MULTISITE MULTIMODAL TREATMENT STUDY OF CHILDREN WITH A

描述（改编自申请人的摘要）： 继续申请要求为NIMH的07年至11年提供资金 注意缺陷儿童的协作式多模式治疗研究 多动症（MTA研究）。 在平行组设计中，579 被严格诊断为ADHD的7-9岁儿童被随机分配到 四种治疗条件：（1）仅药物治疗;（2）仅心理社会治疗;（3） 合并（药物和心理社会）;（4）评估和转诊 条件 除后者外，所有患者均接受了14个月的强化治疗， 所有受试者在基线、3、9、14和24个月时的评估。 的 因此，原始MTA设计提供了短期（治疗后10个月） 随访24个月。 2006年的额外资金支持了 当地规范性比较组（LNCG）的集合， ADHD儿童的学校 这一延续将把后续行动扩大到 在治疗后36个月、60个月和84个月进行评估。 继续目标1 是跟踪干预相关效应的持续性， 样本成熟到青春期中期，包括随后的心理健康和 作为MTA治疗功能的学校相关服务利用模式 经验（治疗分配）和结局（治疗成功程度 在14个月时）。目标2是检验关于预测因子的特定假设， ADHD儿童长期预后的中介者和调节者 (e.g.,共患病;家庭功能;认知技能;同伴关系） 可能影响青少年功能（独立于或 通过初始治疗分配和/或14个月治疗结局）; 并比较这些预测者和调节者是如何相似的， 与LNCG不同。 目标3是跟踪风险模式， 保护因素（包括它们的调解或缓和， 治疗分配和/或结果） 与物质有关的疾病和反社会行为 目标4是 检查初始治疗分配的效果和 治疗成功对以后的学习成绩、成就、学业的影响 行为，辍学倾向和其他不良的学校结果。

DESCRIPTION (Adapted from Applicant's Abstract): This Competing Continuation application requests funding for Years 07 to 11 of the NIMH collaborative Multimodal Treatment Study of Children with Attention Deficit Hyperactivity disorder (MTA Study). In a parallel group design, 579 rigorously diagnosed children with ADHD age 7-9 were randomly assigned to four treatment conditions: (1) Medication-only ; (2)Psychosocial-only; (3) Combined (medication and psychosocial); (4) Assessment-and-Referral condition. All but the latter were treated intensively for 14 months, with assessments for all subjects at baseline, 3, 9, 14, and 24 months. The original MTA design thus provides short-term (10 months post-treatment) follow-up at 24 months. Additional funding during Year 06 supported the collection of a local Normative Comparison Group (LNCG) drawn from the same schools as ADHD children. This Continuation would extend the follow-up to assessments at 36-, 60-, and 84 months after treatment. Continuation Aim 1 is to track the persistence of intervention-related effects as the MTA sample matures into mid-adolescence, including subsequent mental-health and school-related service utilization patterns as a function of MTA treatment experience (treatment assignment) and outcome (degree of treatment success at 14 mo.). Aim 2 is to test specific hypotheses about predictors, mediators, and moderators of long-term outcome among children with ADHD (e.g., comorbidity; family functioning; cognitive skills; peer relations) that may influence adolescent functioning (either independently of or through initial treatment assignment and/or 14-month treatment outcomes); and to compare how these predictors, and moderators are similar or dissimilar within the LNCG. Aim 3 is to track the patterns of risk and protective factors (including their mediation or moderation by initial treatment assignment and/or outcome) involved in early and subsequent stages of developing substance-related disorders and antisocial behavior. Aim 4 is to examine the effect of initial treatment assignment and degree of treatment success on later academic performance, achievement, school conduct, tendency to drop out, and other adverse school outcomes.