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

描述（由申请人提供）：在第一次试验中，44个学前班教室被随机分配到REDI干预或“惯例”，356名4岁儿童从幼儿园到小学接受了随访。课堂计划提高了教学质量，促进了儿童词汇量的提高，紧急识字技能，社会能力，学习参与度，并减少了在头开始结束时的侵略性。在幼儿园和二年级记录了持续的益处，在五年级结束时，一些亚组的社会情感功能仍然明显改善。建议的研究的第一个目的是评估REDI课堂计划的长期影响，通过对9年级和11年级的参与者进行后续评估，并验证REDI促进的社会情感功能和自我调节技能的改善将对学业成绩和青少年危险行为的减少产生长期影响的假设。2009年，启动了第二个REDI试验。一个新的样本210名儿童参加头开始REDI教室被随机分配到接受补充REDI家访计划或“通常做法”头开始家访。REDI家访计划促进了幼儿园儿童社会能力、自我导向学习和学业能力的提高，并在二年级产生了明显的持续效果。拟议的研究的第二个目的是评估长期影响的REDI家访计划进行后续评估与210名参与者在5年级和7年级，并测试假设，改善父母的支持和亲子沟通将调解程序的影响，后来的孩子的结果。第三个目的是探讨学校环境对REDI课堂和家访计划长期成果的影响。对REDI课堂计划的分析显示，在小学阶段，该计划的效果有所缓和，但在学生成绩水平较低的学校，该计划的好处被放大

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