MULTISITE PREVENTION OF CONDUCT DISORDER

多点预防行为障碍

• 批准号: 3442944
• 负责人: JOHN D COIE
• 金额: $ 165.61万
• 依托单位: DUKE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 1990
• 资助国家: 美国
• 起止时间: 1990-09-30 至 1998-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/3442944
• 关键词: behavior modification; child (0-11); child behavior disorders; disease /disorder prevention /control; disease /disorder proneness /risk; elementary school; family structure /dynamics; human subject; human therapy evaluation; middle childhood (6-11); mood disorders; parents; peer group; questionnaires; social behavior; teacher; training

This project consists of the continued implementation and evaluation of a developmentally based, long-term, comprehensive intervention designed to prevent conduct disorder and social maladaptation in adolescence and adulthood. The hypothesis will be tested that such an intervention will lead to proximal improvements in child behavior and family ecology and, in turn, that these changes will lead to the long-term prevention of conduct disorder. The project is being carried out at four sites (Durham, NC/Duke; Nashville, TN/Vanderbilt; rural Pennsylvania/Penn State, and Seattle, WA/U. of Washington). Two successive cohorts of children who will be followed over twelve years have already been identified, and a third cohort will have been identified prior to the start of the next grant period. Kindergarten-age children who are at high-risk for conduct disorder are randomly assigned to an intervention (child n=480) or control (child n=480) group. The intervention attempts to promote children's compliant behavior, social-cognitive skills, per relations, and academic success; to promote parents' and teachers' skills in child behavioral management; to assist teachers in promoting children's social competence; and to develop coordination between families and schools. This multi- system program is designed to provide intensive intervention for two year periods at two developmentally important transition points (school entry and the transition to middle school), and to provide less intensive criterion-based intervention, classroom-based tutoring and home visiting during the middle elementary school years. The effects of intervention will be evaluated in multiple theoretically based ways. In addition, representatively selected normative group of children in the control schools will be followed to provide normative comparisons for the intervention group, as well as to further investigate risk factors in the development of conduct disorder. Analyses of data comparing the first cohort of high-risk children and their families to the normative children and their families confirm the assumptions of the developmental model of conduct disorder on which this proposal is based. In the proposed three year grant period, intervention will focus on elementary school intervention and the developmental transition that occurs with entrance into middle school (for the first cohort). Further preventive intervention and evaluation is planned to complete the transition to middle school and early adolescence for all cohorts in a subsequent grant period.

该项目包括继续执行和评价一项 以发展为基础的长期综合干预措施， 预防青少年的品行障碍和社会适应不良， 成年这一假设将得到检验，即这种干预将 导致儿童行为和家庭生态的近距离改善， 反过来，这些变化将导致长期的行为预防 disorder.该项目正在四个地点进行（北卡罗来纳州达勒姆/杜克; 纳什维尔，田纳西州/范德比尔特;宾夕法尼亚州/宾夕法尼亚州农村和西雅图， 华盛顿大学。（华盛顿）。两个连续的儿童群体， 已经确定了12年，第三个 在下一次资助开始之前， 期行为风险高的10岁儿童 随机分配到干预组（儿童n=480）或对照组 儿童组480例。干预措施试图促进儿童的 顺从行为、社会认知技能、人际关系和学业 提高父母和教师在儿童行为方面的技能， 协助教师提升幼儿的社会能力; 促进家庭与学校的协调。这多- 系统方案旨在提供为期两年强化干预 在两个重要的发展转折点（入学）的时期 和过渡到中学），并提供较少的密集型 基于标准的干预，基于课堂的辅导和家访 在初中和小学期间。的干预效果 将以多种基于理论的方式进行评估。此外，本发明还提供了一种方法， 在对照组中选择具有代表性的儿童标准组 学校将被跟踪，以提供规范的比较， 干预组，以及进一步调查的危险因素， 行为障碍的发展。数据分析比较第一个 高危儿童及其家庭与正常儿童的关系 及其家人证实了发展模型的假设 这一提议所依据的行为障碍。 在拟议的三个 一年补助期内，干预将集中在小学 干预和发展转型， 初中（第一届）。 进一步的预防 计划进行干预和评估，以完成向 中学和青春期早期的所有队列在随后的补助金 期