RISK & PREVENTION OF CHILD DISRUPTIVE BEHAVIOR DISORDERS

此RSA应用程序的目的是提高PI的开发能力 模式，并检验关于家庭和 生命历程发展中的社会信息加工危险因素 和预防儿童的破坏性疾病。 三个相关方案 提出了研究的建议。 方案一将审查发展情况， 处理社会信息的模式（例如，敌意归因 偏见，关注相关的社会线索，解决社会问题的技能， 和效能信念）及其与行为适应不良的关系 发展 259名男孩和女孩的样本（40%是非洲裔美国人， 一半生活在贫困中）从小学早期就开始跟踪， 每年评估处理模式和调整。 他们将 五年内升到12年级 这些假设正在接受检验 随着时间的推移，处理模式将变得稳定， 青春期破坏性行为的近端机制。 的 方案二的目的是检验早期家庭经历的假设， (such如身体虐待和家庭破裂）对 破坏性行为发展，这种影响是由 孩子的攻击性处理方式的发展。585 来自三个城市的非洲裔和欧洲裔美国男孩和女孩 从学前班开始，每年对家庭进行评估， 经验、处理模式和破坏性行为。 初始 研究结果（道奇，贝茨和佩蒂特，科学，1990年）是一致的， 假设 方案三的目的是利用理论和 前两个项目的经验发现，开发，实施， 评估一项为期12年的综合干预措施， 高危一年级学生的行为障碍和严重破坏性行为问题 孩子 根据对四个城市9,600名男孩和女孩的筛查， 被选为高危儿童的儿童被随机分配到 干预（n=480）或对照（n=480）条件。 干预将是 旨在促进：（1）儿童的社会认知和 学业技能;（2）家长的行为管理技能;（3）教师的 课堂努力促进儿童技能;以及（4）协调 在家庭和学校之间。 数据分析将侧重于过程和 干预的结果。 本RSA的最终目的是使PI 将这些发现综合成一个全面的、基于实验的理论 行为障碍和严重 破坏性行为

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.