Psychiatric Disorders With Onset in the Preschool Years: I. Stability of Diagnoses

Lavigne, John V.; Arend, Richard; Rosenbaum, Diane L.; Binns, Helen J.; Christoffel, Katherine Kaufer; Gibbons, Robert D.

doi:10.1097/00004583-199812000-00007

Cited by 292 publications

(253 citation statements)

References 24 publications

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“…[18][19][20][21][22][23][24][25][26][27][28][29][30][31] These correlates are similar to those found in older youth with disruptive disorders. Not surprisingly, children who meet symptom criteria for DBDs also experience substantial impairment in these domains.…”

Section: Validitymentioning

confidence: 61%

“…Speltz and colleagues 20 assessed the 2-year stability of ODD and found that that the vast majority of children in their clinic-based sample (76%) continued to meet criteria for ODD diagnosis 2 years later. In two papers, Lavigne and colleagues 29,31 report on the 2-year and 5-year follow-up results within their preschool, community-based sample. They reported that the 2-year stability of any behavior disorder (ODD, CD, and/or ADHD) or a combination of the three was moderate.…”

Section: Validitymentioning

confidence: 99%

See 1 more Smart Citation

Viewing Preschool Disruptive Behavior Disorders and Attention-Deficit/Hyperactivity Disorder Through a Developmental Lens: What We Know and What We Need to Know

Chacko

Wakschlag

Hill

et al. 2009

Child and Adolescent Psychiatric Clinics of North America

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Section: Validitymentioning

confidence: 61%

Section: Validitymentioning

confidence: 99%

Viewing Preschool Disruptive Behavior Disorders and Attention-Deficit/Hyperactivity Disorder Through a Developmental Lens: What We Know and What We Need to Know

Chacko

Wakschlag

Hill

et al. 2009

Child and Adolescent Psychiatric Clinics of North America

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“…The prevalence rates of these problems vary between 10% and 20% (3,4) with between study differences in estimates due to the limitations of diagnostic tools used to classify problem behaviour. Gathering prevalence estimates for this age group is complicated as the preschool developmental period is one of the most challenging in terms of defining and measuring psychiatric symptomatology.…”

Section: Introductionmentioning

confidence: 99%

Children born small for gestational age are not at special risk for preschool emotion and behaviour problems

Cornforth

Thompson

Robinson

et al. 2012

Early Human Development

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Despite the wealth of literature examining long term outcomes of preterm low birthweight children, few studies have directly assessed the developmental impact of being born full term but small for gestational age (SGA). We aim to determine whether (i) being SGA increases preschool behavioural problems and (ii) other risk factors operate differently in SGA and appropriate for gestational age (AGA) controls. 550 New Zealand European mothers and their 3.5 year old children participated in this study. All children were born at full term (> 37 weeks' gestation) and approximately half were SGA (≤ sex specific 10 th percentile for gestation) the remainder were AGA controls. Extensive data were collected at the child's birth, 1 year and 3.5 years. Behavioural problems were measured when children were 3.5 years, using the Strengths and Difficulties Questionnaire (SDQ). Multiple regression analyses were used to examine the associations between risk factors and behavioural problems; statistical weighting was used for analyses of the total study group. There was no significant difference in behavioural problems between SGA and AGA groups. In the total sample the significant predictors of behavioural problems included: mothers' school leaving age; smoking during pregnancy; maternal alcohol use during pregnancy; and absence of the father.Predictors of behavioural problems were found to be the same for SGA and AGA groups.These results do not support the view that SGA is a risk for behavioural preschool difficulties or that SGA children are sensitized to risks known to be associated with such difficulties in the preschool years.

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“…Unfortunately, the majority of children suffering from mental disorders do not receive treatment, 1,13 which also appears to be the case for preschoolers. 14 Because preschool children in need of treatment are seldom referred to child psychiatric services, we miss the opportunity to target the earliest time point when mental illness develops. Screening for mental health problems at the community level may thus be warranted.…”

mentioning

confidence: 99%

Detecting Psychiatric Disorders in Preschoolers: Screening With the Strengths and Difficulties Questionnaire

Sveen

Berg-Nielsen

Lydersen

et al. 2013

Journal of the American Academy of Child & Adolescent Psych

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Objective: To examine screening efficiency for preschool psychopathology by comparing the Strengths and Difficulties Questionnaire against diagnostic information, and to determine the added value of impact scores and teacher information.Method: Using a two-phase sampling design a population-based sample of 845 4-year-olds was recruited from community health check-ups in Trondheim, Norway; screen score stratified and oversampled for high screening scores. Blinded to screen ratings, DSM-IV diagnoses were assigned using the Preschool Age Psychiatric Assessment interview, against which the Strengths and Difficulties Questionnaire scores were compared through Receiver Operating Characteristics analysis.Results: Emotional and behavioral disorders were identified through parent ratings with a specificity of 88.8% (87.0-90.6%) and a sensitivity of 65.1% (51.6-78.6%). The negative predictive value was 97.9% (96.8-98.9%), whereas the positive predictive value was 24.2% (18.0-30.3%) at a prevalence of 5.2%. Parental ratings identified more behavioral disorders (79.3%) than emotional disorders (59.2%). Screening for any disorder was somewhat less efficient; specificity 88.9% (87.0-90.7%), sensitivity 54.2% (41.8-66.6%), negative predictive value 96.4% (95.0-97.8%) and positive predictive value 25.9% (19.6-32.2%) at a prevalence of 6.7%. The AUC value was 0.83 (0.76-0.90) for emotional and behavioral disorders and 0.76 (0.68-0.83) for any disorder. The prediction accuracy was not improved by impact scores or teacher information. Conclusions:The results indicate that preschoolers' emotional and behavioral disorders can be screened with the same efficiency as in older children and adults. Other disorders were identified to a lesser extent. Further research should explore the potential of preschool screening to improve early detection and subsequent intervention.

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Psychiatric Disorders With Onset in the Preschool Years: I. Stability of Diagnoses

Cited by 292 publications

References 24 publications

Viewing Preschool Disruptive Behavior Disorders and Attention-Deficit/Hyperactivity Disorder Through a Developmental Lens: What We Know and What We Need to Know

Viewing Preschool Disruptive Behavior Disorders and Attention-Deficit/Hyperactivity Disorder Through a Developmental Lens: What We Know and What We Need to Know

Children born small for gestational age are not at special risk for preschool emotion and behaviour problems

Detecting Psychiatric Disorders in Preschoolers: Screening With the Strengths and Difficulties Questionnaire

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