EARLY INTERVENTION FOR ANTISOCIAL BEHAVIOR IN CHILDREN

这个项目的主要目标是将正在进行的努力延伸到研究， 扩大和改进旨在改善的早期干预策略 有患病风险的年轻男孩的攻击性和反社会行为 随之而来的失调。两种可行但不同的方法，即 基于家庭的干预和以儿童为基础的认知行为 干预措施，将在治疗中单独和联合评估 120名5岁至20岁具有明显攻击性和对抗性的男孩的结果研究 9年了。以家庭为基础的治疗，控制积极接触 工作人员和孩子之间的关系也包括在规则的设计中 排除儿童参与治疗的非特定影响。结果 在治疗前、治疗后和九个月随访时评估的措施 包括教师和家长攻击性措施、一般社会 适应，以及相关的行为问题，认知和测量 解决问题的行为，观察亲子互动，以及 对父母改进的评估。实验设计包括 分层随机分配治疗条件、条件 平衡六名治疗师，并评估治疗保真度 对自变量进行验证。 这项研究的第二个目标是描述儿童的影响 家长参与家庭治疗的情况。这个 以家庭为基础的治疗强调社会学习原则和 申请，父母积极干预，促进积极儿童 行为，以及一种提高期望值的治疗方案 治疗讨论应包括儿童行为以外的话题。这个 衡量父母参与度的主要措施包括系统的治疗- 课程观察代码(治疗过程代码)，用于评估父母 阻力和治疗师行为，消费者的父母衡量标准 满意度和参与度变量与完成 治疗任务、预约时间和就诊的准点率。 实现研究的两个目标将提供额外的 对治疗效果的理解以及克服的线索 参与障碍。

The primary goal of this project is to extend ongoing efforts to study, expand and improve early intervention strategies aimed at ameliorating aggressive and antisocial behavior in young boys who are at risk for subsequent maladjustment. Two viable but divergent approaches, namely family-based intervention and child-based cognitive-behavioral intervention, will be evaluated separately and jointly in a treatment outcome study with 120 markedly aggressive and oppositional boys ages 5 to 9 years. A family-based treatment that controls for positive contact between a staff member and the child is also included in the design to rule out nonspecific effects of child involvement in treatment. Outcome measures assessed at pre-treatment, post-treatment, and nine-month followup include teacher and parental measures of aggression, general social adjustment, and related behavior problems, measures of cognitive and problem-solving behaviors, observation of parent-child interaction, and assessment of parental improvement. The experimental design includes stratified random assignment to treatment conditions, conditions counterbalanced across six therapists, and assessment of treatment fidelity to verify the independent variable. A second goal of the study is to characterize the effect of child involvement on parental engagement in the family-based treatment. The family-based treatment emphasizes social learning principles and applications, active parental intervention to promote positive child behaviors, and an expectation-enhancing treatment regimen that expands therapy discussions to include topics outside of child behavior. The primary measures of parental engagement include a systematic therapy- session observation code (Therapy Process Code) to assess parental resistance and therapist behaviors, parental measures of consumer satisfaction, and participation variables pertaining to completion of therapy assignments, appointments kept, and punctuality of attendance. Achievement of the two goals of the study will provide additional understanding of treatment effectiveness as well as clues about overcoming engagement obstacles.