Preschool Intervention Can Promote Sustained Growth in the Executive-Function Skills of Children Exhibiting Early Deficits
研究评估了Head Start REDI学前干预对儿童执行功能技能从学前到三年级的影响，发现对早期执行功能轨迹低的儿童，干预显著提升了三年级时的执行功能分数，并改善了学业成绩。
This study examined the effects of the Head Start Research-Based, Developmentally Informed (REDI) preschool intervention on growth in children's executive-function (EF) skills from preschool through third grade. Across 25 Head Start centers, each of 44 classrooms was randomly assigned either to an intervention group, which received enhanced social-emotional and language-literacy components, or to a "usual-practice" control group. Four-year-old children ( N = 356; 25% African American, 17% Latino, 58% European American; 54% girls) were followed for 5 years, and EF skills were assessed annually. Latent-class growth analysis identified high, moderate, and low developmental EF trajectories. For children with low EF trajectories, the intervention improved EF scores in third grade significantly more ( d = 0.58) than in the control group. Children who received the intervention also demonstrated better academic outcomes in third grade than children who did not. Poverty often delays EF development; enriching the Head Start program with an evidence-based curriculum and teaching strategies can reduce early deficits and thereby facilitate school success.