EARLY ADOLESCENT FOLLOW-UP FOR HIGH RISK INFANTS

这项研究是一项后续评估智力水平，学校成绩， 自尊、适应行为和家庭动力学的纵向研究 在90名或更多被确定为婴儿的早期青少年中， 由于社会经济原因， 劣势 该设计是一个2 × 2阶乘，其中分配给 实验性学前教育干预计划和分配给 小学早期实验干预的因素。 在两个阶段随机分配至组。 该设计允许 比较三个早期受试者的早期青少年结局 实验治疗条件与对照组受试者的治疗条件 组 高危青少年的状况也将与此进行比较。 从当地人口中随机抽取同龄儿童的样本。 根据高风险指数确定受试者处于风险中 衡量父母教育程度、智商和收入等因素。 学前 干预措施包括从婴儿早期开始日托教育。 学龄干预包括有一个家庭/学校资源教师 她是高危家庭和教室之间的联络人 老师 学前干预显著提高了治疗儿童的智商 分数高于对照组，对智商的影响仍在继续 在学校的早期。 对学前教育有影响 成绩也是一样。 学龄的最终影响 分配尚不清楚，但根据3/4样本的数据， 趋势表明，学龄期治疗对 学习成绩比智商高 寻求资金，以便能够对下列问题采取后续行动： 孩子们在公立学校（通常是六年级）读了七年之后， 从小学到初中的过渡点。 青春期早期是建立掌控感的关键时期， 自尊 本研究将允许检查的影响， 早期和继续教育干预对自尊， 掌握和社会行为在学校和家里，以及对 更传统的智商和成就结果。 大量的 现有的数据也将允许检查许多早期的影响， 早期测量的儿童状态变量的儿童变量 青春期

This study is a follow-up to assess intellectual level, school achievement, self-esteem, adaptive behavior and family dynamics in a longitudinal sample of 90 or more early adolescents who were identified as infants as being at risk for mild retardation and school failure because of socioeconomic disadvantage. The design is a 2 X 2 factorial in which assignment to an experimental preschool educational intervention program and assignment to an early elementary school experimental intervention are the factors. Assignment to group was random in both phases. The design permits comparison of early adolescent outcomes for subjects in the three earlier experimental treatment conditions with those of subjects in the control group. Status of the high-risk adolescents will also be compared to that of a random sample of same-age children from the local population. Subjects were identified as being at risk on the basis of a High Risk Index measuring such factors as parental education, IQ, and income. Preschool intervention consisted of educational day care beginning in early infancy. School-age intervention consisted of having a Home/School Resource Teacher who served as a liaison between the high-risk family and the classroom teacher. Preschool intervention significantly raised treated children's IQ scores above those of the control group and the effect on IQ continues through the early school years. There was an effect on preschool assignment on achievement scores as well. Final effects of the school-age assignment are not yet known, but based on data from 3/4 of the sample, the trends suggest that the school-age treatment had a stronger effect on school achievement than on IQ. Funds are sought to permit a follow-up of the children after seven years in public school (typically sixth grade), the point of transition from elementary school into junior high school. Early adolescence is a critical time for establishng a sense of mastery and self-esteem. The present study will permit an examination of the effects of early and continuing educational intervention upon self-esteem, sense of mastery and social behaviors at school and at home, as well as upon the more traditional IQ and achievement outcomes. An extensive body of existing data will also permit examination of the effects of many early childhood variables upon child status variables measured in early adolescence.