MULTISITE PREVENTION OF CONDUCT DISORDER

该项目包括实施和评估一项 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， 成年假设将被测试，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.该项目将在四个地点进行（达勒姆，北卡罗来纳州/杜克， 纳什维尔，田纳西州/范德比尔特，宾夕法尼亚州/宾夕法尼亚州的农村，和西雅图，华盛顿州/U。 华盛顿）与三个连续的儿童队列谁将是 追踪了12年10岁以下的儿童， 行为障碍将被随机分配到一个干预（儿童n = 480)对照组（n = 480）。最初为期两年的 干预将试图促进儿童的顺从行为，所以- 社会认知技能，同伴关系和学术成功;促进 家长和教师在儿童行为管理方面的技能;协助 教师在促进儿童的社会能力;和发展 家庭与学校的协调。干预的效果将是 以多种基于理论的方式进行评估。此外，随机 干预组和对照组低危儿童 将跟踪学校，以研究干预措施的可能影响， 以及品行障碍发展的风险因素。在 在拟议的三年赠款期内，干预将集中在 入学发展阶段（一年级和二年级）。进一步的预防 计划在向中学过渡期间进行干预和评估 和青春期早期。

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.