MULTISITE MULTIMODAL TREATMENT STUDY OF CHILDREN WITH A

描述(改编自申请者摘要)：本次竞赛 延续申请申请07至11年的NIMH资金 注意力缺陷儿童的多模式协同治疗研究 多动障碍(MTA研究)。在平行分组设计中，579 经过严格诊断的7-9岁ADHD儿童被随机分配到 四种治疗条件：(1)单纯药物治疗；(2)单纯心理社会治疗；(3) 综合(药物和社会心理)；(4)评估和转诊 条件。除后者外，所有人都接受了14个月的强化治疗， 所有受试者在基线、3个月、9个月、14个月和24个月进行评估。这个 最初的MTA设计因此提供了短期(治疗后10个月) 随访24个月。二零零六年的额外拨款支持 地方规范比较小组(LNCG)的集合 学校就像是ADHD儿童。这一延续将把后续行动扩展到 治疗后36个月、60个月和84个月进行评估。延续目标1 是跟踪干预相关影响的持续性，因为MTA 样本成熟到青春期中期，包括随后的心理健康和 MTA治疗对学校相关服务利用模式的影响 经验(治疗分配)和结果(治疗成功程度 14个月。)。目标2是测试关于预测因素的特定假设， 注意缺陷多动障碍儿童长期结局的调停者和调节者 (例如，共病；家庭功能；认知技能；同伴关系) 可能会影响青少年的功能(独立于或 通过初步治疗分配和/或14个月的治疗结果)； 并比较这些预测者和主持人的相似性或 LNCG内部的不同。目标3是跟踪风险和 保护性因素(包括它们最初的调解或缓和 治疗任务和/或结果)参与早期和后续阶段 发展成与物质相关的障碍和反社会行为。目标4是 检查初始治疗分配和程度的影响 治疗对后来的学业成绩、成就、学校的成功 品行、辍学倾向和其他不利的学校结果。

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.