More than the terrible twos: The nature and severity of behavior problems in clinic-referred preschool children
More than the terrible twos: The nature and severity of behavior problems in clinic-referred preschool children
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DOI：
10.1023/a:1005118000977
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发表时间：
2000-02-01
影响因子：
3.6
通讯作者：
Wakschlag, LS
中科院分区：
文献类型：
--
作者：
Keenan, K;Wakschlag, LS
本研究的主要目的是描述来自低收入环境的临床转诊学龄前儿童破坏性行为问题的性质和严重程度，并探讨DSM-IV对幼儿破坏性行为问题的有效性。我们研究了DSM-IV症状、标准化行为检查表和观察性评分之间的关系，作为探索该年龄组测量效度的一种手段。对来自低收入环境的79名临床转诊的学龄前儿童（年龄在21岁半到51岁半之间）进行了评估。为了检查临床转诊的学龄前儿童是否有与DSM-IV破坏性行为障碍相一致的症状，对父母进行了半结构化的诊断访谈，并根据发展情况进行了修改。此外，父母完成了儿童行为检查表（Child Behavior Checklist， CBCL），并在亲子互动中对儿童的行为问题进行了观察性评分。近一半的样本符合品行障碍的标准，四分之三的样本符合对立违抗障碍的标准。通过与CBCL评分、行为评分和显著损伤水平的关联，初步证明了DSM-IV破坏性障碍在学龄前儿童中的有效性。未来的努力旨在验证这些诊断在学龄前儿童和预防的影响进行了讨论。
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 21/2 through 51/2 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.