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The Impact of First-Grade Friendship Group Experiences on Child Social Outcomes in the Fast Track Program

机译：快速通道计划中一流的友谊小组经历对儿童社交成果的影响

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Many interventions for children's behavior problems successfully utilize a group format for social skills training, providing opportunities for practice and performance feedback from peers. Recent studies however, suggest that grouping aggressive children together may reduce intervention effectiveness or even increase risk. The present study examined the relative impact of children's own behavior and their experiences with peers in the first-grade “friendship groups” of Fast Track, a multi-component preventive intervention program. Two-hundred sixty-six children (56% minority, 29% female) participated in 55 friendship groups. Children's own positive and negative behavior in friendship groups was related to relative improvements in social cognitive skills, prosocial behavior, and aggression, assessed through child interviews, teacher ratings, and peer sociometric nominations. Results from hierarchical linear models also revealed that the amount of peer escalation children received for their disruptive behavior during sessions impeded some intervention gains, whereas mere exposure to other children's positive or negative behavior was rarely related to outcomes.
机译：许多针对儿童行为问题的干预措施成功地采用了小组形式进行社交技能培训，从而为同伴提供了练习和表现反馈的机会。然而，最近的研究表明，将好斗的儿童分组在一起可能会降低干预效果，甚至增加风险。本研究调查了儿童自身行为的影响以及他们与多级预防性干预计划快速通道（Fast Track）的一年级“友谊小组”中同伴的经历的相对影响。 606个儿童（少数民族56％，女性29％）参加了55个友谊小组。通过对儿童的访谈，老师的评分和同伴社会计量学的评估，在友谊小组中孩子自己的积极和消极行为与社交认知能力，亲社会行为和侵略性的相对提高有关。分层线性模型的结果还显示，在会议期间因同伴升级而受到破坏的儿童数量阻碍了一些干预措施的获得，而仅仅暴露于其他儿童的积极或消极行为与结果很少相关。

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