Improving Social-Emotional, Behavioral, and Gross-Motor Skill Development in Young Children: Preliminary Testing of an Integrated Intervention

改善幼儿的社交情感、行为和粗大运动技能发展：综合干预的初步测试

• 批准号: 10361412
• 负责人: Ali Brian
• 金额: $ 21.76万
• 依托单位: UNIVERSITY OF SOUTH CAROLINA AT COLUMBIA
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-03-15 至 2025-02-28
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10361412
• 关键词: 5 year old; Address; Adolescence; Adverse effects; Affect; Age; Area; Athletic; Attention; Behavior; Behavioral; Child; Child Welfare; Childhood; Cognitive; Competence; Control Groups; Data; Development; Developmental Process; Effectiveness; Emotional; Exhibits; Exposure to; Face; Female; Future; Health; Household; Influentials; Informal Social Control; Intervention; Investigation; Light; Longevity; Maintenance; Motor; Motor Skills; Nature; Nursery Schools; Outcome; Play; Poverty; Prevention; Prevention strategy; Preventive; Process Assessment; Randomized Controlled Trials; Research; Risk; Risk Factors; Role; Rural Community; Sampling; Schools; Short-Term Memory; Social Interaction; Social outcome; Testing; Time; Training Programs; base; behavioral health; cognitive skill; cost effectiveness; early childhood; emotional adjustment; executive function; experience; flexibility; follow up assessment; follow-up; group intervention; improved; innovation; insight; intervention effect; low socioeconomic status; metropolitan; peer; physical conditioning; post intervention; prevent; programs; randomized controlled design; skill acquisition; skills; skills training; social; social interventions; socioeconomic disadvantage

Young children who exhibit difficulties with social-emotional, behavioral, and gross motor development in the early years face elevated risk for emotional and physical health problems in later childhood and adolescence. This compounded risk can be exacerbated further by adverse conditions associated for example with poverty. From a prevention perspective, there is a need for integrative interventions to address multiple critical developmental processes (e.g., gross motor development and social-emotional adjustment) in early childhood as these factors are established precursor for physical, behavioral, and emotional health. This study will investigate the immediate and sustained effects of an integrative intervention on social-emotional, behavioral, and gross motor development in preschool-age children from predominantly low-SES households. The intervention combines a classroom program, focused on promoting positive behavior and social interactions, with a gross motor skills training program, and tests it in a randomized controlled design. The specific aims are to: 1) examine the immediate post-intervention effect of the integrative intervention, compared with the control condition, on social-emotional, behavioral, and gross motor outcomes in preschool-age children; 2) evaluate six-month follow-up impact of the intervention (compared with controls) on the same outcomes, controlling for baseline levels; and 3) explore the moderating effects of baseline social-cognitive skills (e.g., executive function, working memory, self-regulation) on post-intervention effects. It is hypothesized that children exposed to the integrative intervention, compared with controls, will demonstrate higher levels of social-emotional and behavioral adjustment, and gross motor skills, at post-intervention and six-month follow-up assessments. The study tests the intervention with a sample of ≈360 children (approximately 50% female) in Title 1 pre- Kindergarten classrooms located in a rural community in relative proximity to a metropolitan area. Data will be collected on: a) social-emotional and behavioral skills, b) gross motor skill competence and c) process assessments regarding all intervention fidelity and control group integrity (via systematic observation). Positive outcomes for the early childhood integrative intervention will add to the proposition that these kinds of prevention strategies are likely to bolster children’s overall healthy development.

在社交情感、行为和粗大运动发育方面表现出困难的幼儿 幼儿期在童年后期和青春期面临着更高的情绪和身体健康问题的风险。 这种复合风险可能因贫困等不利条件而进一步加剧。 从预防的角度来看，需要采取综合干预措施来解决多个关键问题 幼儿期的发展过程（例如粗大运动发展和社会情绪调整） 因为这些因素是身体、行为和情绪健康的先兆。 调查综合干预对社会情感、行为、 主要来自低社会经济地位家庭的学龄前儿童的粗大运动发育。 干预结合了课堂计划，重点是促进积极行为和社交互动， 进行粗大运动技能训练计划，并以随机对照设计对其进行测试，具体目标是 目的： 1) 与对照相比，检查综合干预的干预后立即效果 2) 评估对学龄前儿童的社会情绪、行为和粗大运动结果的影响； 干预措施（与对照相比）对相同结果的六个月随访影响，控制 基线水平；3) 探索基线社会认知技能（例如执行能力）的调节作用 功能、工作记忆、自我调节）对干预后效果的影响。 与对照相比，综合干预将表现出更高水平的社会情感和 干预后和六个月随访评估中的行为调整和粗大运动技能。 研究以约 360 名儿童（约 50% 为女性）为样本，在标题 1 中测试了干预措施。 数据将位于相对靠近大都市地区的农村社区的幼儿园教室。 收集的内容包括：a) 社交情感和行为技能，b) 粗大运动技能能力，以及 c) 过程 关于所有干预保真度和对照组完整性的评估（通过系统观察）。 幼儿期综合干预的结果将进一步证明这些类型的 预防策略可能会促进儿童的整体健康发展。