Reducing ADHD by Promoting Social Collaboration and Self-Regulation Skills

通过促进社会合作和自我调节技能来减少多动症

• 批准号: 7882620
• 负责人: Karen L Bierman
• 金额: $ 22.2万
• 依托单位: PENNSYLVANIA STATE UNIVERSITY, THE
• 依托单位国家: 美国
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-07-01 至 2012-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7882620
• 关键词: 4 year old; Academic achievement; Affect; Age; Aggressive behavior; Attention; Attention deficit hyperactivity disorder; Attenuated; Behavior; Behavioral inhibition; Characteristics; Child; Childhood; Clinical; Collaborations; Complex; Development; Diamond; Disease; Distal; Educational Curriculum; Effectiveness; Emotional; Exposure to; Face; Family Characteristics; Fostering; Fragile X Syndrome; Friendships; Future; Goals; Growth; Hyperactive behavior; Impairment; Informal Social Control; Interpersonal Relations; Intervention; Learning; Measures; Mediating; Mediation; Methods; Modeling; Neurocognitive; Neurodevelopmental Disorder; Nursery Schools; Outcome; Parent-Child Relations; Parenting behavior; Parents; Pattern; Phase I Clinical Trials; Play; Practice Management; Preschool Child; Preventive Intervention; Randomized; Randomized Controlled Trials; Readiness; Reporting; School-Age Population; Schools; Severities; Short-Term Memory; Social Development; Social Functioning; Social support; Structure; System; Techniques; Testing; Treatment Efficacy; autism spectrum disorder; base; childhood bipolar disorder; cognitive neuroscience; efficacy trial; emotion regulation; executive function; expectation; experience; goal oriented behavior; improved; intervention effect; kindergarten; novel; peer; prevent; psychosocial; relating to nervous system; scaffold; skills; small social group; social; social skills; teacher; therapy design

DESCRIPTION (provided by applicant): Project Summary Impaired social functioning during the preschool years is common feature of many of the neurodevelopmental disorders. Whereas most preschool children are forming first friendships and progressing from parallel to complex and coordinated dramatic play, children with neurodevelopmental disorders often lack the inhibitory control, attention focus, emotion regulation, and empathic social responsiveness needed for effective social collaboration. Preschool social impairment predicts significant difficulties in later learning, peer relations, and social-emotional functioning, making early, preventive intervention a priority. Three recent studies have demonstrated that classroom-level interventions designed to enhance the social-emotional learning and self- regulation skills of preschool children can improve social collaboration skills and, concurrently, strengthen neurocognitive executive functioning as it develops (Bierman, Nix, Greenberg, Domitrovich & Blair, in press; Diamond, Barnett, Thomas & Munro, 2007; Riggs, Greenberg, Kusche & Pentz, 2006). These intervention techniques may hold considerable promise for preventing or reducing the difficulties experienced by children with neurocognitive disorders, if delivered during the preschool years in an intensive format that provides extensive support for skill development. Based upon a social-cognitive neuroscience developmental model, the proposed study will develop and refine an intervention called Patterned and Intentional Play Sequence [PIPS] Coaching. This new intervention will utilize small group social experiences, structured around activities and games that are organized developmentally to elicit and support increasingly complex social collaboration, with therapist "coaching" to support social responsively and self-regulation skills. We will evaluate the efficacy of this intervention in a rigorous, randomized-controlled, phase 1 clinical trial involving 128 4-year-old children with emerging ADHD. Multi-method measures (including direct child assessments, observations, and teacher and parent ratings) will assess intervention impact on proximal outcomes (preschool social competencies, EF skills, learning engagement) and on distal outcomes (kindergarten school adjustment and reduced ADHD symptomatology).

描述（由申请人提供）：项目概述学前社会功能受损是许多神经发育障碍的共同特征。虽然大多数学龄前儿童正在形成第一次友谊，并从平行的戏剧游戏发展到复杂和协调的戏剧游戏，但患有神经发育障碍的儿童往往缺乏有效社会合作所需的抑制控制、注意力集中、情绪调节和共情社会反应。学龄前社会障碍预示着在以后的学习、同伴关系和社会情感功能方面的重大困难，因此早期的预防性干预是一个优先事项。最近的三项研究表明，旨在提高学龄前儿童社会情绪学习和自我调节技能的课堂级干预可以提高社会协作技能，同时，随着神经认知执行功能的发展，也可以加强神经认知执行功能（Bierman, Nix, Greenberg, Domitrovich & Blair, in press; Diamond, Barnett, Thomas & Munro, 2007; Riggs, Greenberg, Kusche & Pentz, 2006）。这些干预技术如果在学龄前以密集的形式提供，为技能发展提供广泛的支持，可能对预防或减少神经认知障碍儿童所经历的困难有很大的希望。在社会认知神经科学发展模型的基础上，该研究将开发和完善一种称为模式和有意游戏序列（PIPS）教练的干预方法。这种新的干预将利用小组社会经验，围绕活动和游戏进行组织，以引发和支持日益复杂的社会合作，并通过治疗师的“指导”来支持社会反应和自我调节技能。我们将在一项严格的、随机对照的1期临床试验中评估这种干预措施的有效性，该试验涉及128名患有新发多动症的4岁儿童。多方法测量（包括直接儿童评估、观察、教师和家长评分）将评估干预对近端结果（学前社会能力、EF技能、学习参与）和远端结果（幼儿园学校适应和减少ADHD症状）的影响。