Intervention for Individuals w/FAS--Community Projects

描述(由申请人提供)：研究表明，产前接触酒精的儿童在社交和同伴关系方面存在问题。许多研究表明，产前接触过病毒的儿童社交技能较差，例如不能考虑他们行为的后果、难以理解社交暗示、不分青红皂白的社交行为，以及在社交环境中沟通困难。培养适当的社交技能很重要，因为技能较差的儿童在同龄人中会获得负面声誉，并伴随着社会排斥和从事犯罪行为的更高可能性。为了认识到早期社会技能发展对产前酒精暴露儿童的重要性，启动了Bruin Buddie项目(CDC/U84-CCU920158)，采用了一种从经验得出的父母辅助的社会技能培训方法。随机对照研究的结果是，与对照组相比，治疗组的儿童在与其他儿童的游戏质量上有了显著的提高，对适当的社会行为有了更多的了解，整体的社交技能得到了改善，问题行为有所减少。此外，在3个月的随访中，他们继续表现出改善。鉴于这一干预计划的成功，我们现在建议将其介绍给当地的一家精神卫生机构，并与该机构合作，确定如何最好地适应和实施社区干预。通过这种方式，我们希望在基于大学的研究和社区实施之间架起一座桥梁。在社区成功实施后，我们建议使用培训培训者的模式传播这种社交技能干预方法，并将这种模式提供给州和国家层面的其他精神卫生专业人员。

DESCRIPTION (provided by applicant): Research has shown that children with prenatal alcohol exposure have problems in socialization and peer relationships. In a number of studies, prenatally exposed children have been shown to have poor social skills such as failure to consider the consequences of their actions, difficulty understanding social cues, indiscriminant social behavior, and difficulty communicating in social contexts. The development of adequate social skills is important because the child with poor skills acquires a negative reputation among peers concomitant with social rejection and a higher probability of engaging in delinquent acts. In recognition of the importance of early social skill development for children with prenatal alcohol exposure, Project Bruin Buddies (CDC/U84-CCU920158) was initiated using an empirically derived parent assisted social skills training approach. Results of the randomized controlled study were that children in the treatment group showed a significant improvement in the quality of their play with other children, a greater knowledge regarding appropriate social behaviors, improved overall social skills, and a reduction in problem behaviors compared to the control group. Furthermore, they continued to show improvement at 3-month follow up. Given the success of this intervention program, we now propose to introduce it to a local mental health agency and to work with that agency to determine how best to adapt and implement the intervention in the community. In this way, we hope to bridge the transition between university-based research and community implementation. Following successful community implementation, we propose to disseminate this social skills intervention approach using a train-the-trainer model that will be offered to other mental health professionals on a state and national level.