Experimental Evaluation of a Preventative Home-School Partnership Program for At-Risk Elementary-Aged Children.

Autor/inn/en	Evans, Ian M.; und weitere
Titel	Experimental Evaluation of a Preventative Home-School Partnership Program for At-Risk Elementary-Aged Children.
Quelle	(1991), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Behavior Problems; Delivery Systems; Dropout Prevention; Early Childhood Education; Emotional Problems; Grade 1; Grade 2; High Risk Students; Home Visits; Intervention; Kindergarten Children; Models; Parent Education; Parent Participation; Parent School Relationship; Parent Teacher Cooperation; Preschool Children; Program Effectiveness; Public Schools + Suchen Sie Ihr Suchwort? Schulleistung; Auslieferung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Problemschüler; Hausbesuch; Analogiemodell; Parents education; Elternbildung; Elternschule; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Public school; Öffentliche Schule
Abstract	This paper describes the evaluation of a service delivery model for public school children, in preschool through the second grade, who were at risk for educational failure due to emotional problems. The project involved the design of a formal procedure to foster collaborative efforts between home and school to respond to children's behavior problems. It was hoped that responses to children's problems early in their school careers would prevent the negative spiral that leads to dropout. Interventions based on eco-behavioral principles were used by home visitors who worked in consultation with clinicians. A primary goal of all treatment plans was to enhance parent-teacher communication. Children in the experimental group (n=34) showed overall improvement, as judged by parents, and decreases in targeted problems, as reported by teachers and parents. The program decreased the number of children placed in special education. There were indications that improved communication between home and school was related to academic improvement. The protocol provides a possible consultation model for early intervention for behavior disorders. (Author/GLR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC