EARLY ADOLESCENT FOLLOW-UP FOR HIGH RISK INFANTS

高危婴儿的青春期早期随访

• 批准号: 3320888
• 负责人: CRAIG T RAMEY
• 金额: $ 7.29万
• 依托单位: UNIV OF NORTH CAROLINA CHAPEL HILL
• 依托单位国家: 美国
• 财政年份: 1986
• 资助国家: 美国
• 起止时间: 1986-04-01 至 1990-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/3320888
• 关键词: academic achievement; adolescence (12-20); child mental health service; child psychology; day care center; educational psychology; educationally disadvantaged; elementary school; family structure /dynamics; human subject; infant human (0-1 year); intelligence; intelligence tests; interview; longitudinal human study; low socioeconomic status; mental retardation; mental retardation education /training; psychological models; psychological tests; self concept; social adjustment; social behavior; social psychology; success; training level

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.

这项研究是评估智力水平、学校成绩、 纵向样本中的自尊、适应性行为和家庭动态 90 名或以上被确定为婴儿的早期青少年 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。 该设计是一个 2 X 2 阶乘，其中分配给 实验性学前教育干预计划和任务 小学早期的实验干预是因素之一。 两个阶段的分组都是随机的。 设计许可 三个早期阶段受试者青春期早期结果的比较 实验治疗条件与对照受试者的治疗条件 团体。 高危青少年的状况也将与此进行比较 从当地人口中随机抽取同龄儿童样本。 根据高风险指数，受试者被识别为面临风险 衡量父母教育、智商和收入等因素。 学前班 干预措施包括从婴儿早期开始的教育日托。 学龄干预包括聘请家庭/学校资源教师 谁担任高风险家庭和教室之间的联络人 老师。 学前干预显着提高了治疗儿童的智商 分数高于对照组，并且对智商的影响持续存在 通过早期学年。 对学前班有影响 以及对成就分数的分配。 学龄期的最终影响 分配尚不清楚，但根据 3/4 样本的数据， 趋势表明，学龄期待遇对 学校成绩高于智商。 正在寻求资金以便采取后续行动 在公立学校（通常是六年级）学习七年后的孩子， 小学到初中的过渡点。 青春期早期是建立主宰感和自我意识的关键时期。 自尊。 本研究将检查其影响 对自尊、自我意识的早期和持续教育干预 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结果。 广泛的机构 现有数据还可以检查许多早期措施的影响 童年变量取决于早期测量的儿童状态变量 青春期。