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Understanding disruptive behavior problems in preschool children

Susan M Breitenstein1, Carri Hill, Deborah Gross

  • 1Rush University College of Nursing, Chicago, IL 60612, USA. susan_m_breitenstein@rush.edu

Journal of Pediatric Nursing
|January 23, 2009
PubMed

Insights

Identifying disruptive behavior problems in preschoolers is crucial for early intervention. This review discusses definitions, risk factors, and clinical implications for nurses to improve identification and treatment of these common childhood behavioral issues.

Area of Science:

  • Child Psychology
  • Pediatric Nursing
  • Developmental Behavioral Pediatrics

Background:

  • Disruptive behavior problems are a leading cause for mental health referrals in young children.
  • Challenges in distinguishing clinical behaviors from typical development lead to underdiagnosis and undertreatment.
  • Early identification and intervention are vital to prevent escalation of disruptive behaviors.

Observation:

  • Preschool-aged children are a key demographic for disruptive behavior concerns.
  • Emotion and behavior regulation difficulties are implicated in the development of these problems.
  • Risk factors contributing to disruptive behaviors require careful consideration.

Findings:

  • Current definitions of disruptive behavior problems and emotion regulation are presented.
  • A review of risk factors and underlying regulatory deficits is provided.
  • Clinical implications for nurses in identifying these issues in preschoolers are discussed.

Implications:

  • Pediatric nurses play a critical role in the early identification of disruptive behavior problems.
  • Improved identification can lead to timely and effective treatment, altering negative developmental trajectories.
  • Understanding emotion and behavior regulation is key for effective nursing interventions.

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