BEHAVIOR PROBLEM TODDLERS: FAMILY CORRELATES OUTCOME

对多动症(注意力缺陷障碍)的研究表明 在学龄期发现的问题具有相对较差的预后和倾向 对治疗有抵抗力，特别是对同样患有 具有攻击性和/或来自精神错乱的家庭。这些发现突出了 早期识别幼儿多动症的重要性 制定有针对性的适当干预措施。 尽管人们普遍认为多动症始于 儿童早期，未来，发展数据的相关性，病程， 而这种疾病在幼儿中的后果才刚刚开始 出现。缺乏确切的数据反映了令人敬畏的定义和 行为研究中固有的鉴别诊断问题 学龄前儿童的精神障碍，以及普遍认为 儿童早期的问题是暂时的。然而，最近的证据表明， 这表明，在幼儿身上发现的问题可能会持续存在。 此外，家庭压力和早期同伴问题似乎与 持续的社会适应困难和学业成就 上小学早期班。 因此，本申请中提出的研究是面向探索的 儿童多动症的早期发展。我们的原始样品 父母介绍的2岁和3岁的孩子将在9岁时接受跟踪调查，以确定 小学问题行为的性质和严重程度。一种新的 符合DSM-III注意力缺陷标准的学龄前儿童样本 无序也将使用会聚的纵向设计和一个 多方面的评估策略。重点关注四个问题： 1.症状随着时间的推移而持续； 2.家庭压力和功能障碍对随访状态的影响； 3.多动和攻击性症状的相对贡献 在入院时至随访状态； 4.多动型学龄前儿童同伴互动的性质 早期同伴问题与随访状态的关系。

Research on hyperactivity (attention deficit disorder) suggests that problems identified at school-age have a relatively poor prognosis and tend to be resistant to treatment, particularly in youngsters who are also aggressive and/or from disturbed families. These findings highlight the importance of early identification of hyperactivity in young children and the development of appropriately targeted interventions. Although there is general agreement that hyperactivity has its onset in early childhood, prospective, developmental data on the correlates, course, and outcome of this disorder in young children are just beginning to appear. Lack of hard data reflects the formidable definitional and differential diagnostic problems inherent in the study of behavior disorders in young preschoolers, as well as the widespread belief that problems in early childhood are transient. Recent evidence, however, suggests that problems identified in very young children may persist. Further, family stress and early peer problems appear to be associated with continuing difficulties in social adjustment and academic achievement in early elementary school. Therefore, the research proposed in this application is geared to exploring the early development of hyperactive children. Our original sample of parent-referred 2 and 3 year olds will be followed up at age 9 to determine the nature and severity of problem behavior in elementary school. A new sample of preschoolers who meet DSM-III criteria for attention deficit disorder will also be studied using a convergent longitudinal design and a multifaceted assessment strategy. Focus will be on four issues: 1. the persistence of symptoms over time; 2. the contribution of family stress and dysfunction to follow-up status; 3. the relative contributions of symptoms of hyperactivity and aggression at intake to follow-up status; 4. the nature of peer interactions in hyperactive preschoolers and the relationship of early peer problems to follow-up status.