Gunn Barbara, Feil Ed, Seeley John, Severson Herb, Walker Hill M
NHSA Dialog. 2006;9(1):1-11. doi: 10.1207/s19309325nhsa0901_2.
This article reports the results of a pilot intervention to improve the social skills and literacy preparation of behaviorally at-risk Head Start children. Teachers in eight Head Start classrooms in two Oregon communities participated during the 2002-03 school year. Children in eight classrooms were screened and identified for participation using the Early Screening Project (ESP). Participants (n=16) were randomly assigned to receive social skills training, First Step to Success, social skills plus literacy training, Early Literacy Essentials, or to a comparison condition. Participants in the two intervention groups were combined and compared with the comparison group. Results indicated statistically significant gains in social skills outcomes for the intervention group. However, parent ratings of social skills showed superior effects for the comparison group as well. Receptive vocabulary, as measured by the Peabody Picture Vocabulary Test (PPVT), yielded a large effect size (Cohen's d=.95) for the intervention group. Findings suggest that a combined intervention addressing literacy and social skills, shows promise and is worthy of further development and evaluation.
本文报告了一项试点干预措施的结果，该措施旨在提高行为有风险的“提前开端计划”儿童的社交技能和读写能力准备。2002 - 2003学年，俄勒冈州两个社区的八所“提前开端计划”教室的教师参与其中。使用早期筛查项目（ESP）对八个教室的儿童进行筛查并确定参与对象。参与者（n = 16）被随机分配接受社交技能训练（“迈向成功的第一步”）、社交技能加读写能力训练（“早期读写基础”）或进入对照条件。将两个干预组的参与者合并并与对照组进行比较。结果表明，干预组在社交技能成果方面有统计学上的显著提高。然而，家长对社交技能的评分显示对照组也有更好的效果。通过皮博迪图片词汇测试（PPVT）测量的接受性词汇，干预组产生了较大的效应量（科恩d值 = 0.95）。研究结果表明，一项针对读写能力和社交技能的联合干预措施显示出前景，值得进一步开发和评估。
