First Step: Home/School Intervention for Preschoolers with Disruptive Behaviors

项目摘要/摘要 心理健康领域目前面临着减少反社会盛行的挑战。 儿童的行为。患有品行障碍和对立违抗障碍的儿童需要付出巨大的努力 补救措施。纵向研究表明，反社会行为和社会功能障碍的增加 能力技能通常是未来调整问题的先兆，在许多领域包括 心理健康、人际关系、就业和学业成就。对中国经济的纵向研究 美国、加拿大、澳大利亚、新西兰和新西兰青少年反社会行为模式的研究进展 欧洲一致展示了一条道路，从早期暴露于家庭、邻居和 社区环境，学校的行为表现，青少年的犯罪和辍学， 最后是一系列成人适应问题，包括福利依赖、犯罪行为、婚姻困难、 就业问题和更高的住院死亡率。让处于危险中的儿童远离这一点是至关重要的 通过早期、协调的干预措施，在他们的生活和学校职业生涯中尽快走上这条道路 父母和照顾者，老师和同龄人。学前班(例如，先头计划)是完成以下任务的理想环境 这项任务是与家庭合作完成的。 该提案概述了五年的研究和开发活动，这些活动将适应和评估 成功的第一步早期干预计划的有效性与儿童早期计划的有效使用 为低收入儿童提供服务(例如，先行计划)。第一步是家庭和学校的协作干预 由行为教练提供的为期约三个月的计划，适用于常规培训 幼儿园教室设置，旨在帮助高危儿童在他们的 学校的职业生涯。第一步是早期干预，旨在实现二级预防目标和 在学校教育背景下取得的成果。第一步计划的改编版本将提供Head 从消费者、员工和专业人员开始使用经过验证的干预选项，该选项将产生以下结果 好处：1)改善和/或消除严重的行为问题，如攻击、反对- 挑衅，以及出现反社会行为和外化行为障碍的其他指标，2) 极大地改善了就学准备，以及3)改善了目标儿童至关重要的 与父母和照顾者、教师和同龄人等关键社会代理人的关系。项目叙事 该提案概述了五年的研究和开发活动，这些活动将适应和评估 成功的第一步早期干预计划与儿童早期计划一起有效使用的有效性， 比如先行先试。这个学龄前版本的第一步计划将为消费者提供领先的机会， 具有经过验证的干预选项的工作人员和专业人员，将产生以下好处：1)改进 和/或消除严重的行为问题，如攻击性、反抗和其他指标 新出现的反社会行为和外化行为障碍，2)显著改善了学校 准备，以及3)目标儿童与关键社会代理人之间至关重要的关系的改善 父母和照顾者、老师和同龄人的关系。

PROJECT SUMMARY/ABSTRACT The mental health field is currently faced with the challenge of reducing the prevalence of antisocial behavior in children. Children with conduct and oppositional defiant disorders require a substantial effort for remediation. Longitudinal research indicates that increased antisocial behavior and impairments in social competence skills often serve as harbingers of future adjustment problems in a number of domains including mental health, interpersonal relations, employment, and academic achievement. Longitudinal studies of the progression of antisocial behavior patterns among youth in the U.S., Canada, Australia, New Zealand and Europe converge in showing a path leading from early exposure to risk factors in family, neighborhood and community contexts, to behavioral manifestations in school, to delinquency and school dropout in adolescence, and finally to a host of adult adjustment problems including welfare dependence, criminality, marital difficulties, employment problems and higher hospitalization-mortality rates. It is critical to divert at-risk children from this path as soon as possible in their lives and school careers through early, coordinated interventions involving parents and caregivers, teachers and peers. Preschool (e.g. Head Start) is an ideal setting for accomplishing this task in collaboration with families. This proposal outlines five years of research and development activities that will adapt and assess the efficacy of the First Step to Success early intervention program for effective use with early childhood programs serving low-income children (e.g., Head Start). First Step is a collaborative home and school intervention program, delivered by a behavioral coach and lasting approximately three months, that is geared for regular kindergarten classroom settings and designed to help at-risk children get off to the best start possible in their school careers. First Step is an early intervention designed to achieve secondary prevention goals and outcomes within the context of schooling. The adapted version of the First Step program would provide Head Start consumers, staff and professionals with a proven intervention option that will produce the following benefits: 1) amelioration and/or elimination of serious behavior problems such as aggression, opposition- defiance, and other indicators of emerging antisocial behavior and externalizing behavior disorders, 2) substantially improved school readiness, and 3) improvements in the target child's critically important relationships with the key social agents of parents and caregivers, teachers and peers. PROJECT NARRATIVE This proposal outlines five years of research and development activities that will adapt and assess the efficacy of the First Step to Success early intervention program for effective use with early childhood programs, such as Head Start. This preschool version of the First Step program would provide Head Start consumers, staff and professionals with a proven intervention option that will produce the following benefits: 1) amelioration and/or elimination of serious behavior problems such as aggression, opposition- defiance, and other indicators of emerging antisocial behavior and externalizing behavior disorders, 2) substantially improved school readiness, and 3) improvements in the target child's critically important relationships with the key social agents of parents and caregivers, teachers and peers.