MULTI-METHOD INTERVENTION WITH AGGRESSIVE ADHD CHILDREN

该项目建议进行一项为期5年的研究， 为10岁以下的儿童提供早期干预计划， 社交攻击性和注意力缺陷多动障碍 （ADHD）。 治疗方案将包括多种 行为和认知干预的方法，以及 精神药理学，根据需要，以测试该计划的有效性 改变教育，社会和家庭的负面结果， 这些孩子 过去的研究清楚地表明， 孩子们日后学业失败、留级、 学校停课和开除，以及后来的药物滥用， 反社会活动。 这项研究结合了八个最有效的 针对攻击性ADHD儿童的干预措施， 与孩子们的全日制幼儿园相结合的计划 通过伍斯特公立学校的计划。 共有80名侵略者 该项目将招募多动症儿童和40名正常儿童 在2年的时间内（作为两个队列，每个队列60名儿童）形成常规 每年秋季在公立学校进行幼儿园筛查。 所有 儿童将接受广泛的初步评估，包括以下措施： 智力和学术成就以及适应行为， 记忆、运动能力、注意力、冲动、行为和社交 行为、病史和发育史、精神症状，以及 对学校行为的直接观察。 一半的侵略性 ADHD儿童将被分配到多方法干预， 他们的幼儿园一年半的定期幼儿园计划， 随机基础 将这两组以及正常对照组 在幼儿园结束时进行跟踪和重新评估， 在一年级和二年级结束时，提供为期两年的后期治疗， 随访 这些结果将提供关于 学龄前儿童注意缺陷多动障碍，其发展历程在未经治疗的 注意缺陷多动障碍组，早期多方法干预的效果 计划，以减少风险，为以后的负面结果。 具体地说， 治疗方案旨在减少对后期特殊治疗的需求。 教育和心理干预，以及提高学术 这些高危儿童的表现和调整。

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.