PREVENTING CONDUCT PROBLEMS, PROMOTING SOCIAL COMPETENCE

预防行为问题，提升社会能力

基本信息

批准号：
7097802
负责人：
CAROLYN H WEBSTER-STRATTON
金额：
$ 4.52万
依托单位：
UNIVERSITY OF WASHINGTON
依托单位国家：
美国
项目类别：
财政年份：
2000
资助国家：
美国
起止时间：
2000-08-01 至 2006-06-30
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/7097802
关键词：
aggression behavior prediction behavioral /social science research tag child behavior disorders clinical research conduct disorder elementary school human subject human therapy evaluation middle childhood (6-11)parent offspring interaction parents preschool child (1-5)problem solving social adjustment teacher training

项目摘要

DESCRIPTION (adapted from the investigator's abstract): The purpose of this project is to take empirically supported, clinic-based treatment programs for child oppositional and conduct disorders (ODD/CD) and evaluate their short- and long-term efficacy as school-based early intervention programs for preventing ODD/CD, one of the most important behavioral predictors of substance abuse and delinquency. These school-based interventions for children ages 5 to 7 years are three carefully integrated packages that maximize consistency and follow-through in the home and the school. The intervention enhances children's protective factors (i.e., academic and social competence) and reduces risk factors (i.e., aggressive behavior and low school involvement) by: (1) teacher training, strengthening teacher competencies in classroom management and collaboration with parents: and (2) child training, implementation of the Dinosaur Social Skills and Problem-Solving Curriculum (delivered in the classroom by trained teachers); and (3) parent training, strengthening discipline competencies and fostering school involvement. The teacher and child training programs (CR) will be offered as a universal intervention to all kindergarten and 1st grade children in randomly assigned intervention schools. In addition, a randomly selected subset of parents of higher-risk (top 1/3 aggressive behavior) children from CR schools will be offered the indicated parent program (PT). The intervention will span kindergarten and 1st grade. Outcome will be measured by comparing intervention (CR or CR + PT); control children in terms of conduct problems, child social and academic skills, parent competencies and school involvement, teacher classroom management skills, and classroom environment. Multiple agents and assessment methods will be used including independent classroom observations of teacher-child and peer-child as well as teacher reports of aggression and social competence. Additionally, for indicated children, home observations of parenting interactions and child noncompliance and conduct problems will be assessed. Follow-up assessments will be conducted at the end of kindergarten and each year through grade three.

描述（改编自研究者的摘要）：此目的项目的目的是采取经验支持的、基于临床的治疗方案儿童对立和行为障碍（ODD/CD）并评估他们的短期和作为以学校为基础的预防早期干预计划的长期功效 ODD/CD，药物滥用最重要的行为预测因素之一拖欠。这些针对 5 至 7 岁儿童的基于学校的干预措施是三个精心集成的软件包，可最大限度地提高一致性和家庭和学校的后续行动。干预措施增强了儿童的保护因素（即学业和学业）社交能力）并减少风险因素（即攻击性行为和低水平学校参与）通过：（1）师资培训，加强师资力量课堂管理和与家长合作的能力：以及（2）儿童培训、恐龙社交技能的实施和解决问题的课程（由经过培训的教师在课堂上讲授）； (3) 家长培训、加强纪律能力和培养学校参与。教师和儿童培训计划（CR）将作为针对所有幼儿园和一年级儿童的普遍干预措施在随机分配的干预学校中。此外，还随机抽取了 CR 中高风险（前 1/3 攻击行为）儿童的父母子集学校将提供指定的家长计划 (PT)。干预措施将涵盖幼儿园和一年级。结果将被衡量通过比较干预措施（CR 或 CR + PT）；从行为上控制孩子问题、儿童社交和学术技能、家长能力和学校参与、教师课堂管理技能和课堂环境。将使用多种代理人和评估方法，包括独立的教师与儿童、同伴-儿童以及教师的课堂观察攻击性和社交能力的报告。此外，对于指定的儿童、养育互动和儿童不遵守行为的家庭观察并对行为问题进行评估。将进行后续评估幼儿园结束时以及每年直至三年级。

项目成果

期刊论文数量（3）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

Impact of Incredible Years® on teacher perceptions of parental involvement: A latent transition analysis.

Incredible Years® 对教师对家长参与的看法的影响：潜在转变分析。

DOI：
10.1016/j.jsp.2017.03.003
发表时间：
2017
期刊：
Journal of school psychology
影响因子：
5
作者：
Thompson,AaronM;Herman,KeithC;Stormont,MelissaA;Reinke,WendyM;Webster-Stratton,Carolyn
通讯作者：
Webster-Stratton,Carolyn

Enhancing a classroom social competence and problem-solving curriculum by offering parent training to families of moderate- to high-risk elementary school children.

通过向中高风险小学生的家庭提供家长培训，提高课堂社交能力和解决问题的课程。