TY - JOUR
T1 - Defining the "disruptive" in preschool behavior
T2 - What diagnostic observation can teach us
AU - Wakschlag, Lauren S.
AU - Leventhal, Bennett L.
AU - Briggs-Gowan, Margaret J.
AU - Danis, Barbara
AU - Keenan, Kate
AU - Hill, Carri
AU - Egger, Helen L.
AU - Cicchetti, Domenic
AU - Carter, Alice S.
N1 - Funding Information:
The development of the DB-DOS and the writing of this paper have been supported by NIMH grant 1R01 MH068455-01 to Dr. Wakschlag and 1 R01 MH62437-01 to Dr. Keenan, support to Drs. Wakschlag, Carter, Briggs-Gowan & Egger from National ZERO TO THREE (via a grant to ZERO TO THREE from the Robert Wood Johnson Foundation) and ongoing support by the Walden and Jean Young Shaw Foundation and the Irving B. Harris Center for Developmental Studies to the Department of Psychiatry at the University of Chicago. Dr. Catherine Lord’s seminal work on the ADOS was the inspiration for the DB-DOS, her continuing incisive and generous guidance has been vitally important to its development. We are indebted to Dr. Chaya Roth, whose teachings laid the foundation for this work. Dr. Edwin Cook’s ongoing critical feedback is gratefully acknowledged. We are also indebted to Dr. Adrian Angold for his critical comments. We are very appreciative of the contribution of our research team and clinical students whose feedback has greatly enriched this effort. Finally, the DB-DOS is dedicated to the memory of our beloved student and colleague, Kathleen Kennedy Martin, Psy.D., a consummate clinical observer who embodied the principles upon which the DB-DOS rests.
PY - 2005/9
Y1 - 2005/9
N2 - This paper presents the clinical/developmental framework underlying a new diagnostic observational tool, the Disruptive Behavior Diagnostic Observation Schedule (DB-DOS). The special importance of observation for clinical assessment during the preschool period is delineated. The developmental rationale for a multi-dimensional assessment of disruptive behavior in young children, including problems in modulation of negative affect and low competence is discussed. The ways in which the DB-DOS will elucidate distinctions between normative and atypical behavior during this developmental period via (a) the integration of qualitative and quantitative dimensions of behavior within a clinically-sensitive coding system, (b) the observation of child behavior both within, and outside of, the parent-child context and (c) the use of specially designed tasks to "press" for clinically salient behaviors are addressed. The promise of this new method for yielding a more precise, developmentally based description of the phenotype of early onset disruptive behavior problems and for providing a standardized clinical tool for observational assessment of disruptive behavior in young children is presented. Large-scale validation of the measure is currently underway.
AB - This paper presents the clinical/developmental framework underlying a new diagnostic observational tool, the Disruptive Behavior Diagnostic Observation Schedule (DB-DOS). The special importance of observation for clinical assessment during the preschool period is delineated. The developmental rationale for a multi-dimensional assessment of disruptive behavior in young children, including problems in modulation of negative affect and low competence is discussed. The ways in which the DB-DOS will elucidate distinctions between normative and atypical behavior during this developmental period via (a) the integration of qualitative and quantitative dimensions of behavior within a clinically-sensitive coding system, (b) the observation of child behavior both within, and outside of, the parent-child context and (c) the use of specially designed tasks to "press" for clinically salient behaviors are addressed. The promise of this new method for yielding a more precise, developmentally based description of the phenotype of early onset disruptive behavior problems and for providing a standardized clinical tool for observational assessment of disruptive behavior in young children is presented. Large-scale validation of the measure is currently underway.
KW - Behavior problems
KW - Developmental methods
KW - Developmental psychopathology
KW - Observational assessment
KW - Preschool disruptive behavior
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U2 - 10.1007/s10567-005-6664-5
DO - 10.1007/s10567-005-6664-5
M3 - Article
C2 - 16151617
AN - SCOPUS:33644616018
SN - 1096-4037
VL - 8
SP - 183
EP - 201
JO - Clinical Child and Family Psychology Review
JF - Clinical Child and Family Psychology Review
IS - 3
ER -
