Grizenko N, Papineau D, Sayegh L
Lyall Preadolescent Day Treatment Program, Douglas Hospital, Verdun, Quebec, Canada.
J Am Acad Child Adolesc Psychiatry. 1993 Jan;32(1):127-34. doi: 10.1097/00004583-199301000-00019.
Children with disruptive behavior disorders are often also dysfunctional in academics, social skills, and self-esteem. The efficacy of multimodal day treatment in addressing these deficits was evaluated.
Thirty children, assigned to day treatment or a waiting list, were compared on measures of behavior, self-perception, academics, peer relations, and family functioning.
Multivariate analyses of covariance showed that the treatment group improved significantly more on measures of behavior and self-perception. Six-month follow-up findings indicate that treated children had improved over time on all measures except academics.
This study demonstrates that compared with a waiting list control group, day treatment produces greater gains, and that these gains are maintained at 6 months' follow-up. It also shows the need for a treatment that combines multiple modalities in dealing with children with disruptive behavior disorders.
患有破坏性行为障碍的儿童在学业、社交技能和自尊方面往往也存在功能失调。评估了多模式日间治疗在解决这些缺陷方面的疗效。
将30名儿童分为日间治疗组或候补名单组，在行为、自我认知、学业、同伴关系和家庭功能等方面进行比较。
协方差多变量分析表明，治疗组在行为和自我认知方面的改善更为显著。六个月的随访结果表明，接受治疗的儿童除学业外，在所有方面都随着时间的推移有所改善。
本研究表明，与候补名单对照组相比，日间治疗取得了更大的进展，并且这些进展在六个月的随访中得以维持。它还表明需要一种结合多种模式的治疗方法来应对患有破坏性行为障碍的儿童。
