Scopus Publication Detail
The publication detail shows the title, authors (with indicators showing other profiled authors), information on the publishing organization, abstract and a link to the article in Scopus. This abstract is what is used to create the fingerprint of the publication.
Putting theory to the test: Modeling a multidimensional, developmentally-based approach to preschool disruptive behavior
Lauren S. Wakschlag; David B. Henry; Patrick H. Tolan; Alice S. Carter; James L. Burns; Margaret J. Briggs-Gowan(Profiled Author: Lauren S Wakschlag)
Journal of the American Academy of Child and Adolescent Psychiatry. 2012;51(6):593-604.e1.Abstract
Objective: There is increasing emphasis on dimensional conceptualizations of psychopathology, but empirical evidence of their utility is just emerging. In particular, although a range of multidimensional models have been proposed, the relative fit of competing models has rarely been tested. Furthermore, developmental considerations have received scant attention. In this study, we tested a developmentally based, four-dimensional model of disruptive behavior theorized to represent the defining features of disruptive behavior at preschool age: Temper Loss, Noncompliance, Aggression, and Low Concern for Others. Method: Model testing was conducted in two independent samples of preschoolers: Clinically Enriched Sample (n = 336) and Epidemiologic Sample (n = 532). The tau-equivalent confirmatory factor analyses were used to test the fit of the Developmental Model relative to three leading competing models (DSM opositional defiant disorder (ODD)/conduct disorder (CD) Model, "Callous" Model, and an "Irritable/Headstrong/Hurtful" Model). Reliability of the four dimensions was also tested. Validity of the dimensions was tested by predicting multi-informant, multi-method ratings of disruptive behavior and impairment, and incremental utility relative to DSM symptoms. Results: In both samples, the Developmental Model demonstrated a superior fit compared with the competing models within the full sample, and across key demographic subgroups. Validity was also demonstrated, including incremental utility relative to DSM-IV disruptive behavior symptoms. Conclusions: Critical next steps for achieving scientific consensus about the optimal dimensional model of disruptive behavior and its clinical application are discussed. © 2012 American Academy of Child and Adolescent Psychiatry.
This section shows information related to the publication - computed using the fingerprint of the publication - including related publications, related experts with fingerprints representing significant amounts of overlap between their fingerprint and this publication. The red dots indicate whether those experts or terms appear within the publication, thereby showing potential and actual connections.
Sarah A. O. Gray; Alice S. Carter; Margaret J. Briggs-Gowan; Carri Hill; Barbara Danis; Kate Keenan; Lauren S. WakschlagJournal of Clinical Child and Adolescent Psychology. 2012;41(4):499-507.
Melanie A. Dirks; Andres De Los Reyes; Margaret Briggs-Gowan; David Cella; Lauren S. WakschlagJournal of Child Psychology and Psychiatry and Allied Disciplines. 2012;53(5):558-574.
Hongling Xie; Deborah A.G. Drabick; Diane ChenAggressive Behavior. 2011;37(5):387-404.
Appears in this Document