Age 4 Predictors of Oppositional Defiant Disorder in Early Grammar School

John V. Lavigne*, Fred B. Bryant, Joyce Hopkins, Karen R. Gouze

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

2 Scopus citations


Our ability to predict which children will exhibit oppositional defiant disorder (ODD) at the time of entry into grammar school at age 6 lags behind our understanding of the risk factors for ODD. This study examined how well a set of multidomain risk factors for ODD assessed in 4-year-old children predicted age 6 ODD diagnostic status. Participants were a diverse sample of 796 4-year-old children (391 boys).The sample was 54% White, non-Hispanic; 16.8% African American, 20.4% Hispanic; 2.4% Asian; and 4.4% Other or mixed race. The classification accuracy of two models of multidomain risk factors, using either a measure of overall ODD symptoms or dimensions of ODD obtained at age 4, were compared to one another, to chance, and to a parsimonious model based solely on parent-reported ODD using Automated Classification Tree Analysis. Effect Strength for Sensitivity (ESS), a measure of classification accuracy, indicated a multidomain model including a general measure of ODD symptoms at age 4 yielded a large effect (56.29%), a 13.7% increase over the ESS for the parsimonious model (ESS = 42.9%). The ESS (51.23%) for a model including two ODD dimensions (behavior and negative affect) was smaller than that for the model including a measure of overall ODD symptoms. The Classification Tree Analysis approach showed a small but distinct advantage that would be useful in screening for which children would most likely meet criteria for age 6 ODD.

Original languageEnglish (US)
Pages (from-to)93-107
Number of pages15
JournalJournal of Clinical Child and Adolescent Psychology
Issue number1
StatePublished - Jan 2 2019

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Clinical Psychology


Dive into the research topics of 'Age 4 Predictors of Oppositional Defiant Disorder in Early Grammar School'. Together they form a unique fingerprint.

Cite this