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Observational Assessment of Preschool Disruptive Behavior, Part II: validity of the Disruptive Behavior Diagnostic

Lauren S Wakschlag1, Margaret J Briggs-Gowan2, Carri Hill2

  • 1Drs. 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..

Journal of the American Academy of Child and Adolescent Psychiatry
|April 25, 2008
PubMed

Insights

The Disruptive Behavior Diagnostic Observation Schedule (DB-DOS) is a valid tool for assessing disruptive behavior in preschoolers. It accurately identifies behavioral regulation and anger modulation issues, aiding early intervention.

Area of Science:

  • Child Psychology
  • Behavioral Science
  • Clinical Assessment

Background:

  • Preschool disruptive behavior requires accurate assessment methods.
  • Existing methods may not capture the complexity of disruptive behaviors.
  • Observational tools are crucial for understanding behavior in context.

Purpose of the Study:

  • To validate the Disruptive Behavior Diagnostic Observation Schedule (DB-DOS) for assessing preschool disruptive behavior.
  • To determine the convergent, divergent, and clinical validity of the DB-DOS.
  • To assess the DB-DOS's utility in identifying and characterizing disruptive behaviors.

Main Methods:

  • The DB-DOS was administered to 327 preschoolers from low-income backgrounds.
  • Behavioral Regulation and Anger Modulation were assessed across three contexts: Examiner Engaged, Examiner Busy, and Parent.
  • Validity was tested against parent/teacher reports and independent observations, examining concurrent and longitudinal predictive power.

Main Results:

  • DB-DOS scores showed significant associations with reported and observed behaviors.
  • Both DB-DOS domains and contexts uniquely contributed to identifying disruptive behavior status.
  • The DB-DOS incrementally predicted impairment over time, beyond DSM-IV criteria.

Conclusions:

  • The DB-DOS offers a valid, multidomain, multicontext approach for assessing preschool disruptive behavior.
  • This tool shows potential for improving the identification of clinically significant disruptive behaviors in young children.
  • The DB-DOS can inform etiological and intervention research by characterizing behavioral subtypes.
Abstract

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