EARLY INTERVENTION FOR ANTISOCIAL BEHAVIOR IN CHILDREN

该项目的长期目标是改善早期 对儿童期反社会攻击行为的干预。 密集型亲本 培训是所选择的治疗模式。 一个严重限制了 家长培训计划的整体效果不足 有相当比例的家长参与。 这个项目 包括对初始辍学、持续辍学和 在至少150人的样本中，非辍学者的参与质量 接受家长培训的家庭。 要获得资格，家庭必须是 为一名4至9岁的男孩寻求治疗， 中度至重度社会化不足行为障碍（攻击型）。 该计划包括精确定位和跟踪的个人培训， 惩罚方法，使用暂停，减少体罚， 适当使用先行程序，改善家庭社会 气候，改善孩子与同龄人交往方式的具体技能， 指导如何分析新问题。 经过评估， 被随机分配到两种治疗条件之一：（1） 传统的父母培训，或（2）传统的父母培训加 父母期望的策略。 这两种治疗方法将是 在辍学率、辍学原因、教育质量、 参与，参与质量与成果之间的关系， 和结果。 结果措施包括家长和教师跟踪 问题行为和教师对同伴关系的评价。 此外，本发明还 培训课程录音带将由盲人观察员进行评分， 治疗条件的保真度。 在分析辍学率和 参与，将制定一个参与模式， 针对这些问题，将提出治疗建议。 通过 了解和改善家庭的参与， 干预可以成功， 需要治疗的孩子。

The long-term goal of this project is to improve the impact of early intervention for antisocial aggression in childhood. Intensive parent training is the chosen treatment mode. A problem which severely limits the overall effectiveness of a parent training program is insufficient participation by a significant proportion of parents. This project involves a detailed analysis of initial dropout, ongoing dropout, and quality of participation for nondropouts in a sample of at least 150 families who are offered parent training. To qualify, the family must be seeking treatment for a boy between 4 and 9 years of age who is diagnosable as moderate to severe Undersocialized Conduct Disorder (Aggressive Type). The program involves individual training of pinpointing and tracking, reinforcment methods, use of timeout, reduction of physical punishment, appropriate use of antecedent procedures, improvement of the home social climate, specific skills for improving the child's style with peers, and instructions in how to analyze new problems. After assessment, families are randomly assigned to either of two treatment conditions: (1) conventional parent training, or (2) conventional parent training plus strategy for parental expectations. The two treatment approaches will be compared with respect to dropout rate, reasons for dropout, quality of participation, relationship between quality of participation and outcome, and outcome. Outcome measures include parental and teacher tracking of problem behaviors, and teacher ratings of peer relations. Additionally, training-session audiotapes will be rated by blind observers to verify fidelity of treatment conditions. Based on the analyses of dropout and participation, a model of participation will be developed and specific treatment recommendations will be offered to counter these problems. By understanding and improving the participation of families, early intervention can be successful with a greater proportion of hyperaggressive children who need treatment.