Laura M. Justice, Hui Jiang, Julie Planke, Kelly Purtell, Logan Pelfrey, Rebecca Dore
{"title":"幼儿园准备干预中的家访计划:家庭的保留和流失","authors":"Laura M. Justice, Hui Jiang, Julie Planke, Kelly Purtell, Logan Pelfrey, Rebecca Dore","doi":"10.1007/s10566-024-09808-6","DOIUrl":null,"url":null,"abstract":"<h3 data-test=\"abstract-sub-heading\">Background</h3><p>Home-visiting programs are an often-used intervention for supporting the well-being of families with young children, and there is long-standing interest among researchers in ensuring the effectiveness of this practice. Especially, retention and attrition play important roles in achieving desired outcomes of the intervention.</p><h3 data-test=\"abstract-sub-heading\">Objective</h3><p>This study aims to examine home-visit participation levels among low-income families and explore correlates of the participation levels. It also aims to evaluate patterns of attrition over time and to investigate child and family characteristics that potentially contribute to completion of the program.</p><h3 data-test=\"abstract-sub-heading\">Methods</h3><p>We examined data from 113 families whose children participated in a 15-month kindergarten-transition intervention. All families received supplemental home-visiting activities as a key component of the intervention, beginning at the start of preschool and extending through middle of kindergarten year.</p><h3 data-test=\"abstract-sub-heading\">Results</h3><p>We found that, on average, families completed four out of nine planned home visits, with large dispersion in the number of visits completed. Survival analyses suggested that families who dropped out were most likely to do so at the beginning of the program, with 39% of caregivers maintained to the final visit. Participation in the home-visiting program was related to children’s age and race, as well as children’s academic skill levels.</p><h3 data-test=\"abstract-sub-heading\">Conclusion</h3><p>Study findings have implications for the design and implementation of kindergarten-readiness initiatives targeting low-income families, especially in terms of advancing strategies to maintain families in longitudinal activities.</p>","PeriodicalId":47479,"journal":{"name":"Child & Youth Care Forum","volume":"26 1","pages":""},"PeriodicalIF":1.7000,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Home-Visiting Programming in Kindergarten-Readiness Interventions: Retention and Loss of Families\",\"authors\":\"Laura M. Justice, Hui Jiang, Julie Planke, Kelly Purtell, Logan Pelfrey, Rebecca Dore\",\"doi\":\"10.1007/s10566-024-09808-6\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<h3 data-test=\\\"abstract-sub-heading\\\">Background</h3><p>Home-visiting programs are an often-used intervention for supporting the well-being of families with young children, and there is long-standing interest among researchers in ensuring the effectiveness of this practice. Especially, retention and attrition play important roles in achieving desired outcomes of the intervention.</p><h3 data-test=\\\"abstract-sub-heading\\\">Objective</h3><p>This study aims to examine home-visit participation levels among low-income families and explore correlates of the participation levels. It also aims to evaluate patterns of attrition over time and to investigate child and family characteristics that potentially contribute to completion of the program.</p><h3 data-test=\\\"abstract-sub-heading\\\">Methods</h3><p>We examined data from 113 families whose children participated in a 15-month kindergarten-transition intervention. All families received supplemental home-visiting activities as a key component of the intervention, beginning at the start of preschool and extending through middle of kindergarten year.</p><h3 data-test=\\\"abstract-sub-heading\\\">Results</h3><p>We found that, on average, families completed four out of nine planned home visits, with large dispersion in the number of visits completed. Survival analyses suggested that families who dropped out were most likely to do so at the beginning of the program, with 39% of caregivers maintained to the final visit. Participation in the home-visiting program was related to children’s age and race, as well as children’s academic skill levels.</p><h3 data-test=\\\"abstract-sub-heading\\\">Conclusion</h3><p>Study findings have implications for the design and implementation of kindergarten-readiness initiatives targeting low-income families, especially in terms of advancing strategies to maintain families in longitudinal activities.</p>\",\"PeriodicalId\":47479,\"journal\":{\"name\":\"Child & Youth Care Forum\",\"volume\":\"26 1\",\"pages\":\"\"},\"PeriodicalIF\":1.7000,\"publicationDate\":\"2024-05-10\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Child & Youth Care Forum\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1007/s10566-024-09808-6\",\"RegionNum\":4,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"PSYCHOLOGY, DEVELOPMENTAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Child & Youth Care Forum","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1007/s10566-024-09808-6","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
Home-Visiting Programming in Kindergarten-Readiness Interventions: Retention and Loss of Families
Background
Home-visiting programs are an often-used intervention for supporting the well-being of families with young children, and there is long-standing interest among researchers in ensuring the effectiveness of this practice. Especially, retention and attrition play important roles in achieving desired outcomes of the intervention.
Objective
This study aims to examine home-visit participation levels among low-income families and explore correlates of the participation levels. It also aims to evaluate patterns of attrition over time and to investigate child and family characteristics that potentially contribute to completion of the program.
Methods
We examined data from 113 families whose children participated in a 15-month kindergarten-transition intervention. All families received supplemental home-visiting activities as a key component of the intervention, beginning at the start of preschool and extending through middle of kindergarten year.
Results
We found that, on average, families completed four out of nine planned home visits, with large dispersion in the number of visits completed. Survival analyses suggested that families who dropped out were most likely to do so at the beginning of the program, with 39% of caregivers maintained to the final visit. Participation in the home-visiting program was related to children’s age and race, as well as children’s academic skill levels.
Conclusion
Study findings have implications for the design and implementation of kindergarten-readiness initiatives targeting low-income families, especially in terms of advancing strategies to maintain families in longitudinal activities.
期刊介绍:
Child & Youth Care Forum is a peer-reviewed, multidisciplinary publication that welcomes submissions – original empirical research papers and theoretical reviews as well as invited commentaries – on children, youth, and families. Contributions to Child & Youth Care Forum are submitted by researchers, practitioners, and clinicians across the interrelated disciplines of child psychology, early childhood, education, medical anthropology, pediatrics, pediatric psychology, psychiatry, public policy, school/educational psychology, social work, and sociology as well as government agencies and corporate and nonprofit organizations that seek to advance current knowledge and practice. Child & Youth Care Forum publishes scientifically rigorous, empirical papers and theoretical reviews that have implications for child and adolescent mental health, psychosocial development, assessment, interventions, and services broadly defined. For example, papers may address issues of child and adolescent typical and/or atypical development through effective youth care assessment and intervention practices. In addition, papers may address strategies for helping youth overcome difficulties (e.g., mental health problems) or overcome adversity (e.g., traumatic stress, community violence) as well as all children actualize their potential (e.g., positive psychology goals). Assessment papers that advance knowledge as well as methodological papers with implications for child and youth research and care are also encouraged.