早期干预的随机对照评估：“生来就会学”课程
A randomized, controlled evaluation of early intervention: the Born to Learn curriculum.
作者信息
Drotar D, Robinson J, Jeavons L, Lester Kirchner H
机构信息
Cincinnati Children's Hospital Medical Center, Cincinnati, OH 45229-2029, USA.
出版信息
Child Care Health Dev. 2009 Sep;35(5):643-9. doi: 10.1111/j.1365-2214.2008.00915.x.
BACKGROUND
This study addressed the need for studies of the efficacy of the Born to Learn (BTL) curriculum.
METHODS
Based on random assignment, 227 families of infants received the BTL curriculum conducted in monthly home visits, and 237 families received general child development education only.
RESULTS
The BTL curriculum resulted in higher mastery motivation (task competence) at 36 months (P < 0.05) and greater effects for children from low (P < 0.01) versus high socio-economic status on mastery motivation and cognitive development at 24 months. No effects were found on a wide range of other developmental outcomes.
CONCLUSION
Future studies should document the BTL curriculum effectiveness in diverse settings and samples.
背景
本研究旨在满足对“生来就会学”（BTL）课程效果进行研究的需求。
方法
基于随机分配，227个婴儿家庭接受了每月家访时开展的BTL课程，237个家庭仅接受了一般儿童发展教育。
结果
BTL课程在36个月时带来了更高的掌握动机（任务能力）（P < 0.05），并且对于社会经济地位低的儿童，在24个月时对掌握动机和认知发展的影响大于社会经济地位高的儿童（P < 0.01）。在广泛的其他发育结果方面未发现影响。
结论
未来的研究应记录BTL课程在不同环境和样本中的有效性。
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