Prevention of Behavioral Deficits in Young ADHD Children

预防多动症幼儿的行为缺陷

• 批准号: 6927063
• 负责人: GEORGE J DUPAUL
• 金额: $ 45.36万
• 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 2008-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6927063
• 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 确定多设定的早期干预协议的有效性 在防止有问题的后遗症通常与 年轻的注意力缺陷/多动症混合型（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（即门诊儿科诊所， 学龄前和房屋）使患有多动症的学龄前儿童会更少 可能会出现侵略性，学术成就不佳和差的问题 同伴关系。此外，将确定是否早期进行多设置 干预可以减少医疗服务的利用以及是否继续 治疗导致维持效果。样本200 3至5岁 ADHD的儿童将随机分配到多设置 干预或社区干预小组。多设置的早期 干预小组将获得一个治疗方案（父母培训， 基于评估的行为干预和学术干预） 一年，然后将获得高强度或低强度 维护干预额外18个月。社区 干预小组将获得社区可用的干预措施（例如， 精神药物和特殊教育服务）和每月父母 分组提供有关儿童发展和医疗功能的信息 （即注意控制程序）。依赖措施将包括行为 父母和老师完成的评分，直接观察行为， 学术绩效指数和档案数据（例如，医学和学校 记录）。两组之间的差异将在六次中进行评估 四年。将使用两个多元分析分析结果 具有重复度量和分层线性建模的差异。