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个启智教室被随机分配到REDI干预或“常规实践”中，356名4岁的儿童被从学前班跟踪到小学。课堂教学项目提高了教学质量，促进了儿童词汇量、识字技能、社交能力、学习参与度的提高，并减少了学前教育结束时的攻击性。持续的好处在幼儿园和二年级被记录下来，在五年级结束时，一些亚组的社会情感功能仍然明显改善。本研究的第一个目的是通过对9年级和11年级的参与者进行随访评估，评估REDI课堂计划的长期影响，并检验REDI促进的社会情绪功能和自我调节技能的改善对青少年学业成绩和减少危险行为的长期影响的假设。2009年，第二次REDI试验启动。新抽样的210名参加“启智计划”REDI教室的儿童被随机分配接受补充的“启智计划”家访计划或“常规做法”家访。REDI家访项目促进了幼儿园儿童社会能力、自主学习能力和学术能力的改善，并在二年级有明显的持续效果。本研究的第二个目的是通过对210名五年级和七年级的参与者进行随访评估来评估REDI家访计划的长期影响，并检验父母支持和亲子沟通的改善将调节计划对儿童后期表现的影响。第三个目的是探索学校环境对REDI课堂和家访项目长期成果的影响。对REDI课堂计划的分析显示，在小学，该计划的效果有所缓和，而在学生成绩较低的学校，该计划的效果被放大

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