Problems and Competence under Age5: School Transition

描述：(改编自《调查者摘要》)每五个学生中就有一个 这个国家的学校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，并最终干预 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先兆通常始于 婴儿期和学步期。在我们目前资助的研究中，信息是 收集关于社会情绪和行为问题以及能力的信息， 语言习得与种族差异的心理社会风险， 1岁和2岁儿童的代表性样本。我们取得了回应 我们第一年的保留率为80%，在我们的 数据收集的第二年。初步调查结果表明， 11%-12%的人存在社交情绪和行为问题， 语言延迟的比例为17%。此外，有显著的稳定性在 在一年的时间里，61%的儿童坚持 对于他们的年龄和性别来说，问题行为的极端10%。 在交易型生态模式下工作，并由发展中的 精神病理学，我们建议遵循这一独特和多样化的样本 孩子们。具体地说，使用纵向丰富的样本设计，我们建议 家长和教师(N-1093-1158)对儿童社交情绪的调查 问题和能力、语言能力、学校功能和生态 当孩子在幼儿园时，就会有风险。使用有关情感的信息！ 行为问题和语言功能，这是高中儿童的一个亚样本 精神病理学和学校适应问题的风险，以及一些儿童 低风险将被确定为纳入幼儿园直接评估 2级(浓缩样品N-493至513)。该地区的儿童教师 丰富的样本将在二年级进行调查。 以下三个成果是拟议工作的重点：1) 情绪/问题行为；2)精神障碍；3)学校 调整。此外，我们还考察了儿童的直接和间接影响 能力、神经认知脆弱性、儿童性别和累积性 家庭/社区在情感上的风险！行为轨迹，精神病学 失调，以及学校适应中的问题。通过遵循这一独特的 通过向正规过渡的关键阶段的代表性出生队列 在学校里，我们希望了解在 情绪/行为发展，并收集急需的数据，以 告知及早识别、预防和干预工作。

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.