Diagnosis in Young Children: The Use of the DC:0-5™ Diagnostic Classification of Mental Health and Developmental Disorders in Infancy and Early Childhood

Mulrooney, Kathleen; Egger, Helen L.; Wagner, Stephanie; Knickerbocker, Lauren

doi:10.1007/978-3-030-10635-5_8

Cited by 3 publications

(4 citation statements)

References 12 publications

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“…Mental health problems can be validly diagnosed even in very young children (Egger & Angold, 2006;Zeanah & Lieberman, 2016;Mulrooney et al, 2019). International studies report prevalence rates for early childhood mental health problems range from 5 to 26% with some variation by assessment approach, the specific diagnoses included, the sample characteristics, the country, the percentage of children at risk, and the age range studied.…”

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confidence: 99%

Psychometric Properties of the German Version of the Early Childhood Screening Assessment

et al. 2021

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Fast and accurate screening for mental health problems in early childhood is a prerequisite for effective early intervention. The Early Childhood Screening Assessment (ECSA) is a valid and standardized screening tool for young children. The aims of the current study were to examine the psychometric properties, the factorial structure, and validity evidence for test score interpretation of the German version of the ECSA. Results of a confirmatory factor analysis support a two-factor solution differentiating externalizing and internalizing problems in early childhood. Concurrent validity was demonstrated by positive associations with the Child Behavior Checklist (CBCL). Accuracy of identifying children at risk in comparison to CBCL was good with appropriate sensitivity and specificity. Moreover, ECSA problem scores showed specific associations with low ego-resiliency and field-independence scores and high ego-undercontrol, aggression, and anxiety scores. ECSA caregiver depression scores were associated with children’s ECSA problem scores. The German version of the ECSA is a short and accurate screening tool for mental health problems in early childhood.

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confidence: 99%

Psychometric Properties of the German Version of the Early Childhood Screening Assessment

et al. 2021

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“…The community mental health centers represented in this study have groups of clinicians who regularly consult with one another or have group supervision available to them within the work setting; in agencies or systems of care where clinicians operate in greater isolation or where there are few or no other clinicians trained to work with young children, there may be an even greater need for additional consultation and support beyond the basic training curriculum. A forthcoming DC: 0–5 casebook (Mulrooney, et al. in, press) will provide additional guidance to support clinicians in applying the DC: 0–5 in clinical practice, using all five axes and the cultural formulation with children with a range of presenting concerns and clinical contexts.…”

Section: Discussionmentioning

confidence: 99%

Clinical use and implementation of the diagnostic classification of mental health and developmental disorders of infancy and early childhood

Williams

Rediker²,

Mulrooney

2023

Infant Mental Health Journal

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The Diagnostic Classification of Mental Health and Developmental Disorders of Infancy and Early Childhood (DC: 0–5) was developed to provide a framework for diagnosis of infants and young children, and a training curriculum supports implementation of the manual in clinical practice. This study surveyed 100 mental health clinicians (93% female and 53% Latinx/Hispanic) who had completed training in the DC: 0–5 classification system and worked with infants/young children and their families primarily in urban, public insurance‐funded, community mental health settings in the United States. The survey explored their use of the diagnostic manual in clinical practice as well as supports and barriers to implementation. Survey results indicated a high level of adoption of the manual in clinical practice, although all five axes and the cultural formulation were used less often than the Axis I Clinical Disorders section. Barriers to implementation included systemic issues such as agency and billing requirements necessitating simultaneous use of other diagnostic manuals, lack of supports and expertise within their agency, and difficulty making time to fully utilize the manual. The findings suggest that policy and systems changes may be needed to enable clinicians to fully integrate the DC: 0–5 into their case conceptualizations.

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“…The deficit of regulation is considered as an alteration or a maturation delay of the processes of regulation and self-regulation. Take, for instance, speech disorders; it is not as a result of dysfunctional relationships with reference figures but rather the result of other diagnoses (Relationship Specific Disorder) (Mulrooney et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…The main diagnostic difference between DDAA and other disorders such as ADHD and Autism is that, in the latter disorders, emotional and behavioral dysregulation may be present, but only as a symptom, and not the central or primary disorder. Moreover, DDAA differs from the Oppositional Defiant Disorder (ODD) and the Conduct Disorder (CD) in that these disturbances are principally centered on behavior, while DDAA encompasses both emotional and behavioral dysregulation (Mulrooney et al, 2019). Emotional and behavioral regulation systems are influenced both by individual and environmental factors: among individual factors, temperament plays a crucial role, while among environmental factors, attachment styles and mentalization processes play a fundamental role (Gallegos et al, 2019;Rostad & Whitaker, 2016;Slagt et al, 2016;Wamser-Nanney & Campbell, 2020).…”

Section: Introductionmentioning

confidence: 99%

DDAA and Maternal Reflective Functions

et al. 2021

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In this study, we propose to examine two types of Parent Training (PT) under DDAA —behavioral and reflective types of PT. The central idea of our work is that the development of parenting educational skills cannot ignore the development of reflective and regulatory functions, which promote pre-mentalization, social cognition, and empathic skills. Because of the lack of studies on the efficacy of behavioral PT addressed to the parents of subjects with DDAA, this work took place. This study included 90 families whose children were diagnosed with the disorder of dysregulated anger and aggression (DDAA) according to criteria of CD 0–5 (2016). The sample included pre-school children aged between 2 and 3 years old (age range 2–3 years), who were equally divided into two groups based on the type of PT administered to the parents or caregivers. Our results indicate that the PT intervention, which is focused on the improvement of parental reflexive functions, helps in obtaining greater results even in the reduction of the externalizing behavioral symptoms. Additionally, results show that the intervention of PT with a behavioral matrix does not improve parental reflexive functions even if it guarantees a slight reduction of children’s behavioral problems.

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Diagnosis in Young Children: The Use of the DC:0-5™ Diagnostic Classification of Mental Health and Developmental Disorders in Infancy and Early Childhood

Cited by 3 publications

References 12 publications

Psychometric Properties of the German Version of the Early Childhood Screening Assessment

Psychometric Properties of the German Version of the Early Childhood Screening Assessment

Clinical use and implementation of the diagnostic classification of mental health and developmental disorders of infancy and early childhood

DDAA and Maternal Reflective Functions

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