Contextual versus syndromal assessment behavior change

情境评估与症状评估行为改变

• 批准号: 7072430
• 负责人: AUDREY L ZAKRISKI
• 金额: $ 18.49万
• 依托单位: CONNECTICUT COLLEGE
• 依托单位国家: 美国
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-04-01 至 2010-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7072430
• 关键词: adolescence (12-20); aggression; behavior prediction; behavioral /social science research tag; child behavior disorders; child psychology; clinical research; computer assisted diagnosis; counseling; data collection methodology /evaluation; developmental psychology; diagnosis design /evaluation; diagnosis quality /standard; gender difference; human subject; mental disorder diagnosis; middle childhood (6-11); parents; psychopathology; social behavior; socioenvironment; teacher

DESCRIPTION (provided by applicant): This AREA project investigates how contextual approaches to assessment can enhance our understanding of child psychopathology and our ability to interpret and predict children's responses to psychoeducational intervention. In contrast to widely used syndromal approaches, which emphasize the overall rate of children's problem behaviors, contextual approaches emphasize the patterning of children's behavior over different social contexts and how often children experience those contexts. Recent evidence suggests that despite their prominence in the field, syndromal measures can fail to detect individual differences among children in the social situations that elicit their behavior and may hamper efforts to predict who will show enduring benefits from treatment. The specific aims of the research described in this proposal are: 1) to investigate how well syndromal versus contextual assessment methods reveal children's responses to treatment and predict durability of treatment effects across settings 2) to investigate gender differences in the contextual patterning of children's problem behaviors and how they may be linked to differential treatment response and 3) to develop efficient, multi-informant contextual rating methods. We will collect data on 360 children with emotional and behavioral problems before, during, and after an intensive 45-day summer treatment program. Teachers and parents will provide syndromal and contextual ratings of behavior problems in the spring and in the fall of the following school year. Counselors will provide those same ratings at three points during the summer. They will also complete hourly behavioral observations during the summer. Counselors, teachers and parents will also provide impressions of change. This AREA project will provide high quality research training for numerous future mental health researchers and professionals. It will also provide current researchers, clinicians, and educators with tools to better detect treatment effects that are context-specific yet potentially important, better evaluate why interventions impact children differently, and better predict the transfer or non-transfer of treatment gains to other settings. Contextual assessment methods should also improve communication between parents, teachers, clinicians, and other professionals by clarifying how and why behavior so often differs over settings (e.g., home, school, therapy).

描述（由申请人提供）：该领域项目调查了上下文评估方法如何增强我们对儿童心理病理学的理解以及我们解释和预测儿童对心理教育干预的反应的能力。与广泛使用的综合症方法相反，强调儿童问题行为的总体速度，上下文方法强调了儿童行为在不同的社会环境中的模式以及儿童经历这些背景的频率。最近的证据表明，尽管它们在该领域的重要性，但综合症措施仍无法检测到社交情况下儿童之间的个体差异，这些措施引起了行为，并可能会妨碍谁努力预测谁将表现出持久的治疗益处。该提案中描述的研究的具体目的是：1）调查综合症与上下文评估方法的良好状态揭示了儿童对治疗的反应，并预测各种环境中治疗效果的持久性2）以研究儿童问题行为的上下文模式中的性别差异，以及如何将它们与差异治疗响应和3）链接到有效的，有效地融合的方法。我们将收集有关在45天的夏季治疗计划之前，之中和之后的360名患有情感和行为问题的儿童的数据。教师和父母将在春季和下学年的秋季提供综合症和背景评级。夏季，辅导员将在三点提供相同的评分。他们还将在夏季完成小时的行为观察。辅导员，老师和父母也将提供变革的印象。该地区项目将为许多未来的心理健康研究人员和专业人员提供高质量的研究培训。它还将为现任研究人员，临床医生和教育者提供工具，以更好地检测到上下文特定但潜在重要的治疗效果，更好地评估为什么干预措施对儿童的影响有所不同，并更好地预测治疗收益的转移或不转移到其他环境中。上下文评估方法还应通过澄清行为在环境中经常有何不同（例如，家庭，学校，治疗）的方式来改善父母，教师，临床医生和其他专业人员之间的沟通。