PREVENTING ADJUSTMENT PROBLEMS IN YOUNG SIBLINGS

先前的研究表明，一个兄弟姐妹的反社会行为与其他兄弟姐妹随着时间的推移出现类似行为显著相关(例如，Farrington，Barnes&Lambert，1996；Wasserman等人，1996)。虽然兄弟姐妹干预研究很少(Johnston&Freeman，正在出版)，但一些干预研究报告了这样的发现：与对照组的年轻兄弟姐妹相比，对有反社会行为问题的年长兄弟姐妹的治疗导致了年轻兄弟姐妹反社会行为的减少。班克等人。(1997)的研究表明，童年中期高水平的兄弟姐妹冲突预示着不良的适应结果--包括青春期的反社会行为。世界银行等人。在父母养育变量的背景下，研究结果在统计上是可靠的，这表明应该评估兄弟姐妹干预成分作为父母培训干预的伴侣。在本研究中，我建议从俄勒冈州健康计划参与者中招募150个有行为问题的6至8岁儿童的家庭。这些孩子中的每一个都将有一个至少4岁的弟弟妹妹。家庭将被随机分配到三组中的一组--父母培训(N=50)、兄弟姐妹和父母培训(N=50)和对照组(N=50)--他们将像往常一样接受莱恩县服务提供者的干预。有三个核心假设。首先，在干预完成和一年随访时，在接受兄弟姐妹干预部分(SPT)的家庭中，与父母培训(PT)和对照(CT)家庭相比，接受兄弟姐妹干预部分(SPT)的家庭中父母报告的和在家庭观察中编码的兄弟姐妹冲突将显著减少；第二，对于终止和跟踪的SPT较年长的兄弟姐妹以及在学校环境中进行跟踪的较小兄弟姐妹，同伴技能预期显著好于接受PT或CT组的家庭。第三，在干预完成和为期一年的随访中，两个干预组的年长兄弟姐妹的行为问题水平比对照年长兄弟姐妹的行为问题水平低，学习技能水平提高；然而，在年轻兄弟姐妹中，在学校环境中的后续行动中，SPT，而不是PT，比CT年轻兄弟姐妹表现出的行为问题和学习技能要少得多。多因素、多方法的数据--包括对家庭、学校和实验室互动的观察--将在基线、干预完成和后续调查中收集，用于家长管教、家长监督、问题解决、兄弟姐妹消极互动、反社会行为、学习技能和同伴关系等关键结构。马诺瓦和结构方程模型将被用来检验关键假设。

Prior work has demonstrated that antisocial behavior in one sibling is significantly correlated with the emergence of similar behavior across time in other siblings (e.g., Farrington, Barnes, & Lambert, 1996; Wasserman, et al., 1996). Although sibling interventions have been studied only rarely (Johnston & Freeman, in press), a number of intervention studies have reported findings in which treatment of an older sibling with antisocial behavior problems has resulted in reductions in antisocial behaviors in younger siblings as compared to control group younger siblings. Bank et al. (1997) have demonstrated that high levels of sibling Conflict during middle childhood are predictive of poor adjustment outcomes--including antisocial behavior -- during adolescence. The Bank et al. findings were statistically reliable in the context of parenting variables, suggesting that sibling intervention components as a companion to parent training interventions should be evaluated. In the present study, I proposed that 150 families with a 6- to 8-year-old child with conduct problems be recruited from Oregon Health Plan participants. Each of these children will have a younger sibling at least 4 years of age. Families will be randomly assigned to one of three groups--Parent Training (N=50), Sibling and Parent Training (N=50), and a Control (N=50--who will receive intervention as usual from Lane County service providers. There are three central hypotheses. First, at intervention completion and 1-year follow-up, sibling conflicts reported by parents and coded during home observations will be significantly reduced in those families receiving the siblings' intervention component (SPT) as compared to the Parent Training (PT) and Control (CT) families; second, for the SPT older siblings at termination and follow-up and for their younger siblings at follow-up in the school setting, peer skills are expected to be significantly better than in the PT or CT groups. Third, at intervention completion and 1-year follow-up, older siblings in both intervention groups will show diminished levels of conduct problems and improved levels of academic skills as compared to control older siblings; among younger siblings, however, at follow-up in the school setting, SPT, but not PT, will exhibit significantly fewer conduct problems and better academic skills than CT younger siblings. Multiple-agent, multiple-method data--including observation of home, school, and laboratory interactions--will be collected at baseline, intervention completion, and follow-up for key constructs for Parent Discipline, Parent Supervision, Problem Solving, Sibling Negative Interaction, Antisocial Behavior, Academic Skills, and Peer Relations. MANOVA and structural equation modeling will be used to test the key hypotheses.