Prevention of Behavioral Deficits in Young ADHD Children

描述（由申请人提供）：拟定研究的总体目标是 确定多设置早期干预方案的有效性 在预防典型的与 注意力缺陷多动障碍-混合型（ADHD） 孩子具有既定功效的行为和学术干预将 在社区环境中实施（即，儿科门诊， 幼儿园和家庭），这样学龄前儿童多动症将减少 可能会出现攻击性、学业成绩不佳和 同伴关系此外，将确定是否多设置早期 干预可以减少对医疗服务的利用， 治疗导致效果的维持。200名3至5岁儿童的样本 患有ADHD的儿童将被随机分配到一个多设置早期 干预或社区干预组。早期的多重设置 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 在额外的18个月内进行维护干预。社区 干预组将接受社区提供的干预（例如， 精神科药物及特殊教育服务）及每月家长 提供有关儿童发育和医疗功能信息的团体 (i.e.,注意力控制程序）。依赖性测量将包括行为 由家长和老师完成的评分，对行为的直接观察， 学术表现指数和档案数据（例如，医疗和学校 记录）。组间差异将在6个时间点进行评估。 四年将使用以下两种多变量分析来分析结果： 重复测量方差和分层线性模型。

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.