Longitudinal Impact of Two Universal Preventive Interventions in First Grade on Educational Outcomes in High School

Autor/inn/en	Bradshaw, Catherine P.; Zmuda, Jessika H.; Kellam, Sheppard G.; Ialongo, Nicholas S.
Titel	Longitudinal Impact of Two Universal Preventive Interventions in First Grade on Educational Outcomes in High School
Quelle	In: Journal of Educational Psychology, 101 (2009) 4, S.926-937 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0016586
Schlagwörter	African American Children; Intervention; Aggression; Educational Objectives; Outcomes of Education; Graduation; Parent Participation; Academic Achievement; College Attendance; Academic Education; Longitudinal Studies; Prevention; Special Education; Grade 1; Urban Areas; Achievement Tests; Scores; Achievement Gains + Suchen Sie Ihr Suchwort? African Americans; Child; Children; Afroamerikaner; Kind; Kinder; Educational objective; Bildungsziel; Erziehungsziel; Lernleistung; Schulerfolg; Abschluss; Graduierung; Elternmitwirkung; Schulleistung; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Akademische Bildung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Prävention; Vorbeugung; Special needs education; Sonderpädagogik; Sonderschulwesen; School year 01; 1. Schuljahr; Schuljahr 01; Urban area; Stadtregion; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Achievement gain; Leistungssteigerung
Abstract	This study examined the longitudinal effects of 2 first-grade universal preventive interventions on academic outcomes (e.g., achievement, special education service use, graduation, postsecondary education) through age 19 in a sample of 678 urban, primarily African American children. The classroom-centered intervention combined the Good Behavior Game (H. H. Barrish, Saunders, & Wolfe, 1969) with an enhanced academic curriculum, whereas a second intervention, the Family-School Partnership, focused on promoting parental involvement in educational activities and bolstering parents' behavior management strategies. Both programs aimed to address the proximal targets of aggressive behavior and poor academic achievement. Although the effects varied by gender, the classroom-centered intervention was associated with higher scores on standardized achievement tests, greater odds of high school graduation and college attendance, and reduced odds of special education service use. The intervention effects of the Family-School Partnership were in the expected direction; however, only 1 effect reached statistical significance. The findings of this randomized controlled trial illustrate the long-term educational impact of preventive interventions in early elementary school. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10