Reducing ADHD by Promoting Social Collaboration and Self-Regulation Skills

通过促进社会合作和自我调节技能来减少多动症

基本信息

批准号：
7882620
负责人：
Karen L Bierman
金额：
$ 22.2万
依托单位：
PENNSYLVANIA STATE UNIVERSITY, THE
依托单位国家：
美国
项目类别：
财政年份：
2009
资助国家：
美国
起止时间：
2009-07-01 至 2012-04-30
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/7882620
关键词：
4 year old Academic achievement Affect Age Aggressive behavior Attention Attention deficit hyperactivity disorder Attenuated Behavior Behavioral inhibition Characteristics Child Childhood Clinical Collaborations Complex Development Diamond Disease Distal Educational Curriculum Effectiveness Emotional Exposure to Face Family Characteristics Fostering Fragile X Syndrome Friendships Future Goals Growth Hyperactive behavior Impairment Informal Social Control Interpersonal Relations Intervention Learning Measures Mediating Mediation Methods Modeling Neurocognitive Neurodevelopmental Disorder Nursery Schools Outcome Parent-Child Relations Parenting behavior Parents Pattern Phase I Clinical Trials Play Practice Management Preschool Child Preventive Intervention Randomized Randomized Controlled Trials Readiness Reporting School-Age Population Schools Severities Short-Term Memory Social Development Social Functioning Social support Structure System Techniques Testing Treatment Efficacy autism spectrum disorder base childhood bipolar disorder cognitive neuroscience efficacy trial emotion regulation executive function expectation experience goal oriented behavior improved intervention effect kindergarten novel peer prevent psychosocial relating to nervous system scaffold skills small social group social social skills teacher therapy design

项目摘要

DESCRIPTION (provided by applicant): Project Summary Impaired social functioning during the preschool years is common feature of many of the neurodevelopmental disorders. Whereas most preschool children are forming first friendships and progressing from parallel to complex and coordinated dramatic play, children with neurodevelopmental disorders often lack the inhibitory control, attention focus, emotion regulation, and empathic social responsiveness needed for effective social collaboration. Preschool social impairment predicts significant difficulties in later learning, peer relations, and social-emotional functioning, making early, preventive intervention a priority. Three recent studies have demonstrated that classroom-level interventions designed to enhance the social-emotional learning and self- regulation skills of preschool children can improve social collaboration skills and, concurrently, strengthen neurocognitive executive functioning as it develops (Bierman, Nix, Greenberg, Domitrovich & Blair, in press; Diamond, Barnett, Thomas & Munro, 2007; Riggs, Greenberg, Kusche & Pentz, 2006). These intervention techniques may hold considerable promise for preventing or reducing the difficulties experienced by children with neurocognitive disorders, if delivered during the preschool years in an intensive format that provides extensive support for skill development. Based upon a social-cognitive neuroscience developmental model, the proposed study will develop and refine an intervention called Patterned and Intentional Play Sequence [PIPS] Coaching. This new intervention will utilize small group social experiences, structured around activities and games that are organized developmentally to elicit and support increasingly complex social collaboration, with therapist "coaching" to support social responsively and self-regulation skills. We will evaluate the efficacy of this intervention in a rigorous, randomized-controlled, phase 1 clinical trial involving 128 4-year-old children with emerging ADHD. Multi-method measures (including direct child assessments, observations, and teacher and parent ratings) will assess intervention impact on proximal outcomes (preschool social competencies, EF skills, learning engagement) and on distal outcomes (kindergarten school adjustment and reduced ADHD symptomatology).

描述（由申请人提供）：在学龄前期间，项目摘要受损的社会功能受损是许多神经发育障碍的常见特征。尽管大多数学龄前儿童都在建立第一友谊，并从平行和协调的戏剧性游戏中发展，但神经发育障碍的儿童通常缺乏抑制性控制，注意力集中，情绪调节以及为有效的社会合作所需的同情社会响应。学龄前社会障碍预测了以后的学习，同伴关系和社会情感功能的重大困难，这使得早期的预防性干预成为优先事项。最近的三项研究表明，旨在增强学龄前儿童的社会情感学习和自我调节技能的课堂级干预措施可以提高社交协作技能，并同时增强神经认知的执行功能，随着其发展的发展（Bierman，Nix，Greenberg，Greenberg，Greenberg，Domitrovich＆Blair，在Press，Barnett，Barnett，Thomas＆Muls，Thomas＆Muls，2007年； Pentz，2006年）。如果在学龄前期间以密集的格式提供，这些干预技术可能会有望防止或减少神经认知障碍儿童遇到的困难，从而为技能发展提供广泛的支持。基于社会认知神经科学发展模型，拟议的研究将开发并完善一种称为图案和故意游戏序列[PIPS]教练的干预措施。这种新的干预措施将利用小组的社会经验，围绕着在开发上组织的活动和游戏构建，以引起和支持日益复杂的社会合作，而治疗师则“教练”以支持社会的反应和自我调节技能。我们将评估这种干预措施在严格的，随机控制的，第1阶段的临床试验中的疗效，涉及128名4岁儿童的ADHD儿童。多方法措施（包括直接儿童评估，观察结果以及教师和家长评级）将评估干预措施对近端结果（学龄前社会能力，EF技能，学习参与）和远端结果（幼儿园学校调整和减少ADHD症状学）的影响。