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Early school adjustment problems: some perspectives and a project report.

H S Adelman1, L Taylor

  • 1Department of Psychology, University of California, Los Angeles.

The American Journal of Orthopsychiatry
|July 1, 1991
PubMed
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This study introduces an early school adjustment program for kindergarten and elementary students. The program enhances classroom support and staff training to help new students transition smoothly.

Area of Science:

  • Educational Psychology
  • Child Development
  • School Intervention Programs

Background:

  • Early school adjustment is critical for academic success.
  • Classrooms often struggle to accommodate diverse student needs.
  • Existing support systems may require augmentation for at-risk students.

Purpose of the Study:

  • To describe an intervention program for early school adjustment problems.
  • To enhance classroom support and specialized interventions.
  • To discuss program evolution for school newcomers.

Main Methods:

  • Program development for kindergarten and elementary settings.
  • Integration of specialized staff development and interventions.
  • Analysis of initial program findings and adaptations.

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Main Results:

  • The program aims to accommodate individual differences in classrooms.
  • It provides improved and augmented regular support.
  • Initial findings indicate program effectiveness in addressing adjustment issues.

Conclusions:

  • The intervention program offers a structured approach to early school adjustment.
  • It emphasizes individualized support and professional development.
  • Program evolution demonstrates adaptability to student needs, particularly for newcomers.