Emotions Matter:Classroom-based Integrated Intervention

情绪很重要：基于课堂的综合干预

• 批准号: 7289219
• 负责人: C CYBELE RAVER
• 金额: --
• 依托单位: UNIVERSITY OF CHICAGO
• 依托单位国家: 美国
• 财政年份: 2003
• 资助国家: 美国
• 起止时间: 2003-09-29 至 2007-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7289219
• 关键词: Academic achievement; Achievement; Address; Adult; Affect; Age; Attention; Behavior; Behavioral; Chicago; Child; Child Care; Class; Classification; Climate; Clinical; Clinical Services; Communities; Community Mental Health Services; Competence; Complement; Condition; Consultations; Control Groups; Critiques; Data Set; Development; Disadvantaged; Education; Educational Curriculum; Educational process of instructing; Effectiveness of Interventions; Emotional; Emotions; Enrollment; Environment; Exhibits; Experimental Designs; Face; Family; Family Violence; Goals; Head Start Program; Intervention; Investments; Label; Language; Late Effects; Learning; Low income; Measures; Mediating; Mediator of activation protein; Mental Health; Methods; Modeling; Monitor; Morale; Neighborhoods; Numbers; Nursery Schools; Outcome; Outcome Measure; Parents; Pathway interactions; Performance; Policy Maker; Prevention; Prevention Research; Problem behavior; Process; Provider; Psychological reinforcement; Quality of Care; Randomized; Range; Rate; Readiness; Records; Relative (related person); Reporting; Research; Research Design; Research Personnel; Rewards; Risk; Risk Behaviors; Schools; Score; Self-control as a personality trait; Services; Site; Social Interaction; Stress; Structure; Students; Surveys; System; Taxes; Testing; Theoretical model; Time; Training; Violence; Week; Work; base; cost; day; design; dosage; early childhood; high school; improved; literacy; peer; programs; psychologic; psychosocial; size; skills; social; social skills; stressor; success; teacher

DESCRIPTION (provided by applicant): The principal aim of the proposed research is to improve low-income preschool-aged children's school readiness by decreasing their risk for behavioral problems through a set of classroom-based interventions. The following studies will determine whether emotionally- and behaviorally-focused interventions in preschool have a significant long-term impact an children's academic achievement in 1st grade (as measured by standardized tests. school records, and teacher reports) as well as on short-term language, pre-literacy, emotional, and behavioral outcomes, in the preschool and Kindergarten years. In the proposed research, eight Head Start sites in Chicago, IL (with 640 children enrolled in 32 classrooms) will be randomly assigned to four conditions of varying levels of treatment intensity. Classrooms' current use of an emotions-based curriculum offers a low-intensity "control" condition against which mare programmatically intensive interventions will be tested. In a second, moderate-intensity "teacher training/classroom quality" intervention condition, teachers will receive extensive training in effective management of children's disruptive behaviors, while also learning the skills support lower-risk children in developing emotional and behavioral self-control (Webster-Stratton, at al, 2002). In a third, high-intensity "cumulative stress/mental health consultation" intervention condition, mental health consultants will be placed in Head Start classrooms for two days a week, so that children's risk of emotional, behavioral, and academic difficulty can be reduced through appropriate service delivery, support and referral within early educational settings (Donahue, at al. 2000). A fourth, lower-cost, "teacher's aide" control condition will also be included in the proposed study design, to more conservatively estimate the impact of mental health consultation from the additional staffing that such a model offers. In addition, it is expected that the intervention's effect sizes will be substantially affected by two moderating influences, including 1) family and community levels of cumulative risk, and 2) the degree to which programs are implemented, conceptualized as "dosage" of treatment administered in each setting. In short, which of these intervention approaches represents the best investment in young children's chances for later school success? Which offers the largest long-term benefits to young children's emotional and behavioral adjustment and later school readiness? The studies outlined in this application will answer these pressing empirical questions using direct assessments of children's emotional and behavioral adjustment, language and pre-literacy skills. This project's use of direct child assessments will be complemented by the inclusion of parent and teacher report, children's grades, use of special services, and standardized achievement test scores from preschool through 1 grade.

描述（由申请人提供）：拟议研究的主要目的是通过通过一系列基于课堂的干预措施来减少其行为问题的风险来改善低收入学龄前儿童的学校准备就绪。以下研究将确定在学前班中以情感和行为为重点的干预措施是否长期影响着儿童在一年级（通过标准化的测试，学校记录和教师报告）以及短期语言，志愿，情感，情感和行为的学龄前和幼儿园中的学前班和行为。 在拟议的研究中，伊利诺伊州芝加哥的八个头开始站点（有640名儿童参加了32个教室），将随机分配到四种不同水平的治疗强度条件。教室当前对基于情绪的课程的使用提供了低强度的“控制”条件，将测试母马在该条件上进行密集的干预措施。在第二个中等强度的“教师培训/课堂质量”干预条件下，教师将接受广泛的培训，以有效地管理儿童的破坏性行为，同时还学习技能支持低风险的儿童在发展情绪和行为自我控制方面（Webster-Stratton，AL，2002年）。在第三个高强度的“累积压力/心理健康咨询”干预条件下，心理健康顾问每周将被放置两天，以便通过在早期的教育环境中（Donahue，Donahue，在Al。2000）中降低儿童的情感，行为和学术困难的风险。拟议的研究设计中还将包括第四个较低成本的“教师的助手”控制条件，以更保守地估算这种模型提供的其他人员的心理健康咨询的影响。此外，预计该干预效应大小将受到两个调节影响的影响，包括1）家庭和社区累积风险的水平，以及2）实施计划的程度，概念化为每种情况下管理的治疗方法的“剂量”。 简而言之，这些干预方法中的哪种代表了幼儿成功的机会的最佳投资？ 哪个为幼儿的情绪和行为调整和后来的学校准备提供了最大的长期利益？ 本应用程序中概述的研究将通过直接评估儿童的情感和行为调整，语言和志愿能力的直接评估来回答这些紧迫的经验问题。 该项目对直接儿童评估的使用将通过父母和教师报告，孩子的成绩，特殊服务的使用以及从学龄前到1年级的标准化成就测试成绩来补充。