Targeting Children's Behavior Problems in Preschool Classrooms: A Cluster-Randomized Controlled Trial

被引：228

作者：

Raver, C. Cybele ^{[1
,2
]}

Jones, Stephanie M. ^{[3
]}

Li-Grining, Christine ^{[4
]}

Zhai, Fuhua ^{[5
]}

Metzger, Molly W. ^{[6
]}

Solomon, Bonnie ^{[6
,7
]}

机构：

[1] NYU, Dept Appl Psychol, New York, NY 10003 USA

[2] NYU, Inst Human Dev & Social Change, New York, NY 10003 USA

[3] Harvard Univ, Risk & Prevent Program, Grad Sch Educ, Cambridge, MA 02138 USA

[4] Loyola Univ, Dept Psychol, Chicago, IL USA

[5] NYU, Inst Human Dev & Social Change, New York, NY 10003 USA

[6] Northwestern Univ, Inst Policy Res, Dept Human Dev & Social Policy, Evanston, IL 60208 USA

[7] Univ Illinois, Chicago, IL USA

来源：

JOURNAL OF CONSULTING AND CLINICAL PSYCHOLOGY | 2009年 / 77卷 / 02期

关键词：

randomized; trial; classroom-based consultation; teacher training; LOW-INCOME; PREVENTION PROGRAM; CONDUCT PROBLEMS; JOB STRESS; HIGH-RISK; DAY-CARE; TEACHER; INTERVENTION; SCHOOL; FAMILY;

D O I：

10.1037/a0015302

中图分类号：

B849 [应用心理学];

学科分类号：

040203 ;

摘要：

The present study evaluated the efficacy of a multicomponent, classroom-based intervention in reducing preschoolers' behavior problems. The Chicago School Readiness Project model was implemented in 35 Head Start classrooms using a clustered-randomized controlled trial design. Results indicate significant treatment effects (ds = 0.53-0.89) for teacher-reported and independent observations of children's internalizing and externalizing behavior problems. Moreover, there was some evidence for the moderating role of child gender, race/ethnic group membership, and exposure to poverty-related risk, with stronger effects of intervention for some groups of children than for others. Findings contribute to a growing area of research on poverty and preventive intervention in early childhood.

引用

页码：302 / 316

页数：15

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