Prevention of Behavioral Deficits in Young ADHD Children

预防多动症幼儿的行为缺陷

• 批准号: 6650853
• 负责人: GEORGE J DUPAUL
• 金额: $ 60.21万
• 依托单位: LEHIGH UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2001
• 资助国家: 美国
• 起止时间: 2001-09-06 至 2006-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6650853
• 关键词: academic achievement; aggression; attention deficit disorder; behavior disorders; behavior test; behavior therapy; behavioral /social science research tag; child mental health service; community mental health services; disease /disorder prevention /control; educational psychology; human subject; human therapy evaluation; injury prevention; interpersonal relations; longitudinal human study; mental health counseling; outcomes research; outpatient care; peer group; preschool child (1-5); psychometrics; social psychology

DESCRIPTION (provided by applicant): The overall goal of the proposed study is to determine the effectiveness of a multi-setting early intervention protocol in preventing problematic sequelae typically associated with Attention-Deficit/Hyperactivity Disorder-Combined Type (ADHD) in young children. Behavioral and academic interventions with established efficacy will be implemented in community settings (i.e., outpatient pediatric clinic, preschools, and homes) such that preschool-aged children with ADHD will be less likely to develop problems with aggression, academic underachievement and poor peer relationships. Further, it will be determined whether multi-setting early intervention can reduce utilization of medical services and whether continued treatment results in maintenance of effects. A sample of 200 3 to 5 year old children with ADHD will be randomly assigned to a Multi-Setting Early Intervention or a Community Intervention group. The Multi-Setting Early Intervention group will receive a treatment package (parent training, assessment-based behavioral intervention, and academic intervention) for one year and then will receive either a high-intensity or a low-intensity maintenance intervention over an additional 18 months. The Community Intervention group will receive intervention available in the community (e.g., psychotropic medication and special education services) and monthly parent groups delivering information about child development and medical functioning (i.e., attention control procedures). Dependent measures will include behavior ratings completed by parents and teachers, direct observations of behavior, academic performance indices, and archival data (e.g., medical and school records). Between group differences will be assessed on six occasions across four years. Results will be analyzed using both multivariate analyses of variance with repeated measures and hierarchical linear modeling.

描述（由申请人提供）：拟议研究的总体目标是 确定多环境早期干预方案的有效性 预防通常与以下问题相关的后遗症 年轻人注意力缺陷/多动症合并型（ADHD） 孩子们。具有既定功效的行为和学术干预措施将 在社区环境中实施（即儿科门诊、 学前班和家庭），从而减少患有多动症的学龄前儿童 可能会出现攻击性、学业成绩不佳和成绩不佳等问题 同伴关系。此外，将确定是否提前进行多重设置 干预可能会减少医疗服务的利用率以及是否继续 治疗导致效果维持。 200名3至5岁儿童样本 患有多动症的儿童将被随机分配到多环境早期 干预或社区干预小组。早期的多重设置 干预小组将接受治疗方案（家长培​​训、 基于评估的行为干预和学术干预）之一 年，然后将收到高强度或低强度 额外 18 个月的维护干预。社区 干预小组将接受社区提供的干预措施（例如， 精神药物和特殊教育服务）和每月家长 提供有关儿童发展和医疗功能信息的团体 （即注意力控制程序）。相关措施将包括行为 由家长和老师完成的评分，对行为的直接观察， 学业成绩指数和档案数据（例如医疗和学校数据） 记录）。组间差异将在六次评估中进行 四年。将使用多变量分析对结果进行分析 重复测量和分层线性建模的方差。