PREVENTING CONDUCT PROBLEMS, PROMOTING SOCIAL COMPETENCE

预防行为​​问题，提升社会能力

• 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
• 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; 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

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（根据调查员的摘要改编）：目的 项目将采用经验支持的基于诊所的治疗计划 儿童对立和引起疾病（奇数/CD），并评估其短期和短暂的 长期疗效作为基于学校的早期干预计划 奇数/CD，是滥用药物的最重要行为预测因素之一 犯罪。这些针对5至7岁儿童的学校干预措施 是三个精心集成的软件包，可最大化一致性和 跟随家庭和学校。 干预措施增强了儿童的保护因素（即学术和 社会能力）并减少风险因素（即侵略性行为和低端 学校参与）作者：（1）教师培训，加强教师 课堂管理和与父母合作的能力：（2） 儿童培训，恐龙社交技能的实施 解决问题的课程（由训练有素的老师在课堂上交付）； （3）父母培训，增强纪律能力并培养 学校参与。老师和儿童培训计划（CR）将是 作为对所有幼儿园和一年级儿童的普遍干预 在随机分配的干预学校中。另外，随机选择 来自CR的高危父母的子集 将向学校提供指定的父母计划（PT）。 干预将跨越幼儿园和一年级。结果将测量 通过比较干预措施（CR或CR + PT）；控制孩子的行为 问题，儿童社交和学术技能，父母能力和学校 参与，教师课堂管理技能和课堂环境。 将使用多种代理和评估方法，包括独立 课堂观察教师和同伴孩子以及老师 侵略性和社会能力的报告。此外，适用于指示 儿童，家庭育儿互动的观察以及儿童违规 并将评估行为问题。将进行后续评估 在幼儿园结束时，每年至三年级。