Predicting School Failure and Assessing Early Intervention with High-Risk Children

Horacek, Helmut; Ramey, Craig T.; Campbell, Frances; Hoffmann, Kathleen P.; Fletcher, Robert H.

doi:10.1097/00004583-198709000-00024

Cited by 55 publications

(28 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Is one year sufficient or will the effects be maintained only with a follow-up intervention? Results from school readiness programs targeted for at-risk preschoolers have noted additional gains if children participated in two to three year follow-on interventions [20] and others have noted the need for comprehensive, multi-year interventions [e.g., 281, although other findings have not shown much additional gain beyond the preschool intervention [29]. A fourth area of investigation relates to whether extending the program to include a family component will enhance its effectiveness.…”

Section: Discussionmentioning

confidence: 99%

Preliminary Evaluation of a Resiliency-Based Preschool Substance Abuse and Violence Prevention Project

et al. 1998

View full text Add to dashboard Cite

The Resilient Children Making Healthy Choices (RCMHC) Project is an early childhood prevention initiative designed to promote health and social competence in young children by training their teachers in skills aimed at nurturing children's resilient development. Through a model program implemented in ten Head Start and other community-based preschool classrooms, teachers were trained in the use and integration of resiliency-based substance abuse/violence prevention strategies in their teaching practices. Analysis of outcome data from a pre-post comparison group design revealed increases in teacher interactional skills designed to enhance children's resiliency, and improvements in children's prosocial behaviors.

show abstract

Section: Discussionmentioning

confidence: 99%

Preliminary Evaluation of a Resiliency-Based Preschool Substance Abuse and Violence Prevention Project

et al. 1998

View full text Add to dashboard Cite

show abstract

“…Excepcionalmente cuando se hicieron análi-sis en dos estudios cuando los niños tenían 8 años - (Horacek et al, 1987;Campbell y Ramey, 1994)-, se incluyó un quinto grupo de comparación (N = 90), que provenía de una población de la escuela local (LPS), obtenida aleatoriamente de las aulas en las cuales habían sido colocados los niños del grupo de intervención, lo cual proporcionó una muestra representativa de los niños contra los cuales los niños de alto riesgo tenían que competir en la escuela pública. Dos estudios se centraron en los efectos del programa sobre los niños desde los 5 a 8 años, edad de educación primaria, en los cuales se recogió información sobre los resultados en inteligencia - (Ramey y Campbell, 1994)-y en materias escolares, como matemáticas y lectura, y fracaso escolar, especialmente repetición de curso (Horacek et al, 1987).…”

Section: Resultados Introducciónunclassified

“…Dos estudios se centraron en los efectos del programa sobre los niños desde los 5 a 8 años, edad de educación primaria, en los cuales se recogió información sobre los resultados en inteligencia - (Ramey y Campbell, 1994)-y en materias escolares, como matemáticas y lectura, y fracaso escolar, especialmente repetición de curso (Horacek et al, 1987).…”

Section: Resultados Introducciónunclassified

“…Son Horacek et al (1987) quienes proporcionan información sobre resultados escolares al final del curso correspondiente a los 8 años, resultados que son escolares y, diríamos, de la escuela. En la tabla adjunta (tabla 4) se analiza el fracaso escolar, expresado por el porcentaje de alumnos que han sido retenidos (repiten) un grado, al menos.…”

Section: Mejora Del Rendimientounclassified

See 1 more Smart Citation

Educación compensatoria. Aprendizaje temprano, éxito posterior (II: El Carolina Abecedarian Project)

López

2014

RELIEVE

View full text Add to dashboard Cite

This is a review study which analyzes research that evaluates the long term effects of an early education program, the Abecedarian Project. The Abecedarian Project (ABC) is a preventive compensatory education program for children from 0 to 5 years of high risk mothers. The experimental group (E) received an intensive preschool treatment, while the control (C) group did not. At five years old, each group was divided into another two groups: Two of these new groups (EE and CE) received intensive schooling until the children reached 8 years old, while the other groups (EC and CC) received no special treatment. The total sample was measured until each child reached 21 years. The results were as follows: The young adults, treated in the preschool years, had on average significantly higher cognitive test scores, earned higher scores on reading and math tests; they completed more years of education, they were more likely to attend a 4-year college or university, and they were less likely to become teen parents. Furthermore, the mothers of these students were more likely to reach a higher level of instruction and employment. Finally, the article discusses the validity of the study and the factors associated to the benefits (the early beginning, intensity and continuity of the program). ResumenEste es un estudio de revisión en el que se analizan las investigaciones que evalúan los efectos a lo largo del tiempo del programa de educacióntemprano Abecedarian Project (ABC). El ABC es un programa compensador preventivo de 0-5 años y entresacados de madres de alto riesgo. El grupo experimental (E) recibe tratamiento preescolar intensivo, no el control (C). Se prolongó escolarmente hasta los 8 años, subdividiéndose ambos grupos: Dos -EE y CE-recibieron tratamiento intensivo; otros (EC y CC) convencional. Fueron medidos hasta los 21. Resultados: Los jóvenes adultos, tratados preescolarmente, mejoraron en rendimiento mental, lector y matemático; alcanzaron mayores instrucciones y presencia en universidades de cuatro años, así como más baja tasa de paternidad en edad teen (13 a 19 años). Sus madres alcanzaron mayor nivel educativo y de empleo. Se discute la validez y los factores asociados a los beneficios (el ser temprana, su intensidad y continuidad).

show abstract

“…In addition, children treated in preschool scored significantly higher than control children on standardized tests of academic achievement in reading and mathematics after 3 years in school, regardless of whether the comparison was based on age-referenced scores from tests individually administered by project staff or on gradereferenced scores from standardized tests group-administered by the schools to second graders (Ramey & Campbell, 1991). There also was a significantly reduced likelihood that children treated in preschool would be retained in grade during the first 3 years (Horacek, Ramey, Campbell, Hoffmann, & Fletcher, 1987). The analyses indicated that preschool treatment, as opposed to school-age treatment, was more strongly associated with these positive outcomes.…”

Section: Abecedarian Treatmentmentioning

confidence: 89%

Cognitive and School Outcomes for High-Risk African-American Students at Middle Adolescence: Positive Effects of Early Intervention

Campbell¹,

Ramey

1995

American Educational Research Journal

Self Cite

260

View full text Add to dashboard Cite

Long-term intellectual and academic benefits related to early childhood educational intervention were found in a sample of students from lowincome families (98% African American). The subjects were randomly assigned to preschool and school-age treatment conditions in a study design that permits a comparison of outcomes in students with preschool treatment followed by early elementary treatment (infancy-8 years), preschool treatment only (infancy-5 years), early elementary school treatment only (5 years-8 years), and untreated controls. At age 15, seven to ten years after any treatment was provided, those students who had preschool treatment scored significantly higher on individually administered tests of reading and mathematics and had fewer instances of grade retention and assignments to special education. The results support the relative efficacy of preschool treatment over that given in early elementary school. Policy implications stress the importance of providing high quality early childhood environments for impoverished children.

show abstract

Predicting School Failure and Assessing Early Intervention with High-Risk Children

Cited by 55 publications

References 7 publications

Preliminary Evaluation of a Resiliency-Based Preschool Substance Abuse and Violence Prevention Project

Preliminary Evaluation of a Resiliency-Based Preschool Substance Abuse and Violence Prevention Project

Educación compensatoria. Aprendizaje temprano, éxito posterior (II: El Carolina Abecedarian Project)

Cognitive and School Outcomes for High-Risk African-American Students at Middle Adolescence: Positive Effects of Early Intervention

Contact Info

Product

Resources

About