Padres Preparados: An Evidence-Based Parenting Intervention for Latino Families

项目摘要/摘要 拉美裔青年目前占美国青年人口的五分之一以上(Mather&Foxen，2010)，但 这一庞大的国家未来成年人群体在学业上远远落后于非拉丁裔青年 成就。拟议的项目，教士准备：循证育儿的文化适应 对拉丁裔家庭的干预(准备好的父母)，旨在及早解决拉丁裔的成就差距 通过家长干预计划达到关键阶段，旨在提高学龄前儿童的入学准备技能- 适龄儿童。该计划的内容将以循证为基础的 俄勒冈家长管理培训模式(PMTO)，强调五项积极的育儿技能：技能 建设；有效的纪律；监督；解决问题；以及积极参与。Padres Prepaados也是基于 幼儿教育的效益与家长积极参与学校建设的研究 准备技能。父母的参与已被证明对孩子的学业成功起着至关重要的作用，但 拉丁裔家长可能会犹豫是否参加家长活动，因为学校和家庭的联合项目不是 具有文化敏感性。为了让拉丁裔父母充分参与子女的教育，干预措施必须是 以一种考虑到他们的文化、语言和背景的方式进行调整。事实上，越密切的一个 干预适应于特定的文化背景，效果越好。教士们的准备会 专为讲西班牙语的拉丁裔父母开发，改编基于PMTO的内容以解决 使用文化适应过程模型研究这一人群的语言、文化价值观和独特背景 和生态效度模型。在第二阶段，我们将在第一阶段试点成果的基础上，通过 开发一种互动的、用户友好的、基于PMTO的文化适应的父母的多媒体演示 将为学龄前儿童的拉丁裔父母开展培训；该方案将提供给 使用计算机和移动技术的DVD和在线家长。教士的预备工作将很容易适应 为学龄前家长教育者举办讲座。将收集社交有效性和可用性数据 通过与拉丁裔家长和学前班工作人员的焦点小组、在学前班环境中的观察和会议 和拉丁裔社区领袖一起。这些数据将为教士预备模块2-6的开发提供信息， 这将集中在积极的纪律，明确的方向，情绪调节，困难的行为和问题 解决问题。(第一阶段单元，提高儿童识字技能，向家长提供PMTO技能，以支持早期识字 在家里和家长在学校的约定。)一份学前教育工作人员实施手册将支持工作人员 担任项目促进者和家长导师。在项目开发之后，为期八周的 对122名拉丁裔父母进行的随机对照评估，他们至少有一个孩子目前在 Pre-K计划，将进行干预效果的评估。

PROJECT SUMMARY/ABSTRACT Latino youth currently comprise more than one-fifth of the US youth population (Mather & Foxen, 2010), yet this sizeable group of the nation's future adults lags alarmingly behind non-Latino youth in academic achievement. The proposed program, Padres Preparados: A Cultural Adaptation of an Evidence-Based Parenting Intervention for Latino Families (Prepared Parents), aims to address the Latino achievement gap at an early and critical stage through a parent intervention program designed to increase school readiness skills in preschool- age children. The content of the program will be based on parenting skills specified by the evidenced-based Oregon Model of Parent Management Training (PMTO), which emphasizes five positive parenting skills: skill building; effective discipline; monitoring; problem-solving; and positive involvement. Padres Preparados is also based on research on the benefits of early childhood education and positive parent involvement in building school readiness skills. Parent involvement has been shown to play a crucial role in children's academic success, but Latino parents may hesitate to participate in parent activities because joint school-home programs are not culturally sensitive. To fully engage Latino parents in their children's education, interventions must be adapted in a way that takes into account their culture, language, and context. In fact, the more closely an intervention is adapted to a particular cultural background, the more effective it is. Padres Preparados will be developed specifically for Spanish-speaking Latino parents, adapting PMTO-based content to address the language, cultural values, and unique contexts of this population using the Cultural Adaptation Process model and the Ecological Validity Model. In Phase II, we will build on promising results from the Phase I pilot by developing an interactive, user-friendly, multimedia presentation of culturally adapted PMTO-based parent training will be developed for Latino parents of preschool-age children; the program will be available to parents on DVD and online using computer and mobile technologies. Padres Preparados will be easily adaptable to workshop presentations by preschool parent educators. Social validity and usability data will be collected via focus groups with Latino parents and preschool staff, observations at preschool settings, and meetings with Latino community leaders. These data will inform the development of Modules 2-6 of Padres Preparados, which will focus on positive discipline, clear directions, emotional regulation, difficult behavior and problem solving. (The Phase I module, Enhancing Child Literacy Skills, gave parents PMTO skills to support early-literacy at home and parent engagement at school.) An implementation manual for preschool staff will support staff in serving as program facilitators and parent mentors. Following program development, an eight-week, randomized control evaluation with 122 Latino parents, who have at least one child currently enrolled in a pre-K program, will be conducted to assess the efficacy of the intervention.