Bradshaw Catherine P, Zmuda Jessika H, Kellam Sheppard G, Ialongo Nicholas S
Center for the Prevention of Youth Violence and Bloomberg School of Public Health, Johns Hopkins University.
J Educ Psychol. 2009 Nov 1;101(4):926-937. doi: 10.1037/a0016586.
This study examined the longitudinal effects of 2 first-grade universal preventive interventions on academic outcomes (e.g., achievement, special education service use, graduation, postsecondary education) through age 19 in a sample of 678 urban, primarily African American children. The classroom-centered intervention combined the Good Behavior Game (H. H. Barrish, Saunders, & Wolfe, 1969) with an enhanced academic curriculum, whereas a second intervention, the Family-School Partnership, focused on promoting parental involvement in educational activities and bolstering parents' behavior management strategies. Both programs aimed to address the proximal targets of aggressive behavior and poor academic achievement. Although the effects varied by gender, the classroom-centered intervention was associated with higher scores on standardized achievement tests, greater odds of high school graduation and college attendance, and reduced odds of special education service use. The intervention effects of the Family-School Partnership were in the expected direction; however, only 1 effect reached statistical significance. The findings of this randomized controlled trial illustrate the long-term educational impact of preventive interventions in early elementary school.
本研究在一个由678名主要为非裔美国儿童的城市样本中，考察了两种一年级通用预防干预措施对19岁前学业成果（如成绩、特殊教育服务使用情况、毕业、高等教育）的纵向影响。以课堂为中心的干预措施将良好行为游戏（H. H. 巴里什、桑德斯和沃尔夫，1969年）与强化的学术课程相结合，而第二种干预措施“家校合作”则侧重于促进家长参与教育活动并加强家长的行为管理策略。这两个项目都旨在解决攻击性行为和学业成绩差的近端目标。尽管效果因性别而异，但以课堂为中心的干预措施与标准化成就测试的更高分数、高中毕业和上大学的更高几率以及使用特殊教育服务的更低几率相关。家校合作的干预效果符合预期方向；然而，只有一个效果达到了统计学显著性。这项随机对照试验的结果说明了小学早期预防干预措施的长期教育影响。
