ABSTRACT

Converging evidence suggests that homeless and highly mobile children in the United States often begin school with limited school readiness skills, such as academic knowledge and socioemotional competencies. Research also indicates that executive function (EF) is foundational to learning and social skills in young children, including those experiencing homelessness. These findings suggest that school readiness could be improved by targeting EF skills. The current pilot study examined implementation and promise of Ready? Set. Go! (RSG) – a brief intervention developed to improve EF among high-risk preschoolers through teacher training, EF-focused activities, individualized child coaching, and parent education. Participants were 75 preschoolers from an emergency homeless shelter and community organization serving similarly disadvantaged families. Results indicated RSG was appealing to parents and teachers and could be implemented with high fidelity. Children who received RSG showed significantly greater improvements in their EF skills than comparison children 1 month after the intervention ended.

摘要

越来越多的证据表明，在美国，无家可归和流动性强的儿童通常在入学准备技能有限的情况下上学，例如学业知识和社会情感能力。研究还表明，执行功能（EF）是幼儿（包括那些无家可归者）学习和社交技能的基础。这些发现表明，通过针对EF技能可以改善入学准备。当前的试验研究检查了Ready？的实施和前景。组。走！（RSG）–通过教师培训，以EF为重点的活动，个性化的儿童教练和父母教育，开发了一项简短的干预措施，以提高高危学龄前儿童的EF。参加者有来自紧急无家可归者收容所和社区组织的75名学龄前儿童，他们为处境类似的弱势家庭服务。结果表明，RSG吸引了父母和老师，并且可以高保真地实施。干预结束1个月后，接受RSG的儿童的EF技能改善显着大于对照儿童。