Lauren S Wakschlag1, Margaret J Briggs-Gowan2, Carri Hill2, Barbara Danis2, Bennett L Leventhal2, Kate Keenan2, Helen L Egger2, Domenic Cicchetti2, James Burns2, Alice S Carter2. 1. Drs. Wakschlag, Hill, Danis, and Leventhal and Mr. Burns are with the Institute for Juvenile Research, Department of Psychiatry, University of Illinois at Chicago; Dr. Keenan is with the Department of Psychiatry, University of Chicago; Dr. Egger is with the Department of Psychiatry, Duke University; Dr. Cicchetti is with Yale University; Dr. Briggs-Gowan is with the Department of Psychiatry, University of Connecticut; and Dr. Carter is with the Department of Psychology, University of Massachusetts.. Electronic address: lwakschlag@psych.uic.edu. 2. Drs. Wakschlag, Hill, Danis, and Leventhal and Mr. Burns are with the Institute for Juvenile Research, Department of Psychiatry, University of Illinois at Chicago; Dr. Keenan is with the Department of Psychiatry, University of Chicago; Dr. Egger is with the Department of Psychiatry, Duke University; Dr. Cicchetti is with Yale University; Dr. Briggs-Gowan is with the Department of Psychiatry, University of Connecticut; and Dr. Carter is with the Department of Psychology, University of Massachusetts.
Abstract
OBJECTIVE: To examine the validity of the Disruptive Behavior Diagnostic Observation Schedule (DB-DOS), a new observational method for assessing preschool disruptive behavior. METHOD: A total of 327 behaviorally heterogeneous preschoolers from low-income environments comprised the validation sample. Parent and teacher reports were used to identify children with clinically significant disruptive behavior. The DB-DOS assessed observed disruptive behavior in two domains, problems in Behavioral Regulation and Anger Modulation, across three interactional contexts: Examiner Engaged, Examiner Busy, and Parent. Convergent and divergent validity of the DB-DOS were tested in relation to parent and teacher reports and independently observed behavior. Clinical validity was tested in terms of criterion and incremental validity of the DB-DOS for discriminating disruptive behavior status and impairment, concurrently and longitudinally. RESULTS: DB-DOS scores were significantly associated with reported and independently observed behavior in a theoretically meaningful fashion. Scores from both DB-DOS domains and each of the three DB-DOS contexts contributed uniquely to discrimination of disruptive behavior status, concurrently and predictively. Observed behavior on the DB-DOS also contributed incrementally to prediction of impairment over time, beyond variance explained by meeting DSM-IV disruptive behavior disorder symptom criteria based on parent/teacher report. CONCLUSIONS: The multidomain, multicontext approach of the DB-DOS is a valid method for direct assessment of preschool disruptive behavior. This approach shows promise for enhancing accurate identification of clinically significant disruptive behavior in young children and for characterizing subtypes in a manner that can directly inform etiological and intervention research.
OBJECTIVE: To examine the validity of the Disruptive Behavior Diagnostic Observation Schedule (DB-DOS), a new observational method for assessing preschool disruptive behavior. METHOD: A total of 327 behaviorally heterogeneous preschoolers from low-income environments comprised the validation sample. Parent and teacher reports were used to identify children with clinically significant disruptive behavior. The DB-DOS assessed observed disruptive behavior in two domains, problems in Behavioral Regulation and Anger Modulation, across three interactional contexts: Examiner Engaged, Examiner Busy, and Parent. Convergent and divergent validity of the DB-DOS were tested in relation to parent and teacher reports and independently observed behavior. Clinical validity was tested in terms of criterion and incremental validity of the DB-DOS for discriminating disruptive behavior status and impairment, concurrently and longitudinally. RESULTS: DB-DOS scores were significantly associated with reported and independently observed behavior in a theoretically meaningful fashion. Scores from both DB-DOS domains and each of the three DB-DOS contexts contributed uniquely to discrimination of disruptive behavior status, concurrently and predictively. Observed behavior on the DB-DOS also contributed incrementally to prediction of impairment over time, beyond variance explained by meeting DSM-IV disruptive behavior disorder symptom criteria based on parent/teacher report. CONCLUSIONS: The multidomain, multicontext approach of the DB-DOS is a valid method for direct assessment of preschool disruptive behavior. This approach shows promise for enhancing accurate identification of clinically significant disruptive behavior in young children and for characterizing subtypes in a manner that can directly inform etiological and intervention research.
Authors: Melanie A Dirks; Andres De Los Reyes; Margaret Briggs-Gowan; David Cella; Lauren S Wakschlag Journal: J Child Psychol Psychiatry Date: 2012-02-24 Impact factor: 8.982
Authors: Lauren S Wakschlag; Susan B Perlman; R James Blair; Ellen Leibenluft; Margaret J Briggs-Gowan; Daniel S Pine Journal: Am J Psychiatry Date: 2017-11-17 Impact factor: 18.112