Campbell S B, March C L, Pierce E W, Ewing L J, Szumowski E K
Department of Psychology, University of Pittsburgh, Pennsylvania 15260.
J Abnorm Child Psychol. 1991 Jun;19(3):301-18. doi: 10.1007/BF00911233.
Preschool boys identified by their teachers as active, inattentive, and impulsive (N = 42) were compared with matched classroom controls (N = 43) and with parent-identified problem boys (N = 27) on measures of family functioning often associated with children's problem behaviors, including family history of psychopathology, stressful life events, and family composition. Teacher-identified and parent-identified problem boys did not differ on measures of family adversity, and both groups came from less well functioning families than comparison boys. Mothers of problem boys, regardless of referral source, were more negative and controlling toward their sons when observed in a compliance task. Children's problem behaviors were moderately stable over a one-year follow-up period; initial symptom levels, maternal self-reported depression, and negative maternal control predicted follow-up ratings of externalizing problems.
教师认定为活跃、注意力不集中且冲动的学龄前男孩（N = 42），在与家庭功能相关的测量指标上，与匹配的课堂对照组（N = 43）以及家长认定的问题男孩（N = 27）进行了比较，这些测量指标通常与儿童的问题行为相关，包括精神病理学家族史、应激性生活事件和家庭构成。教师认定和家长认定的问题男孩在家庭逆境测量指标上没有差异，且两组男孩来自功能不如对照组男孩的家庭。在一项依从性任务中观察发现，无论转诊来源如何，问题男孩的母亲对儿子都更消极且控制欲更强。儿童的问题行为在一年的随访期内具有中度稳定性；初始症状水平、母亲自我报告的抑郁以及母亲的消极控制可预测外化问题的随访评分。
