Mitigating the Effects of Poverty and Crime: The Long-Term Effects of an Early Intervention Programme for Children Who Were Developmentally Delayed and Prenatally Exposed to Cocaine

Autor/inn/en	Ullery, Mary Anne; Gonzalez, Antonio; Katz, Lynne
Titel	Mitigating the Effects of Poverty and Crime: The Long-Term Effects of an Early Intervention Programme for Children Who Were Developmentally Delayed and Prenatally Exposed to Cocaine
Quelle	In: International Journal of Disability, Development and Education, 63 (2016) 4, S.403-418 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2015.1127334
Schlagwörter	Poverty; Crime; Prenatal Influences; Developmental Delays; Cocaine; Program Effectiveness; Community Characteristics; Quasiexperimental Design; Comparative Analysis; Reading Tests; Mathematics Tests; Achievement Tests; Standardized Tests; State Standards; Scores; Family Environment; Early Intervention; Geographic Information Systems; Educational Environment; At Risk Students; Drug Use; Children; Florida; Florida Comprehensive Assessment Test + Suchen Sie Ihr Suchwort? Armut; Crimes; Delict; Delicts; Delikt; Pränataler Einfluss; Entwicklungsverzögerung; Kokain; Lesetest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standadised tests; Standardisierter Test; Familienmilieu; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Drug consumption; Substance abuse; Drogenkonsum; Child; Kind; Kinder
Abstract	This study explores the long-term impact on participation in the Linda Ray Intervention Program (LRIP) for children (n = 54) who were developmentally delayed and prenatally exposed to cocaine. By identifying a group of programme graduates from a high crime/high poverty neighbourhood in Miami-Dade County using ArcGIS 10.2 software, a quasi-experimental design was used to compare children living in this area who participated in the centre-based modality (5 h a day; 5 days a week) to children living in this area who participated in the home-based modality (3 h per week) on their Florida Comprehensive Assessment Test (FCAT) reading and math scale scores in public school. The children who participated in the centre-based modality reported stronger outcomes in both math and reading FCAT scale scores at the p < 0.05 level and also out-performed their school-age peers on both math and reading FCAT scores at the p < 0.05 level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01