Five-year predictive validity of DSM-IV conduct disorder research diagnosis in 4½–5-year-old children

Kim‐Cohen, Julia; Arseneault, Louise; Newcombe, Rhiannon; Adams, Felicity; Bolton, Heather; Cant, Lisa; Delgado, Kira; Freeman, Jo; Golaszewski, Ania; Kelesidi, Katerina; Matthews, Charlotte; Mountain, Nicky; Oxley, Donna; Watson, Susanne; Werts, Helen; Caspi, Avshalom; Moffitt, Terrie E.

doi:10.1007/s00787-008-0729-1

Cited by 41 publications

(30 citation statements)

References 25 publications

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“…On the other hand, half of these children did not exhibit any CD symptoms at age 7 years, with 60% of these children failing to exhibit any CD symptoms at the subsequent age 10 years follow-up. 32 Despite this relatively poor diagnostic stability, Kim-Cohen and colleagues 18,32 report significant impairment in behavioral and academic functioning in these children. Collectively, although the short-term reliability of DBDs appears robust, the longer-term (2-5 year) stability of DBDs is questionable.…”

Section: Validitymentioning

confidence: 95%

Viewing Preschool Disruptive Behavior Disorders and Attention-Deficit/Hyperactivity Disorder Through a Developmental Lens: What We Know and What We Need to Know

Chacko

Wakschlag

Hill

et al. 2009

Child and Adolescent Psychiatric Clinics of North America

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Section: Validitymentioning

confidence: 95%

Viewing Preschool Disruptive Behavior Disorders and Attention-Deficit/Hyperactivity Disorder Through a Developmental Lens: What We Know and What We Need to Know

Chacko

Wakschlag

Hill

et al. 2009

Child and Adolescent Psychiatric Clinics of North America

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“…The review followed the Preferred Reporting Items for Systematic Reviews and MetaAnalyses (PRISMA) statement guidelines [13] and captured published studies reporting on reliability and/or validity of the SDQ-P/SDQ-T and that had included data on pre-school children (aged [3][4][5]. Wildcards and truncation were used as specified by different databases:…”

Section: Methodsmentioning

confidence: 99%

“…Behavioural and emotional problems in pre-schoolers can impact upon their transition into primary school [1,2], lead to on-going problems in middle-childhood [3] and adulthood [4], and affect educational achievement [5]. Behavioural problems in children as young as three have been shown to be predictive of problems later in life, including depression and antisocial personality disorders [6,7].…”

Section: Introductionmentioning

confidence: 99%

A systematic review of evidence for the psychometric properties of the Strengths and Difficulties Questionnaire

Kersten

Czuba

McPherson

et al. 2015

International Journal of Behavioral Development

114

140

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Objective: A systematic review aiming to identify and critically appraise evidence for the validity and reliability of the Strengths and Difficulties Questionnaire in pre-school children (aged 3-5). Method:The review followed the Preferred Reporting Items for Systematic Reviews and Meta- Results: 41 studies were included (56 manuscripts). Two qualitative studies examined content and cultural validity, revealing issues with some questions. Six studies discussed language validations and recommended some changes to the wording. Evidence for discriminative validity was good (Area Under the Curve ≥ 0.80) as was evidence for convergent validity (weighted average correlation coefficients ≥0.50), except for the Pro-social scale. There was limited support for discriminant validity but good evidence for the 5-factor structural validity of the tool. One study demonstrated measurement invariance across ethnicity. Sensitivity was below 70% and specificity above 70% in most studies that examined this. One study showed that caseness indicators varied between countries. Internal consistency of the total difficulty scale was good (weighted average Cronbach's alpha parents' and teachers' version 0.79 and 0.82) but weaker for other subscales (weighted average parents' and teachers' range 0.49-0.69 and 0.69-0.83). Inter-rater reliability between parents was moderate (correlation coefficients range 0.42-0.64) and between teachers strong (range 0.59-0.81). Cross-informant consistency was weak to moderate (weighted average correlation coefficients range 0.25-0.45).Test-retest reliability was mostly inadequate. One study demonstrated moderate size effect sizes.Conclusions: Evidence for a number of psychometric properties is strong. However, the lack of evidence for test-retest reliability, cultural validity and criterion validity should be addressed given the wide-spread implementation of the tool in routine clinical practice, including in New Zealand. Furthermore, the moderate level of consistency between different informants indicate that an assessment of a pre-schooler should not rely on a single informant.

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“…In addition, the predictive validity of ADHD, ODD, and CD symptoms has been found to be only moderate for 4-year-old preschool children (8,32,53), and no studies have tested the predictive validity of CD symptoms for children less than 4.5 years old. Thus, our knowledge of the developmental trajectories of CD symptoms is still limited.…”

Section: Strengths and Limitationsmentioning

confidence: 99%

Impairment in Young Preschool Children with Symptoms of Attention-Deficit/Hyperactivity Disorder and Co-occurring Oppositional Defiant Disorder and Conduct Disorder

Bendiksen

Aase

Svensson

et al. 2013

Scandinavian Journal of Child and Adolescent Psychiatry and Psychology

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Background: We have limited knowledge of the impact of attention-deficit/hyperactivity disorder (ADHD) symptoms on the daily functioning of young preschool children. Objective: This study investigated the level of impairment related to symptoms of ADHD in different functional domains. It also addressed how impairment caused by ADHD was related to ADHD subtype, symptom load, gender, and the cooccurrence of oppositional defiant disorder, conduct disorder, or both. Method: Participating children (N = 807) who were 3.5 years old were recruited from a population-based sample included in The Norwegian Mother and Child Cohort Study. Children who scored above the 90th percentile for ADHD symptoms were included in the present sample. The assessment of the symptoms and functional impairment described in the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, text revision, was based on parental ratings and the semi-structured psychiatric interview entitled "The Preschool Age Psychiatric Assessment." Results: Added burden and discord within family relationships were the areas that were most severely affected. All domain scores were strongly intercorrelated, and they were added to each child's total score. Children with symptoms of ADHD, inattentive type (mean [M], 3.5; standard deviation [SD], 3.4), or ADHD, hyperactive/impulsive type (M, 2.9; SD, 2.7), were significantly less impaired than children with symptoms of ADHD, combined type (M = 6.4; SD = 3.8; p < .001). Furthermore, co-occurring oppositional defiant disorder was associated with higher impairment scores (M, 6.1; SD, 4.3) than ADHD alone (M, 3.2; SD, 2.9; p < .001. About 30% of the variance of impairment score of ADHD was explained by symptoms of ADHD and co-occurring symptoms of oppositional defiant disorder and conduct disorder. Few gender differences were observed. Conclusion: Overall, these non-referred young children with clinical symptoms of ADHD were only modestly impaired. Impairment related to ADHD occurred mainly in the areas of family functioning, and it was associated with ADHD subtype and comorbidity. Still, it is important to assess the impact of ADHD symptoms and coexisting difficulties among preschoolers to identify children and families who are in need of early intervention efforts.

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Five-year predictive validity of DSM-IV conduct disorder research diagnosis in 4½–5-year-old children

Cited by 41 publications

References 25 publications

Viewing Preschool Disruptive Behavior Disorders and Attention-Deficit/Hyperactivity Disorder Through a Developmental Lens: What We Know and What We Need to Know

Viewing Preschool Disruptive Behavior Disorders and Attention-Deficit/Hyperactivity Disorder Through a Developmental Lens: What We Know and What We Need to Know

A systematic review of evidence for the psychometric properties of the Strengths and Difficulties Questionnaire

Impairment in Young Preschool Children with Symptoms of Attention-Deficit/Hyperactivity Disorder and Co-occurring Oppositional Defiant Disorder and Conduct Disorder

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