Swipe om te navigeren naar een ander artikel
The online version of this article (doi:10.1007/s10802-013-9732-1) contains supplementary material, which is available to authorized users.
The authors are grateful to the parents and children who participated in this study.
The aim of the present study was to investigate the clinical usefulness of a semi-structured diagnostic parent interview, i.e., the Kiddie-Disruptive Behavior Disorder Schedule (K-DBDS), in preschool children. For Oppositional Defiant Disorder (ODD), to define symptoms two coding methods were compared, i.e., one based on the threshold “often” and the other based on the frequency of behaviors in combination with the presence of clinical concern. For Attention-Deficit/Hyperactivity Disorder (ADHD), to define symptoms, two coding methods were compared, i.e., one with and one without consideration of pervasiveness across contexts. Participants were referred preschool children with externalizing behavioral problems (N = 193; 83% male) and typically developing (TD) children (N = 58; 71% male). The referred children were given a diagnosis of either ODD/CD (N = 39), or ADHD (N = 58) or comorbid ODD/CD+ADHD (N = 57) or no diagnosis (N = 39) based on best-estimate diagnosis. Receiver Operating Characteristic curve analyses showed that a cutoff score of four ODD symptoms using “often” as the threshold for frequency of behaviors led to a sensitivity of 87% and a specificity of 93%; the coding method which included the frequency of behaviors yielded a sensitivity of 56% and a specificity of 100%. For ADHD, a clinical cutoff score of five symptoms without the pervasiveness criterion yielded a sensitivity of 83% and a specificity of 98%; when the pervasiveness criterion was included sensitivity was 77% and specificity 98%. In the clinical assessment of ODD and ADHD in preschool children, the K-DBDS may be used with ODD symptom definition based on the threshold “often” and ADHD pervasiveness across contexts not included.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
ESM 1 (DOCX 19 kb)10802_2013_9732_MOESM1_ESM.docx
Achenbach, T.M. & Rescorla, L.A. (2000). Manual for the ASEBA preschool forms and Profiles. Burlington: Research Center for Children, Youth & Families VT: University of Vermont.
American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th Edition, text-revised). Washington, DC: Author. CrossRef
Angold, A., & Costello, E. J. (1996). Toward establishing an empirical basis for the diagnosis of oppositional defiant disorder. Journal of the American Academy of Child and Adolescence Psychiatry, 35, 1205–1212. CrossRef
Dunn, L. M., & Dunn, L. M. (2005). Peabody picture vocabulary test (III-NL) [Dutch version by Schlichting]. Amsterdam: Harcourt Assessment.
Egger, H. L., Erkanli, A., Keeler, G., Potts, E., Walter, B. K., & Angold, A. (2006). Test-retest reliability of the Preschool Age Psychiatric Assessment (PAPA). Journal of the American Academy of Child and Adolescence Psychiatry, 45, 538–549. CrossRef
Gadow, K., & Sprafkin, J. (1996). Early childhood inventories manual. Stony Brook: Checkmate Plus.
Gresham, F., & Elliot, S. (1990). Social skills rating system. Circle Pines: American Guidance Service.
Hardy, K.K., Kollins, S.H., Murray, D.W., Riddle, M.A., Greenhill, L., Cunningham, C., ….Chuang, S.Z. (2007). Factor structure of parent- and teacher-rated attention-deficit/hyperactivity disorder symptoms in the Preschoolers with Attention-Deficit/Hyperactivity Disorder Treatment Study (PATS). Journal of Child and Adolescence Psychopharmacology, 17, 621–34.
Keenan, K., Boeldt, D., Chen, D., Coyne, C., Donald, R., Duax, J., …Humphries, M. (2011). Predictive validity of DSM-IV oppositional defiant and conduct disorders in clinically referred preschoolers. Journal of Child Psychology and Psychiatry, 52, 47–55.
Keenan, K., Wakschlag, L.S., & Danis, B. (2001). Kiddie-disruptive behavior disorder schedule (version 1.1).
Keenan, K., Wakschlag, L. S., Danis, B., Hill, C., Humphries, M., Duax, J., et al. (2007). Further evidence of the reliability and validity of DSM-IV ODD and CD in preschool children. Journal of the American Academy of Child and Adolescent Psychiatry, 26, 457–468. CrossRef
Krzanowski, W. J., & Hand, D. J. (2009). ROC curves for continuous data. London: Chapman and Hall. CrossRef
Lahey, B.B., Applegate, B., Barkley, R.A., Garfinkel, B., McBurnett, K., Kerdyk, L., …Newcorn, J. (1994). DSM-IV field trials for oppositional defiant disorder and conduct disorder in children and adolescents for oppositional defiant disorder and conduct disorder. American Journal of Psychiatry, 151, 1163–1171.
Lahey, B.B., Applegate, B., McBurnett, K., Biederman, J., Greenhill, L., Hynd, G.W., …Shaffer, D. (1994). DSM-IV field trials for attention deficit hyperactivity disorder in children and adolescents. American Journal of Psychiatry, 151, 1673–1685.
Lahey, B.B, Pelham, W.E., Loney, J., Kipp, H., Ehrhardt, A., Lee, S.S., …Massetti, G. (2004). Three-year predictive validity of DSM-IV attention deficit hyperactivity disorder in children diagnosed at 4–6 years of age. American Journal of Psychiatry, 161, 2014–20.
Lahey, B. B., & Willcutt, E. G. (2010). Predictive validity of a continuous alternative to nominal subtypes of attention-deficit/hyperactivity disorder for DSM-V. Journal of Clinical Child and Adolescence Psychology, 39, 761–775. CrossRef
Le Couteur, A., & Gardner, F. (2008). Use of structured interviews and observational methods in clinical settings. In M. Rutter, D. Bishop, D. Pine, S. Scott, J. Stevenson, E. Taylor, & A. Thapar (Eds.), Rutter’s child and adolescent psychiatry (5th ed., pp. 271–288). Oxford: Blackwell.
Matthys, W., & Lochman, J. E. (2010). Oppositional defiant disorder and conduct disorder in childhood. Chichester: Wiley-Blackwell.
Murray, D.W., Kollins, S.H., Hardy, K.K., Abikoff, H.B., Swanson, J.M., Cunningham, C., …Chuang, S.Z. (2007). Parent versus teacher ratings of attention-deficit/hyperactivity disorder symptoms in the Preschoolers with Attention-Deficit/Hyperactivity Disorder Treatment Study (PATS). Journal of Child and Adolescence Psychopharmacology, 17, 605–20.
Orvaschel, H., & Puig-Antich, J. (1995). Schedule for affective disorders and schizophrenia for school-age children-epidemiologic 5th version. Ft. Lauderdale: Nova University.
Raven, J. C., Court, J. H., & Raven, J. (1998). Raven coloured progressive matrices. Oxford: Oxford Psychologist Press.
Schaffer, D., Goud, M. S., Brasic, J., Ambrosini, P., Fisher, P., Bird, H., et al. (1983). A children’s global assessment scale (C-GAS). Archives of General Psychiatry, 40, 1228–1231. CrossRef
Schlichting, L. (2005). Peabody picture vocabulary test III-NL. Amsterdam: Hartcourt Assessment.
Sheeber, L., & Johnson, J. (1992). Applicability of the Impact on Family Scale for assessing families with behaviorally difficult children. Journal of Child Psychology and Psychiatry, 17, 155–159.
Strickland, J., Hopkins, J., & Keenan, K. (2012). Mother-Teacher agreement on preschoolers’ symptoms of ODD and CD: does context matter? Journal of Abnormal Child Psychology. doi: 10.1007/s10802-012-9622-y.
- Clinical Usefulness of the Kiddie-Disruptive Behavior Disorder Schedule in the Diagnosis of DBD and ADHD in Preschool Children
Tessa L. Bunte
David J. Hessen
Peter G. M. van der Heijden
- Springer US