Braswell L, August G J, Bloomquist M L, Realmuto G M, Skare S S, Crosby R D
University of Minnesota, Minneapolis 55455, USA.
J Abnorm Child Psychol. 1997 Jun;25(3):197-208. doi: 10.1023/a:1025743931731.
First through fourth graders from 22 suburban elementary schools were screened for cross-setting disruptive behavior as eligibility criteria for participation in a longitudinal secondary prevention study aimed at reducing the risk for serious externalizing behavioral disorders. Three hundred nine subjects participated in either a multicomponent competence enhancement intervention (MCEI) or an information/attention control (IAC) condition over a 2-year period. Following baseline requirements, initial intervention effects were assessed at the end of intervention Year 1, at the beginning of intervention Year 2 (fall of the next school year), and at the end of intervention Year 2. Multisource assessments were not supportive of the efficacy of the MCEI over the IAC condition. Children in both groups rated themselves as improved over time in terms of increased adaptive skills and decreased school problems and internalizing symptoms. Teacher and parent ratings of externalizing behavior did not yield evidence of positive change, but teachers noted improved problem solving and observers noted a decrease in behavioral interference in both groups over time, possibly as a result of maturation.
来自22所郊区小学的一至四年级学生接受了跨情境破坏性行为筛查，以此作为参与一项旨在降低严重外化行为障碍风险的纵向二级预防研究的资格标准。在两年时间里，309名受试者参与了多成分能力增强干预（MCEI）或信息/注意力控制（IAC）条件。在满足基线要求后，在干预第1年结束时、干预第2年开始时（下一学年秋季）以及干预第2年结束时评估了初始干预效果。多源评估并不支持MCEI比IAC条件更有效的观点。两组儿童都认为自己随着时间推移在适应技能提高、学校问题减少和内化症状减轻方面有所改善。教师和家长对外化行为的评分没有显示出积极变化的证据，但教师指出两组儿童的问题解决能力有所提高，观察者指出随着时间推移两组儿童的行为干扰都有所减少，这可能是成熟的结果。
