Preventing Conduct Problems in Poor Urban Preschoolers

预防城市贫困学龄前儿童的行为问题

基本信息

批准号：
8055501
负责人：
Laurie Miller Brotman
金额：
$ 41.21万
依托单位：
NEW YORK UNIVERSITY SCHOOL OF MEDICINE
依托单位国家：
美国
项目类别：
财政年份：
2008
资助国家：
美国
起止时间：
2008-04-11 至 2013-03-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/8055501
关键词：
4 year old Academic achievement Accounting Acculturation Achievement Address African American Aggressive behavior Behavior Child Collaborations Communities Competence Conduct Disorder Data Development Diagnosis Diagnostic Disadvantaged Discipline Disease Economically Deprived Population Education Educational process of instructing Effectiveness Emotional Enrollment Ethnic Origin Family Foundations Funding Home environment Human Resources Institutes Intervention Intervention Studies Interview Lead Letters Long-Term Effects Longitudinal Studies Low income Measurement Mediating Mental Depression Methods Minority Modeling Nature Neighborhoods Nursery Schools Oppositional Defiant Disorder Outcome Parenting behavior Parents Plant Roots Positioning Attribute Prevention Preventive Intervention Process Public Health Race Randomized Randomized Controlled Trials Readiness Relative (related person)Reporting Research Research Design Risk Risk Factors Sampling Sampling Studies Schedule Schools Societies Special Education Stress Students Symptoms System Testing Training Work anti social base cost design early childhood elementary school follow-up high risk improved innovation intervention effect kindergarten longitudinal analysis modifiable risk prevent programs randomized trial satisfaction science education teacher therapy design therapy development universal prevention youth violence

项目摘要

DESCRIPTION (provided by applicant): To test the long-term effects of a family and school intervention for the prevention of conduct problems in African American children enrolled in Pre-K programs in public elementary schools in socio- economically disadvantaged, urban communities. Rationale: Evidence documents that early conduct problems carry significant liability. They predict later antisocial behavior, and confer major disadvantage to children, families, and society. This application addresses this important public health concern. Hypotheses: Compared to no-intervention control, universal intervention will lead to fewer conduct problems in 1st and 2nd grade and better school functioning by 3rd grade. Parenting practices, teaching practices, parent-school involvement and child socio-emotional competence are predicted to mediate intervention effects on conduct problems and school functioning. Child and family risk factors are expected to moderate intervention effects such that high- risk children reap greater benefits than low-risk children. Design: Children from 10 schools with Pre-K programs in disadvantaged neighborhoods randomized to universal intervention or to a no-intervention control condition (N = 1040 4-year-olds) will be assessed in 1st and 2nd grade via observations of aggressive behavior and rule violations in the classroom, diagnostic interviews and parent and teacher reports. Achievement testing will be conducted in 1st and 2nd grade with record review in 3rd grade. Universal Intervention includes: 1) ParentCorps: After-school groups for families of Pre-K students co-facilitated by school personnel to promote effective parenting practices, parent-school involvement and child socio-emotional competence; and 2) TeacherCorps: Training for Pre-K, K and 1st grade teachers and other school personnel in classroom management, promotion of socio-emotional competence, and strategies for building family-school partnerships.

描述（由申请人提供）：测试家庭和学校干预对预防社会经济弱势城市社区公立小学学前班项目中的非裔美国儿童行为问题的长期影响。理由：有证据表明早期行为问题会带来重大责任。它们预示着以后的反社会行为，并给儿童、家庭和社会带来重大不利。该应用程序解决了这一重要的公共卫生问题。假设：与不干预控制相比，普遍干预将减少一年级和二年级的行为问题，并在三年级时改善学校运作。预计育儿实践、教学实践、家长学校参与和儿童社会情感能力会调节对行为问题和学校功能的干预效果。儿童和家庭风险因素预计会缓和干预效果，使高风险儿童比低风险儿童获得更大的收益。设计：来自贫困社区的 10 所学前班学校的儿童被随机分配到普遍干预组或无干预对照组（N = 1040 名 4 岁儿童），在一年级和二年级时将通过观察攻击性行为和课堂违规行为、诊断访谈以及家长和教师报告。成绩测试将在一年级和二年级进行，并在三年级进行记录审查。普遍干预包括： 1) 家长团：由学校工作人员共同主持的学前班学生家庭课后小组，以促进有效的育儿实践、家长与学校的参与和儿童的社会情感能力； 2) TeacherCorps：为学前班、幼儿园和一年级教师和其他学校人员提供课堂管理、社会情感能力提升以及建立家庭与学校伙伴关系策略方面的培训。