Emotions Matter:Classroom-based Integrated Intervention

情绪很重要：基于课堂的综合干预

• 批准号: 7289219
• 负责人: C CYBELE RAVER
• 金额: --
• 依托单位: UNIVERSITY OF CHICAGO
• 依托单位国家: 美国
• 财政年份: 2003
• 资助国家: 美国
• 起止时间: 2003-09-29 至 2007-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7289219
• 关键词: Academic achievement; Achievement; Address; Adult; Affect; Age; Attention; Behavior; Behavioral; Chicago; Child; Child Care; Class; Classification; Climate; Clinical; Clinical Services; Communities; Community Mental Health Services; Competence; Complement; Condition; Consultations; Control Groups; Critiques; Data Set; Development; Disadvantaged; Education; Educational Curriculum; Educational process of instructing; Effectiveness of Interventions; Emotional; Emotions; Enrollment; Environment; Exhibits; Experimental Designs; Face; Family; Family Violence; Goals; Head Start Program; Intervention; Investments; Label; Language; Late Effects; Learning; Low income; Measures; Mediating; Mediator of activation protein; Mental Health; Methods; Modeling; Monitor; Morale; Neighborhoods; Numbers; Nursery Schools; Outcome; Outcome Measure; Parents; Pathway interactions; Performance; Policy Maker; Prevention; Prevention Research; Problem behavior; Process; Provider; Psychological reinforcement; Quality of Care; Randomized; Range; Rate; Readiness; Records; Relative (related person); Reporting; Research; Research Design; Research Personnel; Rewards; Risk; Risk Behaviors; Schools; Score; Self-control as a personality trait; Services; Site; Social Interaction; Stress; Structure; Students; Surveys; System; Taxes; Testing; Theoretical model; Time; Training; Violence; Week; Work; base; cost; day; design; dosage; early childhood; high school; improved; literacy; peer; programs; psychologic; psychosocial; size; skills; social; social skills; stressor; success; teacher

DESCRIPTION (provided by applicant): The principal aim of the proposed research is to improve low-income preschool-aged children's school readiness by decreasing their risk for behavioral problems through a set of classroom-based interventions. The following studies will determine whether emotionally- and behaviorally-focused interventions in preschool have a significant long-term impact an children's academic achievement in 1st grade (as measured by standardized tests. school records, and teacher reports) as well as on short-term language, pre-literacy, emotional, and behavioral outcomes, in the preschool and Kindergarten years. In the proposed research, eight Head Start sites in Chicago, IL (with 640 children enrolled in 32 classrooms) will be randomly assigned to four conditions of varying levels of treatment intensity. Classrooms' current use of an emotions-based curriculum offers a low-intensity "control" condition against which mare programmatically intensive interventions will be tested. In a second, moderate-intensity "teacher training/classroom quality" intervention condition, teachers will receive extensive training in effective management of children's disruptive behaviors, while also learning the skills support lower-risk children in developing emotional and behavioral self-control (Webster-Stratton, at al, 2002). In a third, high-intensity "cumulative stress/mental health consultation" intervention condition, mental health consultants will be placed in Head Start classrooms for two days a week, so that children's risk of emotional, behavioral, and academic difficulty can be reduced through appropriate service delivery, support and referral within early educational settings (Donahue, at al. 2000). A fourth, lower-cost, "teacher's aide" control condition will also be included in the proposed study design, to more conservatively estimate the impact of mental health consultation from the additional staffing that such a model offers. In addition, it is expected that the intervention's effect sizes will be substantially affected by two moderating influences, including 1) family and community levels of cumulative risk, and 2) the degree to which programs are implemented, conceptualized as "dosage" of treatment administered in each setting. In short, which of these intervention approaches represents the best investment in young children's chances for later school success? Which offers the largest long-term benefits to young children's emotional and behavioral adjustment and later school readiness? The studies outlined in this application will answer these pressing empirical questions using direct assessments of children's emotional and behavioral adjustment, language and pre-literacy skills. This project's use of direct child assessments will be complemented by the inclusion of parent and teacher report, children's grades, use of special services, and standardized achievement test scores from preschool through 1 grade.

描述（由申请人提供）：拟议研究的主要目的是通过一套以课堂为基础的干预措施，降低低收入学龄前儿童行为问题的风险，以提高他们的入学准备。以下研究将确定学前教育中以情绪和行为为重点的干预措施是否对一年级儿童的学业成绩有显著的长期影响（通过标准化考试衡量）。学校记录和教师报告）以及学前和幼儿园阶段的短期语言、识字前、情感和行为结果。 在拟议的研究中，位于伊利诺伊州芝加哥的8个先行教育点（32个教室招收了640名儿童）将被随机分配到不同治疗强度水平的4个条件下。教室目前使用的情感为基础的课程提供了一个低强度的“控制”条件下，对马编程密集的干预措施将进行测试。在第二种中等强度的“教师培训/课堂质量”干预条件下，教师将接受有效管理儿童破坏性行为的广泛培训，同时还学习支持低风险儿童发展情感和行为自我控制的技能（Webster-Stratton等人，2002年）。在第三种高强度的“累积压力/心理健康咨询”干预条件下，心理健康顾问将每周在Head Start教室工作两天，以便通过适当的服务来降低儿童出现情绪、行为和学业困难的风险早期教育环境中的支持和转介（Donahue等人，2000）。第四，成本较低，“教师的助手”控制条件也将包括在拟议的研究设计，更保守地估计心理健康咨询的影响，从额外的人员配备，这样一个模型提供。此外，预计干预措施的效果大小将受到两个调节因素的显著影响，包括1）家庭和社区累积风险水平，以及2）计划实施的程度，概念化为每种情况下给予的治疗“剂量”。 简而言之，这些干预方法中哪一种是对幼儿日后学业成功机会的最佳投资？ 哪一项对幼儿的情绪和行为调整以及以后的入学准备有最大的长期益处？ 在这个应用程序中概述的研究将回答这些紧迫的经验问题，使用儿童的情绪和行为调整，语言和识字前技能的直接评估。 该项目采用的直接儿童评估将辅之以纳入家长和教师报告、儿童成绩、特殊服务的使用以及从学前班到一年级的标准化成绩测试分数。