This study evaluated the sustained effects of the Research-based Developmentally Informed Parent program (REDI-P) at fifth grade, six years after intervention. Participants were 200 prekindergarten children attending Head Start (55% White, 26% Black, 19% Latinx, 56% male, mean age of 4.45 years at study initiation) and their primary caregivers, who were randomly assigned to a control group or a 16-session home-visiting intervention that bridged the preschool and kindergarten years. In addition, the study explored moderation of sustained effects by parenting risks (e.g., less than high-school education, single-parent status, parental depression, and low parent-child warmth). Growth curves over the course of the elementary years examined outcomes in three domains: child academic performance, social-emotional adjustment, and parent-child functioning. At fifth grade, significant main effects for intervention were sustained in the domains of academic performance (e.g., reading skills, academic motivation, and learning engagement) and parent-child functioning (e.g., academic expectations and parenting stress). Significant moderation by parenting risk emerged on measures of social-emotional adjustment (e.g., social competence and student-teacher relationships); parenting risk also amplified effects on some measures of academic performance and parent-child functioning, with larger effects for children from families experiencing fewer risks. Implications are discussed for the design of preschool home visiting programs seeking to enhance the school success and social-emotional well-being of children living in poverty.

这项研究评估了五年级、干预六年后基于研究的发展信息家长计划(REDI-P)的持续效果。参与者是 200 名参加 Head Start 的学前班儿童（55% 白人、26% 黑人、19% 拉丁裔、56% 男性，研究开始时平均年龄为 4.45 岁）及其主要照顾者，他们被随机分配到对照组或 16 名儿童中。 - 衔接学前班和幼儿园阶段的家访干预。此外，该研究还探讨了养育风险（例如，高中学历以下、单亲身份、父母抑郁和亲子关系低等）对持续影响的调节。小学阶段的成长曲线检查了三个领域的结果：儿童的学业表现、社会情感调整和亲子功能。在五年级，干预的显着主要影响在学业成绩（例如阅读技能、学业动机和学习参与度）和亲子功能（例如学业期望和养育压力）方面持续存在。社会情绪调整措施（例如社交能力和师生关系）对养育风险产生了显着的调节作用；养育风险还放大了对学业成绩和亲子功能的一些衡量指标的影响，其中对来自风险较小家庭的孩子的影响更大。讨论了设计学前家访计划的影响，旨在提高贫困儿童的学校成功和社会情感福祉。