Children's Social and Academic Competence: Integrating Genetically Informed and Prevention Research

儿童的社会和学术能力：整合遗传信息和预防研究

• 批准号: 9396427
• 负责人: Amanda Mary Griffin
• 金额: $ 6.12万
• 依托单位: UNIVERSITY OF OREGON
• 依托单位国家: 美国
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-03-15 至 2021-03-14
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9396427
• 关键词: Academic skills; Accounting; Address; Adoption; Adverse effects; Affect; Age; Birth; Characteristics; Child; Child Development; Child Rearing; Competence; Data; Development; Discipline; Effectiveness; Environment; Equation; Family; Foundations; Future; Genes; Genetic; Genotype; Goals; Growth and Development function; Individual; Interpersonal Relations; Intervention; Intervention Studies; Link; Long-Term Effects; Measures; Methodology; Modeling; Nursery Schools; Parent-Child Relations; Parents; Prevention; Prevention Research; Prevention program; Process; Randomized; Readiness; Research; Research Personnel; Risk; Role; Sampling; Schools; Science; Shapes; Social skills development; Testing; Training; Translating; Translations; United States; Work; adopted child; base; contextual factors; design; genetic makeup; improved; infancy; interdisciplinary approach; kindergarten; literacy; offspring; peer; peer influence; programs; prospective; response; skill acquisition; skills; social; social skills; translational approach

Project Abstract/Summary1 Family-based research has established a foundational understanding that parenting practices facilitate school readiness (e.g., child social skills, academic competence).1–3 This evidence has been used to develop prevention programs that facilitate successful entry into formal schooling.4–8 However, prevention programs focused on school readiness are not universally effective.7,9–12 Programs must account for multiple contextual factors that shape the development of social skills and academic competence (e.g., child characteristics, parent–child interactions, peer relationships) and include genetic influences to be effective.13 Genetically informed designs have the potential to contribute to the development of effective prevention programs by providing information about the distinct genetic and environmental influences on child development in two majors ways. The first is by accounting for genetically influenced child characteristics that have been shown to moderate the effectiveness of prevention programs.14–16 Social skills,17 academic competence,18 parent–child relationships,19,20 and peer relationships21–23—all critical to school readiness—have known genetic influences. The second is by accounting for genetically influenced characteristics that have been found to evoke responses from parents and peers and influence the peers children select.24–33 The activities in this application will disentangle genetic and environmental influences on children’s positive parent and peer relationships and apply these findings to an existing prevention program. Analysis of a longitudinal prospective adoption design will clarify gene–environment interplay by examining (1) the extent to which positive parent and peer relationships are child, parent, or peer driven; (2) the extent to which genetic influences on child characteristics affect positive parent and peer relationships; and (3) how positive relationships affect later social skills and academic competence. Findings from the first study will then be used to formulate hypotheses for the second study. This translational approach will use an existing randomized prevention program to test whether child characteristics and/or positive relationships (previously identified as genetically and/or environmentally influenced) serve as mechanisms of change for the development of social skills and academic competence. Advanced longitudinal analytic strategies, including structural equation modeling and complier average causal effect, will be used to achieve the proposed aims. The interdisciplinary approach of this proposed study will refine a conceptual model that integrates genetic and environmental influences on child characteristics, parent–child relationships, peer relationships, and child social and academic development. The proposed work will also provide training in child development, gene–environment interplay, translation of findings to prevention science, and prevention methodology. As such, it will facilitate my long-term goal of using a developmentally sensitive and genetically informed framework that can be translated to prevention science to elucidate salient mechanisms to develop, adapt, and evaluate future prevention programs.

项目摘要/摘要1 基于家庭的研究已经建立了一个基本的理解，父母的养育实践有助于 入学准备情况(例如，儿童社交技能、学习能力)1-3这一证据已被用来发展 促进成功进入正规学校的预防方案。4-8然而，预防方案 专注于入学准备并不是普遍有效的。7、9-12计划必须考虑到多个背景 影响社交技能和学习能力发展的因素(例如，儿童的特点， 亲子互动、同伴关系)，并包括有效的遗传影响。 知情设计有可能通过以下方式有助于制定有效的预防方案 提供关于遗传和环境对儿童发育的不同影响的信息 主要方式。第一种是考虑到受基因影响的儿童特征，这些特征已经被证明 适中预防计划的有效性。14-16项社交技能，17项学习能力，18项亲子关系 人际关系、19岁、20岁和21-23岁的同龄人关系--这些都是上学准备的关键--都有已知的遗传影响。 第二种是通过考虑基因影响的特征，这些特征已经被发现可以唤起 来自父母和同龄人的回应，并影响孩子们选择的同龄人。24-33本申请中的活动 将理清遗传和环境对儿童积极的父母和同伴关系的影响，并 将这些发现应用于现有的预防计划。一种纵向前瞻性收养设计的分析 将通过检查(1)积极的父母和同龄人在多大程度上阐明基因-环境的相互作用 关系是由孩子、父母或同伴驱动的；(2)基因对孩子特征的影响程度 影响积极的父母和同伴关系；以及(3)积极的关系如何影响以后的社交技能和 学术能力。第一项研究的结果将被用来为第二项研究制定假设 学习。这一转换方法将使用现有的随机预防计划来测试儿童 特征和/或积极关系(以前被确认为遗传和/或环境方面的 影响)是社交技能和学术能力发展的变革机制。 高级纵向分析策略，包括结构方程建模和编译器平均因果关系 效果，将被用来实现拟议的目标。这项拟议研究的跨学科方法将 完善一个概念模型，将遗传和环境对儿童特征的影响结合起来， 亲子关系、同伴关系以及孩子的社会和学业发展。拟议中的工作 还将提供关于儿童发展、基因-环境相互作用、将研究结果转化为预防的培训 科学和预防方法论。因此，它将促进我的长期目标，即使用发展性的 敏感和遗传信息框架，可转化为预防科学，以阐明显著的 制定、适应和评估未来预防计划的机制。