Pears Katherine C, Kim Hyoun K, Healey Cynthia V, Yoerger Karen, Fisher Philip A
Oregon Social Learning Center, 10 Shelton McMurphey Boulevard, Eugene, OR, 97401, USA,
Prev Sci. 2015 Feb;16(2):222-32. doi: 10.1007/s11121-014-0482-2.
The transition to school may be particularly difficult for children with developmental disabilities and behavioral difficulties. Such children are likely to experience problems with self-regulation skills, which are critical to school adjustment. Additionally, inconsistent discipline practices and low parental involvement in children's schooling may contribute to a poor transition to school. This study employed a randomized clinical trial to examine the effects of a school readiness intervention that focused on children's self-regulation skills as well as parenting and parental involvement in school. Results showed that the intervention had positive effects on children's self-regulation in kindergarten as measured by teacher and observer reports. Additionally, the intervention significantly reduced ineffective parenting prior to school entry, which in turn affected parental involvement. This finding is significant because it demonstrates that parental involvement in school may be increased by efforts to improve parenting skills in general. Overall, the study demonstrated that school adjustment across kindergarten among children with developmental disabilities and behavioral difficulties can be enhanced through an intervention aimed specifically at improving school readiness skills.
对于有发育障碍和行为问题的儿童来说，进入学校的过渡可能会特别困难。这类儿童可能在自我调节技能方面存在问题，而自我调节技能对适应学校环境至关重要。此外，不一致的纪律措施以及家长对孩子学业的低参与度可能导致入学过渡不佳。本研究采用随机临床试验来检验一项入学准备干预措施的效果，该干预措施侧重于儿童的自我调节技能以及育儿方式和家长对学校事务的参与度。结果显示，根据教师和观察者的报告，该干预措施对儿童在幼儿园阶段的自我调节产生了积极影响。此外，该干预措施显著减少了入学前无效的育儿方式，进而影响了家长的参与度。这一发现具有重要意义，因为它表明通过总体上提高育儿技能的努力，可以增加家长对学校事务的参与度。总体而言，该研究表明，针对有发育障碍和行为问题的儿童，通过一项专门旨在提高入学准备技能的干预措施，可以增强他们在幼儿园阶段的学校适应能力。
