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Preschool home visits promote adolescent adjustment: Follow-up of a randomized-controlled trial
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DOI：10.1017/S0954579426101497.png)
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Abstract
En 中文
Research suggests that well-developed parent engagement programs can boost early learning and reduce socioeconomic disparities in subsequent school adjustment. Yet few follow-up studies exist. To address this gap; we followed participants in the Research-based; Developmentally Informed-Parent [REDI-P] intervention study for 8 years to evaluate adolescent outcomes. Participants included 200 4-year-old children (55% White; 26% Black; 19% Latinx; 56% male; 44% female; Mage at study entry = 4.45 years) attending Head Start. Families were randomly assigned to REDI-P home learning materials and coaching or an attention control group. Multi-method measures tracked child literacy skills; learning behaviors; social competence; and conduct problems through grade 7. GLM analyses revealed significant preschool intervention effects on grade 7 working memory; β = 0.35; 95% CI 0.08; 0.62; p = .01; perceived social competence; β = 0.30; 95% CI 0.02; .58; p = .04; deviant peer affiliation; β = −0.33; 95% CI −0.60; −0.06; p = .02; and teacher-rated conduct problems; β = −0.30; 95% CI −0.58; −0.01; p = .04. Serial path models identified developmental progressions linking initial intervention effects to adolescent outcomes. Results highlight the long-term value of empowering parents to support the early social-emotional and pre-academic learning of their preschool children.
Keywords:
Adolescent adjustment
early intervention
educational
follow-up studies
parenting
preschool
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