Preventing Conduct Problems in Poor Urban Preschoolers

描述（由申请人提供）：测试家庭和学校干预在预防非裔美国儿童的行为问题方面的长期影响，这些儿童就读于社会经济处于不利地位的城市社区的公立小学学前教育项目。理由：证据文件表明，早期的行为问题会带来重大责任。它们预示着后来的反社会行为，并给孩子、家庭和社会带来重大的不利影响。本应用程序解决了这一重要的公共卫生问题。假设：与无干预控制相比，普遍干预会导致一年级和二年级的行为问题减少，三年级的学校功能更好。预测父母行为、教学行为、家长-学校参与和儿童社会情绪能力对行为问题和学校功能的干预效果起中介作用。儿童和家庭的危险因素可以调节干预的效果，使高风险儿童比低风险儿童获益更多。设计：来自弱势社区的10所学前教育学校的儿童随机分为普遍干预组和无干预组（N = 1040名4岁儿童），通过观察课堂上的攻击行为和违反规则行为、诊断性访谈和家长和老师的报告，对一年级和二年级的儿童进行评估。一年级和二年级进行成绩测试，三年级进行成绩审查。普遍干预包括：1)家长团：由学校人员共同协助的学前学生家庭的课外小组，以促进有效的育儿实践，家长-学校参与和儿童社会情感能力；2)教师团：为学前班、幼儿园和一年级的教师和其他学校人员提供课堂管理、促进社会情感能力和建立家庭与学校伙伴关系的策略方面的培训。

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.