FOLLOW-UP ONE YEAR AFTER PARENT CHILD INTERACTION TRAINING - EFFECTS ON BEHAVIOR OF PRESCHOOL-CHILDREN
FOLLOW-UP ONE YEAR AFTER PARENT CHILD INTERACTION TRAINING - EFFECTS ON BEHAVIOR OF PRESCHOOL-CHILDREN
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DOI：
10.1097/00004583-199101000-00021
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发表时间：
1991-01-01
影响因子：
13.3
通讯作者：
WEIDMAN, CS
中科院分区：
文献类型：
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作者：
STRAYHORN, JM;WEIDMAN, CS
先前报道的一项预防性心理健康干预发现，父母与孩子的互动训练计划对父母评定的低收入学龄前儿童的注意力缺陷和内化症状有积极影响。 家庭被随机分配到一个“最低限度的治疗”控制组或一个更广泛的治疗实验组。 本研究报告了干预结束后约1年的随访结果。 父母评分和儿童成绩测试分数显示两组之间没有差异。 然而，对干预条件一无所知的教师认为实验组儿童在注意力缺陷和多动症状方面明显上级对照组儿童（教师对同一变量的干预前评分进行了统计控制）。 教师对儿童行为的综合评价也明显有利于实验组。 孩子们在课堂行为上的改善与父母在干预期间对孩子的行为所表现出的改善显著相关。
A preventive mental health intervention previously reported found positive effects in a parent-child interaction training program on attention deficit and internalizing symptoms of low-income preschool children as rated by parents. Families were randomly assigned to a "minimal treatment" control group or a more extensive treatment experimental group. The present study reports follow-up results measured approximately 1 year after the end of the intervention. Parent ratings and child achievement test scores showed no differences between the two groups. Teachers blind to the condition of the intervention, however, rated experimental children as significantly superior to control children with respect to attention deficit and hyperactivity symptoms (preintervention ratings by teachers on the same variable were statistically controlled). Composite teacher ratings of child behavior also significantly favored the experimental group. Children's improvements in classroom behavior were significantly correlated with improvements parents had shown during the intervention in their behavior toward the children.