Validity of Preschool Disruptive Behavior Disorders

学龄前破坏性行为障碍的有效性

• 批准号: 6623641
• 负责人: Kathryn Elizabeth Keenan
• 金额: $ 66.35万
• 依托单位: UNIVERSITY OF CHICAGO
• 依托单位国家: 美国
• 财政年份: 2002
• 资助国家: 美国
• 起止时间: 2002-04-01 至 2007-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6623641
• 关键词: age difference; aggression; behavior test; behavioral /social science research tag; child behavior disorders; child psychology; conduct disorder; diagnosis design /evaluation; disease /disorder onset; disease /disorder proneness /risk; functional ability; gender difference; interpersonal relations; interview; longitudinal human study; low socioeconomic status; mental disorder diagnosis; mental health epidemiology; mother child interaction; patient oriented research; preschool child (1-5); psychological tests; questionnaires; urban area

The development of valid methods for assessing child behavior problems across development is critical for etiologic and prevention research.. Preschool children present to mental health clinics for services and demonstrate impaired functioning as a result of behavior problems. Yet currently there is no widely endorsed method for assessing clinically significant problem behaviors in preschool children. The Diagnostic and Statistical Manual-Fourth Edition (DSM-IV) is the most widely used nosologic system for children, but the majority of the validation sample consisted of school-age children and adolescents. Furthermore, there is debate as to whether the preschool behavioral and emotional problems should be considered within a diagnostic framework at all. Thus, there is to whether preschool behavioral and emotional problems should be considered with a diagnostic framework at all. Thus, there is an urgent need for empirical investigation that examines whether behavioral disorders can be validly diagnosed in young children within the DSM-IV framework. The proposed longitudinal study will address these issues by testing: 1) the concurrent validity of DSM-IV ODD and CD for preschool children within a developmental framework including observations of child behavior; 2) the construct validity of DSM-V ODD and CD for preschool children by examining whether risk factors established for school-age ODD and CD are associated with preschool ODD and CD; and 3) the predictive validity of DSM-IV ODD and CD by examining the stability of these disorders from preschool to school- age, and the factors that affect stability. These aims will be tested in a sample of 240 3-5 year old children from low to middle income, urban environments. Half of the participants will be clinically referred for disruptive behavior problems and half will be a comparison group matched on gender and ethnicity. If DSM-IV diagnoses of ODD and CD are valid for preschoolers, then etiologic and prevention research must focus on the first years of life.

开发用于评估儿童行为问题的有效方法对于病因学和预防研究至关重要。在心理健康诊所提供服务的学龄前儿童，并证明由于行为问题而表现出功能受损。然而，目前尚无广泛认可的方法来评估学龄前儿童临床上重要的问题行为。诊断和统计手册第三版（DSM-IV）是使用最广泛的儿童病学系统，但大多数验证样本包括学龄儿童和青少年。此外，关于是否应该在诊断框架内考虑是否应考虑学龄前的行为和情绪问题存在争议。因此，是否应该使用诊断框架来考虑学龄前的行为和情绪问题。因此，迫切需要进行实证研究，该研究检查了在DSM-IV框架内是否可以在幼儿中有效诊断行为障碍。拟议的纵向研究将通过测试来解决这些问题：1）在发展框架内，包括对儿童行为的观察，DSM-IV ODD和CD的同时有效性； 2）通过检查为学龄段奇数和CD建立的风险因素是否与学龄前奇数和CD相关，DSM-V ODD和CD的构建效度对于学龄前儿童而言； 3）DSM-IV ODD和CD的预测有效性通过检查这些疾病从学龄前到学龄的稳定性以及影响稳定性的因素。这些目标将在240个3-5岁儿童的样本中进行测试，从中低收入，城市环境。一半的参与者将因颠覆性行为问题而被临床转诊，一半将是一个与性别和种族相匹配的比较组。如果DSM-IV诊断ODD和CD对学龄前儿童有效，则病因学和预防研究必须集中于生命的第一年。