MULTISITE PREVENTION OF CONDUCT DISORDER

多点预防行为障碍

• 批准号: 3443066
• 负责人: Karen L Bierman
• 金额: $ 142.04万
• 依托单位: PENNSYLVANIA STATE UNIVERSITY, THE
• 依托单位国家: 美国
• 财政年份: 1993
• 资助国家: 美国
• 起止时间: 1993-09-30 至 1998-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/3443066
• 关键词: academic achievement; aggression; attitude; behavior modification; child (0-11); child behavior disorders; coping; disease /disorder prevention /control; disease /disorder proneness /risk; elementary school; family structure /dynamics; human subject; human therapy evaluation; longitudinal human study; middle childhood (6-11); parents; peer group; personality; prognosis; questionnaires; schools; social cooperation; teacher; training

This project consists of the continued implementation and evaluation of a developmentally based, long-term, comprehensive intervention designed to prevent conduct disorder and social maladaptation in adolescence and adulthood. The hypothesis will be tested that such an intervention will lead to proximal improvements in child behavior and family ecology and, in turn, that these changes will lead to the long-term prevention of conduct disorder. The project is being carried out at four sites (Durham, NC/Duke; Nashville, TN/Vanderbilt; rural Pennsylvania/Penn State, and Seattle, WA/U. of Washington). Two successive cohorts of children who will be followed over twelve years have already been identified, and a third cohort will have been identified prior to the start of the next grant period. Kindergarten-age children who are at high-risk for conduct disorder are randomly assigned to an intervention (child n=480) or control (child n=480) group. The intervention attempts to promote children's compliant behavior, social cognitive skills, peer relations, and academic success; to promote parents' and teachers' skills in child behavioral management; to assist teachers in promoting children's social competence; and to develop coordination between families and schools. This multi- system program is designed to provide intensive intervention for two year periods at two developmentally important transition points (school entry and the transition to middle school), and to provide less intensive criterion-based intervention, classroom-based tutoring and home visiting during the middle elementary school years. The effects of intervention will be evaluated in multiple theoretically based ways. In addition, representatively selected normative group of children in the control schools will be followed to provide normative comparisons for the intervention group, as well as to further investigate risk factors in the development of conduct disorder. Analyses of data comparing the first cohort of high-risk children and their families to the normative children and their families confirm the assumptions of the developmental model of conduct disorder on which this proposal is based. In the proposed three year grant period, intervention will focus on elementary school intervention and the developmental transition that occurs with entrance into middle school (for the first cohort). Further preventive intervention and evaluation is planned to complete the transition to middle school and early adolescence for all cohorts in a subsequent grant period.

该项目包括持续实施和评估 基于发展的、长期的、全面的干预措施，旨在 预防青春期的行为障碍和社会适应不良 成年期。 假设将被检验，这样的干预将 导致儿童行为和家庭生态的近端改善， 反过来，这些变化将导致长期预防行为 紊乱。 该项目正在四个地点进行（达勒姆、 北卡罗来纳州/杜克大学；田纳西州纳什维尔/范德比尔特；宾夕法尼亚州/宾夕法尼亚州立大学农村地区，以及 西雅图，华盛顿州/美国。华盛顿）。 连续两组儿童 已经确定了将在十二年内进行的跟踪，并且 第三批将在下一批开始之前确定 授予期。 幼儿园适龄儿童是行为高危人群 障碍被随机分配到干预组（儿童 n=480）或对照组 （儿童 n=480）组。 该干预措施旨在促进儿童 顺从行为、社交认知技能、同伴关系和学业 成功;提高家长和老师在儿童行为方面的技能 管理;协助教师提升儿童的社交能力； 并发展家庭和学校之间的协调。 这个多 系统计划旨在提供为期两年的强化干预 处于两个重要发展过渡点的时期（入学 以及向中学的过渡），并提供强度较低的课程 基于标准的干预、课堂辅导和家访 中学时期。 干预的效果 将以多种基于理论的方式进行评估。 此外， 对照组中代表性选择的正常儿童组 学校将跟踪提供规范性比较 干预组，并进一步调查危险因素 行为障碍的发展。 数据分析比较第一 高危儿童及其家庭群体与正常儿童 及其家人证实了发展模型的假设 该提案所依据的行为障碍。 在提议的三 年资助期，干预将集中在小学 干预和入学时发生的发展转变 进入中学（第一批）。 进一步预防 计划进行干预和评估以完成向 后续补助金中所有群体的中学和青春期早期 时期。