EARLY DIFFERENCES IN BEHAVIORAL ASPECTS OF HYPERACTIVITY

与多动症相关的几种行为--即 注意力、活动量和冲动--有明显的有害影响 对孩子的课堂、家庭和社交生活的影响相对较高 但在某种程度上可以接受治疗。因此，一个 了解它们的早期发育和稳定性对于 原因多种多样。该项目旨在比较两组 关于婴幼儿这些行为的发生率和稳定性 在最初的三年半的时间里。高危早产和正常 从相同一般人口中抽取的足月儿(每人100名)将是 定期测试选定的用于指示注意力、活动的指标 水平和冲动。12个月的措施将基于 物体的自发行为和对障碍的反应 婴儿和理想的对象。24个月的措施将基于 具有多个对象的自发行为和延迟行为 响应任务。此外，贝利发展量表将提供 在每个年龄段都有一个总体发展水平的指标和两项任务 这进一步挖掘了关注的特定行为维度。一种天平 根据直接观察，也将在每个年龄段进行评估 亲子互动，助力未来规划 干预。在3岁半的时候，这些措施将是学龄前适应 匹配熟悉图形测验、嵌入图形测验和 慢速绘制线条测试。这些特定的结果衡量标准选择了 因为他们适度预测了年龄较大的人的考试和课堂行为 井。如果能够证明个人的稳定性，我们的措施可能会 为早期诊断工具的开发提供了基础 对极端或异常行为的识别。如此早期的识别 将允许及早干预，以防止一些负面的社会 以及多动症的教育后果和更直接的探索 行为障碍的起源和机制。

Several behaviors associated with hyperactivity--namely problems of attention, activity level, and impulsivity--have clear detrimental effects on a child's classroom, family and social life; they have a relatively high prevalence but are amenable to some extent to treatment. Therefore, an understanding of their early development and stability is important for a variety of reasons. This project is designed to compare two groups of infants with respect to the incidence and stability of these behavioral dimensions across the first 3 1/2 years. High-risk preterm and normal fullterm infants (100 each) drawn from the same general population will be tested periodically on measures selected to index attention, activity level, and impulsiveness. Measures at 12 months will be based on spontaneous behavior with objects and responses to a barrier between the infant and a desirable object. Measures at 24 months will be based on spontaneous behavior with multiple objects and on behavior to delayed response tasks. In addition, the Bayley Developmental Scales will provide at each age both an index of overall developmental level and two tasks which further tap the particular behavioral dimensions of concern. A scale based on direct observation will also be administered at each age to assess the parent-child interaction and to facilitate plans for future intervention. At 3 1/2 years, the measures will be preschool adaptations of the Matching Familiar Figure Test, the Embedded Figures Test and the Draw-a-Line Slowly Test. These particular outcome measures have selected because they predict test and classroom behavior at older ages moderately well. If individual stability can be demonstrated, our measures may provide a basis for the development of diagnostic tools for early identification of extreme or deviant behavior. Such early identification would permit both early intervention to prevent some of the negative social and educational consequences of hyperactivity and more direct exploration of the origins and mechanisms underlying the behavioral disorder.