Relation between taxonomic and quantitative diagnostic systems in preschool children: Emphasis on disruptive disorders
Relation between taxonomic and quantitative diagnostic systems in preschool children: Emphasis on disruptive disorders
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DOI：
10.1207/s15374424jccp2504_4
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发表时间：
1996-12-01
期刊：
影响因子：
--
通讯作者：
Christoffel, KK
中科院分区：
文献类型：
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作者：
Arend, R;Lavigne, JV;Christoffel, KK
检查通过儿科实践选择的社区学龄前样本的分类学和定量诊断系统之间的关系。将儿童行为检查表（CBCL）得分提供的定量评分与临床医生的DSM-III-R诊断进行比较，这些诊断来自结构化评估，包括半结构化的父母访谈、父母问卷（CBCL）、游戏观察和发育测试。对患有任何破坏性障碍的儿童分别检查相关模式；一种破坏性障碍与非破坏性障碍共病；还有一部分儿童患有最常见的单一破坏性障碍（对立违抗性障碍）。对于2- 3岁儿童，三组DSM-III-R诊断和主要CBCL量表存在显著但低中度的点双序列相关性。对于4到5岁的孩子，诊断组之间的差异有所提高。进一步的分析发现，在评估某些儿童的问题时，访谈量表比CBCL量表更敏感。
Examines the relation between taxonomic and quantitative diagnostic systems in a community preschool sample selected through pediatric practices. Quantitative ratings provided by Child Behavior Checklist (CBCL) scores were compared to clinicians' DSM-III-R diagnoses derived from a structured assessment battery that included semistructured parent interviews, parent questionnaires (CBCL), play observations, and developmental testing. Patterns of correlation were examined separately for children with any disruptive disorder; a disruptive disorder comorbid with a nondisruptive disorder; and a subset of children with the most common, single disruptive disorder (oppositional defiant disorder). For 2- to 3-year-olds, significant but low-moderate point-biserial correlations were found for the three groups of DSM-III-R diagnoses and major CBCL scales. For 4- to 5-years-olds, somewhat better differentiation across diagnostic groups was noted. Further analyses found interview scales more sensitive than CBCL scales in assessing problems in some children.