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.

这是一项多方法、多队列的随机对照试验，用于儿童早期学校干预， 减少攻击和同伴受害的多种亚型，促进社会和情感学习， 它具有明确的理论、教育、临床和政策含义。基于严格的先验理论， 研究，包括广泛的初步数据，我们建议评估的影响，幼儿 友谊项目（ECFP）关于攻击/同伴受害亚型，亲社会行为和 社会和学术能力与教师实施（与教练）版本的程序。此外，本发明还 我们将研究执行功能、情绪调节和敌对归因偏见的变化是否 间接影响了节目效果。我们将测试生理反应（皮肤电导和 呼吸性窦性心律不齐）作为干预效果的调节剂。数据将从600个 儿童（30个随机分配的学前班教室）在社会经济地位和种族/民族多样化。我们将使用多个 方法（基于学校的观察，直接的学术评估，儿童访谈，生理反应 使用两个任务，观察员，照顾者和教师报告），以评估该计划的有效性，假设 机制，以及生理学作为干预效果调节剂的作用。影响的持续时间将是 在4个月和12个月随访时进行测试，因此将证明该计划对 儿童入学准备和向幼儿园过渡。目前的建议将使用时间密集型和 评估所有结构的最新技术，这增强了方法的严谨性。调查 ECFP的教师指导模式的效果为大规模传播提供了关键的下一步 程序的一部分。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过渡前后的后果 学校，支持创新和建议的影响。了解这些机制 暗示该计划的功效将提高我们对如何促进健康和学校的理解 准备就绪。拟议的项目将提供一个丰富的数据集，有机会提出次要问题， 取决于ECFP的有效性以及与以下功能相关的其他探索性分析： 攻击和欺凌亚型。拟议项目有能力推进重大“高度优先”项目， Eunice Kennedy Shriver国家儿童健康和人类发展研究所（儿童） 发展与行为分支）：推进对社会、环境和生物因素的研究 影响适应性行为发展和学校运作。此外，这项工作与NICHD的 “高度优先”的研究领域，如：在高风险环境中的个人心理社会调整， 在经济和社会上处于不利地位的儿童的入学准备技能。