MULTISITE PREVENTION OF CONDUCT DISORDER

Project: Research project

Description

This project consists of the continued implementation and evaluation of a
developmentally based, long-term, comprehensive intervention designed to
prevent conduct disorder and social maladaptation in adolescence and
adulthood. The hypothesis will be tested that such an intervention will
lead to proximal improvements in child behavior and family ecology and, in
turn, that these changes will lead to the long-term prevention of conduct
disorder. The project is being carried out at four sites (Durham,
NC/Duke; Nashville, TN/Vanderbilt; rural Pennsylvania/Penn State, and
Seattle, WA/U. of Washington). Two successive cohorts of children who
will be followed over twelve years have already been identified, and a
third cohort will have been identified prior to the start of the next
grant period. Kindergarten-age children who are at high-risk for conduct
disorder are randomly assigned to an intervention (child n=480) or control
(child n=480) group. The intervention attempts to promote children's
compliant behavior, social cognitive skills, peer relations, and academic
success; to promote parents' and teachers' skills in child behavioral
management; to assist teachers in promoting children's social competence;
and to develop coordination between families and schools. This multi-
system program is designed to provide intensive intervention for two year
periods at two developmentally important transition points (school entry
and the transition to middle school), and to provide less intensive
criterion-based intervention, classroom-based tutoring and home visiting
during the middle elementary school years. The effects of intervention
will be evaluated in multiple theoretically based ways. In addition,
representatively selected normative group of children in the control
schools will be followed to provide normative comparisons for the
intervention group, as well as to further investigate risk factors in the
development of conduct disorder. Analyses of data comparing the first
cohort of high-risk children and their families to the normative children
and their families confirm the assumptions of the developmental model of
conduct disorder on which this proposal is based. In the proposed three
year grant period, intervention will focus on elementary school
intervention and the developmental transition that occurs with entrance
into middle school (for the first cohort). Further preventive
intervention and evaluation is planned to complete the transition to
middle school and early adolescence for all cohorts in a subsequent grant
period.
StatusFinished
Effective start/end date9/30/937/31/09

Funding

  • National Institutes of Health: $1,661,398.00
  • National Institutes of Health
  • National Institutes of Health
  • National Institutes of Health: $1,453,302.00
  • National Institutes of Health: $509,270.00
  • National Institutes of Health: $222,531.00
  • National Institutes of Health: $394,214.00
  • National Institutes of Health: $1,394,248.00
  • National Institutes of Health
  • National Institutes of Health: $600,636.00
  • National Institutes of Health: $1,310,631.00
  • National Institutes of Health: $823,585.00
  • National Institutes of Health: $472,074.00
  • National Institutes of Health: $1,590,538.00
  • National Institutes of Health: $1,420,416.00

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adolescent
school
school grade
adolescence
kindergarten
elementary school
academic achievement
teacher
parents
Group
substance abuse
evaluation
classroom
coping
mental health
behavior evaluation
study of economics
monitoring
curriculum
community service