A developmental framework for distinguishing disruptive behavior from normative misbehavior in preschool children / Lauren S. WAKSCHLAG in Journal of Child Psychology and Psychiatry, 48-10 (October 2007)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 48-10 (October 2007) . - p.976–987 Titre : A developmental framework for distinguishing disruptive behavior from normative misbehavior in preschool children Type de document : Texte imprimé et/ou numérique Auteurs : Lauren S. WAKSCHLAG, Auteur ; Alice S. CARTER, Auteur ; Kate KEENAN, Auteur ; Bennett L. LEVENTHAL, Auteur ; Margaret J. BRIGGS-GOWAN, Auteur ; Carri HILL, Auteur ; Barbara DANIS, Auteur ; Kimberly J. MCCARTHY, Auteur Année de publication : 2007 Article en page(s) : p.976–987 Langues : Anglais (eng) Mots-clés : Preschool-disruptive-behavior-disorders developmental-psychopathology DB-DOS observational-methods early-childhood temper-tantrums methodology Index. décimale : PER Périodiques Résumé : Attaining a developmentally sensitive nosology for preschool disruptive behavior requires characterization of the features that distinguish it from the normative misbehavior of this developmental period. We hypothesize that quality of behavior and its pervasiveness across contexts are critical dimensions for clinical discrimination in young children and propose that structured diagnostic observation provides a systematic method for their identification. We use the Disruptive Behavior Diagnostic Observation Schedule (DB-DOS) to examine whether: (a) observed quality and pervasiveness of behavior distinguishes preschoolers with clinically concerning disruptive behavior from typically developing preschoolers, and (b) observed pattern of clinically salient behavior predicts impairment above and beyond maternal report of behavioral frequency. Methods: Participants are a behaviorally heterogeneous sample of preschoolers (N = 327). Diagnostic methods developed for clinical assessment of preschoolers were used to classify children as (a) Non-Disruptive, (b) Sub-Clinical, or (c) Disruptive. Child behavior was coded based on interactions with parent and examiner during the DB-DOS. Results: Quality and pervasiveness of observed behaviors during the DB-DOS significantly distinguished the three behavioral groups. Discriminative utility varied depending on the comparison. With few exceptions, clinically concerning patterns on the DB-DOS added significant incremental utility in predicting impairment. Conclusions: Observed patterns of clinically salient behavior show promise for advancing developmentally-informed characterization of disruptive behavior within the preschool period. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01786.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=176 [article] A developmental framework for distinguishing disruptive behavior from normative misbehavior in preschool children [Texte imprimé et/ou numérique] / Lauren S. WAKSCHLAG, Auteur ; Alice S. CARTER, Auteur ; Kate KEENAN, Auteur ; Bennett L. LEVENTHAL, Auteur ; Margaret J. BRIGGS-GOWAN, Auteur ; Carri HILL, Auteur ; Barbara DANIS, Auteur ; Kimberly J. MCCARTHY, Auteur . - 2007 . - p.976–987. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 48-10 (October 2007) . - p.976–987 Mots-clés : Preschool-disruptive-behavior-disorders developmental-psychopathology DB-DOS observational-methods early-childhood temper-tantrums methodology Index. décimale : PER Périodiques Résumé : Attaining a developmentally sensitive nosology for preschool disruptive behavior requires characterization of the features that distinguish it from the normative misbehavior of this developmental period. We hypothesize that quality of behavior and its pervasiveness across contexts are critical dimensions for clinical discrimination in young children and propose that structured diagnostic observation provides a systematic method for their identification. We use the Disruptive Behavior Diagnostic Observation Schedule (DB-DOS) to examine whether: (a) observed quality and pervasiveness of behavior distinguishes preschoolers with clinically concerning disruptive behavior from typically developing preschoolers, and (b) observed pattern of clinically salient behavior predicts impairment above and beyond maternal report of behavioral frequency. Methods: Participants are a behaviorally heterogeneous sample of preschoolers (N = 327). Diagnostic methods developed for clinical assessment of preschoolers were used to classify children as (a) Non-Disruptive, (b) Sub-Clinical, or (c) Disruptive. Child behavior was coded based on interactions with parent and examiner during the DB-DOS. Results: Quality and pervasiveness of observed behaviors during the DB-DOS significantly distinguished the three behavioral groups. Discriminative utility varied depending on the comparison. With few exceptions, clinically concerning patterns on the DB-DOS added significant incremental utility in predicting impairment. Conclusions: Observed patterns of clinically salient behavior show promise for advancing developmentally-informed characterization of disruptive behavior within the preschool period. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01786.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=176

Predictive validity of DSM-IV oppositional defiant and conduct disorders in clinically referred preschoolers / Kate KEENAN in Journal of Child Psychology and Psychiatry, 52-1 (January 2011)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 52-1 (January 2011) . - p.47-55 Titre : Predictive validity of DSM-IV oppositional defiant and conduct disorders in clinically referred preschoolers Type de document : Texte imprimé et/ou numérique Auteurs : Kate KEENAN, Auteur ; Debra L. BOELDT, Auteur ; Diane CHEN, Auteur ; Claire A. COYNE, Auteur ; Radiah DONALD, Auteur ; Jeanne DUAX, Auteur ; Katherine HART, Auteur ; Jennifer PERROTT, Auteur ; Jennifer STRICKLAND, Auteur ; Barbara DANIS, Auteur ; Carri HILL, Auteur ; Shante DAVIS, Auteur ; Smita KAMPANI, Auteur ; Marisha HUMPHRIES, Auteur Année de publication : 2011 Article en page(s) : p.47-55 Langues : Anglais (eng) Mots-clés : Preschool  oppositional defiant disorder  conduct disorder  impairment  predictive validity Index. décimale : PER Périodiques Résumé : Background:  Diagnostic validity of oppositional defiant and conduct disorders (ODD and CD) for preschoolers has been questioned based on concerns regarding the ability to differentiate normative, transient disruptive behavior from clinical symptoms. Data on concurrent validity have accumulated, but predictive validity is limited. Predictive validity is critical to refuting the hypothesis that diagnosing ODD and CD in young children leads to pathologizing normal behavior. ODD and CD have emerged as gateway disorders to many forms of adult psychopathology. Establishing how early we can identify symptoms and disorders that herald poor prognosis is one of the most important goals for research on etiology and prevention. Methods:  Subjects were 3–5-year-old consecutive referrals to a child psychiatry clinic (n = 123) and demographically matched children from a pediatric clinic (n = 100). A diagnostic interview was used to assess DSM-IV ODD and CD in a prospective follow-up design from preschool to school age. Stability of ODD and CD diagnoses and level of impairment were tested as a function of preschool diagnosis. Results:  Over 80% of preschoolers diagnosed with ODD and approximately 60% of preschoolers diagnosed with CD met criteria for the same disorder during follow-up. Impairment over time varied significantly as a function of stability of diagnosis across three years. Conclusions:  These results provide the first evidence of the predictive validity of DSM-IV ODD and CD in clinically referred preschool children. The findings challenge the assumption that symptoms of disruptive behavior disorders that occur during the preschool period tend to be transient. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02290.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113 [article] Predictive validity of DSM-IV oppositional defiant and conduct disorders in clinically referred preschoolers [Texte imprimé et/ou numérique] / Kate KEENAN, Auteur ; Debra L. BOELDT, Auteur ; Diane CHEN, Auteur ; Claire A. COYNE, Auteur ; Radiah DONALD, Auteur ; Jeanne DUAX, Auteur ; Katherine HART, Auteur ; Jennifer PERROTT, Auteur ; Jennifer STRICKLAND, Auteur ; Barbara DANIS, Auteur ; Carri HILL, Auteur ; Shante DAVIS, Auteur ; Smita KAMPANI, Auteur ; Marisha HUMPHRIES, Auteur . - 2011 . - p.47-55. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 52-1 (January 2011) . - p.47-55 Mots-clés : Preschool  oppositional defiant disorder  conduct disorder  impairment  predictive validity Index. décimale : PER Périodiques Résumé : Background:  Diagnostic validity of oppositional defiant and conduct disorders (ODD and CD) for preschoolers has been questioned based on concerns regarding the ability to differentiate normative, transient disruptive behavior from clinical symptoms. Data on concurrent validity have accumulated, but predictive validity is limited. Predictive validity is critical to refuting the hypothesis that diagnosing ODD and CD in young children leads to pathologizing normal behavior. ODD and CD have emerged as gateway disorders to many forms of adult psychopathology. Establishing how early we can identify symptoms and disorders that herald poor prognosis is one of the most important goals for research on etiology and prevention. Methods:  Subjects were 3–5-year-old consecutive referrals to a child psychiatry clinic (n = 123) and demographically matched children from a pediatric clinic (n = 100). A diagnostic interview was used to assess DSM-IV ODD and CD in a prospective follow-up design from preschool to school age. Stability of ODD and CD diagnoses and level of impairment were tested as a function of preschool diagnosis. Results:  Over 80% of preschoolers diagnosed with ODD and approximately 60% of preschoolers diagnosed with CD met criteria for the same disorder during follow-up. Impairment over time varied significantly as a function of stability of diagnosis across three years. Conclusions:  These results provide the first evidence of the predictive validity of DSM-IV ODD and CD in clinically referred preschool children. The findings challenge the assumption that symptoms of disruptive behavior disorders that occur during the preschool period tend to be transient. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02290.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113

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