First Step: Home/School Intervention for Preschoolers with Disruptive Behaviors

第一步：对有破坏性行为的学龄前儿童进行家庭/学校干预

• 批准号: 8387785
• 负责人: EDWARD GUSTAV FEIL
• 金额: $ 53.6万
• 依托单位: OREGON RESEARCH INSTITUTE
• 依托单位国家: 美国
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-12-01 至 2014-11-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8387785
• 关键词: Academic achievement; Adaptive Behaviors; Adolescence; Adolescent; Adult; Advocate; African; Aggressive behavior; Australia; Behavior; Behavior Disorders; Behavioral; Canada; Caregivers; Characteristics; Child; Child Behavior; Collaborations; Communities; Consultations; Consumer Satisfaction; Cost-Benefit Analysis; Dependence; Development; Disease; Early Intervention; Employment; Environment; Europe; European; Exposure to; Family; Focus Groups; Foundations; Future; Goals; Head Start Program; Hispanic Americans; Home environment; Hospitalization; Household; Impairment; Interpersonal Relations; Intervention; Longitudinal Studies; Low income; Maintenance; Measures; Mediating; Mental Health; Neighborhoods; New Zealand; Nursery Schools; Oppositional Defiant Disorder; Outcome; Parent-Child Relations; Parents; Participant; Pattern; Preschool Child; Prevalence; Problem behavior; Procedures; Randomized Controlled Trials; Readiness; Research; Research Personnel; Risk; Risk Factors; Schools; Secondary Prevention; Services; Site; Social Welfare; Social Workers; Staging; Student Dropouts; Students; Testing; Time; Walkers; Youth; anti social; base; career; cost; design; dosage; early childhood; externalizing behavior; high risk; improved; intervention effect; intervention program; kindergarten; life course persistent; mortality; peer; programs; remediation; research and development; skills; social; social skills; success; teacher; therapy design

PROJECT SUMMARY/ABSTRACT The mental health field is currently faced with the challenge of reducing the prevalence of antisocial behavior in children. Children with conduct and oppositional defiant disorders require a substantial effort for remediation. Longitudinal research indicates that increased antisocial behavior and impairments in social competence skills often serve as harbingers of future adjustment problems in a number of domains including mental health, interpersonal relations, employment, and academic achievement. Longitudinal studies of the progression of antisocial behavior patterns among youth in the U.S., Canada, Australia, New Zealand and Europe converge in showing a path leading from early exposure to risk factors in family, neighborhood and community contexts, to behavioral manifestations in school, to delinquency and school dropout in adolescence, and finally to a host of adult adjustment problems including welfare dependence, criminality, marital difficulties, employment problems and higher hospitalization-mortality rates. It is critical to divert at-risk children from this path as soon as possible in their lives and school careers through early, coordinated interventions involving parents and caregivers, teachers and peers. Preschool (e.g. Head Start) is an ideal setting for accomplishing this task in collaboration with families. This proposal outlines five years of research and development activities that will adapt and assess the efficacy of the First Step to Success early intervention program for effective use with early childhood programs serving low-income children (e.g., Head Start). First Step is a collaborative home and school intervention program, delivered by a behavioral coach and lasting approximately three months, that is geared for regular kindergarten classroom settings and designed to help at-risk children get off to the best start possible in their school careers. First Step is an early intervention designed to achieve secondary prevention goals and outcomes within the context of schooling. The adapted version of the First Step program would provide Head Start consumers, staff and professionals with a proven intervention option that will produce the following benefits: 1) amelioration and/or elimination of serious behavior problems such as aggression, opposition- defiance, and other indicators of emerging antisocial behavior and externalizing behavior disorders, 2) substantially improved school readiness, and 3) improvements in the target child's critically important relationships with the key social agents of parents and caregivers, teachers and peers.

项目摘要/摘要 心理健康领域目前面临降低反社会流行的挑战 儿童的行为。有行为和反对反抗疾病的儿童需要大量努力 修复。纵向研究表明，反社会行为和社会障碍的增加 能力技能通常是许多领域中未来调整问题的先驱者 心理健康，人际关系，就业和学术成就。纵向研究 美国，加拿大，澳大利亚，新西兰和 欧洲汇聚在展示一条从早期暴露于家庭，邻里和邻里和 社区环境，学校的行为表现，在青春期拖欠和学校辍学， 最后，有许多成人调整问题，包括福利依赖，犯罪，婚姻困难， 就业问题和更高的住院死亡率。将处于危险的孩子从中转移至关重要 尽快通过早期，协调的干预措施在他们的生活和学校职业中尽快进行道路 父母，照顾者，老师和同龄人。学龄前（例如，启动）是完成的理想环境 这项任务与家人合作。 该提案概述了将适应和评估的五年研究和开发活动 成功的第一步的早期干预计划有效使用幼儿计划的疗效 为低收入儿童服务（例如，起步）。第一步是协作家庭和学校干预 计划由行为教练交付，持续了大约三个月，该计划适合常规 幼儿园的课堂环境，旨在帮助处于危险的孩子们取得最好的开始 学校职业。第一步是旨在实现二级预防目标的早期干预措施和 在教育背景下的结果。第一步的改编版将提供负责人 以验证的干预选择开始消费者，员工和专业人士，将产生以下 好处：1）改善和/或消除严重行为问题，例如侵略，反对派 - 反抗以及新兴反社会行为和外在行为障碍的其他指标，2） 大大改善了学校准备，3）目标儿童至关重要的改善 与父母，照顾者，老师和同龄人的关键社会代理人的关系。

项目成果

The Efficacy of a Home-School Intervention for Preschoolers With Challenging Behaviors: A Randomized Controlled Trial of Preschool First Step to Success.

• DOI: 10.1177/1053815114566090
• 发表时间: 2014-09
• 期刊: Journal of early intervention
• 影响因子: 1.4
• 作者: Feil EG;Frey A;Walker HM;Small JW;Seeley JR;Golly A;Forness SR
• 通讯作者: Forness SR

Effects of the First Step to Success Intervention on Preschoolers with Disruptive Behavior and Comorbid Anxiety Problems.

成功干预的第一步对具有破坏性行为和共病焦虑问题的学龄前儿童的影响。

• DOI: 10.1007/s12310-017-9226-3
• 发表时间: 2018
• 期刊: School mental health
• 影响因子: 2.6
• 作者: Seeley,JohnR;Small,JasonW;Feil,EdwardG;Frey,AndyJ;Walker,HillM;Golly,Annemieke;Forness,StevenR
• 通讯作者: Forness,StevenR

The Feasibility of First Step to Success with Preschoolers.

学龄前儿童迈出成功第一步的可行性。

• DOI: 10.1093/cs/cdt014
• 发表时间: 2013
• 期刊: Children & schools
• 影响因子: 2
• 作者: Frey,AndyJ;Small,Jason;Feil,Edward;Seeley,John;Walker,Hill;Golly,Annemieke
• 通讯作者: Golly,Annemieke