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

第一步：对有破坏性行为的学龄前儿童进行家庭/学校干预

• 批准号: 8189290
• 负责人: EDWARD GUSTAV FEIL
• 金额: $ 56.87万
• 依托单位: OREGON RESEARCH INSTITUTE
• 依托单位国家: 美国
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-12-01 至 2013-11-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8189290
• 关键词: Academic achievement; Adaptive Behaviors; Adolescence; Adolescent; Adult; Advocate; African; Aggressive behavior; Australia; Behavior; Behavior Disorders; Behavioral; Canada; Caregivers; Characteristics; Child; Child Behavior; Collaborations; Communities; Consultations; Consumer Satisfaction; Cost-Benefit Analysis; Dependence; Development; Disease; Early treatment; Employment; Environment; Europe; European; Exposure to; Family; Focus Groups; Foundations; Future; Goals; Head Start Program; Hispanic Americans; Home environment; Hospitalization; Household; Impairment; Interpersonal Relations; Intervention; Longitudinal Studies; Low income; Maintenance; Measures; Mediating; Mental Health; Neighborhoods; New Zealand; Nursery Schools; Oppositional Defiant Disorder; Outcome; Parent-Child Relations; Parents; Participant; Pattern; Preschool Child; Prevalence; Problem behavior; Procedures; Randomized Controlled Trials; Readiness; Research; Research Personnel; Risk; Risk Factors; Schools; Secondary Prevention; Services; Site; Social Welfare; Social Workers; Staging; Student Dropouts; Students; Testing; Time; Walkers; Youth; anti social; base; career; cost; design; dosage; early childhood; externalizing behavior; high risk; improved; intervention effect; intervention program; kindergarten; life course persistent; mortality; peer; programs; remediation; research and development; skills; social; social skills; success; teacher; therapy design

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.

项目总结/摘要 精神卫生领域目前面临着减少反社会行为流行的挑战。 儿童的行为。患有行为和对立违抗性障碍的儿童需要付出巨大的努力， 补救措施纵向研究表明，增加反社会行为和社会障碍， 能力技能通常是未来适应问题的预兆，在一些领域，包括 心理健康、人际关系、就业和学业成绩。纵向研究 美国青少年反社会行为模式的发展，加拿大、澳大利亚、新西兰和 欧洲在显示从早期暴露到家庭、邻里和家庭中的风险因素的道路上趋同， 社区环境、学校行为表现、青少年犯罪和辍学， 最后是一系列成人适应问题，包括福利依赖，犯罪，婚姻困难， 就业问题和较高的住院死亡率。关键是要将处于危险中的儿童从这一点上转移出来， 通过早期的协调干预，尽快在他们的生活和学校生涯中走上正确的道路， 父母和照顾者，老师和同龄人。学前教育（例如：Head Start）是实现 这项工作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幼儿计划的有效使用 为低收入儿童提供服务（例如，Head Start）。第一步是家庭和学校的合作干预 计划，由行为教练提供，持续约三个月，这是面向定期 幼儿园的教室设置，旨在帮助处于危险之中的儿童获得最好的开始， 学校生涯。第一步是早期干预，旨在实现二级预防目标， 在学校教育的背景下。第一步计划的改编版本将提供头部 为消费者、员工和专业人士提供一个经过验证的干预方案， 益处：1）改善和/或消除严重的行为问题，例如攻击性、对抗性， 蔑视，以及其他新出现的反社会行为和外化行为障碍的指标，2） 大幅度提高入学准备，3）改善目标儿童的至关重要的 与父母和照顾者、教师和同龄人等主要社会行为者的关系。项目叙述 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， 比如说“先声夺人”这个学前版本的第一步计划将提供领先的消费者， 工作人员和专业人员提供经证实的干预方案，将产生以下好处：1）改善 和/或消除严重的行为问题，如侵略，反对-蔑视，和其他指标 新出现的反社会行为和外化行为障碍，2）大大改善了学校 3）改善目标儿童与关键社会主体的重要关系 家长、看护者、老师和同龄人。