Screening Preschool Disruptive Behaviors

筛查学前破坏性行为

基本信息

批准号：
8110651
负责人：
MICHELLE M MARTEL
金额：
$ 6.66万
依托单位：
UNIVERSITY OF NEW ORLEANS
依托单位国家：
美国
项目类别：
财政年份：
2010
资助国家：
美国
起止时间：
2010-07-15 至 2013-02-28
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/8110651
关键词：
Advertisements Affect Age Anger Attention Attention deficit hyperactivity disorder Behavior Behavioral Symptoms California Child Child Behavior Cognitive Depressed mood Development Diagnosis Diagnostic Digit structure Disease Disruptive Behavior Disorder Early identification Early treatment Emotions Evaluation Exhibits Future Goals Hyperactive behavior Impulsivity Individual Differences Interview Laboratories Lead Measures Mediating Newspapers Nursery Schools Oppositional Defiant Disorder Parents Persons Problem behavior Procedures Q-Sort Questionnaires Radio Recruitment Activity Risk Sampling Schools Screening procedure Severities Shapes Short-Term Course Short-Term Memory Structure Symptoms Telephone Temperament Testing Work aged base callous unemotional trait cognitive control design early childhood improved inattention innovation insight longitudinal design programs public health relevance response trait

项目摘要

DESCRIPTION (provided by applicant): This proposal represents a first step in a program of work designed to develop a screening measure to improve early identification of children at risk for severe, persistent or increasing disruptive behavior or attention problems or both (i.e., symptoms of Attention-Deficit/Hyperactivity Disorder [ADHD] and/or Oppositional- Defiant Disorder [ODD]). The primary aim tested is that temperamental traits and cognitive control will differentiate children at risk for severe, persistent or increasing symptoms of disruptive behavior and/or attention problems over one year. Subsidiary aims include: 1) examination of whether temperament trait and cognitive control profiles vary as a function of diagnostic status and 2) evaluation of whether individual differences in temperament traits and cognitive control predict the one-year course of severe preschool disruptive behaviors over and above initial symptom levels. Distinct temperamental and cognitive factors are expected to be associated with each diagnosis and changes in their symptom levels. Children with severe, persistent or increasing attention problems (ADHD) will be characterized by low levels of trait and cognitive control, while children with severe, persistent or increasing oppositional-defiance and hyperactivity-impulsivity (ODD or ADHD+ODD) will be characterized by high levels of negative emotionality and approach. Using a one- year short-term longitudinal design, a sample of 120 children between the ages of three and six will be recruited via newspaper, radio, and posted advertisements until a target of at least 30 children per diagnostic group (i.e., ADHD, ODD, ADHD+ODD, and non-ADHD/ODD) is reached. During the initial in-person assessment, parents will complete a semi-structured diagnostic interview to evaluate children's diagnostic status. Temperament will be measured using the Laboratory Temperament Assessment Battery (observational ratings), the California Q-Sort (examiner ratings), and the Child Behavior Questionnaire (parent ratings). Cognitive control will be measured by having the children complete four tasks: Shape School and Snack Delay will measure response inhibition, Digit Span will measure working memory, and Trails-P will measure set- shifting. At six months and one year following the initial assessment, the diagnostic interview will be conducted with parents again, over the telephone. Analyses will evaluate the utility of incorporating temperament and cognitive control measures with standard diagnostic screening measures to improve prediction of the one-year course of severe preschool disruptive behaviors. This is the first study to comprehensively evaluate whether the short-term course of preschool disruptive behaviors can be predicted by initial status on temperament traits and cognitive control. The current study will evaluate whether the incorporation of temperament and cognitive control assessment into standard diagnostic batteries will enable better prediction of the course of severe disruptive behavior problems, thereby improving the ability to identify children who would benefit most from early intervention. PUBLIC HEALTH RELEVANCE: The current proposal seeks to evaluate temperament and cognitive control as mechanisms of preschool disruptive behaviors (inattention, hyperactivity-impulsivity, and oppositional-defiance; Attention- Deficit/Hyperactivity Disorder and/or Oppositional-Defiant Disorder). The integration of temperament and cognitive mechanisms of preschool disruptive behavior disorders with standard diagnostic assessment procedures may allow for more accurate prediction of the one-year course of disruptive behavior problems and thus more accurately identify those children who would benefit most from early intervention.

描述（由申请人提供）：该提案代表了旨在制定筛查措施的工作计划的第一步，以更好地早期识别面临严重、持续或增加的破坏性行为或注意力问题或两者兼而有之风险的儿童（即，注意力缺陷/多动障碍 [ADHD] 和/或对立违抗障碍 [ODD]）。测试的主要目的是，气质特征和认知控制将区分一年内有严重、持续或增加的破坏性行为和/或注意力问题症状风险的儿童。次要目标包括：1）检查气质特征和认知控制特征是否随诊断状态而变化；2）评估气质特征和认知控制的个体差异是否可以预测严重学前破坏性行为的一年进程初始症状水平。预计每个诊断和症状水平的变化都与不同的气质和认知因素有关。患有严重、持续或增加的注意力问题（ADHD）的儿童的特点是特质和认知控制水平较低，而患有严重、持续或增加的对立违抗和多动冲动（ODD 或 ADHD+ODD）的儿童的特点是高水平的负面情绪和方法。采用一年短期纵向设计，通过报纸、广播和张贴广告招募 120 名 3 至 6 岁儿童样本，直至每个诊断组（即多动症、多动症、达到 ODD、ADHD+ODD 和非 ADHD/ODD）。在最初的面对面评估期间，家长将完成半结构化诊断访谈，以评估孩子的诊断状态。将使用实验室气质评估电池（观察评分）、加州 Q-Sort（考官评分）和儿童行为问卷（家长评分）来测量气质。认知控制将通过让孩子们完成四项任务来测量：Shape School 和 Snack Delay 将测量反应抑制，Digit Span 将测量工作记忆，Trails-P 将测量定势转换。初次评估后六个月和一年后，将通过电话再次与家长进行诊断访谈。分析将评估将气质和认知控制措施与标准诊断筛查措施相结合的效用，以改善对严重学前破坏行为的一年进程的预测。这是第一项全面评估学前破坏性行为的短期过程是否可以通过气质特征和认知控制的初始状态来预测的研究。目前的研究将评估将气质和认知控制评估纳入标准诊断组合是否能够更好地预测严重破坏性行为问题的进程，从而提高识别最能从早期干预中受益的儿童的能力。公共健康相关性：当前提案旨在评估气质和认知控制作为学前破坏性行为（注意力不集中、多动冲动和对立违抗；注意力缺陷/多动障碍和/或对立违抗障碍）的机制。将学前破坏性行为障碍的气质和认知机制与标准诊断评估程序相结合，可以更准确地预测破坏性行为问题的一年进程，从而更准确地识别那些从早期干预中受益最大的儿童。

项目成果

期刊论文数量（13）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

Identifying the Inter-Domain Relations Among ODD, CD, and CU Traits in Preschool Children Using Network Analysis.

使用网络分析识别学龄前儿童 ODD、CD 和 CU 特征之间的域间关系。

DOI：
发表时间：
2021
期刊：
影响因子：
0
作者：
Bansal, Pevitr S;Goh, Patrick K;Eng, Ashley G;Elkins, Anjeli R;Thaxton, Melina;Smith, Tess E;Martel, Michelle M
通讯作者：
Martel, Michelle M

Temperament and Common Disruptive Behavior Problems in Preschool.

学前班的气质和常见的破坏性行为问题。

DOI：
发表时间：
2012-11-01
期刊：
影响因子：
4.3
作者：
Martel, Michelle M;Gremillion, Monica L;Roberts, Bethan
通讯作者：
Roberts, Bethan

Personality Traits Elucidate Sex Differences in Attention-Deficit/Hyperactivity Disorder Comorbidity During Early Childhood.

人格特质阐明了幼儿期注意力缺陷/多动症合并症的性别差异。

DOI：
发表时间：
2014-06-01
期刊：
影响因子：
1.6
作者：
Martel, Michelle M;Gremillion, Monica L;Tackett, Jennifer L
通讯作者：
Tackett, Jennifer L

Dispositional Trait Types of ADHD in Young Children.

幼儿多动症的性格特征类型。

DOI：
发表时间：
2016-01
期刊：
影响因子：
0
作者：
Martel; Michelle M
通讯作者：
Michelle M

Longitudinal Prediction of the One-Year Course of Preschool ADHD Symptoms: Implications for Models of Temperament-ADHD Associations.

学龄前多动症症状一年进程的纵向预测：对气质-多动症关联模型的影响。

DOI：
发表时间：
2014-07-01
期刊：
影响因子：
4.3
作者：
Martel, Michelle M;Gremillion, Monica L;Roberts, Bethan A;Zastrow, Brittany L;Tackett, Jennifer L
通讯作者：
Tackett, Jennifer L