语言障碍儿童的照料者实施早期读写干预：基于生存分析的实施模式。
Early-Literacy Intervention Conducted by Caregivers of Children with Language Impairment: Implementation Patterns Using Survival Analysis.
机构信息
Crane Center for Early Childhood Research and Policy, The Ohio State University, 175 East 7th Avenue, Columbus, OH, 43201, USA.
Educational Psychology Program, The Ohio State University, Columbus, USA.
出版信息
J Autism Dev Disord. 2020 May;50(5):1668-1682. doi: 10.1007/s10803-019-03925-1.
This study examined implementation of an evidence-based home reading program by caregivers of children with language impairment. Caregivers received materials and supports to read with their children for 15 weeks, four times weekly; in total, 128 caregivers were enrolled. Survival analysis showed that 55% of caregivers completed the program, and the majority of dropouts did so early in the intervention. Mulitnominal logistic regression results showed that dropout was associated with household income, child literacy skills, and receipt of behavior-change techniques by caregivers, especially financial incentives (50 cents per book reading). Results may advance the science of implementation in the area of early childhood disability and could provide suggestions to improve caregivers' effectiveness in implementing interventions to their children.
本研究考察了语言障碍儿童的照顾者实施基于证据的家庭阅读计划的情况。照顾者接受了材料和支持，以便每周四次与孩子一起阅读 15 周；共有 128 名照顾者入组。生存分析显示，55%的照顾者完成了该计划，而大多数中途退出者在干预早期就退出了。多项逻辑回归结果表明，辍学与家庭收入、儿童读写能力以及照顾者接受行为改变技术有关，特别是经济激励措施（每阅读一本书 50 美分）。研究结果可能会推动儿童残疾早期领域的实施科学，并为提高照顾者对其子女实施干预措施的效果提供建议。
Zotero 插件