Department of Psychology, Center for the Prevention of Youth Behavior Problems, University of Alabama, Tuscaloosa, Alabama 35401, USA.
Aggress Behav. 2010 Mar-Apr;36(2):127-40. doi: 10.1002/ab.20337.
An experimental preventive intervention nested into a longitudinal study was used to test the developmental distinctiveness of proactive and reactive aggression. The randomized multimodal preventive intervention targeted a subsample of boys rated disruptive by their teachers. These boys were initially part of a sample of 895 boys, followed from kindergarten to 17 years of age. Semiparametric analyses of developmental trajectories for self-reported proactive and reactive aggression (between 13 and 17 years of age) indicated three trajectories for each type of aggression that varied in size and shape (Low, Moderate, and High Peaking). Intent-to-treat comparisons between the boys in the prevention group and the control group confirmed that the preventive intervention between 7 and 9 years of age, which included parenting skills and social skills training, could impact the development of reactive more than proactive aggression. The intervention effect identified in reactive aggression was related to a reduction in self-reported coercive parenting. The importance of these results for the distinction between subtypes of aggressive behaviors and the value of longitudinal-experimental studies from early childhood onward is discussed.
一项嵌套在纵向研究中的实验性预防干预措施被用来测试前摄性和反应性攻击的发展独特性。这项随机的多模式预防干预针对的是被老师评为破坏性的男孩的一个亚样本。这些男孩最初是 895 名男孩样本的一部分，从幼儿园一直跟踪到 17 岁。对自我报告的前摄性和反应性攻击（13 至 17 岁）的发展轨迹进行半参数分析表明，每种类型的攻击都有三种轨迹，其大小和形状不同（低、中、高峰值）。在预防组和对照组的男孩之间进行的意向治疗比较证实，7 至 9 岁之间的预防干预措施，包括育儿技能和社交技能培训，可以影响反应性攻击而不是前摄性攻击的发展。在反应性攻击中发现的干预效果与自我报告的强制性养育方式的减少有关。讨论了这些结果对于攻击性行为亚型的区分以及从幼儿期开始进行纵向实验研究的价值。
