LONGITUDINAL INTERVENTION FOR HIGH-RISK CHILDREN: III

这项研究进展的目的是扩展一系列研究， 在过去的十年里，他们一直在研究 学前干预计划，旨在帮助学校适应 发育迟缓的高危儿童。 四个年龄组 随机分配的实验组和对照组儿童将进入 公立学校由本计划项目要求的开始日期。 的 97名高危儿童（和家庭）参加了这一活动。 计划被确定为儿童出生时可能发展轻度精神 迟钝 教育干预计划通过 学前教育主要是预防 发育迟缓。 增加了一个额外的设计功能， 实验组和对照组达到学龄。 研究 文献表明，当孩子 离开精心设计的学前班课程并进入公立学校。 因此，每组，实验组和对照组，再次被划分， 每组中有一半接受家庭/学校资源教师的服务 谁提供的信息和家庭活动的基础上， 课堂老师推荐 学龄儿童计划关注的是 不断尝试预防和补救现有的 发育迟缓。

The purpose of this research progress is to extend a set of studies that for the past ten years have been investigating the continuing impact of a preschool intervention program designed to aid the school adaptation of children at high risk for developmental retardation. Four age cohorts of randomly assigned experimental and control children will have entered public school by the beginning date of this program project request. The ninety-seven high-risk children (and families) participating in this program were identified at birth as children likely to develop mild mental retardation. The educational intervention program applied through the preschool years has been concerned primarily with the prevention of retarded development. An additional design feature was added as the experimental and control groups reached school age. The research literature has suggested that major change may take place when the child leaves a carefully designed preschool program and enter public school. Accordingly, each group, experimental and control, was divided again and half of each group received the services of a Home/School Resource Teacher who provided the family with information and home activities based upon the classroom teacher recommendations. The school age program is concerned both with continued attempts at prevention and with remediation of existing retarded development.