Targeting Children's Behavior Problems in Preschool Classrooms: A Cluster-Randomized Controlled Trial
Targeting Children's Behavior Problems in Preschool Classrooms: A Cluster-Randomized Controlled Trial
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DOI：
10.1037/a0015302
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发表时间：
2009-04-01
影响因子：
5.9
通讯作者：
Solomon, Bonnie
中科院分区：
文献类型：
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作者：
Raver, C. Cybele;Jones, Stephanie M.;Solomon, Bonnie
本研究评估了以课堂为基础的多成分干预在减少学龄前儿童行为问题方面的有效性。芝加哥学校准备项目模式在35个Head Start教室中实施，采用整群随机对照试验设计。结果表明，教师报告和独立观察儿童的内化和外化行为问题具有显著的治疗效果(DS=0.53~0.89)。此外，有一些证据表明，儿童性别、种族/族裔群体成员和与贫困有关的风险暴露起到了调节作用，对某些儿童群体的干预效果比对其他儿童群体更强。这些发现有助于扩大对儿童早期贫困和预防性干预的研究领域。
The present study evaluated the efficacy of a multicomponent, classroom-based intervention in reducing preschoolers' behavior problems. The Chicago School Readiness Project model was implemented in 35 Head Start classrooms using a clustered-randomized controlled trial design. Results indicate significant treatment effects (ds = 0.53-0.89) for teacher-reported and independent observations of children's internalizing and externalizing behavior problems. Moreover, there was some evidence for the moderating role of child gender, race/ethnic group membership, and exposure to poverty-related risk, with stronger effects of intervention for some groups of children than for others. Findings contribute to a growing area of research on poverty and preventive intervention in early childhood.