Targeting Behavioral Adjustment and Healthy Lifestyle in Preschool-Age Children Using an Integrated Family-Based Intervention

在入学时，许多孩子遇到困难，因为社会，情感和行为问题， 这可能与不健康的生活方式行为共同发生，并因其而复杂化，例如低体力活动， 屏幕时间过长，睡眠不足。尽管这两个领域对儿童至关重要， 由于儿童的发展，大多数关于幼儿预防干预措施的研究都集中在其中一个方面， 域或另一个，但很少两者兼而有之。显然需要采取以家庭为基础的干预措施， 两个领域，因为父母对社会情感行为功能和 良好的生活方式对于学龄前儿童，解决养育和家庭环境问题是 更强的干预模式。利用社区组织的转介， 经济上处于不利地位以及高风险的家庭，这项研究涉及健康和行为 通过以家庭为基础的干预。家庭提供的预防干预措施包括以下内容 加强儿童的积极行为，管理不良行为，并解决健康的生活方式选择。 家庭参与实际技能建设（例如，行为教学;有计划的活动培训），并有 有机会练习这些技能并获得反馈。该研究涉及对 综合干预措施的可行性和初步可行性，以及收集关于其他 关于提供干预措施的基本组成部分。样本包括高危家庭， 至少有一个学龄前儿童，并已通过社区服务机构转介服务。 社该设计包括60个家庭随机分配到家庭提供的综合干预措施， 或等待列表控件。初步研究：1）评估可行性和可接受性（例如，参与者 招募、干预期间的保留和剂量/参与） 在高风险样本中; 2）检查儿童的变化（例如，行为问题、体力活动、睡眠） 和父（例如，压力，父母的信心）结果作为干预的函数;和3）评估 关于参与者遇到的可接受性和障碍的评估协议。本研究 重要的是，它对幼儿进行干预，以促进儿童入学时的积极成果。 这项研究在同时解决社会-情绪-行为功能的两个领域方面具有创新性 和健康的生活方式行为，在3至4岁的儿童通过家庭交付的家庭为基础的干预。 对学龄前儿童家庭进行干预，预防儿童行为问题， 促进健康的生活方式将为幼儿进入幼儿园创造最好的结果。 本研究的结果将为设计具有良好把握度的R 01预防临床试验提供决策依据。

At school entry, many children encounter difficulties because of social, emotional, and behavioral problems, which can co-occur with, and be complicated by, unhealthy lifestyle behaviors such as low physical activity, excessive screen time, and inadequate sleep. Despite the fact that both domains are critical to child development, most of the research on preventive interventions with young children has focused on either one domain or the other, but seldom both. There is a clear need for family-based interventions that integrate the two domains because parents exert major influence on both social-emotional-behavioral functioning and healthy lifestyle. With preschool-age children, addressing parenting and family environment represents one of the stronger modes of intervention. Utilizing referrals from community-based organizations serving economically disadvantaged as well as high-risk families, this study addresses both health and behavioral domains through a family-based intervention. The home-delivered prevention intervention includes content on strengthening positive behaviors in children, managing misbehavior, and addressing healthy lifestyle choices. Families engage in practical skill building (e.g., behavioral teaching; planned activities training) and have the opportunity to practice these skills and receive feedback. The study involves a preliminary evaluation of the feasibility and initial viability of an integrated intervention, as well as the collection of information on other essential components regarding the delivery of the intervention. The sample includes high-risk families who have at least one preschool-age child and who have been referred for services through a community-based agency. The design involves randomization of 60 families to either the home-delivered integrated intervention or a wait-list control. The preliminary study: 1) evaluates the feasibility and acceptability (e.g., participant recruitment, retention during intervention, and dosage/participation) of an integrated intervention with families in an elevated-risk sample; 2) examines changes in child (e.g., behavioral problems, physical activity, sleep) and parent (e.g., stress, parental confidence) outcomes as a function of intervention; and 3) evaluates the assessment protocol with respect to acceptability and barriers encountered by participants. This study is significant because it intervenes with young children to promote positive outcomes as children enter school. The study is innovative in addressing concurrently the two domains of social-emotional-behavioral functioning and healthy lifestyle behaviors in 3- to 4-year-old children through a home-delivered family-based intervention. Intervention for families of preschoolers addressing the prevention of child behavior problems and the promotion of healthy lifestyles will create the best outcomes for young children as they enter Kindergarten. Results of this study will inform decisions about the design of a well-powered R01 prevention clinical trial.