Testing the Efficacy of an Ecological Approach to Family Intervention and Treatment During Early Elementary School to Prevent Problem Behavior and Improve Academic Outcomes
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 848
- 试验地点
- 1
- 主要终点
- Change in parenting skills measured by standardized questionnaires
研究概览
简要总结
The Positive Family Support Project seeks to understand some of the factors that increase success for children in early elementary school, such as positive family support at home. This study will inform us on ways to help children learn and succeed in school.
详细描述
The transition to elementary school is a critical time for the development of key skills that are necessary for school success, including sustained attention, self-regulation, initiating and sustaining successful peer relationships, and academic competence. Parent support at home, such as positive parenting and support for learning, is associated with school readiness indicators that predict successful adaptation to the school context. For many children at risk for poor developmental outcomes this transition can be difficult and may lead to early academic problems, which in turn may define a trajectory that culminates in more severe forms of problem behavior and learning difficulties. The purpose of this study is to evaluate the efficacy of implementing the Family Check-Up (FCU), a school-based, ecological approach to family intervention, during the transition into elementary school.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Single Group
- 主要目的
- Prevention
- 盲法
- None
入排标准
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •700 Kindergarten children and their families entering Kindergarten in the Clackamas School District in 2014 and 2015 -
排除标准
- 未提供
研究组 & 干预措施
Family Check-Up Intervention
Prior to the feedback session, trained clinicians will observe family interactions by reviewing the video-taped observations and questionnaires filled out by parents. Therapists then use this data to inform the intervention process and provide feedback to parents based on norms for this age period. Feedback sessions will include a discussion of goal attainment and plans to achieve goals, with specific attention to the parent's role in supporting positive behavior. Options for obtaining goals are based on the literature about empirically supported interventions for this age group and include (a) periodic follow-up and support, (b) brief support for change on a specific topic, and (c) community referral (e.g., substance abuse referral; domestic violence referral; referral for individual therapy for depression; referral for family therapy and support for families in conflict).
干预措施: Family Check-Up (Behavioral)
Control
Control families will receive services as usual that are being provided to the families within their school
结局指标
主要结局
Change in parenting skills measured by standardized questionnaires
时间窗: Up to 3 years
Change in parenting skills for parents participating in the intervention arm measured by standardized questionnaires
Change in child self-regulation and behavioral control measured by standardized questionnaires
时间窗: Up to 3 years
Change in child self-regulation in the classroom for children participating in the intervention arm in comparison to children participating in the control arm measured by standardized questionnaires
Increase chances for child school success as measured by early literacy standardized testing scores
时间窗: Up to 3 years
Increase chances for success in school for children participating in the intervention arm in comparison to children participating in the control arm as measured by early literacy standardized testing scores
Increase positive child social relationships as measured by standardized questionnaires
时间窗: Up to 3 years
Increase positive social relationships in child participating in the intervention arm in comparison with children in the control arm as measured by standardized questionnaires
次要结局
- Decrease in family stress/hardship as measured by standardized questionnaires(Up to 3 years)
研究者
Beth Stormshak
Principal Investigator
University of Oregon