Rebok G W, Hawkins W E, Krener P, Mayer L S, Kellam S G
Department of Mental Hygiene, Johns Hopkins University School of Hygiene and Public Health, Baltimore, MD 21224, USA.
J Am Acad Child Adolesc Psychiatry. 1996 Feb;35(2):193-203. doi: 10.1097/00004583-199602000-00013.
Previous research has demonstrated the central role of early childhood concentration problems in the development of aggression and other maladaptive behaviors. The present study investigated the moderating effect of concentration problems on the impact of a classroom-based preventive intervention directed at aggressive and shy behaviors in an epidemiologically defined sample of 1,084 urban first-grade children.
Concentration problems, aggressive behavior, and shy behavior were assessed by a structured teacher interview (the Teacher Observation of Classroom Adaptation-Revised) in the fall and spring of first grade.
Children with high ratings on concentration problems in the fall had higher levels of teacher-rated aggressive and shy behavior in the spring than did children without such problems. The intervention reduced aggressive and shy behavior in children regardless of fall concentration level. Boys, but not girls, in the intervention condition with high concentration problems had higher levels of spring aggression than those without such problems, but they also showed the greatest reductions in aggressive behavior from fall to spring.
These results suggest that aggressive behavior is malleable in children with concentration problems, provide further evidence on the etiological significance of concentration problems for the development of maladaptive behavior, and highlight the importance of directly targeting concentration problems to maximize preventive intervention impact.
先前的研究已证明幼儿期注意力不集中问题在攻击行为及其他适应不良行为发展过程中的核心作用。本研究调查了在一个由1084名城市一年级儿童组成的符合流行病学定义的样本中，注意力不集中问题对一项针对攻击行为和害羞行为的课堂预防性干预措施效果的调节作用。
在一年级的秋季和春季，通过结构化教师访谈（修订版教师课堂适应观察量表）对注意力不集中问题、攻击行为和害羞行为进行评估。
秋季注意力不集中问题评分高的儿童，在春季教师评定的攻击行为和害羞行为水平高于没有此类问题的儿童。无论秋季注意力水平如何，干预措施都减少了儿童的攻击行为和害羞行为。在干预组中，有高度注意力不集中问题的男孩（而非女孩）在春季的攻击行为水平高于没有此类问题的男孩，但他们从秋季到春季攻击行为的减少幅度也最大。
这些结果表明，有注意力不集中问题的儿童的攻击行为是可改变的，为注意力不集中问题在适应不良行为发展中的病因学意义提供了进一步证据，并强调了直接针对注意力不集中问题以最大化预防性干预效果的重要性。
