Do Children Displaying Different Profiles of Cognitive and Behavioral Self-Regulation Respond Differently to Early Education Programs?

表现出不同认知和行为自我调节能力的儿童对早期教育项目的反应是否不同？

• 批准号: 9912791
• 负责人: BENJAMIN LEWIS BAYLY
• 金额: $ 7.99万
• 依托单位: PENNSYLVANIA STATE UNIVERSITY, THE
• 依托单位国家: 美国
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-08-01 至 2023-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9912791
• 关键词: Adverse event; Affect; African American; American; Attention; Behavioral; Child; Child Rearing; Child Support; Chronic stress; Cognitive; Control Groups; Data; Development; Dose; Early Intervention; Economically Deprived Population; Education; Effectiveness; Emotional; Etiology; European; Exhibits; Exposure to; Female; Follow-Up Studies; Future; Growth; Head Start Program; Home environment; Impulsivity; Informal Social Control; Intervention; Link; Methodology; Nursery Schools; Outcome; Parents; Participant; Pattern; Performance; Plant Roots; Poverty; Probability; Process; Randomized Controlled Trials; Readiness; Recording of previous events; Regulation; Reporting; Risk; Sampling; Schools; Social Adjustment; Social Functioning; Socialization; Stress; Teacher Professional Development; Testing; Time; Training; Weight; base; classroom research; cognitive control; comparison intervention; curriculum enhancement; design; dose individualization; early childhood; education resources; educational atmosphere; elementary school; executive function; follow-up; improved; innovation; intervention effect; learning engagement; learning materials; lower income families; peer; person centered; programs; response; skills; social; social engagement; socioeconomic disadvantage; success; teacher; third grade

PROJECT SUMMARY To be successful in school, children need to control, direct, and shift their attention (cognitive self-regulation), and also control their impulses and interact appropriately with teachers and peers (behavioral self-regulation). Economically-disadvantaged children often grow up in circumstances that delay the development of their self- regulation skills. Theorists have postulated that exposure to high levels of chronic stress impedes growth in executive functions, contributing to pervasive profiles of cognitive and behavioral dysregulation. However, children may also show other patterns of self-regulation deficits, such as behavioral dysregulation alone that may have different developmental roots. A few studies suggest that children with self-regulation deficits may need and particularly benefit from enriched preschool interventions. However, there is a need to better understand how preschool profiles of self-regulation may differentially affect intervention response and longer- term benefits. Children exhibiting profiles of pervasive cognitive and behavioral dysregulation may have different early intervention needs than children exhibiting behavioral dysregulation alone. The proposed study will test the developmental hypothesis that different preschool dysregulation profiles are associated with different levels of early risk exposure and show differential predictive links to later elementary school functioning in academic and social-behavioral domains (Aim 1). The study will also test the hypothesis that preschool dysregulation profiles influence the effectiveness of classroom-based and parent-focused preschool interventions (Aim 2). Data comes from two randomized-controlled trials evaluating the Head Start REDI- Classroom (REDI-C) and Head Start REDI-Parent (REDI-P) interventions. An initial latent profile analysis (LPA) of direct observations and teacher reports revealed two unique profiles of self-regulation difficulties in this sample: pervasive cognitive-behavioral dysregulation and behavioral dysregulation only, along with two non-problematic profiles (average and high self-regulation). Participants’ (N = 566; 58% European American, 25% African American, 19% Latinx, 51% female, Mage = 4.67 years) posterior probabilities will be used to weight the likelihood of profile membership using the innovative BCH step-3 approach. With the control group sample, analyses will compare profile groups on early childhood risk exposure and, using growth curve analyses, assess links between preschool profile and trajectories of academic and social-behavioral adjustment through 3rd grade (Aim 1). Comparisons of the intervention and control groups will then illuminate how children with different preschool self-regulation skills responded to the two types of intervention (Aim 2). It is anticipated that the classroom program alone might provide sufficient intervention support for children with behavioral dysregulation profiles, whereas the more intensive classroom and parent program combined may be needed to help children exhibiting the pervasive dysregulation profile. Results will inform future targeted intervention efforts with economically-disadvantaged children designed to generate lasting school success.

项目总结 为了在学校取得成功，孩子们需要控制、指导和转移他们的注意力(认知自我调节)， 并控制他们的冲动，适当地与老师和同龄人互动(行为自律)。 经济困难的儿童往往在延缓他们自我发展的环境中长大。 监管技巧。理论家们推测，暴露在高水平的慢性压力下会阻碍人的生长 执行功能，导致普遍存在的认知和行为失调。然而， 儿童也可能表现出其他形式的自我调节缺陷，例如仅行为调节障碍 可能有不同的发育根源。一些研究表明，有自我调节缺陷的儿童可能 需要并特别受益于丰富的学前干预。然而，有必要更好地 了解学龄前儿童的自我调节特征可能如何不同地影响干预反应和更长时间- 定期福利。表现出普遍的认知和行为失调特征的儿童可能有 不同的早期干预需求不同于仅表现出行为失调的儿童。建议进行的研究 将检验发育假说，即不同的学龄前调节失调特征与 不同程度的早期风险暴露，并显示出与小学后期的不同预测联系 在学术和社会行为领域发挥作用(目标1)。这项研究还将检验这一假设 学龄前调节障碍对以课堂为基础和以家长为中心的学前教育效果的影响 干预措施(目标2)。数据来自两个评估Head Start REDI的随机对照试验- 课堂(REDI-C)和学前教育(REDI-P)干预。一种初步的潜在剖面分析 (LPA)的直接观察和教师报告揭示了自我调节困难的两个独特的侧面 这个样本：普遍存在的认知-行为失调和行为失调，以及两个 没有问题的档案(中等自律和高度自律)。参与者(N=566；58%是欧洲裔美国人， 25%非裔美国人，19%拉丁裔，51%女性，MAGE=4.67岁)后验概率将用于 使用创新的BCH STEP-3方法对简档成员的可能性进行加权。与对照组比较 样本，分析将比较儿童早期风险暴露的概况组，并使用增长曲线 分析、评估学龄前儿童概况与学业和社会行为发展轨迹之间的联系 通过三年级的调整(目标1)。然后，干预组和控制组的比较将说明 不同学龄前自我调节能力的儿童对这两种干预的反应(目标2)。它 预计单是课堂计划就可以为患有疾病的儿童提供足够的干预支持 行为失调概况，而更密集的课堂和家长计划结合在一起可能 需要帮助表现出普遍的调节失调特征的儿童。结果将通知未来的目标 对经济困难儿童的干预努力，旨在产生持久的学校成功。