MULTI-SITE PREVENTION OF CONDUCT DISORDER

该项目包括继续执行和评价一个 以发展为基础的长期全面干预旨在 预防青春期行为障碍和社会适应不良 成人期。这一假设将得到检验，即这样的干预将 导致儿童行为和家庭生态的近期改善，在 反过来，这些变化将导致对行为的长期预防 无序。该项目正在四个地点进行(北卡罗来纳州达勒姆/杜克； 田纳西州纳什维尔/范德比尔特；宾夕法尼亚州/宾夕法尼亚州农村/宾夕法尼亚州和西雅图， 华盛顿大学)。两个连续的儿童队列将是 已经确定了超过12年的历史，还有三分之一 在下一笔赠款开始之前，将确定队列 句号。行为高危的学龄前儿童 将精神障碍随机分配到干预组(儿童n=480)或对照组 (儿童)组480例。该干预措施试图促进儿童的 顺从行为、社交认知技能、人际关系和学业 成功；促进家长和教师在儿童行为方面的技能 管理；协助教师提高儿童的社交能力； 以及发展家庭和学校之间的协调。这个多- 系统计划旨在提供为期两年的强化干预 处于两个对发展具有重要意义的过渡点的时期(入学 和向中学的过渡)，并提供不那么密集的 基于标准的干预、基于课堂的辅导和家访 在初中的时候。干预的效果 将通过多种基于理论的方式进行评估。此外, 控制组中有代表性的正常儿童群体 学校将被跟踪，提供规范的比较 干预组，以及进一步调查危险因素在 品行障碍的发展。第一次数据比较的分析 高危儿童及其家庭与正常儿童的队列 和他们的家人证实了人类发展模式的假设 这项建议所依据的行为紊乱。在建议的三项建议中 在年度资助期内，干预将集中在小学 干预与进入所发生的发展转变 进入中学(第一批)。进一步预防 计划进行干预和评估，以完成向 在随后的拨款中为所有年龄段的人提供中学和青春期早期 句号。

This project consists of the continued implementation and evaluation of a developmentally based, long-term, comprehensive intervention designed to prevent conduct disorder and social maladaptation in adolescence and adulthood. The hypothesis 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 is being carried out at four sites (Durham, NC/Duke; Nashville, TN/Vanderbilt; rural Pennsylvania/Penn State, and Seattle, WA/U. of Washington). Two successive cohorts of children who will be followed over twelve years have already been identified, and a third cohort will have been identified prior to the start of the next grant period. Kindergarten-age children who are at high-risk for conduct disorder are randomly assigned to an intervention (child n=480) or control (child n=480) group. The intervention attempts to promote children's compliant behavior, social-cognitive skills, per 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. This multi- system program is designed to provide intensive intervention for two year periods at two developmentally important transition points (school entry and the transition to middle school), and to provide less intensive criterion-based intervention, classroom-based tutoring and home visiting during the middle elementary school years. The effects of intervention will be evaluated in multiple theoretically based ways. In addition, representatively selected normative group of children in the control schools will be followed to provide normative comparisons for the intervention group, as well as to further investigate risk factors in the development of conduct disorder. Analyses of data comparing the first cohort of high-risk children and their families to the normative children and their families confirm the assumptions of the developmental model of conduct disorder on which this proposal is based. In the proposed three year grant period, intervention will focus on elementary school intervention and the developmental transition that occurs with entrance into middle school (for the first cohort). Further preventive intervention and evaluation is planned to complete the transition to middle school and early adolescence for all cohorts in a subsequent grant period.