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首页> 外文期刊>Drug and alcohol dependence >Developmental epidemiological courses leading to antisocial personality disorder and violent and criminal behavior: effects by young adulthood of a universal preventive intervention in first- and second-grade classrooms.
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Developmental epidemiological courses leading to antisocial personality disorder and violent and criminal behavior: effects by young adulthood of a universal preventive intervention in first- and second-grade classrooms.

机译：导致反社会人格障碍以及暴力和犯罪行为的发展性流行病学课程：一，二年级教室普遍预防干预对年轻成年的影响。

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BACKGROUND: Antisocial personality disorder (ASPD), violent and criminal behavior, and drug abuse disorders share the common antecedent of early aggressive, disruptive behavior. In the 1985-1986 school year teachers implemented the Good Behavior Game (GBG), a classroom behavior management strategy targeting aggressive, disruptive behavior and socializing children to the student role. From first through seventh grade the developmental trajectories of 2311 students from 19 Baltimore City Public Schools were examined. We report the GBG impact on these trajectories and ASPD and violent and criminal behavior by age 19-21. METHODS: In five urban, poor to lower middle class predominately African-American areas, three to four schools were matched and within each set randomly assigned to one of three conditions: (1) GBG, (2) a reading achievement program, or (3) the standard program. Classrooms and teachers were randomly assigned to intervention or control. Measures at 19-21 included self reports and juvenile court and adult incarceration records. GBG impact was assessed via General Growth Mixture Modeling based on repeated measures of aggressive, disruptive behavior. RESULTS: Three trajectories of aggressive, disruptive behavior were identified. By young adulthood, GBG significantly reduced the rates of ASPD and violent and criminal behavior among males in the persistent high aggressive, disruptive trajectory. REPLICATION: A replication was implemented with the following cohort of first-grade children using the same teachers, but with diminished mentoring and monitoring. Beneficial impact was found among persistent high males through seventh grade. By young adulthood GBG effects on ASPD and violent and criminal behavior were non-significant, but generally in the hypothesized direction.
机译：背景：反社会人格障碍（ASPD），暴力和犯罪行为以及药物滥用疾病具有早期侵略性，破坏性行为的共同前提。在1985-1986学年，教师实施了“良好行为游戏”（GBG），这是一种课堂行为管理策略，其目标是攻击性，破坏性行为并使儿童与学生角色交往。从一年级到七年级，研究了来自巴尔的摩19所公立学校的2311名学生的发展轨迹。我们报告了到19-21岁时，GBG对这些轨迹和ASPD以及暴力和犯罪行为的影响。方法：在五个城市地区，主要是非裔美国人到贫穷的中下阶层地区，匹配了三到四所学校，并且在每组学校中随机分配以下三种条件之一：（1）GBG，（2）阅读成就计划，或3）标准程序。教室和老师被随机分配进行干预或控制。 19-21岁的措施包括自我报告，少年法庭和成人监禁记录。通过对侵略性，破坏性行为的重复测量，通过一般生长混合物模型评估了GBG的影响。结果：确定了攻击性，破坏性行为的三个轨迹。在成年后，GBG显着降低了男性在持续的高侵略性和破坏性轨迹中的ASPD发生率以及暴力和犯罪行为。复制：对以下一批使用相同老师的一年级儿童进行复制，但指导和监督减少。发现对七年级的高学历男性有利。到成年时，GBG对ASPD以及暴力和犯罪行为的影响并不显着，但通常在假设的方向上。

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