Two hundred ninety-four children from low-income families (58% White, 17% Latinx, 25% Black; 54% girls; Mage = 4.49 years old at study entry) were recruited from Head Start classrooms to participate in a randomized-controlled trial of the project Research-based, Developmentally Informed (REDI) preschool intervention and then followed longitudinally for 10 years through 9th grade. At study entry, parents reported on their children's exposure to adverse childhood experiences (ACEs). Youth reported on their feelings of social-emotional distress and school bonding after making the transition into middle school (7th grade) and high school (9th grade). Multilevel latent profile analyses revealed three profiles of adolescent distress and school bonding. Increased rates of ACEs in early childhood predicted membership in adolescent profiles characterized by heightened social-emotional distress and reduced levels of school bonding. The REDI intervention that focused on promoting early social-emotional and language skills in preschool moderated the impact of early ACEs on adolescent adjustment and promoted youth resilience, significantly buffering children from the negative impact of early ACEs on their levels of social-emotional distress and school bonding. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

中文翻译：

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提高复原力：学前干预可以增强遭受早期逆境的儿童的青少年适应能力。


从 Head Start 教室招募了 294 名来自低收入家庭的儿童（58% 白人、17% 拉丁裔、25% 黑人；54% 女孩；进入研究时法师 = 4.49 岁）参加一项随机对照研究。对基于研究的发展信息 (REDI) 学前干预项目进行试验，然后纵向跟踪 10 年直至 9 年级。在研究开始时，父母报告了他们的孩子所经历的不良童年经历（ACE）。青少年报告了他们进入初中（七年级）和高中（九年级）后的社交情感困扰和学校联系的感受。多层次的潜在特征分析揭示了青少年苦恼和学校关系的三种特征。幼儿期 ACE 比率的增加预示着青少年概况中的成员资格，其特征是社会情感困扰加剧和学校联系水平降低。 REDI 干预措施的重点是促进学前儿童的早期社会情感和语言技能，缓和了早期 ACE 对青少年适应的影响，并提高了青少年的复原力，显着缓冲了儿童免受早期 ACE 对社会情感困扰和学校水平的负面影响。粘合。 （PsycInfo 数据库记录 (c) 2020 APA，保留所有权利）。