RISK & PREVENTION OF CHILD DISRUPTIVE BEHAVIOR DISORDERS

此RSA应用程序的目的是增强PI的开发能力 模型并检验家庭和家庭角色的假设 生命过程发展中的社会信息加工风险因素 以及预防儿童中的破坏性障碍。三个相关项目 提出了研究的方向。第一期节目将考察 处理社会信息的模式(例如，敌意归因 偏见，对相关社会线索的关注，解决社会问题的技能， 和功效信念)以及它们与行为适应不良的关系 发展。259名男孩和女孩(40%以上是非洲裔美国人)的样本 一半生活在贫困中)从小学早期就开始了， 每年对加工模式和调整进行评估。他们会 在接下来的五年里达到12年级。这些假设正在接受检验。 随着时间的推移，处理模式会变得稳定，它们的作用是 青春期破坏性行为结果的近端机制。这个 方案二的目的是检验早期家庭经历的假设 (如身体虐待和家庭破裂)对 颠覆性行为发展，这种影响是由 儿童攻击性加工方式的发展。五百八十五 来自三个城市的非裔美国人和欧洲裔美国男孩和女孩 从学龄前开始就一直被跟踪，每年都会对家庭进行评估 体验、处理模式和破坏性行为。首字母 研究结果(Dodge，Bates，&Pettit，Science，1990)与 假设。方案三的目的是利用理论和 开发、实施和实施前两个项目的经验结果 评估为期12年的全面干预措施，以防止行为 高危一年级学生的精神障碍和严重破坏性行为问题 孩子们。根据对四个城市9600名男孩和女孩的筛查， 被选为高危儿童被随机分配到 干预组(n=480)或对照组(n=480)。干预将是 旨在促进：(1)儿童的社会认知和 学习技能；(2)家长的行为管理技能；(3)教师的 课堂努力促进儿童技能；和(4)协调 在家庭和学校之间。数据分析将重点放在流程和 干预的结果。此RSA的最终目标是启用PI 将这些发现综合成一个全面的、以经验为基础的理论 关于发展和预防行为失序和严重 颠覆性行为。

The aim of this RSA application is to enhance the PI's ability to develop models and to test hypotheses of the role of family and social-information-processing risk factors in the life-course development and prevention of disruptive disorders in children. Three related programs of research are proposed. Program One will examine the development of patterns of processing social information (e.g., hostile attributional biases, attention to relevant social cues, social problem solving skills, and efficacy beliefs) and their relation to behavioral maladjustment across development. A sample of 259 boys and girls (40% African-American, over half living in poverty) has been followed since early elementary school, with yearly assessments of processing patterns and adjustment. They will reach 12th grade in the next five years. The hypotheses are being tested that processing patterns will become stable over time and that they act as a proximal mechanism for disruptive behavior outcomes in adolescence. The aim of Program Two is to test the hypotheses that early family experiences (such as physical abuse and family disruptions) have an effect on disruptive behavioral development, and that this effect is mediated by the child's development of aggressogenic processing styles. 585 African-American and European-American boys and girls from three cities have been followed since preschool, with yearly assessments of family experiences, processing patterns, and disruptive behavior. Initial findings (Dodge, Bates, & Pettit, Science, 1990) are consistent with hypotheses. The aim of Program Three is to utilize the theory and empirical findings of the first two programs to develop, implement, and evaluate a comprehensive 12 year-long intervention to prevent conduct disorder and serious disruptive behavior problems in high-risk first-grade children. Based on the screening of 9,600 boys and girls in four cities, children selected as at high risk are being assigned randomly to intervention (n=480) or control (n=480) conditions. Intervention will be directed toward the promotion of: (1) children's social-cognitive and academic skills; (2) parents' behavior management skills; (3) teachers' classroom efforts to promote children's skills; and (4) coordination between families and schools. Data analyses will focus on both process and outcome of intervention. The ultimate aim of this RSA is to enable the PI to synthesize these findings into a comprehensive, empirically-based theory of the development and prevention of conduct disorder and serious disruptive behavior.