Regional Centre for Child and Adolescent Mental Health, Eastern and Southern Norway, Oslo, Norway.
Department of Psychology, University of Oslo, Oslo, Norway.
Prev Sci. 2020 May;21(4):545-556. doi: 10.1007/s11121-020-01091-w.
Academic achievement is a strong preventive factor against marginalization. Children at risk of academic failure and drop out can benefit from out-of-school-time academic (OSTA) interventions. Wide-scaled implementation and sustainment of effective interventions remain a struggle across education, welfare, and health. The need for approaches to increase implementability, effectiveness, and efficiency of interventions is pressing. Advancements in the field of education and mental health suggest identifying and studying discrete elements that are common across interventions for the purpose of hypothesis generation, intervention optimization, design improvement, and implementation. This review identified OSTA interventions for primary school children at risk of academic failure. Common elements methodology was used to code practice elements (n = 62), process elements (n = 49), and implementation elements (n = 36) in 30 effective and six ineffective OSTA interventions in matrices. Based on frequency counts, common practice, process, and implementation elements across the interventions were identified, and given frequency count values (FV) reflecting how often elements were included in effective studies as opposed to in ineffective studies. The five common practice elements with the highest FVs were homework support, training in positive parental school involvement, positive reinforcement, structured tutoring, and psychoeducation. The most common process element was regular support to intervention receiver, and the most common implementation element was quality monitoring. Common combinations of elements were also identified and given FVs. Results from this review can inform efforts to design or optimize OSTA interventions, and inform education, implementation, and practice to improve academic achievement for children at risk.
学业成就 是防止边缘化的有力因素。学业失败和辍学风险高的儿童可以受益于课外学术（OSTA）干预。在教育、福利和卫生领域，广泛实施和维持有效的干预措施仍然是一个挑战。迫切需要采取措施提高干预措施的可实施性、有效性和效率。教育和心理健康领域的进步表明，需要确定和研究干预措施中普遍存在的离散元素，以便生成假设、优化干预措施、改进设计和实施。本综述确定了有学业失败风险的小学生的 OSTA 干预措施。使用常见元素方法对 30 项有效和 6 项无效 OSTA 干预措施中的实践元素（n=62）、过程元素（n=49）和实施元素（n=36）进行编码。基于频数计数，确定了干预措施中普遍存在的共同实践、过程和实施元素，并给出了反映元素在有效研究中出现频率与在无效研究中出现频率的频数计数值（FV）。在所有干预措施中，具有最高 FV 的五个共同实践元素是家庭作业支持、培养积极的家长参与学校、积极强化、结构化辅导和心理教育。最常见的过程元素是定期向干预接受者提供支持，最常见的实施元素是质量监测。还确定了常见的元素组合并给出了 FV。本综述的结果可以为设计或优化 OSTA 干预措施提供信息，并为教育、实施和实践提供信息，以提高风险儿童的学业成绩。
