Brennan Lauretta M, Shelleby Elizabeth C, Shaw Daniel S, Gardner Frances, Dishion Thomas J, Wilson Melvin
Department of Psychology, University of Pittsburgh.
J Educ Psychol. 2013 Aug 1;105(3). doi: 10.1037/a0032096.
This project examined the hypothesis that the impact of the Family Check-Up on parent use of positive behavior support would indirectly improve academic achievement scores at school age. The study included a sample of 731 high-risk families recruited from Women, Infant, and Children Supplemental Nutrition Program settings in 3 geographically distinct areas. The results demonstrated that changes in positive parenting between the child ages of 2 and 3 were associated with higher scores on children's school-age academic achievement, as measured by the Woodcock-Johnson III (W-J) Academic Skills composite. Moreover, structural equation modeling revealed that random assignment to the intervention was associated with higher levels of children's academic achievement at age 5 and age 7.5 indirectly, through greater increases in parents' use of positive behavior support in intervention families than in control families. Results are discussed with respect to the potential of a brief parenting intervention for improving parenting practices that promote academic achievement up to 5 years later. The results have promising implications for efforts to promote child adaptation in the school environment.
家庭检查对家长使用积极行为支持的影响会间接提高学龄儿童的学业成绩分数。该研究样本包括从3个地理区域不同的妇女、婴儿和儿童补充营养项目机构招募的731个高危家庭。结果表明，根据伍德科克-约翰逊三世（W-J）学术技能综合测试，2至3岁儿童积极育儿方式的变化与儿童学龄期学业成绩的较高分数相关。此外，结构方程模型显示，通过干预家庭中家长对积极行为支持的使用比对照家庭有更大增加，随机分配到干预组与5岁和7.5岁儿童的学业成绩水平较高间接相关。讨论了关于简短育儿干预在改善育儿实践方面的潜力，这些实践可促进长达5年后的学业成绩。研究结果对促进儿童在学校环境中适应的努力具有积极意义。
