Preventing Conduct Problems in Poor Urban Preschoolers

预防城市贫困学龄前儿童的行为问题

• 批准号: 7800375
• 负责人: Laurie Miller Brotman
• 金额: $ 42.63万
• 依托单位: NEW YORK UNIVERSITY SCHOOL OF MEDICINE
• 依托单位国家: 美国
• 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/7800375
• 关键词: 4 year old; Academic achievement; Accounting; Acculturation; Achievement; Address; African American; Aggressive behavior; Arts; 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; Follow-Up Studies; 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

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行为问题的长期影响，以在社会经济不利的城市社区中参加公立小学的预科课程中的非裔美国儿童的行为问题。理由：证据证明早期行为问题承担重大责任。他们预测后来的反社会行为，并为儿童，家庭和社会提供主要的劣势。该应用程序解决了这一重要的公共卫生问题。假设：与无干预控制相比，普遍的干预将导致一年级和二年级的行为问题更少，并且在三年级的学校运作更好。预计育儿实践，教学实践，父母学校的参与和儿童社会情感能力将介导对行为问题和学校功能的影响。预计儿童和家庭危险因素将适度的干预效果，从而比低风险儿童获得更大的益处。设计：来自弱势社区中的10所学校的儿童将通过观察到教室，诊断和父母的诊断和父母的报告，在一年级和二年级中评估在一年级和二年级的弱势社区或无干预控制条件（n = 1040 4年龄）的儿童（n = 1040 4孩子）。成就测试将在一年级和二年级进行，并在三年级中进行记录审查。普遍的干预包括：1）父母：由学校人员共同利用的Pre-K学生家庭的课后小组，以促进有效的育儿惯例，父母学校的参与和儿童社会情感能力；和2）教学：培训课堂管理的培训，K和1年级的教师和其他学校人员，促进社会情感能力以及建立家庭学校合作伙伴关系的策略。