FAMILY EFFECTS ON SOCIAL OUTCOMES FOR CHILDREN WITH MR

家庭对 MR 儿童社会成果的影响

• 批准号: 2889445
• 负责人: FRANK J FLOYD
• 金额: $ 16.09万
• 依托单位: UNIV OF NORTH CAROLINA CHAPEL HILL
• 依托单位国家: 美国
• 财政年份: 1998
• 资助国家: 美国
• 起止时间: 1998-09-24 至 1999-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/2889445
• 关键词: Downs syndrome; behavioral /social science research tag; child (0-11); clinical research; coping; early experience; elementary school; family structure /dynamics; human subject; isolation /deprivation; learning disorders; longitudinal human study; mathematical model; mental health epidemiology; model design /development; outcomes research; psychological models; psychological stressor; psychosocial separation; social support network; socializations

DESCRIPTION: Children with mental retardation experience social rejection and isolation; however, there is little information about how families can facilitate their children's social competence and social participation out of the home. This investigation will examine family facilitation of social outcomes in two groups of school age children with mild and moderate mental retardation: a representative sample who do not have Down syndrome (n=60), and a group of children with Down syndrome (n=60). Two comparison groups of school age children also will be evaluated: families of children with learning disabilities (n=60) who are at high risk for social rejection and families of typically developing children (n=60). Three forms of family facilitation will be investigated: indirect facilitation through family interactions that either teach and promote social competencies or lead to social deficiencies, coping assistance strategies to help children manage social problems and direct facilitation through active orchestration of children's social activities. The study will evaluate mothers and fathers and siblings roles in family facilitation using in-home observations and semi-structured interviews with families. Social competence for the target child will be comprehensively evaluated with observations and parent, teacher, and child reports of social behaviors and adjustment at home and at school. Multiple informants will report on social participation and peer relationships and the children's social-cognitive functioning will be directly assessed. The investigation will employ an overlapping cohort design to evaluate longitudinal changes in family facilitation processes, children's social outcomes, and the associations among these factors. Initial assessments will be conducted when the children are 8 to 10 years old, and all children will be followed through age 11. The families will complete yearly follow-up sessions for 2 to 3 years, and the children's social behaviors and experiences at school will be assessed at 6 month intervals. Hierarchical linear modeling will be used to evaluate linear and non-linear growth trends at the individual and group level, and will examine group differences in both the slope and the shape of changes across time. The analyses will examine hypotheses regarding three general mechanisms which propose that a) the quality of family interactions will influence children's social skills and behavioral adjustment, which in turn will influence their social outcomes; b) both family interactions and family assistance in coping with social rejection will influence the children's social-cognitive functioning; and c) direct efforts by families to arrange and monitor peer activities will be important techniques to promote social participation and acquisition of social skills for children who have disabilities.

描述：智力低下的孩子社会拒绝 和隔离；但是，关于家庭如何如何的信息很少 促进孩子的社会能力和社会参与 房屋。 这项调查将检查社会的家庭促进 两组学龄儿童的成果轻度和中等 延迟：没有唐氏综合症的代表性样本（n = 60）， 以及一群唐氏综合症的儿童（n = 60）。 两个比较组 学龄儿童也将得到评估：儿童的家庭 学习障碍（n = 60），有社会拒绝的高风险和 典型发展儿童的家庭（n = 60）。 三种家庭 促进将进行研究：通过家庭间接便利 教学和促进社会能力或导致的互动 社会缺陷，应对帮助儿童管理的援助策略 社会问题和通过主持 儿童的社交活动。 该研究将评估母亲和父亲 使用家庭观察和兄弟姐妹在家庭促进中的角色和 与家人的半结构化访谈。 目标的社会能力 孩子将通过观察和父母进行全面评估， 老师和儿童报告社会行为和在家中的调整 学校。 多个线人将报告社会参与和同伴 人际关系和孩子的社会认知功能将是 直接评估。 调查将采用重叠的队列 评估家庭促进过程纵向变化的设计， 儿童的社会成果以及这些因素之间的关联。 当孩子们8至10年时，将进行初步评估 旧的，所有的孩子都会遵循11岁。家庭将 完成2至3年的年度随访时间，儿童 学校的社交行为和经验将在6个月中评估 间隔。 分层线性建模将用于评估线性和 个人和小组级别的非线性增长趋势，并将检查 跨时间变化的斜率和形状的群体差异。 分析将检查有关三种一般机制的假设 提出a）家庭互动的质量将影响 儿童的社交技能和行为调整，反过来将 影响他们的社会成果； b）家庭互动和家庭 应对社会拒绝的协助将影响孩子的 社会认知功能； c）家庭直接努力安排 监视同伴活动将是促进社会的重要技术 参与和获取具有的儿童的社交技能 残疾。