A Randomized Efficacy Trial of the Kids in Transition to School (KITS) Program for Children With Developmental Disabilities and Behavioral Problems
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 209
- 试验地点
- 2
- 主要终点
- Change in caregiver involvement from baseline to kindergarten entry
研究概览
简要总结
This study focuses on children entering kindergarten with co-occurring developmental disabilities and behavior problems, a population especially likely to have low levels of school readiness. Prior research has shown that children with developmental disabilities are at risk for academic difficulties. Behavioral and social problems are likely to interfere with school adjustment. The investigators hypothesize that children who receive the intervention will show better school readiness and school adjustment outcomes.
详细描述
Purpose: This project is a randomized efficacy trial of KITS, an intervention to enhance social-emotional and early literacy domains of school readiness in children with co-occurring developmental disabilities and behavior problems who are entering kindergarten.
Setting: The setting for the intervention will be playgroups and parent support groups conducted in center-based classrooms during the summer before and the first 2 months of kindergarten.
Population: This study involves the recruitment of 200 children with co-occurring developmental disabilities and behavioral problems who are entering kindergarten in the fall (four yearly cohorts of 50 children each). The children will be recruited from the Lane County, Oregon, public agency responsible for early childhood special education services.
Intervention: KITS is a short-term, intensive program timed to occur during the transition to kindergarten-a critical developmental milestone with far-reaching effects on school outcomes. The KITS curriculum focuses on the social-emotional and early literacy skills shown to be essential for success in kindergarten and on contextual characteristics (i.e., parent involvement in early literacy and positive parenting) to support and promote these skills. KITS features 24 curriculum-based school readiness playgroups to facilitate the development of self-regulatory, social, and early literacy skills (twice weekly in the summer before kindergarten and once weekly September-October) and 7 psychoeducational parent groups focused on parent involvement in early literacy and positive parenting practices (every 2 weeks June-October).
Research Design and Methods: Children will be randomly assigned to the KITS intervention condition or a services-as-usual comparison group and assessed at four intervals: spring prior to kindergarten, immediately prior to kindergarten entry, kindergarten fall, and kindergarten spring. One hundred fifty of the children will also be assessed in the spring of first grade. KITS children will receive the intervention as described above.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Prevention
- 盲法
- Single (Outcomes Assessor)
入排标准
- 年龄范围
- 4 Years 至 6 Years（Child）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •Received early childhood special education services
- •Judged to have behavioral problems that would interfere with the transition to kindergarten
- •Entering kindergarten in the fall of the year in which recruited into the study
排除标准
- •Mono-lingual Spanish speaker
- •Severe visual, hearing or physical impairment that would prevent the child from completing the assessment tasks or participating in the intervention
结局指标
主要结局
Change in caregiver involvement from baseline to kindergarten entry
时间窗: pre-intervention (baseline), pre-kindergarten ( approximately 2 months post-baseline)
Caregiver reported involvement in early literacy activities and beliefs about the importance of various literacy skills for kindergarten
Change in early literacy skills from baseline to kindergarten entry
时间窗: pre-intervention (baseline), pre-kindergarten ( approximately 2 months post-baseline)
Standardized measures of early literacy skills including letter naming, phonological awareness and understanding of concepts about print
Change in social skills from baseline to kindergarten entry
时间窗: pre-intervention (baseline), pre-kindergarten ( approximately 2 months post-baseline)
Standardized direct assessments of the child's responses to social situations as well as parent responses to standardized questionnaires on children's social skills
Change in regulatory skills from baseline to kindergarten entry
时间窗: pre-intervention (baseline), pre-kindergarten ( approximately 2 months post-baseline)
Standardized direct assessment of the children's executive function skills as well as parent report on standardized questionnaires used to assess emotion and behavior regulation
次要结局
- Longitudinal academic achievement across grade levels(post-kindergarten (approximately 1 year post-baseline), post 1st grade (approximately 2 years post-baseline))
- Longitudinal social competence across grade levels(post-kindergarten (approximately 1 year post-baseline), post 1st grade (approximately 2 years post-baseline))
研究者
Katherine C. Pears
Research Scientist
Oregon Social Learning Center