LONGITUDINAL INTERVENTION FOR HIGH-RISK CHILDREN: III

这一研究进展的目的是扩展一组研究， 在过去的十年里一直在调查一场 学龄前干预计划旨在帮助学校适应 发育迟缓的高危儿童。四个年龄段的 随机分配的试验组和控制组的孩子将进入 公办学校按本项目开学之日提出项目要求。这个 97名高危儿童(和家庭)参加了这次活动 该计划在出生时就被确定为可能发展为轻度智力障碍的儿童 智力迟缓。教育干预计划通过以下途径申请 学龄前几年主要关注的是预防 发展迟缓。添加了一项额外的设计功能，作为 试验组和控制组达到了上学年龄。这项研究 文学作品表明，当孩子们 离开精心设计的学前班，进入公立学校。 因此，每一组，试验组和对照组，再次被分成两组 每组一半接受家庭/学校辅导教师的服务 世卫组织向家庭提供信息和家庭活动的基础上 课堂教师推荐。学龄期计划涉及到 继续努力预防和补救现有的 发展迟缓。

The purpose of this research progress is to extend a set of studies that for the past ten years have been investigating the continuing impact of a preschool intervention program designed to aid the school adaptation of children at high risk for developmental retardation. Four age cohorts of randomly assigned experimental and control children will have entered public school by the beginning date of this program project request. The ninety-seven high-risk children (and families) participating in this program were identified at birth as children likely to develop mild mental retardation. The educational intervention program applied through the preschool years has been concerned primarily with the prevention of retarded development. An additional design feature was added as the experimental and control groups reached school age. The research literature has suggested that major change may take place when the child leaves a carefully designed preschool program and enter public school. Accordingly, each group, experimental and control, was divided again and half of each group received the services of a Home/School Resource Teacher who provided the family with information and home activities based upon the classroom teacher recommendations. The school age program is concerned both with continued attempts at prevention and with remediation of existing retarded development.