Family-centered intervention for young children at-risk for language and behavior problems

被引：24

作者：

Chao P.-C. ^{[1
,2
]}

Bryan T. ^{[1
]}

Burstein K. ^{[1
]}

Ergul C. ^{[1
]}

机构：

[1] College of Education, Division of Curriculum and Instruction, Arizona State University, Chandler, AZ

[2] College of Education, Division of Curriculum and Instruction, Arizona State University, Chandler, AZ 85226

来源：

Early Childhood Education Journal | 2006年 / 34卷 / 2期

关键词：

At-risk children; behavior; Family-centered intervention; Language; Parent-professional collaboration;

D O I：

10.1007/s10643-005-0032-4

中图分类号：

学科分类号：

摘要：

This study investigated the effects of a family-centered intervention that involved parents in weekly assessments and daily routine activities for promoting young children's language and behavior. Forty-one 3-5-year-old children at-risk for language and behavior problems, recruited from three developmental pre-schools, were randomly assigned to a control and an intervention group that received parent-professional support. Analyses of covariance (ANCOVAs) were used to examine whether groups differed on post-test scores on the Test of Early Language Development-Third Edition and Eyberg Child Behavior Inventory, using pre-test scores as a covariate. Results showed that children in the intervention group outperformed children in the control group on both tests. The study indicated that family-centered intervention is an effective method for empowering parents to identify and implement concrete solutions to their children's problems, especially when done as part of a professional collaboration. © Springer Science+Business Media, LLC 2006.

引用

页码：147 / 153

页数：6

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