The Early Childhood Friendship Project: Testing Key Mechanisms and the Moderating Role of Physiological Reactivity

幼儿友谊项目：测试关键机制和生理反应的调节作用

• 批准号: 10487724
• 负责人: JAMIE M OSTROV
• 金额: $ 69.46万
• 依托单位: STATE UNIVERSITY OF NEW YORK AT BUFFALO
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-08-31 至 2027-07-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10487724
• 关键词: Accounting; Adaptive Behaviors; Address; Aggressive behavior; Area; Arousal; Autonomic nervous system; Behavior; Biological; Biological Factors; Caregivers; Child; Child Behavior; Child Development; Clinical; Competence; Control Groups; Data; Data Set; Development; Early Intervention; Economically Deprived Population; Effectiveness of Interventions; Emotional; Environment; Environmental Risk Factor; Ethnic Origin; Evidence based program; Fostering; Friendships; Future; Galvanic Skin Response; Gender; Goals; Individual Adjustment; Interpersonal Relations; Intervention; Interview; Literature; Mediating; Mediation; Methods; Modeling; National Institute of Child Health and Human Development; Nursery Schools; Physiological; Physiological Processes; Physiology; Population; Positioning Attribute; Preschool Child; Prevention; Psychological adjustment; Psychopathology; Race; Randomized; Readiness; Reporting; Research; Research Priority; Role; Sampling; Schools; Sinus Arrhythmia; Skin; Techniques; Testing; Victimization; Work; aged; base; behavior observation; boys; bullying; bullying prevention; cohort; early childhood; early life adversity; efficacy testing; emotion regulation; executive function; experience; field study; follow-up; girls; group intervention; high risk; innovation; intervention effect; intervention program; kindergarten; meetings; peer; peer victimization; policy implication; program dissemination; programs; psychosocial adjustment; respiratory; scale up; skills; social; social disadvantage; social emotional learning; social exclusion; social factors; social skills; teacher; theories; therapy design; time use; treatment effect; Accounting; Adaptive Behaviors; Address; Aggressive behavior; Area; Arousal; Autonomic nervous system; Behavior; Biological; Biological Factors; Caregivers; Child; Child Behavior; Child Development; Clinical; Competence; Control Groups; Data; Data Set; Development; Early Intervention; Economically Deprived Population; Effectiveness of Interventions; Emotional; Environment; Environmental Risk Factor; Ethnic Origin; Evidence based program; Fostering; Friendships; Future; Galvanic Skin Response; Gender; Goals; Individual Adjustment; Interpersonal Relations; Intervention; Interview; Literature; Mediating; Mediation; Methods; Modeling; National Institute of Child Health and Human Development; Nursery Schools; Physiological; Physiological Processes; Physiology; Population; Positioning Attribute; Preschool Child; Prevention; Psychological adjustment; Psychopathology; Race; Randomized; Readiness; Reporting; Research; Research Priority; Role; Sampling; Schools; Sinus Arrhythmia; Skin; Techniques; Testing; Victimization; Work; aged; base; behavior observation; boys; bullying; bullying prevention; cohort; early childhood; early life adversity; efficacy testing; emotion regulation; executive function; experience; field study; follow-up; girls; group intervention; high risk; innovation; intervention effect; intervention program; kindergarten; meetings; peer; peer victimization; policy implication; program dissemination; programs; psychosocial adjustment; respiratory; scale up; skills; social; social disadvantage; social emotional learning; social exclusion; social factors; social skills; teacher; theories; therapy design; time use; treatment effect

This is a multi-method, multiple cohort, RCT for an early childhood school-based intervention designed to decrease multiple subtypes of aggression and peer victimization and facilitate social and emotional learning, which has clear theoretical, educational, clinical, and policy implications. Based on rigorous prior theory and research including extensive preliminary data, we propose to assess the impact of the Early Childhood Friendship Project (ECFP) on changes in aggression/peer victimization subtypes, prosocial behavior, and social and academic competence with a teacher-implemented (with coaching) version of the program. Further, we will examine whether changes in executive functioning, emotion regulation, and hostile attribution biases indirectly account for the program effects. We will test if physiological reactivity (skin conductance and respiratory sinus arrhythmia) serves as moderators of intervention effects. Data will be collected from 600 children (30 randomly assigned preschool classrooms) diverse in SES and race/ethnicity. We will use multiple methods (school-based observations, direct academic assessments, child interviews, physiological reactivity using two tasks, observer, caregiver, and teacher reports) to assess the efficacy of the program, hypothesized mechanisms, and role of physiology as a moderator of intervention effects. The duration of the effects will be tested at both 4 month and 12-month follow-up and will thus demonstrate the impact the program has on children’s school readiness and transition to kindergarten. The current proposal will use time intensive and state-of-the-art techniques for assessing all constructs, which enhances the rigor of the approach. Investigating the effects of a teacher-coaching model of the ECFP provides a critical next step in large-scale dissemination of the program. Additionally, focusing on the role of physiological reactivity is a key goal for clinical child research on the biological embedding of early adversity and its consequences prior to and after the transition to school, which supports the innovation and impact of the proposal. Understanding these mechanisms implicated in the efficacy of the program will enhance our understanding of how to foster wellness and school readiness. The proposed project will provide a rich dataset with opportunities for secondary questions not contingent on the efficacy of the ECFP as well as additional exploratory analyses related to functions of aggression and bullying subtypes. The proposed project is well positioned to advance major “high-priority” initiatives of the Eunice Kennedy Shriver National Institute of Child Health and Human Development (Child Development and Behavior Branch): Advancing research on the social, environmental, and biological factors that impact adaptive behavior development and school functioning. In addition, this work is related to NICHD’s “high-priority” research areas such as: psychosocial adjustment for individuals in high-risk environments and school readiness skills in economically and socially disadvantaged children.

这是一种多方法，多个队列的RCT，用于幼儿学校的干预措施 减少多种激进和同伴胜利的亚型以及紧急社交和情感学习， 具有明确的理论，教育，临床和政策影响。基于严格的先前理论和 研究包括广泛的初步数据，我们建议评估幼儿的影响 友谊项目（ECFP）关于激进/同伴胜利子类型的变化，亲社会行为和 该计划的社会和学术能力具有教师的成就（教练）版本。更远， 我们将研究执行功能，情绪调节和敌对属性偏见的变化是否 间接解释程序效应。我们将测试身体反应性（皮肤电导和 呼吸窦性心律不齐是干预效应的主持人。数据将从600 儿童（30个随机分配的学龄前教室）在SES和种族/种族中多样化。我们将使用多个 方法（基于学校的观察，直接学术评估，儿童访谈，身体反应 使用两个任务，观察者，看护人和教师报告）来评估该计划的效率，假设 机制和生理学作为干预效应的主持人的作用。效果的持续时间将是 在4个月和12个月的随访中进行了测试，因此将证明该计划对 儿童学校的准备和过渡到幼儿园。当前的提议将使用时间密集型，并且 评估所有结构的最新技术，从而增强了该方法的严格性。调查 ECFP的教师教练模型的影响为大规模传播提供了关键的下一步 程序。此外，关注身体反应的作用是临床儿童的关键目标 关于早期广告的生物嵌入及其后果之前和之后的后果的研究 到学校，支持该提案的创新和影响。了解这些机制 在该计划的效率方面实施将增强我们对如何培养健康和学校的理解 准备。拟议的项目将为富裕的数据集提供次要问题的机会，而不是 取决于ECFP的效率以及与功能相关的其他探索性分析 侵略性和欺凌亚型。拟议的项目非常适合提高主要的“高优先级” Eunice Kennedy Shriver国家儿童健康与人类发展研究所（儿童）的倡议 发展和行为分支）：关于社会，环境和生物学因素的研究 这会影响自适应行为发展和学校功能。此外，这项工作与NICHD有关 “高优先性”研究领域，例如：在高风险环境中为个体的社会心理调整和 在经济和社会上处于弱势儿童的学校准备技能。