PREVENTING ADJUSTMENT PROBLEMS IN YOUNG SIBLINGS

先前的研究表明，一个兄弟姐妹的反社会行为与其他兄弟姐妹随着时间的推移出现类似行为显著相关（例如，法林顿、巴恩斯和兰伯特，1996年;沃瑟曼等人，1996年）。尽管对兄弟姐妹干预的研究很少（约翰斯顿和弗里曼，出版中），但一些干预研究报告的结果表明，与对照组的弟弟妹妹相比，对有反社会行为问题的哥哥姐姐进行治疗，可以减少弟弟妹妹的反社会行为。Bank等人（1997年）证明，童年中期的高水平兄弟姐妹冲突预示着青春期的不良适应结果（包括反社会行为）。Bank等人的研究结果在育儿变量的背景下具有统计学可靠性，这表明应评估作为父母培训干预措施的同伴的兄弟姐妹干预成分。在本研究中，我建议从俄勒冈州健康计划的参与者中招募150个6至8岁儿童有行为问题的家庭。这些孩子中的每一个都将有一个至少4岁的弟弟妹妹。家庭将被随机分配到三个组之一-父母培训（N=50），兄弟姐妹和父母培训（N=50），和对照组（N=50）-谁将接受干预，像往常一样从莱恩县服务提供者。 有三个核心假设。首先，在干预完成和1年随访时，与父母培训（PT）和对照（CT）家庭相比，接受兄弟姐妹干预部分（SPT）的家庭中父母报告并在家庭观察期间编码的兄弟姐妹冲突将显着减少;第二，对于终止和随访时的SPT年长兄弟姐妹及其在学校环境中随访时的年幼兄弟姐妹，同伴技能预计将显着优于PT或CT组。第三，在干预完成和1年的后续行动，在两个干预组的哥哥姐姐将显示减少的水平的行为问题和提高水平的学术技能相比，控制哥哥姐姐;在弟弟妹妹，但是，在后续的学校设置，SPT，但不是PT，将表现出显着较少的行为问题和更好的学术技能比CT弟弟妹妹。多代理，多方法的数据-包括家庭，学校和实验室互动的观察-将在基线，干预完成和后续的家长纪律，家长监督，解决问题，兄弟姐妹的负面互动，反社会行为，学术技能和同伴关系的关键结构收集。将使用MANOVA和结构方程模型来检验关键假设。

Prior work has demonstrated that antisocial behavior in one sibling is significantly correlated with the emergence of similar behavior across time in other siblings (e.g., Farrington, Barnes, & Lambert, 1996; Wasserman, et al., 1996). Although sibling interventions have been studied only rarely (Johnston & Freeman, in press), a number of intervention studies have reported findings in which treatment of an older sibling with antisocial behavior problems has resulted in reductions in antisocial behaviors in younger siblings as compared to control group younger siblings. Bank et al. (1997) have demonstrated that high levels of sibling Conflict during middle childhood are predictive of poor adjustment outcomes--including antisocial behavior -- during adolescence. The Bank et al. findings were statistically reliable in the context of parenting variables, suggesting that sibling intervention components as a companion to parent training interventions should be evaluated. In the present study, I proposed that 150 families with a 6- to 8-year-old child with conduct problems be recruited from Oregon Health Plan participants. Each of these children will have a younger sibling at least 4 years of age. Families will be randomly assigned to one of three groups--Parent Training (N=50), Sibling and Parent Training (N=50), and a Control (N=50--who will receive intervention as usual from Lane County service providers. There are three central hypotheses. First, at intervention completion and 1-year follow-up, sibling conflicts reported by parents and coded during home observations will be significantly reduced in those families receiving the siblings' intervention component (SPT) as compared to the Parent Training (PT) and Control (CT) families; second, for the SPT older siblings at termination and follow-up and for their younger siblings at follow-up in the school setting, peer skills are expected to be significantly better than in the PT or CT groups. Third, at intervention completion and 1-year follow-up, older siblings in both intervention groups will show diminished levels of conduct problems and improved levels of academic skills as compared to control older siblings; among younger siblings, however, at follow-up in the school setting, SPT, but not PT, will exhibit significantly fewer conduct problems and better academic skills than CT younger siblings. Multiple-agent, multiple-method data--including observation of home, school, and laboratory interactions--will be collected at baseline, intervention completion, and follow-up for key constructs for Parent Discipline, Parent Supervision, Problem Solving, Sibling Negative Interaction, Antisocial Behavior, Academic Skills, and Peer Relations. MANOVA and structural equation modeling will be used to test the key hypotheses.