Head Start REDI Classroom and Home Visiting Programs: Long-Term Follow-up

描述(由申请人提供)：在第一个试验中，44个启蒙教室被随机分配到REDI干预或“常规做法”，356名4岁儿童被跟踪从幼儿园前到小学。课堂计划提高了教学质量，促进了儿童词汇、新兴识字技能、社交能力、学习参与度的提高，并减少了Head Start结束时的攻击性。持续的益处在幼儿园和二年级被记录下来，在五年级结束时，一些小组的社会情绪功能仍然明显改善。这项拟议的研究的第一个目的是评估REDI课堂计划的长期影响，方法是对9年级和11年级的参与者进行跟踪评估，并测试REDI促进的改善的社会情绪功能和自我调节技能将中介对学业成就和青春期危险行为减少的长期影响的假设。2009年，启动了REDI的第二次审判。一个新的样本，210名在Head Start REDI教室学习的儿童被随机分配接受补充的REDI家访计划或“通常做法”的Head Start家访。REDI家访计划促进了幼儿园儿童社交能力、自我指导学习和学习能力的改善，并在二年级取得了持续的效果。这项拟议研究的第二个目的是评估REDI家访计划的长期影响，方法是对5年级和7年级的210名参与者进行跟踪评估，并测试改善父母支持和亲子沟通将中介计划对以后孩子结果的影响的假设。第三个目标是探索学校环境对REDI课堂和家访计划的长期结果的影响。对REDI课堂计划的分析显示，小学的情况有所缓和，学生成绩水平较低的学校的好处有所放大

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