DEVELOPMENTAL RISK FOR DISRUPTIVE BEHAVIOR DISORDERS

描述：（改编自申请人的摘要）： 研究将评估和跟踪学龄前儿童， 有临床意义的破坏性行为问题 的独特之处 本研究是在现有的基础上选取主要变量， 认知、交际和情感发展的发展理论， 包括依恋和情绪调节的结构， 以前没有被应用到临床参考的概念化 有行为障碍的孩子 这些变量，除了 母婴互动、家庭环境和 其他生态因素，将进行评估，以确定：1） 变量区分问题儿童和非问题儿童在最初 评估，和2）哪些变量预测精神功能障碍， 两年后。 临床参考样本90名对立儿童（3.5 到5.5岁）和一个匹配的85名学龄前儿童的非问题组将 在两年的时间里进行跟踪。 在初步评估时， 两年后，一个结构化面试（诊断面试）， 儿童和青少年）将用于确定诊断状态。 观察到的母婴互动将被评分为语言和非语言 互动、情感表达、共同规划的性质与安全 母子依恋 母亲依恋的内部表征 将使用成人依恋访谈进行评估。 孩子将被 分别进行认知、视觉运动和情感发育测试， 父母将提供有关个人，家庭和生态的信息， 因素 待检验的假设涉及：a） 基于理论的、对发展敏感的衡量标准与变量 基于操作或社会学习理论公式; B） 亲子互动测量的临床-对照组差异 临床地位与家庭关系的交互作用 结构随着时间。

DESCRIPTION: (Adapted from the Applicant's Abstract): The proposed research will assess and follow preschool children identified as having clinically significant disruptive behavior problems. What is unique about this study is the selection of major variables based on current developmental theories of cognitive, communicative, and affective growth, including the constructs of attachment and emotion regulation which have not previously been applied to the conceptualization of clinic-referred children with behavior disorders. These variables, in addition to microanalytic measures of mother-child interaction, family environment, and other ecological factors, will be assessed to determine: 1) which variables discriminate problem from nonproblem children at initial assessment, and 2) which variables predict psychiatric dysfunction one and two years later. A clinic-referred sample of 90 oppositional children (3.5 to 5.5 years of age) and a matched nonproblem group of 85 preschoolers will be followed over a two year period. At initial assessment and again one and two years later, a structured interview (Diagnostic Interview for Children and Adolescents) will be used to determine diagnostic status. Observed mother-child interaction will be scored for verbal and nonverbal interaction, affective expression, nature of joint planning and security of mother-child attachment. Mothers' internal representations of attachment will be assessed using the Adult Attachment Interview. Children will be individually tested for cognitive, visual-motor and affective development, and parents will provide information about personal, family and ecological factors. Hypotheses to be tested are related to: a) the predictive value of theoretically-based, developmentally-sensitive measures versus variables based on operant or social learning theory formulations; b) clinic-comparison group differences on measures of parent-child interaction and attachment; and c) the interaction of clinic status and family structure over time.