Journal of the American Academy of Child & Adolescent Psychiatry
NEW RESEARCHObservational Assessment of Preschool Disruptive Behavior, Part I: Reliability of the Disruptive Behavior Diagnostic Observation Schedule (DB-DOS)
Section snippets
Participants
Two samples were recruited for the reliability study (primary reliability and test-retest). Samples were recruited from clinics affiliated with two Midwestern U.S. universities serving predominantly urban, disadvantaged populations. Inclusion criteria included age between 3 and 5 years, residence with biological mother, attendance in out-of-home day care or school, and low income. Children were excluded if they had a serious developmental disability or medical condition. Because a primary goal
Item-Level Interrater Reliability
Diagnostic observation measures may include clinically salient items whose occurrence is too low to be evaluated statistically.38 Five items (all in the Behavioral Regulation domain) were rated as present fewer than six times. These items were verbal aggression (two items), directed aggression, spiteful behavior, and sneaky behavior. Because estimates of reliability can be unduly biased by differences between a single pair of raters for items with very low base rates, these items were excluded
DISCUSSION
We have shown that a relatively brief, laboratory-based diagnostic observation yields reliable information about patterns of disruptive behavior in young children. Establishing the reliability of the DB-DOS is the first step in the validation process (see Part II for a report on the validity of the DB-DOS). The promise of the DB-DOS for advancing the science and practice of preschool mental health is substantial. Disruptive behavior problems are the most common reasons for mental health
Behavioral Regulation Domain
- 1.
Defiance
- 2.
Passive noncompliance
- 3.
Predominance of noncompliance
- 4-5.
Rule breaking (coded in all contexts; in examiner contexts, rule-breaking that occurred with and without supervision was coded separately)
- 6-7.
Lack of admission of rule-breaking (coded only in examiner contexts with separate codes for rule-breaking that occurred with and without supervision)
- 8.
Provocative behavior
- 9.
Behavioral inflexibility
- 10.
Destructiveness
- 11.
Directed aggression*
- 12-13.
Verbal aggression* (coded separately for threats and cursing)
- 14.
Spiteful
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This project was supported by National of Institute of Mental Health grants R01 MH68455 and MH62437, National 0-3, and the Walden and Jean Young Shaw and Children's Brain Research Foundations.
This work has been importantly shaped by ongoing critical discussions with our colleagues Patrick Tolan, Daniel Pine, Edwin Cook, Jr., Catherine Lord, Kimberly Espy, David Henry, Nathan Fox, and Chaya Roth, and our students Anil Chacko, Nicole Bush, and Melanie Dirks. We thank Drs. Janis Mendolsohn and Saul Weiner for facilitation of pediatric recruitment. The DB-DOS is dedicated to the memory of beloved student and colleague Kathleen Kennedy Martin.
This article is the subject of an editorial by Dr. Charles Zeanah in this issue.