UCI-CFC Projects on School Readiness

描述（由申请人提供）：作为对RFA的回应，我们提出了一项计划拨款，以解决入学准备的两个领域：注意力和情感的自我调节以及早期语言和读写能力。我们将以加州儿童和家庭委员会（CCFC）和奥兰治县儿童和家庭委员会（CFCOC）资助的临床服务项目的现有经验为基础。这些项目是基于加州大学欧文分校（UCI）、奥兰治县儿童医院（CHOC）、奥兰治县启智计划（OCHS）和奥兰治县教育部（OCDE）的小组之间的合作，他们提供以科学为基础的模块，以补充全面的学前教育项目，如启智计划。在为期一年的计划拨款中，我们建议做以下事情：(1)扩大合作，将加州其他地区（如洛杉矶县、河滨县、圣地亚哥县）作为CCFC项目在州和县一级的潜在地点；(2)咨询一个研究咨询小组，该小组调查了早期干预的科学基础（波斯纳，法拉，布鲁尔和罗斯巴特，2001），并评估和完善了注意力和情绪调节（斯沃森和沃特金斯，2001）以及语言和读写能力发展（曼恩，2001）的概念模型；(3)制定计划，将严格的研究评估部分纳入CCFC资助的服务提供项目，并探索如何组织大型、多地点随机临床试验（RCT），这些创新课程模块得到科学评论的认可，并作为CCFC项目获得资助；(4)确定儿童和家庭的目标人群，将儿童和家庭分配到随机对照试验条件下的抽样方法，实施和评估新课程所需的人员，严格控制课程模块的实施方案，评估随机对照试验的一套合适的结果测量指标，以及长期维持和跟踪样本的计划；(5)对大型多元数据集进行数据管理和分析，并进行成本效益分析。我们的总体目标是在一个大型国家资助的临床服务倡议（CCFC）和一个创新的联邦资助的研究工作（在RFA中描述）之间建立伙伴关系，以有效地评估旨在改善学龄前儿童入学准备的项目。

DESCRIPTION (provided by applicant): In response to the RFA, we propose a planning grant to address two domains of school readiness: self regulation of attention and emotion and early language and literacy. We will build on our existing experience with clinical service programs funded by the California Children and Families Commission (CCFC) and the Children and Families Commission of Orange County (CFCOC). These programs are based on collaborations among groups from the University of California at Irvine (UCI), Children's Hospital of Orange County (CHOC), Orange County Head Start (OCHS), and the Orange County Department of Education (OCDE), and they provide science-based modules to supplement comprehensive preschool programs such as Head Start. In the 1-year planning grant, we propose to do the following: (1) to expand the collaboration to include other California locations (e.g., Los Angeles County, Riverside County, San Diego County) as potential sites for CCFC programs at the state and county level; (2) to consult with a research advisory group that has surveyed the scientific basis for early interventions (Posner, Farah, Bruer and Rothbart, 2001), and evaluate and refine the conceptual models for programs on regulation of attention and emotion (Swanson and Watkins, 2001) and the development of language and literacy (Mann, 2001); (3) to make plans to integrate a rigorous research evaluation component into the CCFC-funded service delivery programs and to explore ways to organize a large, multisite randomized clinical trial (RCT) of innovative curricula modules that are endorsed by the scientific review and funded as CCFC programs; (4) to identify target populations of children and families, sampling methods to assign children and families to experimental conditions of a RCT, personnel required to implement and evaluate the new curricula, a protocol for implementing the curricula modules with rigorous control, a suitable set of outcome measures for evaluating the RCT, and a plan to maintain and follow-up the sample over time; (5) to make provisions for data management and analysis of large multivariate data sets and a cost-benefit analysis. Our overall goal is to develop a partnership between a large state funded clinical service initiative (CCFC) and an innovative federally funded research effort (described in the RFA) to efficiently evaluate programs designed to improve school readiness in preschool children.