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, a 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.

Agency
National Institute of Health (NIH)
Institute
National Institute of Mental Health (NIMH)
Type
Research Demonstration and Dissemination Projects (R18)
Project #
5R18MH050951-02
Application #
2250254
Study Section
Neuroscience Subcommittee (MHSP)
Project Start
1993-09-30
Project End
1998-08-31
Budget Start
1994-09-30
Budget End
1995-08-31
Support Year
2
Fiscal Year
1994
Total Cost
Indirect Cost
Name
University of Washington
Department
Psychology
Type
Schools of Arts and Sciences
DUNS #
135646524
City
Seattle
State
WA
Country
United States
Zip Code
98195
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Sorensen, Lucy C; Dodge, Kenneth A; Conduct Problems Prevention Research Group (2016) How Does the Fast Track Intervention Prevent Adverse Outcomes in Young Adulthood? Child Dev 87:429-45
Hanson, Jamie L; Albert, Dustin; Iselin, Anne-Marie R et al. (2016) Cumulative stress in childhood is associated with blunted reward-related brain activity in adulthood. Soc Cogn Affect Neurosci 11:405-12
Pasalich, Dave S; Witkiewitz, Katie; McMahon, Robert J et al. (2016) Indirect Effects of the Fast Track Intervention on Conduct Disorder Symptoms and Callous-Unemotional Traits: Distinct Pathways Involving Discipline and Warmth. J Abnorm Child Psychol 44:587-97
Sasser, Tyler R; Kalvin, Carla B; Bierman, Karen L (2016) Developmental trajectories of clinically significant attention-deficit/hyperactivity disorder (ADHD) symptoms from grade 3 through 12 in a high-risk sample: Predictors and outcomes. J Abnorm Psychol 125:207-219

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