首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 31 毫秒
1.
This study reports the findings of a pilot demonstration project called Together for Kids, which used a mental health consultation model to address the needs of young children with challenging behaviors who are identified in preschool classrooms. The study was conducted in four preschool programs and one Head Start program serving children ages 3–5, including both private-pay families and those using public subsidies. Rates of significant behavior problems as assessed by preschool teachers using a standardized scale were high, with 34% of all children enrolled in preschool classrooms in these sites over a 3-year period identified at-risk of externalizing or internalizing problems. Classroom teachers, as well as individual children and families identified as at-risk, were provided services, including, classroom observation and teacher training, individual child assessment and therapy, family assessment and support, and referrals for other family needs. Analysis of outcomes for 47 children and families with externalizing behavior problems who received individualized consultation, compared to 89 control children, and analysis of outcomes of a matched group of 19 intervention and 19 control children, revealed that the intervention was associated with significant improvements in classroom aggressive and maladaptive behavior, and growth in adaptive behavior. Improvements in child behavior were associated with total hours of individual child services provided, and with improvements in child developmental skills. Significant reductions in the rate of children suspended or terminated from child care programs were also found. Implications for further development of models of early childhood mental health consultation are discussed.  相似文献   

2.
《Child abuse & neglect》2014,38(9):1487-1495
Pediatric abusive head trauma causes significant cognitive and behavioral morbidity, yet very few post-acute interventions exist to facilitate long-term recovery. To meet the needs of this vulnerable population, we piloted a web-based intervention with live coaching designed to improve positive parenting and child behavior. The efficacy of this parenting skills intervention was compared with access to Internet resources on brain injury. Participants included seven families (four randomized to the parenting intervention and three randomized to receive Internet resources). Parenting skills were observed and child behavior was rated at baseline and intervention completion. At completion, parents who received the parenting skills intervention showed significantly more positive parenting behaviors and fewer undesirable behaviors during play than parents who received access to Internet resources. Additionally, during play, children in the parenting skills intervention group were more compliant following parent commands than children in the Internet resources group. Lastly, parents who received the parenting intervention reported less intense oppositional and conduct behavior problems in their children post-intervention than did parents in the Internet resources group. These findings provide preliminary evidence for the use of this web-based positive parenting skills intervention to improve parenting skills and child behavior following abusive head trauma.  相似文献   

3.
OBJECTIVE: To assess the cost-effectiveness of two alternate forms of Family Connections (FC), a child neglect prevention program, in relation to changes in risk and protective factors and improvements in child safety and behavioral outcomes. METHODS: In the original FC study, a sample of 154 families (473 children) in a poor, urban neighborhood, who met risk criteria for child neglect, were randomly assigned to receive either a 3- or 9-month intervention. CPS reports and self-report and observational data on risk and protective factors, safety, and behavioral outcomes were collected prior to, at the end of, and 6-months post intervention. The current study compared the costs of delivering the 3- or 9-month intervention in relation to reported improvements in risk and protective factors, safety, and behavioral outcomes for each group. RESULTS: The 3-month intervention was more cost effective than the 9-month intervention in relation to positive changes in risk and protective factors and child safety. However, cost-effectiveness analysis indicated that the 9-month intervention was more cost effective (CE ratio=$276) than the 3-month intervention (CE ratio=$337) in relation to improved unit changes in the child's behavior between baseline and 6 months after service closure. CONCLUSIONS: This study successfully explored the cost-effectiveness of the FC intervention in relation to its intended outcomes. More extensive cost analyses are currently being conducted in the replication of this program in multiple jurisdictions across the United States. PRACTICE IMPLICATIONS: Practitioners in community-based programs must make difficult decisions about the optimal length of time to serve children and families. Prevention programs may be more competitive for funding when they have demonstrated cost-effectiveness. Study results indicated that a 3-month intervention was more cost effective than a 9-month intervention in enhancing protective factors and reducing the risk of child neglect; 9-month intervention was more cost effective than 3-month intervention in reducing problematic child behavior. Further research is needed before practitioners should consider these findings in relation to their own decisions about the timing of service closures.  相似文献   

4.
Research Findings: This study was designed to assess whether investments in child care quality were maintained 3 years after public funding for these centers was significantly reduced. An earlier evaluation documented significant improvements in classroom environments, teachers' sensitivity, and teachers' child-centered beliefs following a 15-month state intervention in 24 early care and education programs serving high numbers of children from low-income families. The current study used a quasi-experimental design, with pre- and postdata collected through direct observations and questionnaires in nonrandom treatment and comparison groups. Practice or Policy: Results at the 3-year follow-up showed that the majority (92%) of centers in the intervention group were accredited and that significant improvements in classroom environments were maintained after funding was significantly reduced. However, erosion in more sensitive measures (i.e., teacher sensitivity and child-centered beliefs) during the period of reduced funding suggested some concern that programs serving high concentrations of children from low-income families may require some consistent state support if they are to yield the positive life outcomes desired by economists and policymakers.  相似文献   

5.
Research Findings: This study was designed to assess whether investments in child care quality were maintained 3 years after public funding for these centers was significantly reduced. An earlier evaluation documented significant improvements in classroom environments, teachers' sensitivity, and teachers' child-centered beliefs following a 15-month state intervention in 24 early care and education programs serving high numbers of children from low-income families. The current study used a quasi-experimental design, with pre- and postdata collected through direct observations and questionnaires in nonrandom treatment and comparison groups. Practice or Policy: Results at the 3-year follow-up showed that the majority (92%) of centers in the intervention group were accredited and that significant improvements in classroom environments were maintained after funding was significantly reduced. However, erosion in more sensitive measures (i.e., teacher sensitivity and child-centered beliefs) during the period of reduced funding suggested some concern that programs serving high concentrations of children from low-income families may require some consistent state support if they are to yield the positive life outcomes desired by economists and policymakers.  相似文献   

6.
Grounded in person–environment fit theory, this study examined whether low‐income mothers’ preferences for education moderated the effects of employment‐ and education‐focused welfare programs on children’s positive and problem behaviors. The sample included 1,365 families with children between ages 3 and 5 years at study entry. Results 5 years after random assignment, when children were ages 8–10 years, indicated that mothers’ education preferences did moderate program impacts on teacher‐reported child behavior problems and positive behavior. Children whose mothers were assigned to the education program were rated by teachers to have less externalizing behavior and more positive behavior than children whose mothers were assigned to the employment program but only when mothers had strong preferences for education.  相似文献   

7.
This study examines the efficacy of ParentCorps among 4-year-old children (N = 171) enrolled in prekindergarten in schools in a large urban school district. ParentCorps includes a series of 13 group sessions for parents and children held at the school during early evening hours and facilitated by teachers and mental health professionals. ParentCorps resulted in significant benefits on effective parenting practices and teacher ratings of child behavior problems in school. Intervention effects were of similar magnitude for families at different levels of risk and for Black and Latino families. The number of sessions attended was related to improvements in parenting. Study findings support investment in and further study of school-based family interventions for children from underserved, urban communities.  相似文献   

8.
The Infant Health and Development Program is a randomized clinical trial to test the efficacy of educational and family support services and pediatric follow-up offered in the first 3 years of life on reducing the incidence of developmental delay in low-birthweight (LBW), preterm infants in 8 clinical sites ( N = 985). Effects of the intervention on cognitive and behavior problem scores over the 3 years are examined. Significant intervention effects were seen on cognitive scores at 24 and 36 but not 12 months of age; effect sizes were similar at both ages. These effects persist when controlling for earlier cognitive scores. At 24 and 36 months, behavior problem scores for the intervention group were significantly lower than for the follow-up group; the intervention was more efficacious for children with higher initial behavior problem scores. Results are discussed in terms of timing and targeting of services for LBW and disadvantaged children.  相似文献   

9.
We assess the impact of the New Hope Project, an antipoverty program tested in a random assignment experimental design, on family functioning and developmental outcomes for preschool- and school-aged children (N = 913). New Hope offered wage supplements sufficient to raise family income above the poverty threshold and subsidies for child care and health insurance to adults who worked full-time. New Hope had strong positive effects on boys' academic achievement, classroom behavior skills, positive social behavior, and problem behaviors, as reported by teachers, and on boys' own expectations for advanced education and occupational aspirations. There were not corresponding program effects for girls. The child outcomes may have resulted from a combination of the following: Children in New Hope families spent more time in formal child care programs and other structured activities away from home than did children in control families. New Hope parents were employed more, had more material resources, reported more social support, and expressed less stress and more optimism about achieving their goals than did parents in the control sample. The results suggest that an anti-poverty program that provides support for combining work and family responsibilities can have beneficial effects on the development of school-age children.  相似文献   

10.
The quality of the child care environment and caregiver practices can potentially have significant, lasting impact on children’s social development. This study involves the development and a small-scale efficacy trial of the Carescapes program, a video-based training program that focuses on promoting positive social development in young children attending family child care. Fifty-seven caregivers who provided child care in their homes were randomly assigned to immediate intervention or waitlist control groups. Random coefficients analyses showed significant increased use of effective behavior management practices and decreased overall children’s problem behavior for the intervention group. A mediation model demonstrated that increases in effective behavior management practices were associated with decreases in problem behavior. A medium intervention effect was found for caregiver’s monitoring and a small effect for use of positive attention. These effects declined 5 months following the intervention. Implications for future efficacy and effectiveness studies in family child care settings that involve strategies to facilitate maintenance are discussed.  相似文献   

11.
The purpose of the study was to establish developmental norms for maternal-rated problem behaviors within a disadvantaged group of preschool children. The sample included 406 children between two and five years of age from lower socioeconomic families. Mothers completed the Behavior Problem Checklist (BPC) reporting the frequency of conduct (acting-out) and personality (inhibition) problems. The analyses investigated differences for males and females among four age groups for frequency of behavior problems. No significant age differences were found for either sex on the acting-out or inhibition dimensions of the BPC. The results revealed that the frequency of behavior problems becomes apparent at an early age and remains consistent throughout the preschool years. The consistency across age levels of these maternal-reported behavioral difficulties suggests that early screening with BPC is a viable procedure. The data are discussed in terms of their utility in assisting the school psychologist to select appropriate intervention strategies for the preschool child.  相似文献   

12.
正向行为支持法干预孤独症儿童问题行为的个案研究   总被引：2，自引：0，他引：2  
研究应用正向行为支持法,对一名孤独症儿童表现出的两种带有刻板和自伤性质的问题行为进行了干预,旨在验证该方法对干预孤独症儿童问题行为的有效性,并对干预的过程进行实践探讨。治疗小组基于前期行为分析的结果,制定针对性的干预计划,运用了前提控制、消退、区分强化等行为矫正策略,进行为期约三个月的干预。总的研究过程包括行为功能分析和干预实施等五个阶段,每个阶段都通过问卷和观察等形式收集数据,最终通过数据对比得出结论,认为:对孤独症儿童的行为问题,应注重外部因素也就是从环境因素中寻找其原因;采用正向行为支持法的策略来分析和处理孤独症儿童行为问题是有效的;在孤独症儿童干预中应关注其身心特征,采取有针对性的教学训练策略。  相似文献   

13.
A large literature has documented the influence of child care on young children's development, but few studies have examined low-income children in community care arrangements. Using data from Welfare, Children, and Families: A Three-City Study (N = 204), this study examined the influence of child care quality and the extent of care on low-income children's (ages 2-4 years) cognitive and socioemotional development over time. Higher levels of child care quality were modestly associated with improvements in children's socioemotional development, and extensive hours in child care were linked to increases in children's quantitative skills and decreases in behavior problems. Analyses suggest that child care quality may be particularly salient for subgroups of children from low-income families.  相似文献   

14.
The stability of young children's behavior problems and the effectiveness of an early intervention approach known as Parent–Child Interaction Therapy are examined. Participants were 32 families with young children (ages 2.5 to 8.6 years) who were referred for treatment of disruptive behavior. The families were divided into two groups: the waitlist-control and treatment groups. Dependent measures were administered at both Assessment 1 (the time of referral) and Assessment 2 (the end of treatment for the treatment group; immediately prior to treatment for the waitlist-control group). No significant differences were found between the waitlist-control and treatment groups at Assessment 1 on the dependent variables, the Child Behavior Checklist, Eyberg Child Behavior Inventory, and Parenting Stress Index. However, the behavior of the treatment group improved over the course of approximately 3 months of Parent–Child Interaction Therapy, while the behavior of the waitlist-control group continued to be problematic at the end of a similar time period. Results are discussed with regard to the stability of young children's behavior problems and the importance of early intervention.  相似文献   

15.
Findings from the Adverse Childhood Experiences (ACE) study articulated the negative effects of childhood trauma on long-term well-being. The purpose of the current study is to examine the associations between ACEs experienced in infancy and toddlerhood and adaptive behavior and academic status in middle childhood. We used data collected from a sample of low-income families during the impacts study of Early Head Start (EHS). Data were collected by trained interviewers demonstrating at least 85% reliability with protocols. Data come from 1469 socio-demographically diverse mothers and children collected at or near ages 1, 2, 3, and 11. At ages 1, 2, and 3, an EHS-ACEs index was created based on interview and observation items. The EHS-ACEs indices were averaged to represent exposure across infancy and toddlerhood. At age 11, parents were asked about school outcomes and completed the Child Behavior Checklist. Across development, children were exposed to zero (19%), one (31%), two (27%), and three or more ACEs (23%). Logistic regression analyses, controlling for EHS program assignment, and parent, school, and child characteristics, showed ACEs were significantly associated with parental report of the child: having an individualized educational program since starting school and in the current school year, having been retained a grade in school, and problems with externalizing and internalizing behavior, as well as attention. Findings suggest that ACEs influence children’s behavioral and academic outcomes early in development.  相似文献   

16.
Child temperament was examined as a moderator of the link between family conflict and child behavior problems. Temperament assessed in early childhood was used to predict the relation between family conflict and externalizing behavior problems measured during the early elementary school years. For children with difficult temperament, a strong association between subsequent family conflict and behavioral adjustment was predicted; for children with easy or intermediate temperaments, low to moderate associations were predicted. These hypotheses were tested across 3 temperament groups (easy, intermediate, and difficult). Data were collected from 108 children and families participating in the Fullerton Longitudinal Study at ages 3 through 10 years. Consistent with the hypotheses, the data provided support for the moderating role of temperament in predicting the association between family conflict and child externalizing behavior problems. These findings suggest that temperamental difficultness operates as a vulnerability factor with respect to the development of children's behavior problems in families with high conflict.  相似文献   

17.
Past research on risk factors in child development has tended to focus on 1 risk factor rather than examining the effects of multiple factors simultaneously. The present research examines the main and interactive effects of parental psychopathology (schizophrenia, psychiatric control, and normal control) and maltreatment on child behavior. Child aggression, delinquency, and social withdrawal were assessed at 2 times so that the effects of risk factors on behavioral change could also be examined. The results indicate significant relations between the risk factors and child behavior. Most notably, parental psychiatric status and maltreatment interacted significantly, such that offspring of schizophrenic parents from maltreating families showed increases in externalized behavior problems over time. These results support a diathesis-stress model of psychopathology.  相似文献   

18.
The primary goal of this study was to clarify if and how differences in the functioning of single-mother and two-parent families relate to the occurrence of behavioral problems among inner-city boys (ages 10–15). Data were collected on family relationships, parenting practices, the positive influence of male family members, and the severity of externalizing behavior problems. Results indicated that (1) multiple family risk factors contribute to the occurrence of behavior problems; (2) most family risk factors were generalizable to both single-mother and two-parent families; (3) although boys in single-mother families were at greater risk for developing behavior problems than boys in two-parent families, the risks associated with single motherhood were offset by a structured family environment, an effective disciplinary strategy that allowed for some degree of adolescent autonomy, and the positive involvement of a male family member; and (4) not all differences in the functioning of single-mother and two-parent families were associated with problem behavior, underscoring the importance of distinguishing between adaptive and maladaptive aspects of single-mother family functioning.  相似文献   

19.
This article examines within-family differences in parenting and problem behavior in nondivorced and remarried families, with a specific focus on whether sibling differences are magnified and whether the links between differential treatment and sibling adjustment are stronger in remarried families. Multimethod assessments of parenting and problem behavior were done on 516 families with 2 same-sex adolescent siblings. The remarried families included those in which one or neither sibling was the mother's stepchild and one or both siblings were the father's stepchildren. Within-family differences in parenting and problem behavior were greatest in remarried families where siblings did not share the same biological parent. Differential treatment was also more strongly related to problem behavior in this family context, with the mother's biological child and father's stepchild at greater risk. Results are discussed in terms of the differing experiences of biological children and stepchildren in remarried households.  相似文献   

20.
The present study examined the pattern of association(s) over time between (a) knowledge of and observational skills in identifying teacher–child interactions, and (b) observed behavior in the domain of instructional interaction for 405 preschool teachers enrolled in a professional development study. Teacher's knowledge/observational skills and observed instructional support behaviors with children were assessed in the fall and spring over a two-year period. During this time, the teachers were also randomized into a college course focused on interactions, then re-randomized into a coaching intervention, also focused on instructional interaction. Cross-lagged analyses suggest that prior observed behavior was the stronger predictor of change in both knowledge/observation skills and in later observed behavior, and that both the course and the coaching interventions contributed to improvements in teachers observed instructional support behavior. Mediational analyses of the course effects indicated longer-term impact on observed instructional behavior were through immediate impacts on those same behaviors, whereas long-term impacts on knowledge were through immediate impacts on both observed instructional behavior and knowledge. The results have implications for the design, delivery, and focus of professional development for early childhood educators.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号