MULTI-METHOD INTERVENTION WITH AGGRESSIVE ADHD CHILDREN

该项目建议进行一项为期5年的有效性研究 学龄前儿童早期干预计划 社交攻击性和注意缺陷多动障碍 (ADHD)。治疗计划将涉及多个 行为和认知干预的方法以及 精神药理学，根据需要，测试这个计划的有效性 改变教育、社会和家庭方面的负面后果 这些孩子。过去的研究清楚地表明，攻击性ADHD 孩子们以后学习失败、成绩保持、 停学和开除，以及后来的药物滥用和 反社会活动。这项研究结合了八种最有效的 对攻击性ADHD儿童进行强化干预 与儿童全日制幼儿园相结合的计划 计划通过伍斯特公立学校。总共有80个咄咄逼人的 ADHD儿童和40名正常儿童将被招募到该项目中 在两年的时间里(作为两个队列，每组60名儿童)形成例行公事 每年秋天在公立学校进行幼儿园筛查。全 儿童将接受广泛的初步评估，包括 智力和学业成就，以及适应行为， 记忆力、运动能力、注意力、冲动、行为和社交 行为、病史和发展史、精神症状和 对学校行为的直接行为观察。一半好斗的人 ADHD儿童随后将被分配到多方法干预，以 他们在幼儿园一年半的时间里上了正规的幼儿园课程 随机的基础上。这两组以及正常对照组将分别 在幼儿园结束时进行跟踪和重新评估，以及 在一年级和二年级结束时，提供两年的后处理 后续行动。研究结果将为我们提供重要的信息。 学龄前儿童注意缺陷多动障碍及其在未治疗儿童中的发展过程 ADHD组及早期多方法干预的效果 计划，以减少后来的负面结果的风险。具体来说， 治疗方案的目的是减少以后特殊治疗的需要 教育和精神干预，以及提高学术水平 这些高危儿童的表现和适应。

This project proposes to conduct a 5 year study of the effectiveness of an early intervention program for kindergarten-aged children who are both socially aggressive and have Attention Deficit Hyperactivity Disorder (ADHD). The treatment program will involve a combination of multiple methods of behavioral and cognitive interventions as well as psychopharmacology, as required, to test the effectiveness of this program for altering the educational, social, and familial negative outcomes of these children. Past research clearly indicates that aggressive ADHD children are at high risk for later academic failure, grade retention, school suspension and expulsion, as well as later substance abuse and antisocial activity. This study combines eight of the most effective interventions for aggressive ADHD children into an intensive intervention program that is integrated with the children's full-day kindergarten program through the Worcester Public Schools. A total of 80 aggressive ADHD children and 40 normal children will be recruited into the project over a 2 year period (as two cohorts of 60 children each) form the routine kindergarten screening conducted each fall in the public schools. All children will receive an extensive initial assessment including measures of intelligence and academic achievement as well as of adaptive behavior, memory, motor abilities, attention, impulsivity, behavior and social conduct, medical and developmental history, psychiatric symptoms, and direct behavioral observations of school conduct. Half of the aggressive ADHD children will then be assigned to the multi-method intervention for their kindergarten year and half to the regular kindergarten program on a random basis. These two groups as well as the normal control group will be followed and re-evaluated at the end of their kindergarten year as well as at the end of first and second grade, providing a two year post-treatment follow-up. The results will provide important information on the nature of ADHD in preschool age children, its developmental course in the untreated ADHD group, and the effectiveness of the early multi-method intervention program in reducing the risk for later negative outcomes. Specifically, the program of treatment is intended to reduce the need for later special educational and psychiatric interventions as well as improve the academic performance and adjustment of these high-risk children.