EFFICACY OF COMMUNITY-BASED PARENT/TEACHER TRAINING

描述：(改编自调查人员摘要)目的 该项目是为了测试一个全面的、以社区为基础的 为幼儿(2-3岁)的父母和日托教师提供视频干预 老年人)行为问题的风险增加。300名家庭和教师 蹒跚学步的儿童(96%)在芝加哥10个有执照的日托中心注册 为低收入家庭服务的家庭将参加家长+教师培训 干预性研究。这一干预旨在增加积极的 亲子互动、师生互动，助力积极向上 管理策略，提高儿童的社交能力，减少 行为问题。家长和老师将由日托中心指派 干预组和非干预组。150个家庭将获得 家长培训，75个家庭将只接受教师培训，以及 75个家庭将作为对照。同时，74名日托教师 幼儿将接受教师培训，37名日托教师将担任 控制。参与者将在干预前接受评估， 干预后，在干预后6个月和1年使用 自我报告法、教师报告法和观察法。中涵盖的主题 为期12周的培训计划包括1)如何与孩子玩耍；2) 帮助您的孩子学习；3)表扬和奖励；4)有效的限制设置； 5)处理不当行为；6)有效沟通；7)解决问题；以及 8)给予和获得支持。之前的研究一直以来都是 通过SELECT演示了该家长培训计划的有效性 人口。这项研究将以这些发现为基础，通过评估其 功效：1)对于有年幼子女的少数民族家庭；2) 促进健康的亲子关系和师生关系；3)在 以社区为基础的日托环境；4)作为预防干预措施 幼儿的照顾者有更高的行为问题风险； 5)作为培训日托教师的典范。这项研究是一致的 随着1995年NINR研究的优先事项，开发和测试社区基础 旨在促进获得、利用和提高健康质量的模式 由服务不足的人群提供的服务。

DESCRIPTION: (Adapted from investigator's abstract) The purpose of this project is to test the effectiveness of a comprehensive, community-based video intervention for parents and daycare teachers of toddlers (2-3 years old) at increased risk for behavior problems. Families and teachers of 300 toddlers (96% minority) enrolled in 10 Chicago licensed daycare centers serving low-income families will participate in a parent + teacher training intervention study. This intervention is designed to increase positive parent-child and teacher-child interactions, promote positive child management strategies, improve children's social competence, and reduce behavior problems. Parents and teachers will be assigned by daycare center to intervention and non-intervention groups. 150 families will receive parent training, 75 families will be exposed to teacher training only, and 75 families will serve as controls. Concurrently, 74 daycare teachers of toddlers will receive teacher training and 37 daycare teachers will serve as controls. Participants will be assessed at pre-intervention, post-intervention, and at 6 months and 1 year post-intervention using self-report, teacher-report, and observational methods. Topics covered in the 12-week training program include 1) How to Play with Your Child; 2) Helping Your Child Learn; 3) Praise and Rewards; 4) Effective Limit-Setting; 5) Handling Misbehavior; 6) Effective Communication; 7) Problem-Solving; and 8) Giving and Getting Support. Previous research has consistently demonstrated the effectiveness of this parent training program with select populations. This study will build upon these findings by evaluating its efficacy: 1) with minority families of very young children; 2) for promoting healthy parent-toddler and teacher-toddler relationships; 3) in a community-based daycare setting; 4) as a prevention intervention with caregivers of toddlers at heightened risk for developing behavior problems; and 5) as a model for training daycare teachers. This study is consistent with the 1995 NINR research priority to "develop and test community-base models designed to promote access to, utilization of, and quality of health services by underserved populations."