Predictive validity of DSM-IV oppositional defiant and conduct disorders in clinically referred preschoolers

Keenan, Kate; Boeldt, Debra; Chen, Diane; Coyne, Claire A.; Donald, Radiah; Duax, Jeanne M.; Hart, Katherine; Perrott, Jennifer A.; Strickland, Jennifer; Danis, Barbara; Hill, Carri; Davis, Shante; Kampani, Smita; Humphries, Marisha L.

doi:10.1111/j.1469-7610.2010.02290.x

Cited by 70 publications

(67 citation statements)

References 34 publications

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“…Despite these difficulties in applying diagnostic categories to young children, recent studies have reported preschool symptoms of ADHD, ODD, physical aggression, or combined DB, as well as their continuity in the elementary school years, supporting the idea of a preschool onset for these disorders (Bufferd, Dougherty, Carlson, Rose & Klein, 2012;Ezpeleta, Granero, De la Osa, Penelo & Domenech, 2012;Keenan et al 2011;Lahey, Pelham, Loney, Lee & Willcut, 2005;Shaw, Lacourse & Nagin, 2005;Tremblay et al 2004;Wichstrøm et al 2012). There is also evidence that the comorbidity observed in school age children is already present in early childhood (Bendiksen et al 2014;Bufferd et al 2012;Egger & Angold, 2006;Gadow & Nolan, 2002;Wichstrøm et al 2012).…”

Section: Cohort and Association With School Adjustment In First Gradementioning

confidence: 84%

“…Some studies found a higher prevalence, severity or stability of DB in boys (Bendiksen et al 2014;Keenan et al 2011;Leblanc et al 2008;Wichstrøm et al 2012), whereas others observed only weak or no gender differences Basten et al 2015;Bufferd et al 2012;Wichstrøm et al 2012). In addition, sex differences did not always refer to the same DB in the different studies.…”

Section: Cohort and Association With School Adjustment In First Gradementioning

confidence: 99%

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Comorbid Development of Disruptive Behaviors from age 1½ to 5 Years in a Population Birth-Cohort and Association with School Adjustment in First Grade

Carbonneau

Boivin

Brendgen

et al. 2015

J Abnorm Child Psychol

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Section: Cohort and Association With School Adjustment In First Gradementioning

confidence: 84%

Section: Cohort and Association With School Adjustment In First Gradementioning

confidence: 99%

Comorbid Development of Disruptive Behaviors from age 1½ to 5 Years in a Population Birth-Cohort and Association with School Adjustment in First Grade

Carbonneau

Boivin

Brendgen

et al. 2015

J Abnorm Child Psychol

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“…isruptive behavior problems in childhood are characterized by aggressive, oppositional defiant, and hyperactive behaviors [1] and can increase the risk for violence and substance abuse in adolescence and adulthood [2]. These behavior problems are affected by many factors including deficits in children's emotional competence, especially problems in emotion regulation [3].…”

Section: Introductionmentioning

confidence: 99%

Reducing Children Behavior Problems: A Pilot Study of Tuning in to Kids in Iran

Meybodi

Mohammadkhani

Pourshahbaz

et al. 2017

IRJ

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Objectives: Parental responses to children's negative emotions play a key role in developing emotional competence. Poor emotional competence has been linked to disruptive behavior problems in children. The Tuning in to Kids program is a new emotion-focused parenting intervention for preschoolers. The Tuning in to Kids aims to improve children's behavior by changing mothers' emotion socialization practices including teaching emotion coaching skills and reducing dismissing of children's emotion. This study is an introductory evaluation of an 8-session group parenting program, Tuning into Kids, for mothers of preschool children with behavior problems in Iran.Methods: Fiftyfour children (aged 3 to 6), who were screened via preschools and agreed to participate in the research, were randomized into intervention or waitlist control condition. Mothers in the intervention group attended the six-sessions of the Tuning in to Kids program followed by two booster sessions at two-monthly intervals thereafter. Mothers completed the Eyberg Child Behavior Inventory, the Parent Emotional Style Questionnaire, and the General Health Questionnaire prior to the intervention, immediately following intervention completion, and at three months follow-up. Data were analyzed using repeated measures ANOVA in SPSS 22.Results: Mothers in the intervention group reported significantly less emotion dismissing and child behavior problems than controls at 3-month follow-up (P≤0.01); there were no significant differences for emotion coaching and maternal mental health in either condition (P≥0.05). Discussion:The Tuning in to Kids program appears to be a promising parenting intervention for mothers and children with disruptive behavior problems, offering a useful addition to usual programs used in Iran.

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“…Preschool behavior and emotional problems of this magnitude were once dismissed as trivial, but are now recognized as significant sources of functional impairment at the population level. [38][39][40][41][42][43] In older children, SDB is most closely linked to their ability to regulate attention, emotions, and behaviors, and less strongly linked to cognitive/ intellectual development. 2 Our findings suggest that this also may be true for 2-to 3-year-olds.…”

Section: Discussion Persistent Snoring and Daytime Behavioral And Cogmentioning

confidence: 99%

Persistent Snoring in Preschool Children: Predictors and Behavioral and Developmental Correlates

2012

PEDIATRICS

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WHAT'S KNOWN ON THIS SUBJECT: Loud snoring, which spikes at ∼2 to 3 years of age, has been associated with behavior problems in school-aged children in cross-sectional studies, but no longitudinal studies have quantified predictors and the behavioral impact of persistent snoring in preschool-aged children.WHAT THIS STUDY ADDS: Persistent loud snoring, which occurs in 9% of children 2 to 3 years of age, is linked with behavior problems. Higher socioeconomic status and a history of breastfeeding were associated with lower rates of transient and persistent snoring in young children. abstract OBJECTIVE: To clarify whether persistent snoring in 2-to 3-year-olds is associated with behavioral and cognitive development, and to identify predictors of transient and persistent snoring. METHODS:Two hundred forty-nine mother/child pairs participated in a prospective birth cohort study. Based upon parental report of loud snoring $2 times weekly at 2 and 3 years of age, children were designated as nonsnorers, transient snorers (snored at 2 or 3 years of age, but not both), or persistent snorers (snored at both ages). We compared groups by using validated measures of behavioral and cognitive functioning. Potential predictors of snoring included child race and gender, socioeconomic status (parent education and income), birth weight, prenatal tobacco exposure (maternal serum cotinine), childhood tobacco exposure (serum cotinine), history and duration of breast milk feeding, and body mass relative to norms. RESULTS:In multivariable analyses, persistent snorers had significantly higher reported overall behavior problems, particularly hyperactivity, depression, and inattention. Nonsnorers had significantly stronger cognitive development than transient and persistent snorers in unadjusted analyses, but not after demographic adjustment. The strongest predictors of the presence and persistence of snoring were lower socioeconomic status and the absence or shorter duration of breast milk feeding. Secondary analyses suggested that race may modify the association of childhood tobacco smoke exposure and snoring.CONCLUSIONS: Persistent, loud snoring was associated with higher rates of problem behaviors. These results support routine screening and tracking of snoring, especially in children from low socioeconomic backgrounds; referral for follow-up care of persistent snoring in young children; and encouragement and facilitation of infant breastfeeding. This manuscript has not been published elsewhere, and all authors approve of its submission for review. Each author made a substantive intellectual contribution to the study. Dr Beebe participated in early conceptualization and design of sleep measurement methodology, conducted preliminary analyses, and collaborated with coauthors on final analyses and data interpretation; he took the lead role with drafting and revising the manuscript. Dr Rausch provided critical contributions to formulating the data analytic plan, conducted final data analyses, assisted with data interpretation, and reviewed ...

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Predictive validity of DSM-IV oppositional defiant and conduct disorders in clinically referred preschoolers

Abstract: Background-Diagnostic validity of oppositional defiant and conduct disorders (ODD and CD) for preschoolers has been questioned based on concerns regarding the ability to differentiate normative, transient disruptive behavior from clinical symptoms. Data on concurrent validity has

Cited by 70 publications

References 34 publications

Comorbid Development of Disruptive Behaviors from age 1½ to 5 Years in a Population Birth-Cohort and Association with School Adjustment in First Grade

Comorbid Development of Disruptive Behaviors from age 1½ to 5 Years in a Population Birth-Cohort and Association with School Adjustment in First Grade

Reducing Children Behavior Problems: A Pilot Study of Tuning in to Kids in Iran

Persistent Snoring in Preschool Children: Predictors and Behavioral and Developmental Correlates

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