at-risk or clinically elevated levels of EBP. The STP-PreK was held at an early education center and ran for 8-weeks (M-F, 8 a.m.-5 p.m.) during the summer between preschool and kindergarten. In addition to a behavioral modification system and comprehensive school readiness curriculum, a social-emotional curriculum was also embedded within the STP-PreK to target children's self-regulation skills (SR). Children's pre- and post-school readiness outcomes included a standardized school readiness assessment as well as parental report of EBP, adaptive functioning, and overall readiness for kindergarten. SR skills were measured via a standardized executive functioning task, two frustration tasks, and parental report of children's emotion regulation, and executive functioning. The STP-PreK was well received by parents as evidenced by high attendance and satisfaction ratings. Additionally, all school readiness outcomes (both parent and observational tasks) significantly improved after the intervention (Cohen's d effect sizes ranged from 0.47 to 2.22) with all effects, except parental report of emotion regulation, being maintained at a 6-month follow-up. These findings highlight the feasibility and utility of delivering an early intervention summer program that can successfully target multiple aspects of children's school readiness, including behavioral, social-emotional/self-regulation, and academics.