领先 REDI 课堂和家访计划：长期跟进-猫眼课题宝

领先 REDI 课堂和家访计划：长期跟进

批准号：

9310064

负责人：

Karen L Bierman

金额：

$57.62万

依托单位：

PENNSYLVANIA STATE UNIVERSITY, THE

依托单位国家：

美国

项目类别：

财政年份：

2003

资助国家：

美国

项目状态：

已结题

起止时间：

2003-09-26 至 2019-07-31

来源：

https://reporter.nih.gov/project-details/9310064

关键词：

4 year old Achievement Adolescence Adolescent Adolescent Behavior Aggressive behavior Alcohol or Other Drugs use Americas Area Characteristics Child Child Rearing Competence Control Groups Development Education Educational Curriculum Educational process of instructing Emotional Evaluation Research Follow-Up Studies Funding Future Goals Head Start Program Home visitation Informal Social Control Intervention Language Learning Light Long-Term Effects Longitudinal Studies Mediating Modeling Nursery Schools Occupational Outcome Outcomes Research Parents Participant Performance Poverty Program Sustainability Randomized Readiness Research Risk Behaviors Sampling Schools Services Sex Behavior Students Subgroup System Testing United States National Institutes of Health Visit Vocabulary antisocial behavior base early adolescence early childhood elementary school evidence base experience fifth grade follow up assessment follow-up head impact high school improved intervention effect junior high school kindergarten learning engagement literacy parent-child communication programs public health relevance randomized trial second grade self-directed learning skills social social skills

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DESCRIPTION (provided by applicant): In the first trial, 44 Head Start classrooms were randomly assigned to the REDI intervention or "usual practice" and 356 4-year-old children were followed from prekindergarten into elementary school. The classroom program enhanced teaching quality and promoted improvements in child vocabulary, emergent literacy skills, social competence, learning engagement, and reduced aggression at the end of Head Start. Sustained benefits were documented in kindergarten and second grade, with improved social-emotional functioning still evident for some subgroups at the end of fifth grade. The first aim of the proposed study is to assess the long term impact of the REDI classroom program by conducting follow-up assessments with the participants in grades 9 and 11, and testing the hypothesis that the improved social-emotional functioning and self-regulation skills promoted by REDI will mediate long term effects on academic attainment and reductions in risky behaviors in adolescence. In 2009, a second REDI trial was initiated. A new sample of 210 children attending Head Start REDI classrooms were randomly assigned to receive a complementary REDI home visiting program or "usual practice" Head Start home visiting. The REDI home visiting program promoted improvements in child social competence, self- directed learning and academic competence in kindergarten with sustained effects evident in second grade. The second aim of the proposed study is to assess the longer-term impact of the REDI home visiting program by conducting follow-up assessments with the 210 participants in grades 5 and 7, and testing the hypothesis that improved parent support and parent-child communication will mediate program effects on later child outcomes. The third aim is to explore the impact of the school context on the long term outcomes of the REDI classroom and home visiting programs. Analyses of the REDI classroom program revealed some moderation in elementary school, with benefits amplified in schools characterized by low levels of student achievement

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