This proposal seeks to extend through the transition to high school the evaluation of the impact of two universal, first grade preventive interventions on the early risk behaviors of poor achievement and aggressive and shy behaviors and their distal correlates: substance use, antisocial behavior, and anxious and depressive symptoms. In extending the evaluation into high school, we expect to broaden our understanding of normal and pathogenic developmental paths and their variation and malleability in response to the preventive interventions from school entry through early adolescence. We will build on the scientific evaluate of an existing, prospective, developmental epidemiological data base involving a defined population of urban first-graders, whose psychological well-being (PWB) and social adaptational status (SAS) in the classroom, peer group, and family social fields have been assessed periodically from ages 6-11. This representative population of urban first graders is comprised of 678 children from 9 elementary schools in predominantly low to lower middle income areas in Baltimore. Within each of the nine schools, first grade children and their teachers were randomly assigned to either a standard setting (i.e., control) classroom or to a classroom featuring one of two universal preventive interventions. Each intervention specifically targeted two confirmed antecedents of later antisocial behavior, psychiatric symptoms and substance use: 1) aggressive and shy behaviors, and 2) poor school achievement. One intervention, the classroom-centered intervention (C), sought to reduce the early risk behaviors of poor achievement and aggressive and shy behaviors through the enhancement of classroom curricula and teacher instructional and behavior management practices. The second intervention, the family-school partnership intervention (FSP), sought to reduce to reduce their early risk behaviors by improving by improving parent-teacher collaboration and by enhancing parents' teaching and behavior management skills. Extension of the data set through ages 12-15 will enable us to assess the effectiveness of the CC and FSP interventions in terms of the reduced risk for substance use, antisocial behavior and anxious and depressive symptoms in early adolescence. The data set will also allow us to assess variation in the malleability of developmental paths as a function of the initial and evolving characteristics of the child, and the social fields of family, peer group, classroom/school, and neighborhood. Continued follow-up will enable us to determine the incidence and prevalence of substance use, antisocial behavior, and anxious, and depressive symptoms in early adolescence.

Agency
National Institute of Health (NIH)
Institute
National Institute on Drug Abuse (NIDA)
Type
Research Project (R01)
Project #
5R01DA011796-03
Application #
6378772
Study Section
Human Development Research Subcommittee (NIDA)
Program Officer
Ginexi, Elizabeth M
Project Start
1999-08-01
Project End
2004-07-31
Budget Start
2001-08-01
Budget End
2002-07-31
Support Year
3
Fiscal Year
2001
Total Cost
$468,313
Indirect Cost
Name
Johns Hopkins University
Department
Type
Schools of Public Health
DUNS #
045911138
City
Baltimore
State
MD
Country
United States
Zip Code
21218
Tache, Rachel M; Lambert, Sharon F; Ganiban, Jody M et al. (2018) Temperament Moderators of Prospective Associations Between Community Violence Exposure and Urban African American Adolescents' Aggressive Behavior. Child Psychiatry Hum Dev 49:709-717
Musci, Rashelle J; Bettencourt, Amie F; Sisto, Danielle et al. (2018) Evaluating the genetic susceptibility to peer reported bullying behaviors. Psychiatry Res 263:193-198
Green, Kerry M; Musci, Rashelle J; Matson, Pamela A et al. (2017) Developmental Patterns of Adolescent Marijuana and Alcohol Use and Their Joint Association with Sexual Risk Behavior and Outcomes in Young Adulthood. J Urban Health 94:115-124
Green, Kerry M; Musci, Rashelle J; Johnson, Renee M et al. (2016) Outcomes associated with adolescent marijuana and alcohol use among urban young adults: A prospective study. Addict Behav 53:155-60
English, Devin; Lambert, Sharon F; Ialongo, Nicholas S (2016) Adding to the Education Debt: Depressive Symptoms Mediate the Association between Racial Discrimination and Academic Performance in African Americans. J Sch Psychol 57:29-40
Lopez-Tamayo, Roberto; LaVome Robinson, W; Lambert, Sharon F et al. (2016) Parental Monitoring, Association with Externalized Behavior, and Academic Outcomes in Urban African-American Youth: A Moderated Mediation Analysis. Am J Community Psychol 57:366-79
Reboussin, Beth A; Ialongo, Nicholas S; Green, Kerry M (2015) Influences of behavior and academic problems at school entry on marijuana use transitions during adolescence in an African-American sample. Addict Behav 41:51-7
Bray, Bethany C; Lee, Grace P; Liu, Weiwei et al. (2014) Transitions in gambling participation during late adolescence and young adulthood. J Adolesc Health 55:188-94
Smith-Bynum, Mia A; Lambert, Sharon F; English, Devin et al. (2014) Associations between trajectories of perceived racial discrimination and psychological symptoms among African American adolescents. Dev Psychopathol 26:1049-65
Clemans, Katherine H; Musci, Rashelle J; Leoutsakos, Jeannie-Marie S et al. (2014) Teacher, parent, and peer reports of early aggression as screening measures for long-term maladaptive outcomes: who provides the most useful information? J Consult Clin Psychol 82:236-47

Showing the most recent 10 out of 54 publications