Observational Assessment of Preschool Disruptive Behavior, Part II: Validity of the Disruptive Behavior Diagnostic Observation Schedule (DB-DOS)

Wakschlag, Lauren S.; Briggs‐Gowan, Margaret J.; Hill, Carri; Danis, Barbara; Leventhal, Bennett L.; Keenan, Kate; Egger, Helen L.; Cicchetti, Domenic V.; Burns, James; Carter, Alice S.

doi:10.1097/chi.0b013e31816c5c10

Cited by 131 publications

(103 citation statements)

References 31 publications

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“…3,16 Several investigators have also assessed predictive validity. Wakschlag and colleagues 6 found that 55% of their clinically enriched sample retained DBD status at one-year follow-up. Speltz and colleagues 20 assessed the 2-year stability of ODD and found that that the vast majority of children in their clinic-based sample (76%) continued to meet criteria for ODD diagnosis 2 years later.…”

Section: Validitymentioning

confidence: 98%

“…We have suggested that accurate identification during this developmental period requires a developmentally specified approach to establish the critical features of behavior disorders that distinguish symptoms from the normative misbehavior of early childhood. 6,10 This developmentally specified approach would include elements such as identifying unique criterial features of behavior disorders in young children, establishing duration and symptom criteria cutoff points to generate maximally sensitive and specific thresholds, and defining symptom parameters in a manner that sharpens the typical: atypical distinction. In the following section, we apply a developmental lens to elucidate this approach.…”

Section: Dbds and Adhd: Applying A Developmental Analysismentioning

confidence: 99%

“…1 In the preschool-age range, these disorders also have modest stability. [3][4][5][6] It is clear that the behaviors that comprise DBDs and ADHD (e.g., noncompliance, rule breaking, aggression, destruction of property, hyperactivity, inattention, and impulsivity) impair children's functioning and that caregivers of young children often experience considerable difficulty in managing children who exhibit high levels of these behaviors. Increasingly, preschoolers are being referred to mental health clinics for DBDS and ADHD, 7 with escalating rates of pharmacologic treatments.…”

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confidence: 99%

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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: 98%

Section: Dbds and Adhd: Applying A Developmental Analysismentioning

confidence: 99%

mentioning

confidence: 99%

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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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“…Recently, it was shown that ADHD symptoms can be systematically elicited and reliably observed and quantified in preschoolers with externalizing behavior problems using the Disruptive Behavior Diagnostic Observation Schedule (DB-DOS) [4,5]. In this 1 h observation, the child's behavior is assessed in three interactional contexts: one parent and two examiner (engaged and non-engaged) contexts [24,25]. The DB-DOS was specifically designed to elicit high rates of clinically salient behavior in an efficient manner, in order to increase the likelihood that such variation will be observed within a standardized clinical assessment.…”

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confidence: 99%

Contextual variability of ADHD symptoms: embracement not erasement of a key moderating factor

Rommelse

Bunte

Matthys

et al. 2014

Eur Child Adolesc Psychiatry

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this is clearly below the clinical cut-off. Is a child with such a clinical profile not meaningfully different from a child exhibiting six or more symptoms in all settings? It has long been recognized that this is the case [22]. We argue that this vaguely defined criterion reflects a broader neglected issue of variability in number and contextual (in)stability of symptoms that is so typical in ADHD affected populations. We believe that variation in number and contextual expression of symptoms is a key factor to improve diagnostic and treatment procedures. Below we provide a new perspective on this issue and how to embrace and not erase it in clinical practice and research [9]. We further believe that observational assessment that allows for standardized assessment of cross-contextual variation in child behavior of the child may aid in a more precise measurement of contextual variability of ADHD symptoms in a manner that is clinically feasible and ecologically valid [7]. Observational assessment should be part of the assessment of ADHD for clinical and research purposes in a similar manner as is currently the gold standard for autism spectrum disorder (ASD).In comparison to the DSM-IV, the DSM-5 has slightly toned down the contextual variability of symptoms. In the DSM-IV, the contextual variability of symptoms was clearly emphasized: it is very unusual for an individual to display the same level of dysfunction in all settings or within the same setting at all times (p. 81). In contrast, in the DSM-5 this contextual variability is formulated as 'typically, symptoms vary depending on context within a given setting' (p. 61). However, in both DSM versions, several situations are specifically described that suppress ADHD symptoms in individuals with ADHD, namely: when (1) frequent rewards are given for appropriate behavior (DSM-IV and DSM-5); (2) the person is under very strict control (DSM-IV) or under close supervision (DSM-5); (3) the person is engaged in especially interesting activities 'Several inattentive or hyperactive-impulsive symptoms are present in two or more settings (e.g., at home, school or work; with friends or relatives; in other activities). ' (p. 60,. It is remarkable that the DSM-5 stresses symptoms rather than impairment in relation to different contexts in the diagnostic criteria for Attention-Deficit/Hyperactivity Disorder (ADHD). One would expect that pervasiveness (criterion C) means the presence of impairment of functioning, due to ADHD symptoms, in two or more settings. According to the DSM-5, a diagnosis of ADHD is warranted-when all other criteria are met-if only two out of the minimal six symptoms occur at school, even though

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“…Due to lack of language fluency, interviews are rarely administered to infants and preschoolers. Instead, observation or behavior rating methods have been used more frequently in examining overt aggression [10]. On the other hand, teachers' reports or peer nominations can be a better way to identify victims or bullies of relational aggression, given the fact that relational manipulation occurs in a less visible way [11].…”

Section: Introductionmentioning

confidence: 99%

Measures of Aggression in Young Korean Children: A Review of 10 Years of Empirical Research

Song¹,

Kim²,

Yoo³

2015

ujp

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The present study reviewed types of Korean versions of aggression measures for preschool children, which have been used in recent studies of Korea, and then examined the evidence of the reliability and validity of the measures. We also examined gender differences using meta-analysis. Forty six articles, which were published from 2005 through 2014, were selected from scientific databases. Results showed that the PSBS was most frequently used, followed by the PBQ, the CBCL and the SCBE in Korea. Cronbach's alpha ranged between .70 and .97 across measures except one, indicating acceptable levels of internal consistency. The result of the meta-analysis indicated that boys displayed significantly higher aggression. This was consistent in findings of previous studies, stating that boys showed more overt aggression than did girls. However, gender difference in relational aggression was not significant. The results of this study provide information how reliable and valid measures are to researchers aiming to conduct a comparative cultural study involving Korea. In the future, relational aggression will need to be assessed from multiple informants such as peers, teachers, parents, and observers.

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Observational Assessment of Preschool Disruptive Behavior, Part II: Validity of the Disruptive Behavior Diagnostic Observation Schedule (DB-DOS)

Cited by 131 publications

References 31 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

Contextual variability of ADHD symptoms: embracement not erasement of a key moderating factor

Measures of Aggression in Young Korean Children: A Review of 10 Years of Empirical Research

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