Preventing Conduct Problems in Poor Urban Preschoolers

预防城市贫困学龄前儿童的行为问题

• 批准号: 8055501
• 负责人: Laurie Miller Brotman
• 金额: $ 41.21万
• 依托单位: NEW YORK UNIVERSITY SCHOOL OF MEDICINE
• 依托单位国家: 美国
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-04-11 至 2013-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8055501
• 关键词: 4 year old; Academic achievement; Accounting; Acculturation; Achievement; Address; African American; Aggressive behavior; Behavior; Child; Collaborations; Communities; Competence; Conduct Disorder; Data; Development; Diagnosis; Diagnostic; Disadvantaged; Discipline; Disease; Economically Deprived Population; Education; Educational process of instructing; Effectiveness; Emotional; Enrollment; Ethnic Origin; Family; Foundations; Funding; Home environment; Human Resources; Institutes; Intervention; Intervention Studies; Interview; Lead; Letters; Long-Term Effects; Longitudinal Studies; Low income; Measurement; Mediating; Mental Depression; Methods; Minority; Modeling; Nature; Neighborhoods; Nursery Schools; Oppositional Defiant Disorder; Outcome; Parenting behavior; Parents; Plant Roots; Positioning Attribute; Prevention; Preventive Intervention; Process; Public Health; Race; Randomized; Randomized Controlled Trials; Readiness; Relative (related person); Reporting; Research; Research Design; Risk; Risk Factors; Sampling; Sampling Studies; Schedule; Schools; Societies; Special Education; Stress; Students; Symptoms; System; Testing; Training; Work; anti social; base; cost; design; early childhood; elementary school; follow-up; high risk; improved; innovation; intervention effect; kindergarten; longitudinal analysis; modifiable risk; prevent; programs; randomized trial; satisfaction; science education; teacher; therapy design; therapy development; universal prevention; youth violence

DESCRIPTION (provided by applicant): To test the long-term effects of a family and school intervention for the prevention of conduct problems in African American children enrolled in Pre-K programs in public elementary schools in socio- economically disadvantaged, urban communities. Rationale: Evidence documents that early conduct problems carry significant liability. They predict later antisocial behavior, and confer major disadvantage to children, families, and society. This application addresses this important public health concern. Hypotheses: Compared to no-intervention control, universal intervention will lead to fewer conduct problems in 1st and 2nd grade and better school functioning by 3rd grade. Parenting practices, teaching practices, parent-school involvement and child socio-emotional competence are predicted to mediate intervention effects on conduct problems and school functioning. Child and family risk factors are expected to moderate intervention effects such that high- risk children reap greater benefits than low-risk children. Design: Children from 10 schools with Pre-K programs in disadvantaged neighborhoods randomized to universal intervention or to a no-intervention control condition (N = 1040 4-year-olds) will be assessed in 1st and 2nd grade via observations of aggressive behavior and rule violations in the classroom, diagnostic interviews and parent and teacher reports. Achievement testing will be conducted in 1st and 2nd grade with record review in 3rd grade. Universal Intervention includes: 1) ParentCorps: After-school groups for families of Pre-K students co-facilitated by school personnel to promote effective parenting practices, parent-school involvement and child socio-emotional competence; and 2) TeacherCorps: Training for Pre-K, K and 1st grade teachers and other school personnel in classroom management, promotion of socio-emotional competence, and strategies for building family-school partnerships.

描述（由申请人提供）：旨在测试家庭和学校干预对预防社会经济弱势城市社区公立小学学前班非洲裔美国儿童行为问题的长期影响。理由：有证据表明，早期行为问题负有重大责任。它们预测后来的反社会行为，并给儿童、家庭和社会带来重大不利。本申请解决了这一重要的公共卫生问题。假设条件：与无干预控制相比，普遍干预将导致一年级和二年级的行为问题减少，三年级的学校运作更好。亲职实践、教学实践、家长-学校参与和儿童社会情感能力对行为问题和学校功能的干预效果具有中介作用。儿童和家庭风险因素预计会缓和干预效果，使高风险儿童比低风险儿童获得更大的好处。设计图：来自10所学校的儿童与Pre-K计划在弱势社区随机普遍干预或无干预控制条件（N = 1040 4岁）将在第一和第二年级通过观察侵略行为和违反规则在课堂上，诊断访谈和家长和教师的报告进行评估。成绩测试将在一年级和二年级进行，并在三年级进行记录审查。普遍干预包括：1）ParentCorps：学前班学生家庭的课后小组由学校工作人员共同主持，以促进有效的育儿实践、家长与学校的参与和儿童的社会情感能力;和2）TeacherCorps：为学前班、幼儿园和一年级教师和其他学校人员提供课堂管理、促进社会情感能力以及建立家庭与学校合作伙伴关系的策略方面的培训。