Fantuzzo John, Manz Patricia, Atkins Marc, Meyers Raymond
Psychology in Education Division, University of Pennsylvania, Philadephia, 19104, USA.
J Clin Child Adolesc Psychol. 2005 Jun;34(2):320-5. doi: 10.1207/s15374424jccp3402_11.
This study evaluated the effectiveness of Resilient Peer Treatment (RPT). This is a peer-mediated, classroom-based intervention for socially withdrawn, maltreated preschool children. It examined whether the RPT impact generalized from the treatment setting to larger classroom context. Eighty-two maltreated and nonmaltreated, socially withdrawn Head Start children were randomly assigned to either RPT or attention-control (AC) conditions. Data were collected by teachers and independent observers blind to both maltreatment status and treatment condition. Treatment resulted in higher levels of collaborative peer play interactions in the treatment setting posttreatment for both the maltreated and nonmaltreated children. Results documented generalization of the treatment impact to classroom free-play sessions. These findings were supported by teacher ratings of interactive peer play and social skills.
本研究评估了弹性同伴治疗（RPT）的有效性。这是一种由同伴介导、以课堂为基础的干预措施，针对社交退缩、受虐待的学龄前儿童。该研究考察了RPT的影响是否能从治疗环境推广到更大的课堂环境。82名受虐待和未受虐待、社交退缩的启智计划儿童被随机分配到RPT组或注意力控制（AC）组。数据由对虐待状况和治疗条件均不知情的教师和独立观察员收集。治疗后，无论是受虐待儿童还是未受虐待儿童，在治疗环境中合作性同伴游戏互动水平都有所提高。结果证明治疗效果能推广到课堂自由游戏环节。这些发现得到了教师对同伴互动游戏和社交技能评分的支持。
