MULTISITE PREVENTION OF CONDUCT DISORDER

该项目包括实施和评估一个 以发展为基础的长期全面干预旨在 预防青春期行为障碍和社会适应不良 成人期。这些假设将得到检验，即这样的干预将 导致儿童行为和家庭生态的近期改善，在 反过来，这些变化将导致对行为的长期预防 无序。该项目将在四个地点(北卡罗来纳州达勒姆/杜克， 田纳西州纳什维尔/范德比尔特，宾夕法尼亚州/宾夕法尼亚州/宾夕法尼亚州农村，以及西雅图，华盛顿州/美国。 华盛顿)和三个连续的孩子队列，他们将是 跟踪调查了超过12年。学龄前儿童罹患癌症的风险很高 品行障碍将被随机分配到干预组(儿童n= 480人)或对照组(儿童n=480人)。最初长达两年的 干预将试图促进儿童的顺从行为，所以- 社会认知技能、同伴关系和学业成功；促进 家长和教师在儿童行为管理方面的技能；协助 教师在促进儿童社交能力和发展方面的作用 家庭和学校之间的协调。干预的效果将是 以多种理论为基础的评估方法。此外，一个随机的 选定的低风险儿童组，同时进行干预和控制 学校将被跟踪检查干预的可能影响，因为 以及发展为品行障碍的危险因素。在 建议的三年资助期，干预将集中在 入学发育期(1年级和2年级)。进一步预防 计划对过渡到中学的学生进行干预和评估 和青春期早期在随后的资助期。

This project consists of the implementation and evaluation of a developmentally based, long-term, comprehensive intervention designed to prevent conduct disorder and social maladaptation in adolescence and adulthood. The hypotheses 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 will be carried out at four sites (Durham, NC/Duke, Nashville, TN/Vanderbilt, rural Pennsylvania/Penn State, and Seattle, WA/U. of Washington) with three successive cohorts of children who will be followed over 12 years. Kindergarten-age children who are at high risk for conduct disorder will be randomly assigned to an intervention (child n = 480) or control (child n = 480) group. The initial two-year-long intervention will attempt to promote children's compliant behavior, so- cial-cognitive skills, peer 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. Effects of intervention will be evaluated in multiple theoretically based ways. In addition, a randomly selected group of low-risk children in both intervention and control schools will be followed to examine possible effects of intervention as well as risk factors in the development of conduct disorder. In the proposed three-year grant period, intervention will focus on the developmental period of school entry (grades 1 and 2). Further preventive intervention and evaluation is planned for the transition to middle school and early adolescence in a subsequent grant period.