Diagnostic Interview Schedule for Children (DISC-2.25) in Quebec: Reliability Findings in Light of the MECA Study

Breton, Jean-Jacques; Bergeron, Lise; Valla, Jean-Pierre; Berthiaume, Claude; St-Georges, Marie

doi:10.1097/00004583-199811000-00016

Cited by 91 publications

(61 citation statements)

References 34 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Symptoms of ADHD were assessed with a French version of the Diagnostic Interview Schedule for Children (DISC) a structured psychiatric interview designed to assess DSM-III-R childhood psychiatric disorders [Breton et al, 1998]. Reliability and validity information, within this sample, are reported elsewhere [Romano et al, 2004].…”

Section: Methodsmentioning

confidence: 99%

The neurocognition of conduct disorder behaviors: specificity to physical aggression and theft after controlling for ADHD symptoms

Barker¹,

Tremblay²,

Lier³

et al. 2010

Aggr. Behav.

View full text Add to dashboard Cite

There is growing evidence that among the different conduct disorder (CD) behaviors, physical aggression, but not theft, links to low neurocognitive abilities. Specifically, physical aggression has consistently been found to be negatively related to neurocognitive abilities, whereas theft has been shown to be either positively or not related to neurocognition. The specificity of these links needs further examination because attention deficit hyperactivity disorder (ADHD) links to both physical aggression and neurocognitive variation. The development of self-reported physical aggression and theft, from age 11 to 17 years, was studied in a prospective at-risk male cohort via a dual process latent growth curve model. Seven neurocognitive tests at age 20 were regressed on the growth parameters of physical aggression and theft. The links between neurocognition and the growth parameters of physical aggression and theft were adjusted for ADHD symptoms at ages 11 and 15 (parent, child and teacher reports). Results indicated that verbal abilities were negatively related to physical aggression while they were positively associated with theft. However, inductive reasoning was negatively associated with increases in theft across adolescence. Symptoms of ADHD accounted for part of the neurocognitive test links with physical aggression but did not account for the associations with theft. These differences emphasize the importance of examining specific CD behaviors to better understand their neurodevelopmental mechanisms. They also suggest that youth who engage in different levels of physical aggression or theft behaviors may require different preventive and corrective interventions.Correspondence to:

show abstract

Section: Methodsmentioning

confidence: 99%

The neurocognition of conduct disorder behaviors: specificity to physical aggression and theft after controlling for ADHD symptoms

Barker¹,

Tremblay²,

Lier³

et al. 2010

Aggr. Behav.

View full text Add to dashboard Cite

show abstract

“…Two interviewers visited the child's home, where one questioned the child and the other, the parent. The Diagnostic Interview Schedule for Children (DISC), Version 2.25, was given to parents and adolescents aged 12 to 14 years (17). The Dominic Questionnaire was given to children aged 6 to 11 years (18).…”

Section: Measures Of Needsmentioning

confidence: 99%

Are Mental Health Services for Children Distributed According to Needs?

et al. 2003

Self Cite

View full text Add to dashboard Cite

Objectives: The purpose of this study was twofold: 1) to determine whether publicly funded mental health services and resources available in 4 large regions in the province of Quebec were distributed according to the mental health needs of children aged 6 to 14 years and 2) to assess whether the variations in mental health services and resources across the 4 regions had changed over a 5-year period. Methods: Indicators of need according to the child's parent (presence of mental disorder, measure of adaptation, and perception of need for help) from an epidemiologic survey of 2400 noninstitutionalized children were compared with both in-school and community professional resources and with physician and hospital services in 1992–1993. Resource and service data were also collected for 1997–1998. Resource and service data came from professional colleges and government administrative databases. Results: No significant regional differences were found for need indicators, but there were large discrepancies in mental health resources and services in 1992–1993. Differences in professional resources were largest for special education teachers in the school system and for psychiatrists in the community. The regional differences in resources and services were as large in 1997–1998 as they were in 1992–1993. Conclusions: Despite universal health care in Quebec and a government mental health policy stressing equity of access, the available mental health resources for children aged 6 to 14 years are not distributed across regions according to needs. More evidence-based planning is required, specifically using epidemiologic survey data, to match resources to needs and to monitor changes over time.

show abstract

“…4 La version française du Diagnostic Interview Schedule for Children -Revised (Breton, Bergeron, Valla, Berthiaume et St-Georges, 1998) a été utilisée à cette fin. Il s'agit d'un questionnaire de type « oui-non », développé à partir des critères du Diagnostic and Statistical Manual of Mental Disorders (DSM-III-R) (American Psychiatric Association, 1987), permettant d'établir les symptômes et la présence des troubles de la santé mentale les plus fréquemment rencontrés chez les enfants.…”

Section: Troubles De Comportementunclassified

Adaptation scolaire et sociale d’élèves ayant reçu des services éducatifs complémentaires pour troubles de comportement dès le début de leur scolarité

Déry

Laventure

Toupin

et al. 2013

ncre

View full text Add to dashboard Cite

L’étude examine l’évolution d’un groupe d’élèves suivi à l’école pour des troubles de comportement dès le 1er cycle du primaire et cherche à déterminer si leur adaptation scolaire et sociale au 3e cycle devient comparable à celle d’enfants n’ayant pas eu de troubles de comportement en début de scolarité. Les résultats montrent que les troubles de comportement sont relativement stables en dépit des services reçus. Cependant, l’adaptation sociale des élèves est assez comparable à celle du groupe témoin pour ce qui est de la délinquance et de la consommation de psychotropes. Leur rendement scolaire demeure toutefois faible malgré de bonnes habiletés cognitives. Ces résultats sont discutés dans une perspective d’intervention.The research reported on here examined the progress of a group of pupils who were followed in school from Cycle 1 of elementary school. The goal was to determine if these pupils’ academic and social adjustment when they reached Cycle 3 was comparable to that of children who had no behavioural disorders when they started school. Our findings show that behavioural disorders are comparatively stable regardless of services received. On the other hand, these pupils’ social adjustment was reasonably comparable to that of the control group when it came to delinquency and the consumption of psychotropic drugs. Their academic performance, however, remained weak even when they had good cognitive skills. Our findings are discussed from the point of view of intervention

show abstract

Diagnostic Interview Schedule for Children (DISC-2.25) in Quebec: Reliability Findings in Light of the MECA Study

Cited by 91 publications

References 34 publications

The neurocognition of conduct disorder behaviors: specificity to physical aggression and theft after controlling for ADHD symptoms

The neurocognition of conduct disorder behaviors: specificity to physical aggression and theft after controlling for ADHD symptoms

Are Mental Health Services for Children Distributed According to Needs?

Adaptation scolaire et sociale d’élèves ayant reçu des services éducatifs complémentaires pour troubles de comportement dès le début de leur scolarité

Contact Info

Product

Resources

About