Prevention of Behavioral Deficits in Young ADHD Children

描述(由申请人提供)：拟议研究的总体目标是 为了确定多设置早期干预方案的有效性 在预防问题后遗症方面通常与 青少年注意缺陷多动障碍混合型(ADHD)的研究 孩子们。具有既定效力的行为和学术干预将 在社区环境中实施(即，门诊儿科诊所， 幼儿园和家庭)，这样学龄前儿童患有ADHD的人数将会减少 可能会出现攻击性、学业成绩不佳和差劲等问题 同伴关系。此外，将确定是否及早进行多设置 干预是否可以减少医疗服务的利用以及是否继续 治疗的结果是维持疗效。200名3至5岁儿童的样本 患有ADHD的儿童将被随机分配到多个环境中 干预或社区干预小组。早期的多重设定 干预组将接受一揽子治疗(家长培训， 基于评估的行为干预和学术干预) 年，然后将收到高强度或低强度的 超过18个月的维护干预。社区 干预组将接受社区中可用的干预(例如， 精神药物及特殊教育服务)及每月家长 提供有关儿童发展和医疗功能的信息的团体 (即注意控制程序)。从属衡量标准将包括行为 家长和老师完成的评分，对行为的直接观察， 学业成绩指数和档案数据(例如，医疗和学校 记录)。小组之间的差异将在六个不同的场合进行评估 四年了。结果将使用以下两种多变量分析进行分析 具有重复测量和分层线性建模的方差。

DESCRIPTION (provided by applicant): The overall goal of the proposed study is to determine the effectiveness of a multi-setting early intervention protocol in preventing problematic sequelae typically associated with Attention-Deficit/Hyperactivity Disorder-Combined Type (ADHD) in young children. Behavioral and academic interventions with established efficacy will be implemented in community settings (i.e., outpatient pediatric clinic, preschools, and homes) such that preschool-aged children with ADHD will be less likely to develop problems with aggression, academic underachievement and poor peer relationships. Further, it will be determined whether multi-setting early intervention can reduce utilization of medical services and whether continued treatment results in maintenance of effects. A sample of 200 3 to 5 year old children with ADHD will be randomly assigned to a Multi-Setting Early Intervention or a Community Intervention group. The Multi-Setting Early Intervention group will receive a treatment package (parent training, assessment-based behavioral intervention, and academic intervention) for one year and then will receive either a high-intensity or a low-intensity maintenance intervention over an additional 18 months. The Community Intervention group will receive intervention available in the community (e.g., psychotropic medication and special education services) and monthly parent groups delivering information about child development and medical functioning (i.e., attention control procedures). Dependent measures will include behavior ratings completed by parents and teachers, direct observations of behavior, academic performance indices, and archival data (e.g., medical and school records). Between group differences will be assessed on six occasions across four years. Results will be analyzed using both multivariate analyses of variance with repeated measures and hierarchical linear modeling.