Problems and Competence under Age5: School Transition

描述：（改编自研究者摘要）每五名学生中就有一名 有严重的心理健康问题。心理健康 心理社会问题干扰了学校的教育能力， 限制学生的学习和学业成绩，并最终干扰 个人在社会上取得成功的机会。社会情感和 小学早期问题的行为前兆通常始于开始， 婴儿和幼儿时期。在我们目前资助的研究中， 收集有关社会情绪和行为问题和能力的信息， 语言习得和心理社会风险， 1岁和2岁儿童的代表性样本。我们得到了回应 第一年的保留率为80%，第二年的留存率为92%。 数据收集的第二年。初步调查结果表明， 11- 12%的人有社会情绪和行为问题， 17%是因为语言障碍。此外，在以下方面具有显著稳定性： 在一年的时间里，61%的儿童坚持 在他们的年龄和性别中，问题行为的极端百分之十。 在交易生态模型中工作，并通过发展 精神病理学，我们建议遵循这一独特而多样的样本， 孩子具体而言，使用纵向富集样本设计，我们建议 调查家长和教师（N-1093至1158）关于儿童社会情感的 问题和能力，语言能力，学校运作，生态 孩子上幼儿园时的风险。使用有关情感的信息！ 行为问题和语言功能，高年级儿童的子样本 精神病理学和学校适应问题的风险， 低风险将被确定为包括在幼儿园的直接评估中 和2级（富集样品，N-493至513）。儿童教师 富集样品将在2级进行调查。 以下三个成果是拟议工作的重点：1） 情绪/问题行为; 2）精神疾病; 3）学校 加强结构性改革此外，我们还研究了儿童的直接和间接影响。 能力、神经认知脆弱性、儿童性别和累积 家庭/社区的情感风险！行为轨迹，精神病 以及学校适应方面的问题。通过遵循这一独特的 具有代表性的出生队列， 在学校教育中，我们希望了解学校教育的连续性和不连续性 情绪/行为发展，并收集急需的数据， 为早期识别、预防和干预工作提供信息。

DESCRIPTION: (adapted from Investigator's abstract) One in every five students in the Nation's schools has significant mental health problems. Mental health and psychosocial problems interfere with the ability of schools to educate, limit students' learning and academic performance, and ultimately interfere with individuals' opportunities to succeed in society. The social-emotional and behavioral precursors to the problems in early elementary school often begin in infancy and toddler hood. In our currently funded study, information was collected about social-emotional and behavioral problems and competencies, language acquisition, and psychosocial risk in an ethnically diverse, representative sample of 1- and 2- year old children. We achieved a response rate of 80 percent in our first year and a retention rate of 92 percent in our second year of data collection. Preliminary findings suggest a prevalence of 11-12 percent for social-emotional and behavioral problems and a prevalence of 17 percent for language delays. In addition, there was significant stability in problems over a 1-year period, with 61 percent of children persisting in the extreme 10th percentile for problem behaviors for their age and sex. Working within a transactional ecological model and informed by developmental psychopathology, we are proposing to follow this unique and diverse sample of children. Specifically, using a longitudinal enriched sample design, we propose to survey parents and teachers (N-1093 to 1158) about child social-emotional problems and competencies, language ability, school functioning, and ecological risk when children are in Kindergarten. Using information about emotional! behavior problems and language functioning, a subsample of children at high risk for psychopathology and school adjustment problems and some children at low risk will be identified for inclusion in Direct Assessments in Kindergarten and Grade 2 (Enriched Sample, N-493 to 513). Teachers of children in the Enriched Sample will be surveyed in Grade 2. The following three outcomes are the focus of the proposed work: 1) emotional/problem behaviors; 2) psychiatric disorders; and 3) school adjustment. Further, we examine the direct and indirect influences of child competence, neurocognitive vulnerability, child sex, and cumulative family/community risk on emotional! behavioral trajectories, psychiatric disorders, and problems in school adjustment. By following this unique representative birth cohort through the critical transition to formal schooling, we hope to understand continuities and discontinuities in emotional/behavioral development and to gather critically needed data that can inform early identification, prevention and intervention efforts.