EARLY ADOLESCENT FOLLOW-UP FOR HIGH RISK INFANTS

这项研究是对智力水平、学业成绩、 纵向样本中的自尊、适应行为与家庭动态 在90名或更多被确认为婴儿的早期青少年中， 由于社会经济原因导致轻度发育迟缓和学业失败的风险 劣势。设计是一个2X2阶乘，其中分配给一个 实验性学前教育干预计划和任务 早期的小学实验干预是影响因素。 到组的分配在两个阶段都是随机的。设计许可 前三组受试者青春期早期结局的比较 与对照组受试者的实验处理条件 一群人。高危青少年的状况也将与 从当地人口中随机抽取同龄儿童的样本。 根据高风险指数将受试者确定为有风险 衡量父母教育程度、智商和收入等因素。学前班 干预措施包括从婴儿期早期开始的教育日托。 学龄干预包括一名家庭/学校辅导教师 他是高危家庭和教室之间的联络人 教师。学前干预显著提高接受治疗儿童的智商 得分高于对照组，对智商的影响仍在继续 通过早年的学校生活。这对学龄前儿童有影响 对成绩的分配也是如此。学龄的最终影响 赋值尚不清楚，但根据来自3/4样本的数据， 趋势表明，学龄期治疗对 学业成绩比智商更高。正在寻求资金，以允许后续 孩子们在公立学校读了七年后(通常是六年级)， 从小学到初中的过渡点。 青春期早期是建立主人翁意识的关键时期， 自尊。本研究将允许对这些影响进行检查 早期和持续的教育干预对自尊、自尊感 在学校和家里以及在学校和家庭中的掌握和社交行为 更传统的智商和成就成果。一个庞大的身体 现有的数据也将允许检查许多早期的影响 儿童时期变量对儿童状况变量的早期测量 青春期。

This study is a follow-up to assess intellectual level, school achievement, self-esteem, adaptive behavior and family dynamics in a longitudinal sample of 90 or more early adolescents who were identified as infants as being at risk for mild retardation and school failure because of socioeconomic disadvantage. The design is a 2 X 2 factorial in which assignment to an experimental preschool educational intervention program and assignment to an early elementary school experimental intervention are the factors. Assignment to group was random in both phases. The design permits comparison of early adolescent outcomes for subjects in the three earlier experimental treatment conditions with those of subjects in the control group. Status of the high-risk adolescents will also be compared to that of a random sample of same-age children from the local population. Subjects were identified as being at risk on the basis of a High Risk Index measuring such factors as parental education, IQ, and income. Preschool intervention consisted of educational day care beginning in early infancy. School-age intervention consisted of having a Home/School Resource Teacher who served as a liaison between the high-risk family and the classroom teacher. Preschool intervention significantly raised treated children's IQ scores above those of the control group and the effect on IQ continues through the early school years. There was an effect on preschool assignment on achievement scores as well. Final effects of the school-age assignment are not yet known, but based on data from 3/4 of the sample, the trends suggest that the school-age treatment had a stronger effect on school achievement than on IQ. Funds are sought to permit a follow-up of the children after seven years in public school (typically sixth grade), the point of transition from elementary school into junior high school. Early adolescence is a critical time for establishng a sense of mastery and self-esteem. The present study will permit an examination of the effects of early and continuing educational intervention upon self-esteem, sense of mastery and social behaviors at school and at home, as well as upon the more traditional IQ and achievement outcomes. An extensive body of existing data will also permit examination of the effects of many early childhood variables upon child status variables measured in early adolescence.