First Step: Home/School Intervention for Preschoolers with Disruptive Behaviors

描述（由申请人提供）：心理健康领域目前面临着减少儿童反社会行为流行的挑战。有行为和对立违抗性障碍的儿童需要大量的努力进行补救。纵向研究表明，反社会行为的增加和社会能力技能的损害往往是未来调整问题的先兆，包括心理健康，人际关系，就业和学术成就。美国青少年反社会行为模式进展的纵向研究，加拿大、澳大利亚、新西兰和欧洲都显示了一条道路，从早期接触家庭、邻里和社区环境中的危险因素，到学校的行为表现，到青少年的犯罪和辍学，最后到一系列成人适应问题，包括福利依赖、犯罪、婚姻困难、就业问题和较高的住院死亡率。至关重要的是，通过让父母和照顾者、教师和同龄人参与的早期协调干预措施，使面临风险的儿童在生活和学校生涯中尽快脱离这条道路。学前教育（如“先声夺人”）是与家庭合作完成这项任务的理想环境。本申请概述了五年的研究和开发活动，这些活动将适应和评估成功早期干预计划的第一步的有效性，以有效地用于为低收入儿童服务的幼儿计划（例如，Head Start）。第一步是一个合作的家庭和学校干预计划，由行为教练提供，持续约三个月，这是面向常规幼儿园教室设置，旨在帮助有风险的儿童在他们的学校生涯中获得最好的开始。第一步是早期干预，旨在在学校教育背景下实现二级预防目标和成果。第一步计划的改编版本将为开端消费者，工作人员和专业人员提供一个经过验证的干预选择，将产生以下好处：1）改善和/或消除严重的行为问题，如攻击、对抗-蔑视和其他新出现的反社会行为和外化行为障碍的指标，2）显著改善入学准备，改善目标儿童与父母、照顾者、教师和同伴等关键社会代理人的关系。公共卫生相关性：该应用程序概述了五年的研究和开发活动，这些活动将适应和评估成功早期干预计划的第一步的有效性，以有效地用于幼儿计划，如开端。这个学前版的第一步计划将为开端消费者，工作人员和专业人士提供一个经过验证的干预选择，将产生以下好处：1）改善和/或消除严重的行为问题，如攻击、对抗-蔑视和其他新出现的反社会行为和外化行为障碍的指标，2）显著改善入学准备，改善目标儿童与父母、照顾者、教师和同伴等关键社会代理人的关系。

DESCRIPTION (provided by applicant): The mental health field is currently faced with the challenge of reducing the prevalence of antisocial behavior in children. Children with conduct and oppositional defiant disorders require a substantial effort for remediation. Longitudinal research indicates that increased antisocial behavior and impairments in social competence skills often serve as harbingers of future adjustment problems in a number of domains including mental health, interpersonal relations, employment, and academic achievement. Longitudinal studies of the progression of antisocial behavior patterns among youth in the U.S., Canada, Australia, New Zealand and Europe converge in showing a path leading from early exposure to risk factors in family, neighborhood and community contexts, to behavioral manifestations in school, to delinquency and school dropout in adolescence, and finally to a host of adult adjustment problems including welfare dependence, criminality, marital difficulties, employment problems and higher hospitalization-mortality rates. It is critical to divert at-risk children from this path as soon as possible in their lives and school careers through early, coordinated interventions involving parents and caregivers, teachers and peers. Preschool (e.g. Head Start) is an ideal setting for accomplishing this task in collaboration with families. This application outlines five years of research and development activities that will adapt and assess the efficacy of the First Step to Success early intervention program for effective use with early childhood programs serving low-income children (e.g., Head Start). First Step is a collaborative home and school intervention program, delivered by a behavioral coach and lasting approximately three months, that is geared for regular kindergarten classroom settings and designed to help at-risk children get off to the best start possible in their school careers. First Step is an early intervention designed to achieve secondary prevention goals and outcomes within the context of schooling. The adapted version of the First Step program would provide Head Start consumers, staff and professionals with a proven intervention option that will produce the following benefits: 1) amelioration and/or elimination of serious behavior problems such as aggression, opposition- defiance, and other indicators of emerging antisocial behavior and externalizing behavior disorders, 2) substantially improved school readiness, and 3) improvements in the target child's critically important relationships with the key social agents of parents and caregivers, teachers and peers. PUBLIC HEALTH RELEVANCE: This application outlines five years of research and development activities that will adapt and assess the efficacy of the First Step to Success early intervention program for effective use with early childhood programs, such as Head Start. This preschool version of the First Step program would provide Head Start consumers, staff and professionals with a proven intervention option that will produce the following benefits: 1) amelioration and/or elimination of serious behavior problems such as aggression, opposition- defiance, and other indicators of emerging antisocial behavior and externalizing behavior disorders, 2) substantially improved school readiness, and 3) improvements in the target child's critically important relationships with the key social agents of parents and caregivers, teachers and peers.