Nix Robert L, Bierman Karen L, Motamedi Mojdeh, Heinrichs Brenda S, Gill Sukhdeep
University of Wisconsin-Madison.
Pennsylvania State University.
Early Child Res Q. 2018;45:106-114. doi: 10.1016/j.ecresq.2018.06.006. Epub 2018 Aug 23.
This study examined three components of parent engagement in an enriched Head Start home visiting program: intervention attendance, the working alliance between parents and home visitors, and parents' use of program materials between sessions. The study identified those family and child characteristics that predicted the different components of parent engagement, and the study tested whether those components predicted sustained growth in children's school readiness skills across four years, from preschool through second grade. Ninety-five low-income parents with four year-old children attending Head Start (56% white; 26% black; 20% Latino; 44% girls) were randomly assigned to receive the home visiting program. Assessments included home visitor, parent, and teacher ratings, as well as interviewer observations and direct testing of children; data analyses relied on correlations and hierarchical multiple regression equations. Results showed that baseline family characteristics, like warm parent-child interactions, and child functioning predicted both working alliance and use of program materials, but only race/ethnicity predicted intervention attendance. The use of program materials was the strongest predictor of growth in children's literacy skills and social adjustment at home during the intervention period itself. In contrast, working alliance emerged as the strongest predictor of growth in children's language arts skills, attention skills, and social adjustment at school through second grade, two years after the end of the home visiting intervention. To maximize intervention effectiveness across school readiness domains over time, home visiting programs need to support multiple components of parent engagement, particularly working alliance and the use of program materials between sessions.
本研究考察了在一个丰富的“启智计划”家访项目中家长参与的三个组成部分：干预参与度、家长与家访员之间的工作联盟，以及家长在各次家访间隙对项目材料的使用情况。该研究确定了那些能够预测家长参与不同组成部分的家庭和儿童特征，并且检验了这些组成部分是否能预测儿童从学前班到二年级这四年间在入学准备技能方面的持续成长。95名有4岁孩子且孩子参加“启智计划”的低收入家长（56%为白人；26%为黑人；20%为拉丁裔；44%为女孩）被随机分配接受家访项目。评估包括家访员、家长和教师的评分，以及访谈者的观察和对儿童的直接测试；数据分析依赖于相关性和分层多元回归方程。结果表明，基线家庭特征，如温暖的亲子互动和儿童功能，能够预测工作联盟和项目材料的使用情况，但只有种族/族裔能够预测干预参与度。在干预期间，项目材料的使用是儿童识字技能和家庭社交适应能力增长的最强预测因素。相比之下，在家访干预结束两年后的二年级，工作联盟成为儿童语言艺术技能、注意力技能和学校社交适应能力增长的最强预测因素。为了随着时间推移在入学准备领域最大化干预效果，家访项目需要支持家长参与的多个组成部分，特别是工作联盟和各次家访间隙对项目材料的使用。
