Preventing Conduct Problems in Poor Urban Preschoolers

描述(由申请人提供)：测试家庭和学校干预对在社会经济条件不利的城市社区的公立小学入学的非裔美国儿童预防行为问题的长期效果。理由：证据文件表明，早期的行为问题会带来重大责任。他们预测未来的反社会行为，并对儿童、家庭和社会造成重大不利影响。该应用程序解决了这一重要的公共卫生问题。假设：与非干预控制相比，普遍干预将减少一年级和二年级的行为问题，并在三年级之前改善学校功能。父母养育实践、教学实践、家长-学校参与和孩子的社会情绪能力被预测为对行为问题和学校功能的干预效果的中介。儿童和家庭风险因素预计将缓和干预效果，使高风险儿童获得比低风险儿童更大的好处。设计：来自10所在弱势社区有幼儿园项目的学校的儿童被随机分为普遍干预和非干预控制条件(N=1040名4岁儿童)，通过观察课堂上的攻击行为和违反规则、诊断性访谈和家长和教师报告，在一年级和二年级对儿童进行评估。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。普遍的干预措施包括：1)家长服务团：在学校工作人员的共同协助下，为学前班学生的家庭提供课后小组，以促进有效的育儿做法、家长与学校的参与和儿童的社会情感能力；以及2)教师团：对幼儿园、幼儿园和一年级教师和其他学校人员进行课堂管理培训，促进社会情绪能力，以及建立家庭与学校伙伴关系的战略。

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.