DEVELOPMENTAL RISK FOR DISRUPTIVE BEHAVIOR DISORDERS

描述：(改编自申请人摘要)：建议 研究将评估和跟踪被确认为患有 临床上有严重的破坏性行为问题。它的独特之处在于 这项研究是在当前的基础上选择主要变量 认知、交流和情感成长的发展理论， 包括依恋和情绪调节的结构，它们具有 以前没有应用于临床转诊的概念化 有行为障碍的儿童。这些变量，除了 母子互动、家庭环境和 其他生态因素，将进行评估以确定：1)哪些 变量一开始区分问题儿童和无问题儿童 评估，以及2)哪些变量预测精神功能障碍1和 两年后。90名对立儿童的临床参考样本(3.5 至5.5岁)，由85名学龄前儿童组成的匹配的无问题小组 将在两年内进行跟踪。在最初的评估中，又是一次 两年后，一次结构化的面试(诊断性面试 儿童和青少年)将被用来确定诊断状态。 观察到的母子互动将在语言和非语言方面进行评分 互动、情感表达、联合规划的性质和安全 母子依恋。母亲对依恋的内在表征 将通过成人实习面试进行评估。孩子们将会是 分别测试认知、视觉运动和情感发展， 父母将提供有关个人、家庭和生态的信息 各种因素。 要检验的假设涉及：a)预测价值 基于理论的、对发展敏感的衡量标准与变量 基于操作型或社会学习理论公式；b) 临床对照组在亲子互动测量上的差异 和依恋；以及c)临床状况和家庭的相互作用 结构随着时间的推移。

DESCRIPTION: (Adapted from the Applicant's Abstract): The proposed research will assess and follow preschool children identified as having clinically significant disruptive behavior problems. What is unique about this study is the selection of major variables based on current developmental theories of cognitive, communicative, and affective growth, including the constructs of attachment and emotion regulation which have not previously been applied to the conceptualization of clinic-referred children with behavior disorders. These variables, in addition to microanalytic measures of mother-child interaction, family environment, and other ecological factors, will be assessed to determine: 1) which variables discriminate problem from nonproblem children at initial assessment, and 2) which variables predict psychiatric dysfunction one and two years later. A clinic-referred sample of 90 oppositional children (3.5 to 5.5 years of age) and a matched nonproblem group of 85 preschoolers will be followed over a two year period. At initial assessment and again one and two years later, a structured interview (Diagnostic Interview for Children and Adolescents) will be used to determine diagnostic status. Observed mother-child interaction will be scored for verbal and nonverbal interaction, affective expression, nature of joint planning and security of mother-child attachment. Mothers' internal representations of attachment will be assessed using the Adult Attachment Interview. Children will be individually tested for cognitive, visual-motor and affective development, and parents will provide information about personal, family and ecological factors. Hypotheses to be tested are related to: a) the predictive value of theoretically-based, developmentally-sensitive measures versus variables based on operant or social learning theory formulations; b) clinic-comparison group differences on measures of parent-child interaction and attachment; and c) the interaction of clinic status and family structure over time.