Preventing Conduct Problems in Poor Urban Preschoolers

描述（由申请人提供）：旨在测试家庭和学校干预对预防社会经济弱势城市社区公立小学学前班非洲裔美国儿童行为问题的长期影响。理由：有证据表明，早期行为问题负有重大责任。他们预测以后的反社会行为，并赋予儿童，家庭和社会的主要不利因素。本申请解决了这一重要的公共卫生问题。假设：与无干预控制相比，普遍干预将导致一年级和二年级的行为问题减少，三年级的学校运作更好。亲职实践、教学实践、家长-学校参与和儿童社会情感能力对行为问题和学校功能的干预效果具有中介作用。儿童和家庭风险因素预计会缓和干预效果，使高风险儿童比低风险儿童获得更大的好处。设计图：来自10所学校的儿童与Pre-K计划在弱势社区随机普遍干预或无干预控制条件（N = 1040 4岁）将在第一和第二年级通过观察侵略行为和违反规则在课堂上，诊断访谈和家长和教师的报告进行评估。成绩测试将在一年级和二年级进行，并在三年级进行记录审查。普遍干预包括：1）ParentCorps：学前班学生家庭的课后小组，由学校工作人员共同协助，以促进有效的家长做法，家长与学校的参与和儿童的社会情感能力;和2）教师团：为学前班，K和一年级教师和其他学校工作人员提供课堂管理，促进社会情感能力和建立家庭与学校伙伴关系的战略培训。

DESCRIPTION (provided by applicant): To test the long-term effects of a family and school intervention for the prevention of conduct problems in African American children enrolled in Pre-K programs in public elementary schools in socio- economically disadvantaged, urban communities. Rationale: Evidence documents that early conduct problems carry significant liability. They predict later antisocial behavior, and confer major disadvantage to children, families, and society. This application addresses this important public health concern. Hypotheses: Compared to no-intervention control, universal intervention will lead to fewer conduct problems in 1st and 2nd grade and better school functioning by 3rd grade. Parenting practices, teaching practices, parent-school involvement and child socio-emotional competence are predicted to mediate intervention effects on conduct problems and school functioning. Child and family risk factors are expected to moderate intervention effects such that high- risk children reap greater benefits than low-risk children. Design: Children from 10 schools with Pre-K programs in disadvantaged neighborhoods randomized to universal intervention or to a no-intervention control condition (N = 1040 4-year-olds) will be assessed in 1st and 2nd grade via observations of aggressive behavior and rule violations in the classroom, diagnostic interviews and parent and teacher reports. Achievement testing will be conducted in 1st and 2nd grade with record review in 3rd grade. Universal Intervention includes: 1) ParentCorps: After-school groups for families of Pre-K students co-facilitated by school personnel to promote effective parenting practices, parent-school involvement and child socio-emotional competence; and 2) TeacherCorps: Training for Pre-K, K and 1st grade teachers and other school personnel in classroom management, promotion of socio-emotional competence, and strategies for building family-school partnerships.