The Early Childhood Friendship Project: Testing Key Mechanisms and the Moderating Role of Physiological Reactivity

幼儿友谊项目：测试关键机制和生理反应的调节作用

• 批准号: 10487724
• 负责人: JAMIE M OSTROV
• 金额: $ 69.46万
• 依托单位: STATE UNIVERSITY OF NEW YORK AT BUFFALO
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-08-31 至 2027-07-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10487724
• 关键词: Accounting; Adaptive Behaviors; Address; Aggressive behavior; Area; Arousal; Autonomic nervous system; Behavior; Biological; Biological Factors; Caregivers; Child; Child Behavior; Child Development; Clinical; Competence; Control Groups; Data; Data Set; Development; Early Intervention; Economically Deprived Population; Effectiveness of Interventions; Emotional; Environment; Environmental Risk Factor; Ethnic Origin; Evidence based program; Fostering; Friendships; Future; Galvanic Skin Response; Gender; Goals; Individual Adjustment; Interpersonal Relations; Intervention; Interview; Literature; Mediating; Mediation; Methods; Modeling; National Institute of Child Health and Human Development; Nursery Schools; Physiological; Physiological Processes; Physiology; Population; Positioning Attribute; Preschool Child; Prevention; Psychological adjustment; Psychopathology; Race; Randomized; Readiness; Reporting; Research; Research Priority; Role; Sampling; Schools; Sinus Arrhythmia; Skin; Techniques; Testing; Victimization; Work; aged; base; behavior observation; boys; bullying; bullying prevention; cohort; early childhood; early life adversity; efficacy testing; emotion regulation; executive function; experience; field study; follow-up; girls; group intervention; high risk; innovation; intervention effect; intervention program; kindergarten; meetings; peer; peer victimization; policy implication; program dissemination; programs; psychosocial adjustment; respiratory; scale up; skills; social; social disadvantage; social emotional learning; social exclusion; social factors; social skills; teacher; theories; therapy design; time use; treatment effect

This is a multi-method, multiple cohort, RCT for an early childhood school-based intervention designed to decrease multiple subtypes of aggression and peer victimization and facilitate social and emotional learning, which has clear theoretical, educational, clinical, and policy implications. Based on rigorous prior theory and research including extensive preliminary data, we propose to assess the impact of the Early Childhood Friendship Project (ECFP) on changes in aggression/peer victimization subtypes, prosocial behavior, and social and academic competence with a teacher-implemented (with coaching) version of the program. Further, we will examine whether changes in executive functioning, emotion regulation, and hostile attribution biases indirectly account for the program effects. We will test if physiological reactivity (skin conductance and respiratory sinus arrhythmia) serves as moderators of intervention effects. Data will be collected from 600 children (30 randomly assigned preschool classrooms) diverse in SES and race/ethnicity. We will use multiple methods (school-based observations, direct academic assessments, child interviews, physiological reactivity using two tasks, observer, caregiver, and teacher reports) to assess the efficacy of the program, hypothesized mechanisms, and role of physiology as a moderator of intervention effects. The duration of the effects will be tested at both 4 month and 12-month follow-up and will thus demonstrate the impact the program has on children’s school readiness and transition to kindergarten. The current proposal will use time intensive and state-of-the-art techniques for assessing all constructs, which enhances the rigor of the approach. Investigating the effects of a teacher-coaching model of the ECFP provides a critical next step in large-scale dissemination of the program. Additionally, focusing on the role of physiological reactivity is a key goal for clinical child research on the biological embedding of early adversity and its consequences prior to and after the transition to school, which supports the innovation and impact of the proposal. Understanding these mechanisms implicated in the efficacy of the program will enhance our understanding of how to foster wellness and school readiness. The proposed project will provide a rich dataset with opportunities for secondary questions not contingent on the efficacy of the ECFP as well as additional exploratory analyses related to functions of aggression and bullying subtypes. The proposed project is well positioned to advance major “high-priority” initiatives of the Eunice Kennedy Shriver National Institute of Child Health and Human Development (Child Development and Behavior Branch): Advancing research on the social, environmental, and biological factors that impact adaptive behavior development and school functioning. In addition, this work is related to NICHD’s “high-priority” research areas such as: psychosocial adjustment for individuals in high-risk environments and school readiness skills in economically and socially disadvantaged children.

这是一项针对幼儿学校干预的多方法、多队列随机对照试验，旨在 减少多种亚型的攻击和同伴受害，并促进社交和情感学习， 它具有明确的理论、教育、临床和政策意义。基于严格的先验理论和 研究包括广泛的初步数据，我们建议评估幼儿期的影响 友谊项目（ECFP）关于攻击/同伴受害亚型、亲社会行为和 通过教师实施（有辅导）的项目版本提高社会和学术能力。更远， 我们将检查执行功能、情绪调节和敌意归因偏差是否发生变化 间接地解释了计划的影响。我们将测试生理反应性（皮肤电导和 呼吸性窦性心律失常）作为干预效果的调节因素。数据将从 600 个 儿童（30 个随机分配的学前班教室）具有不同的社会经济地位和种族/民族。我们将使用多个 方法（基于学校的观察、直接学术评估、儿童访谈、生理反应 使用两项任务（观察者、看护者和教师报告）来评估该计划的效果，假设 机制以及生理学作为干预效果调节因素的作用。效果的持续时间将为 在 4 个月和 12 个月的随访中进行测试，从而证明该计划对 儿童的入学准备和向幼儿园的过渡。当前的提案将使用时间密集型和 用于评估所有结构的最先进技术，增强了方法的严谨性。调查中 ECFP 教师辅导模式的效果为大规模传播提供了关键的下一步 的程序。此外，关注生理反应的作用是临床儿童的一个关键目标 研究早期逆境的生物嵌入及其在转型前后的后果 到学校，支持该提案的创新和影响。了解这些机制 该计划的有效性将增强我们对如何促进健康和学校的理解 准备状态。拟议的项目将提供丰富的数据集，并为次要问题提供机会，而不是 取决于 ECFP 的功效以及与功能相关的其他探索性分析 攻击和欺凌亚型。拟议项目处于有利位置，可以推进重大“优先事项” 尤尼斯·肯尼迪·施赖弗国家儿童健康和人类发展研究所（儿童 发展与行为分支）：推进社会、环境和生物因素的研究 影响适应性行为的发展和学校的运作。此外，这项工作与 NICHD 相关 “高优先级”研究领域，例如：高风险环境中个人的心理社会调整和 经济和社会弱势儿童的入学准备技能。