CHILD DISRUPTIVE/MOOD DISORDERS--DIAGNOSIS AND COURSE

描述（改编自申请人摘要）：这是第二阶段 一项三阶段前瞻性纵向研究，250名6- 10岁的破坏性和/或抑郁的男孩。 的总体目标 研究内容是：扩展儿童破坏性精神病理学双因素模型 抑郁或情绪化的第三个因素;从外部证实， 扩展的三因素模型，使用收敛和发散有效的直接 三个因素的测量（即，注意力不集中过度活跃攻击性 和情绪）;将扩展的三因素模型与几个 DSM和Achenbach评估模型的各个阶段;提高对 分裂性障碍和抑郁性障碍之间的共病性; 开发和测试方法，以结合来自不同国家的评估数据， 工具和线人到健全的诊断决策;并作出 合并的、从实验室衍生的关于将破坏性和 抑郁症/抑郁症的范围。 分类考虑，有8个转诊男孩亚组： (1)完全过度活跃= H;（2）完全攻击性= A;（3） 单纯情绪化= E;（4）多动和攻击性混合= HA;（5） 多动和情绪化相结合= HE;（6）攻击性和 （7）多动、攻击和情绪混合型= HAE; 和（8）既不过度活跃，也不具攻击性，也不情绪化=精神病 控制或PC，以及200名同学比较男孩或CC，和80名全 兄弟 外部验证的依赖标准包括：症状 表达式变量（例如，持续时间、严重性和普遍性）; 损害变量（学术问题，友谊，治疗）;家庭 上下文变量（例如，家庭组成，父母教养方式，婚姻 和谐）;认知和实验室测量（例如，智力功能， 学术技能，CPT）;观察措施（例如，游戏中的行为， 任务设置、父子交互）;生成索引（即，孩子 和成人尺寸和父母的障碍）;症状过程 （在平均8岁时评估精神症状/行为维度， 12和15）;和诊断结果（评估和预测 15岁时的精神障碍/行为维度）。 调查的第二阶段将完成对250名 先证者年龄在11岁到13岁之间， 比较部分，使用6至10岁儿童的信息， 11至13岁的兄弟姐妹的男孩转介到 更全面地回答有关表达，诊断和发展的问题 男孩和女孩的破坏性和抑郁性维度/障碍。

DESCRIPTION (Adapted from Applicant's Abstract): This is the second phase of a three-phase prospective longitudinal study of 250 6- through 10-year-old disruptive and/or depressive boys. The general aims of the study are: to extend a two-factor model of child disruptive psychopathology to a third factor of depression or emotionality; to externally validate that extended three-factor model, using convergently and divergently valid direct measures of the three factors (i.e., inattention-overactivity, aggression, and emotionality); to compare the extended three-factor model to several stages of the DSM and Achenbach assessment models; to improve understanding of comorbidity within and between the disruptive and depressive disorders; to develop and test methods for combining, assessment data from different instruments and informants into sound diagnostic decisions; and to make a consolidated empirically-derived proposal for subgrouping the disruptive and depressive disorders/dimensions. Considered categorically, there are eight subgroups of referred boys: (1) exclusively hyperactive = H; (2) exclusively aggressive = A; (3) exclusively emotional = E; (4) combined hyperactive and aggressive = HA; (5) combined hyperactive and emotional = HE; (6) combined aggressive and emotional = AE; (7) mixed hyperactive and aggressive and emotional = HAE; and (8) neither hyperactive nor aggressive nor emotional = psychiatric controls or PC, as well as 200 classmate comparison boys or CC, and 80 full brothers. The dependent criteria for external validation include: symptom expression variables (e.g., duration, severity, and pervasiveness); impairment variables (academic problems, friendships, treatments); family context variables (e.g., family composition, parenting styles, marital harmony); cognitive and laboratory measures (e.g., intellectual functioning, academic skills, CPT); observational measures (e.g., behavior in play and task settings, parent-child interactions); generation indices (i.e., child and adult dimensions and disorders in parents); course of symptoms (psychiatric symptoms/behavioral dimensions assessed at average ages of 8, 12, and 15); and diagnostic outcomes (assessment and prediction of psychiatric disorders/ behavioral dimensions at age 15). This second phase of the investigation will complete follow-up of 250 probands between ages 11 and 13; and it will incorporate a sibling comparison component, using information about the 6- through 10-year-old and the 11-through 13-year-old sisters and brothers of the referred boys to answer more fully questions about the expression, diagnosis, and development of disruptive and depressive dimensions/disorders in boys and girls.