UCI-CFC Projects on School Readiness

描述（由申请人提供）：为了响应RFA，我们提出了一个规划补助金，以解决两个领域的入学准备：自我调节的注意力和情绪和早期语言和识字。我们将建立在我们现有的经验与临床服务计划资助的加州儿童和家庭委员会（CCFC）和儿童和家庭委员会的橙子县（CFCOC）。这些计划是基于来自加州大学欧文分校（UCI），橙子县儿童医院（CHOC），橙子县开端（OCHS）和橙子县教育部（OCDE）的团体之间的合作，他们提供基于科学的模块，以补充全面的学前教育计划，如开端。在1年规划补助金中，我们建议做以下几点：（1）扩大合作范围，将其他加州地点包括在内（例如，洛杉矶县、滨江县、圣地亚哥县）作为州和县一级CCFC方案的潜在地点;（2）与一个研究咨询小组进行磋商，该小组已调查了早期干预的科学基础（Posner，法拉，Bruer和Rothbart，2001年），并评估和完善关于注意力和情绪调节程序的概念模型（Swanson和Watkins，2001）以及语言和识字的发展（Mann，2001年）;（3）制定计划，将严格的研究评估部分纳入CCFC资助的服务提供计划，并探索如何组织一个大型，创新课程模块的多地点随机临床试验（RCT），这些课程模块得到科学审查的认可，并作为CCFC计划提供资金;（4）确定儿童和家庭的目标人群，将儿童和家庭分配到RCT实验条件下的抽样方法，实施和评估新课程所需的人员，实施严格控制的课程模块的协议，一套合适的评价随机对照试验的结果指标，以及一个计划，以维持和随访的样本随着时间的推移;（5）作出规定的数据管理和分析的大型多变量数据集和成本效益分析。我们的总体目标是发展一个大型的国家资助的临床服务计划（CCFC）和创新的联邦资助的研究工作（在RFA中描述）之间的伙伴关系，以有效地评估旨在提高学龄前儿童入学准备的计划。

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.