Slotkin Rebecca, Bierman Karen L, Heinrichs Brenda S, Welsh Janet A
The Pennsylvania State University, University Park, USA.
Department of Psychology, Pennsylvania State University, 140 Moore Building, University Park, PA, 16802, USA.
Prev Sci. 2024 Dec;25(8):1217-1227. doi: 10.1007/s11121-024-01758-8. Epub 2024 Dec 5.
The Research-based Developmentally Informed (REDI) program enriched Head Start classrooms with teacher-delivered curriculum components designed to enhance child social-emotional learning and language-literacy skills. Parents received information about the program via backpack express, including weekly handouts about program topics and three DVDs illustrating REDI interactive strategies and suggesting home learning activities. In addition to effects on child skill acquisition and school performance (reported previously), positive effects emerged on a family-based outcome: parents of children in REDI-enriched classrooms reported higher quality preschool parent-child conversations than parents in the randomized control group (usual practice) classrooms. This study examined the long-term benefits associated with intervention-related improvements in preschool conversations. The original sample included 356 children (58% White, 24% Black, and 18% Latinx; 54% girls, 46% boys); 77% had the high school follow-up data used in this study. Longitudinal GLM analyses documented significant REDI intervention effects on parent-adolescent communication quality (assessed in the 7th and 9th grades) and on parent- and youth-reported high school behavior problems (assessed in 11th grade). Path analyses revealed significant serial mediation from intervention-related improvements in preschool conversations to parent-adolescent communication quality (grades 7-9) to reductions in later youth-reported (but not parent-reported) behavior problems (grade 11). The findings suggest that including "light touch" parent engagement materials with preschool classroom interventions can contribute to long-term program benefits.
基于研究的发展导向型（REDI）项目通过教师提供的课程内容丰富了“启智计划”课堂，这些课程旨在提高儿童的社会情感学习和语言读写能力。家长通过“背包快递”收到有关该项目的信息，包括每周关于项目主题的资料以及三张DVD，展示REDI互动策略并建议家庭学习活动。除了对儿童技能习得和学业表现的影响（此前已有报道），还在一个基于家庭的结果上出现了积极影响：与随机对照组（常规做法）课堂中的家长相比，参与REDI丰富课堂的儿童的家长报告说，他们与孩子的学前亲子对话质量更高。本研究考察了与学前对话中与干预相关的改善相关的长期益处。原始样本包括356名儿童（58%为白人，24%为黑人，18%为拉丁裔；54%为女孩，46%为男孩）；77%的儿童有本研究中使用的高中随访数据。纵向广义线性模型分析记录了REDI干预对亲子沟通质量（在7年级和9年级评估）以及家长和青少年报告的高中行为问题（在11年级评估）的显著影响。路径分析显示，从学前对话中与干预相关的改善到亲子沟通质量（7至9年级），再到后期青少年报告（而非家长报告）的行为问题减少（11年级），存在显著的序列中介作用。研究结果表明，在学前课堂干预中加入“轻度接触”的家长参与材料可以带来长期的项目效益。
