Strengthening Parenting, Young Children's Social-Behavioral Competence, and Kindergarten Readiness in Schools Serving Low-Income Communities

加强为低收入社区服务的学校的育儿、幼儿的社会行为能力和幼儿园准备

• 批准号: 10585649
• 负责人: Amie F Bettencourt
• 金额: $ 71.86万
• 依托单位: JOHNS HOPKINS UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-09-01 至 2028-06-30
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10585649
• 关键词: Address; Adoption; Affect; Baltimore; Behavioral; COVID-19; COVID-19 pandemic; Chicago; Child; Child Rearing; Child Support; Child Welfare; Chronic; Cities; Communities; Competence; Data; Development; Economics; Education; Effectiveness; Emotional; Emotions; Exhibits; Family; Foundations; Growth; Growth and Development function; Human Resources; Hybrids; Inequity; Instruction; Intervention; Learning; Learning Skill; Link; Low income; Maryland; Mediating; Mental Health; Methods; National Institute of Child Health and Human Development; Nursery Schools; Outcome; Parents; Personal Satisfaction; Persons; Problem Solving; Problem behavior; Program Effectiveness; Quality of life; Race; Randomized; Reach, Effectiveness, Adoption, Implementation, and Maintenance; Readiness; Research Support; Resources; Role; Rural; Schools; Students; Testing; behavioral health; cluster randomized design; cost; cost effectiveness; design; disability; early childhood; effectiveness/implementation trial; evidence base; experience; externalizing behavior; improved; informant; kindergarten; pandemic disease; physical conditioning; post intervention; programs; rural poverty; school district; skills; social; social emotional learning; social interventions; success; teacher; therapy design; uptake; urban poverty; virtual; virtual group

ABSTRACT Social, emotional, and behavioral (SEB) problems are among the most common chronic disabilities affecting children growing up in urban and rural poverty. They also have implications for children’s school success as they affect essential social-emotional learning skills such as the ability to comply with rules, follow instructions, regulate emotions, and get along with others. These essential skills are first learned before kindergarten (K) entry, in the context of a supportive, responsive, and consistent parenting relationship. To date, universal school-based interventions to improve young children’s social-emotional learning have primarily targeted students and teachers. Yet, parents are the central figures in young children’s lives and they need to be equal partners with schools in promoting SEB skills. This study seeks to improve children’s SEB competence and K readiness by strengthening parent engagement and parenting skills in early childhood education during prekindergarten (PreK). This hybrid Type 2 effectiveness-implementation trial will rigorously evaluate the effects of an evidence-based parenting program, called the Chicago Parent Program (CPP), implemented in PreK on K outcomes in urban and rural Title 1 schools in Maryland. Effectiveness Aims: Using a cluster randomized design (N=30 schools, 840 families; >90% low-income), we will examine the effects of CPP offered universally to Title 1 PreK parents on a) children’s SEB competence, parent engagement, and parenting skills; and b) K readiness, chronic absence, and grade retention in K. We will also examine the mechanisms underlying those effects. Schools will be stratified by rural vs urban district then randomized to experimental (CPP) or control (usual practice) conditions. Data will be collected from multiple informants (parents, teachers, CPP group leaders, school personnel, district administrative data). Implementation Aim: Using the RE-AIM framework and a mixed methods approach, we will assess CPP reach, effectiveness, acceptability, adoption, implementation, cost-effectiveness, and sustainability when offered in different formats (virtual CPP groups vs in-person CPP groups) and contexts (urban vs rural schools). Schools will participate for 2 years with experimental schools offering CPP twice, once in a virtual group format and once in an in- person group format (format counterbalanced), giving us the ability to compare a range of outcomes associated with uptake, acceptability, cost, and sustainability by CPP format in low-resource rural and urban contexts. This study addresses the NICHD priority to test developmentally informed interventions designed to ameliorate early adverse environmental effects on children and optimize their growth, development, and SEB wellbeing. Children’s SEB health and school success are inextricably linked and both are adversely affected by racial and economic inequities that have been exacerbated by the COVID-19 pandemic, heightening the urgency of this research for supporting children, families, and schools.

摘要 社会，情绪和行为（SEB）问题是影响最常见的慢性残疾之一。 在城市和农村贫困中成长的儿童。他们也对孩子们的学校成功有影响， 他们影响基本的社会情感学习技能，如遵守规则的能力，遵循指示， 调节情绪，与他人沿着。这些基本技能是在幼儿园（K）之前首先学习的。 进入，在一个支持的背景下，响应，和一贯的养育关系。迄今为止， 以学校为基础的干预措施，以改善幼儿的社会情感学习，主要针对 学生和老师。然而，父母是幼儿生活的中心人物，他们需要平等 与学校合作，促进SEB技能。本研究旨在提高儿童的SEB能力和K 通过加强父母在幼儿教育中的参与和育儿技能， 学前班（PreK）。这种混合型2型有效性实施试验将严格评估 一项名为芝加哥家长计划（CPP）的循证育儿计划的效果， 在马里兰州的城市和农村标题1学校的K结果PreK。有效性目标：使用群集 随机设计（N=30所学校，840个家庭; >90%低收入），我们将检查CPP的效果 普遍提供给标题1 PreK家长对a）儿童的SEB能力，家长参与， 父母教养技能;和B）K准备，长期缺席，并在K级保持。我们亦会研究 这些影响背后的机制。学校将按农村和城市地区分层，然后随机分配到 实验（CPP）或对照（通常实践）条件。数据将从多个线人那里收集 （家长、教师、CPP组长、学校人员、区行政数据）。实施目标： 使用RE-AIM框架和混合方法，我们将评估CPP的范围，有效性， 以不同形式提供时的可接受性、采用性、实施性、成本效益和可持续性 （虚拟CPP组与面对面CPP组）和背景（城市与农村学校）。学校将参与 两年来，实验学校提供了两次CPP，一次是虚拟小组形式，一次是在线形式， 人组格式（平衡格式），使我们能够比较一系列结果 与低资源农村和城市的CPP格式的吸收，可接受性，成本和可持续性相关 contexts.本研究讨论了NICHD优先测试发育知情干预措施，旨在 改善环境对儿童的早期不利影响，优化他们的生长、发育和SEB 幸福儿童的SEB健康和学校的成功是密不可分的，两者都受到不利影响， COVID-19大流行加剧了种族和经济不平等，加剧了 这项研究对支持儿童、家庭和学校的紧迫性。