More than the terrible twos: The nature and severity of behavior problems in clinic-referred preschool children

Kate Keenan; Lauren S. Wakschlag

doi:10.1023/A:1005118000977

More than the terrible twos: The nature and severity of behavior problems in clinic-referred preschool children

Kate Keenan^*, Lauren S. Wakschlag

^*Corresponding author for this work

Medical Social Sciences

Research output: Contribution to journal › Article › peer-review

266 Scopus citations

Abstract

The primary goals of this study are to describe the nature and severity of disruptive behavior problems in clinic-referred preschoolers from low- income environments and to explore the validity of DSM-IV disruptive disorders for young children. We examine the relation between DSM-IV symptoms, standardized behavior checklists, and observational ratings as a means of exploring measurement validity in this age group. Seventy-nine clinic-referred preschoolers (ages 2 1/2 through 5 1/2 years) from low-income environments were assessed. To examine whether clinic-referred preschool children have symptoms that are consistent with DSM-IV disruptive behavior disorders, parents were administered a semistructured diagnostic interview, modified for developmentally appropriate usage. In addition, parents completed the Child Behavior Checklist (CBCL) and children's behavior problems were assessed with observational ratings during parent-child interaction. Nearly half of the sample met criteria for conduct disorder, and three quarters met criteria for oppositional defiant disorder. Preliminary evidence for the validity of DSM-IV disruptive disorders in preschool children was demonstrated through association with CBCL scores, behavior ratings, and significant levels of impairment. Future efforts aimed at validating these diagnoses in preschoolers and implications for prevention are discussed.

Original language	English (US)
Pages (from-to)	33-46
Number of pages	14
Journal	Journal of Abnormal Child Psychology
Volume	28
Issue number	1
DOIs	https://doi.org/10.1023/A:1005118000977
State	Published - 2000

Funding

This research could not have been achieved without the support of the Walden and Jean Young Shaw Foundation and the Irving B. Harris Center for Developmental Studies. Dr. Keenan’s participation also was supported by grant K01 MH-01484 from the National Institute of Mental Health. Dr. Wakschlag’s participation also was supported by grant K08-DA-0030-02 from the National Institute of Drug Abuse. We gratefully acknowledge Chaya Roth’s ongoing collaboration. Benjamin Lahey, Bennett Leventhal, and Susan Campbell provided valuable editorial comments. The authors would like to thank the clinical students and staff of the PBC and the mothers and children who participated in this study.

Keywords

DSM-IV
Disruptive behavior
Early diagnosis
Preschool

ASJC Scopus subject areas

Psychiatry and Mental health
Developmental and Educational Psychology

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10.1023/A:1005118000977

Cite this

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abstract = "The primary goals of this study are to describe the nature and severity of disruptive behavior problems in clinic-referred preschoolers from low- income environments and to explore the validity of DSM-IV disruptive disorders for young children. We examine the relation between DSM-IV symptoms, standardized behavior checklists, and observational ratings as a means of exploring measurement validity in this age group. Seventy-nine clinic-referred preschoolers (ages 2 1/2 through 5 1/2 years) from low-income environments were assessed. To examine whether clinic-referred preschool children have symptoms that are consistent with DSM-IV disruptive behavior disorders, parents were administered a semistructured diagnostic interview, modified for developmentally appropriate usage. In addition, parents completed the Child Behavior Checklist (CBCL) and children's behavior problems were assessed with observational ratings during parent-child interaction. Nearly half of the sample met criteria for conduct disorder, and three quarters met criteria for oppositional defiant disorder. Preliminary evidence for the validity of DSM-IV disruptive disorders in preschool children was demonstrated through association with CBCL scores, behavior ratings, and significant levels of impairment. Future efforts aimed at validating these diagnoses in preschoolers and implications for prevention are discussed.",

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More than the terrible twos: The nature and severity of behavior problems in clinic-referred preschool children

Abstract

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Keywords

ASJC Scopus subject areas

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