Transdisciplinary Approach to Understand Variability in Preventive Intervention O

跨学科方法来理解预防干预的变异性

• 批准号: 8445344
• 负责人: Celene Domitrovich
• 金额: $ 75.9万
• 依托单位: RESEARCH TRIANGLE INSTITUTE
• 依托单位国家: 美国
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-04-01 至 2015-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8445344
• 关键词: Academic achievement; Address; Area; Arousal; Baltimore; Behavior Disorders; Behavioral; Brain; Child; Cities; Clinical Trials Design; Cognitive; Communities; Development; Discipline; Educational workshop; Elements; Emotional; Exhibits; Fostering; Generations; Goals; Incentives; Individual Differences; Intervention; Intervention Studies; Intervention Trial; Interview; Investigation; Knowledge; Legitimacy; Measures; Mediating; Mediation; Mediator of activation protein; Modeling; Monitor; Neurobiology; Neurocognition; Neurosciences; Outcome; Parents; Participant; Pathway interactions; Pharmaceutical Preparations; Physiological; Physiology; Population; Prevention; Prevention Research; Prevention program; Preventive; Preventive Intervention; Problem behavior; Process; Protocols documentation; Psychopathology; Refractory; Regulation; Relative (related person); Research; Risk; Risk Behaviors; Role; School-Age Population; Schools; Science; Self-control as a personality trait; Staging; Stress; Students; Subgroup; Symptoms; System; Teenagers; Telephone Interviews; Testing; Theoretical model; Thinking; Treatment Efficacy; Work; Youth; active control; base; brief intervention; cognitive function; cognitive neuroscience; cohort; conduct problem; cost effectiveness; design; developmental psychology; elementary school; emotion regulation; evidence base; experience; externalizing behavior; falls; first grade; follow-up; high risk behavior; improved; innovation; intervention effect; kindergarten; optimism; peer; post intervention; programs; public health relevance; randomized trial; response; second grade; skills; teacher; theories; universal prevention

DESCRIPTION (provided by applicant): Identifying which interventions work best for who is a critical, yet unresolved, issue in prevention science. There has been a paucity of research on underlying mechanisms by which change occurs in prevention models with early school-aged children in spite of growing evidence that a high level of brain plasticity characterizes the early stages of development, providing an optimal window of opportunity. Moreover, no school-based prevention trials have utilized a model of intervention responsively that incorporates the new generation of scientific disciplines, thus limiting the ability to address these issues in an integrated and translational fashion. Existing studies also lack measures reflective of processes (e.g., neurocognition and physiology) shown to modulate skills (e.g., inhibitory control and emotion regulation) that have repeatedly been implicated in high-risk behaviors. To fill these gaps in knowledge, the proposed 5-year R01 study would be the first in-depth school-based intervention trial that infuses relevant aspects of cognitive neuroscience with existing theories of developmental psychology and prevention science. The ultimate goal is to identify underlying conditions (inhibitory control and emotional regulation) that may serve to both mediate and moderate intervention effects in the early years of schooling. Accordingly, we propose to conduct a theory-driven examination of Promoting Alternative Thinking Strategies (PATHS), an evidence- based model with replicated outcome effects, to understand how the intervention works and for whom. The PATHS program will be implemented in kindergarten classrooms through first grade in 2-3 schools (Ne150) with an additional 2-3 schools as an active control condition (Ne150) using a randomized trial design. These Baltimore City schools serve a demographically mixed community with relatively low academic achievement and a high level of behavioral problems. Two cohorts of kindergartners will receive PATHS for two consecutive years, while the control school will receive professional development workshops as well as incentives, testing, and observations similar to the experimental schools. Pretesting will be conducted in the fall of K to assess background and behavioral factors, cognitive functioning, and emotional regulation (measured by physiological stress reactivity). Measures will be repeated once at the completion of the school year, again at the end of first grade, and then a follow-up at 6 months following program completion during second grade for each cohort. Directly following from the recent conceptual and empirical work of the study team and others, this study represents a substantial innovation with implications for reducing behavioral disorders in youths. It is critical to identify underlying bases for individual differences in intervention responsively to tailor preventive approaches to specific needs of subgroups, thereby enhancing efficiency, cost-effectiveness, and maximization of impact.

描述（由申请人提供）：确定哪些干预措施最适合谁是预防科学中的关键但尚未解决的问题。关于潜在机制的研究很少，尽管越来越多的证据表明，高脑可塑性表征了发展的早期发展阶段，但提供了最佳的机会窗口，但预防模型中发生了变化。此外，没有任何基于学校的预防试验能够响应地采用干预模型，该模型纳入了新一代的科学学科，从而限制了以综合和翻译方式解决这些问题的能力。现有的研究还缺乏反映出进程（例如神经认知和生理学）的措施，以调节技能（例如，抑制性控制和情绪调节）反复与高风险行为有关。为了填补这些知识的差距，拟议的5年R01研究将是首次基于学校的干预试验，该试验融入了认知神经科学的相关方面，并具有现有的发展心理学和预防科学理论。最终目标是确定可能在教育初期进行调解和中等干预效果的潜在条件（抑制性控制和情绪调节）。因此，我们建议对促进替代思维策略（Paths）进行理论驱动的检查，这是一种具有复制结果效应的循证模型，以了解干预措施的工作原理和谁。 路径计划将在2-3所学校（NE150）的一年级教室中实施，并使用随机试验设计将另外2-3所学校作为主动控制条件（NE150）实施。这些巴尔的摩城市学校为人口混合的社区提供了相对较低的学术成就和高水平的行为问题的服务。两名幼儿园的同伙将连续两年获得路径，而控制学校将获得专业发展研讨会以及与实验学校相似的激励，测试和观察。测试将在K倒塌中进行，以评估背景和行为因素，认知功能和情绪调节（通过生理压力反应性衡量）。在学年结束时，将在一年级结束时再次重复措施，然后在每个队列二年级完成计划完成后6个月进行随访。直接从研究团队和其他人的最新概念和经验工作中，这项研究代表了一项实质性的创新，对减少年轻人的行为障碍产生了影响。至关重要的是，确定对量身定制的对亚组特定需求的预防方法的干预措施的个体差异，从而提高效率，成本效益和影响最大化的基础。