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BEHAVIOR PROBLEM TODDLERS: FAMILY CORRELATES OUTCOME

幼儿行为问题：家庭将结果关联起来

基本信息

批准号：
3375377
负责人：
SUSAN B CAMPBELL
金额：
$ 6.22万
依托单位：
UNIVERSITY OF PITTSBURGH AT PITTSBURGH
依托单位国家：
美国
项目类别：
财政年份：
1979
资助国家：
美国
起止时间：
1979-05-01 至 1991-04-30
项目状态：
已结题

项目摘要

Research on hyperactivity (attention deficit disorder) suggests that problems identified at school-age have a relatively poor prognosis and tend to be resistant to treatment, particularly in youngsters who are also aggressive and/or from disturbed families. These findings highlight the importance of early identification of hyperactivity in young children and the development of appropriately targeted interventions. Although there is general agreement that hyperactivity has its onset in early childhood, prospective, developmental data on the correlates, course, and outcome of this disorder in young children are just beginning to appear. Lack of hard data reflects the formidable definitional and differential diagnostic problems inherent in the study of behavior disorders in young preschoolers, as well as the widespread belief that problems in early childhood are transient. Recent evidence, however, suggests that problems identified in very young children may persist. Further, family stress and early peer problems appear to be associated with continuing difficulties in social adjustment and academic achievement in early elementary school. Therefore, the research proposed in this application is geared to exploring the early development of hyperactive children. Our original sample of parent-referred 2 and 3 year olds will be followed up at age 9 to determine the nature and severity of problem behavior in elementary school. A new sample of preschoolers who meet DSM-III criteria for attention deficit disorder will also be studied using a convergent longitudinal design and a multifaceted assessment strategy. Focus will be on four issues: 1. the persistence of symptoms over time; 2. the contribution of family stress and dysfunction to follow-up status; 3. the relative contributions of symptoms of hyperactivity and aggression at intake to follow-up status; 4. the nature of peer interactions in hyperactive preschoolers and the relationship of early peer problems to follow-up status.

对多动症（注意力缺陷障碍）的研究表明，在学龄期发现的问题预后相对较差，对治疗有抵抗力，特别是在年轻人中，有攻击性和/或来自不安的家庭。这些发现强调了早期识别幼儿多动症的重要性，制定有针对性的干预措施。尽管人们普遍认为多动症的发病时间是在幼儿期，前瞻性，发展数据的相关性，当然，这种疾病在幼儿中的结果才刚刚开始出现缺乏确凿的数据反映了令人生畏的定义和行为研究中固有的鉴别诊断问题幼儿的疾病，以及人们普遍认为，幼儿期的问题是暂时的。然而，最近的证据表明，这表明，在非常年幼的儿童中发现的问题可能会持续存在。此外，家庭压力和早期同伴问题似乎与在社会适应和学业成绩方面持续存在困难，小学早期。因此，本申请中提出的研究面向探索多动儿童的早期发育。我们的原始样本父母推荐的2岁和3岁的奥尔兹将在9岁时进行随访，以确定小学问题行为的性质和严重性。一个新符合DSM-III注意力缺陷标准的学龄前儿童样本无序也将研究使用收敛纵向设计和多方面评估战略。重点将放在四个问题上： 1.随着时间的推移症状的持续性; 2.家庭压力和功能障碍对随访状况的影响; 3.多动症和攻击性症状的相对贡献从入院到随访状态; 4.多动学龄前儿童同伴互动的性质以及早期同伴问题与随访状态的关系。