CHILD DISRUPTIVE/MOOD DISORDERS--DIAGNOSIS AND COURSE

儿童破坏性/情绪障碍——诊断和课程

• 批准号: 2246176
• 负责人: JAN LONEY
• 金额: $ 34.17万
• 依托单位: STATE UNIVERSITY NEW YORK STONY BROOK
• 依托单位国家: 美国
• 财政年份: 1992
• 资助国家: 美国
• 起止时间: 1992-04-01 至 1997-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/2246176
• 关键词: academic achievement; aggression; attention deficit disorder; behavior modification; child behavior disorders; depression; family therapy; human subject; longitudinal human study; male; mental disorder chemotherapy; mental disorder diagnosis; methylphenidate; middle childhood (6-11); mood disorders; parent offspring interaction; psychological tests; socioeconomics

The current project is the beginning of a three-phase investigation of the external validity of childhood disruptive and depressive disorders. The aim of the project is to compare disruptive and disruptive/depressive children on four main classes of dependent variables: Background (socioeconomic status, parenting styles, living circumstances); Individual (cognitive, academic, and attentional performance at referral); Treatment Response (initial responsiveness to medication of behavioral management); and Outcome (psychiatric, cognitive, and behavioral status at 16 and again at 21 years of age). In this initial Diagnostic and Treatment Response phase of the project, 192 male out-patients between 7 and 11 years of age will be studied over a four-year period. Six diagnostic subgroups will be formed: Exclusively Hyperactive; Exclusively Aggressive; Comorbid Hyperactive and Aggressive; Comorbid Hyperactive and Depressive; Comorbid Aggressive and Depressive; and Mixed Hyperactive/Aggressive/Depressive. After a baseline diagnostic assessment, each child will be randomly assigned to receive either 10 weeks of a placebo-controlled pharmacological treatment (methylphenidate) or 10 weeks of a psychological treatment (behaviorally oriented parent group training). Planned multivariate analyses will address questions of divergent validity and comorbidity. Two diagnostic systems will be studied and then compared: Loney's Two-Dimensional model and the DSM (III, III-R, and IV) system. A central substantive question is whether subgroups within and across the two diagnostic models have different prevalence, background factors, or treatment response. A central methodological aim is to compare empirical and clinical methods for combining diagnostic data from scales, sources, and settings. A final goal of these activities is to derive sound proposals for unifying the diagnosis of disruptive children.

当前的项目是对三相调查的开始 儿童期破坏性和抑郁症的外部有效性。 这 该项目的目的是比较破坏性和破坏性/抑郁症 在四个主要类别变量的主要类别上的孩子：背景 （社会经济地位，育儿方式，生活环境）；个人 （转介时的认知，学术和注意力表现）；治疗 响应（对行为管理药物的最初反应能力）； 和结果（精神病，认知和行为状态，在16岁，再次 21岁）。 在该项目的最初诊断和治疗反应阶段，192 在7至11岁之间的男性门诊病人将在 四年期。 将形成六个诊断子组：专门 多动；专门侵略性；合并过度活跃和侵略性； 合并过度活跃和抑郁；合并的侵略性和抑郁症； 和混合活跃/侵略性/抑郁症。 基线诊断后 评估，每个孩子将被随机分配为10周 安慰剂对照的药理学治疗（甲基苯甲酸酯）或10 心理治疗的数周（以行为为导向的父母 训练）。 计划的多元分析将解决有效性不同的问题 和合并症。 将研究两个诊断系统，然后比较： Loney的二维模型以及DSM（III，III-R和IV）系统。 一个 中心实质性问题是在两个内部和跨两个 诊断模型具有不同的患病率，背景因素或 治疗反应。 中心方法论是比较经验 和临床方法，用于结合量表，来源的诊断数据 和设置。 这些活动的最终目标是导致声音 统一诊断破坏性儿童的建议。