Abstract
The aim of the present study was to investigate the clinical usefulness of a semi-structured diagnostic parent interview, i.e., the Kiddie-Disruptive Behavior Disorder Schedule (K-DBDS), in preschool children. For Oppositional Defiant Disorder (ODD), to define symptoms two coding methods were compared, i.e., one based on the threshold “often” and the other based on the frequency of behaviors in combination with the presence of clinical concern. For Attention-Deficit/Hyperactivity Disorder (ADHD), to define symptoms, two coding methods were compared, i.e., one with and one without consideration of pervasiveness across contexts. Participants were referred preschool children with externalizing behavioral problems (N = 193; 83% male) and typically developing (TD) children (N = 58; 71% male). The referred children were given a diagnosis of either ODD/CD (N = 39), or ADHD (N = 58) or comorbid ODD/CD+ADHD (N = 57) or no diagnosis (N = 39) based on best-estimate diagnosis. Receiver Operating Characteristic curve analyses showed that a cutoff score of four ODD symptoms using “often” as the threshold for frequency of behaviors led to a sensitivity of 87% and a specificity of 93%; the coding method which included the frequency of behaviors yielded a sensitivity of 56% and a specificity of 100%. For ADHD, a clinical cutoff score of five symptoms without the pervasiveness criterion yielded a sensitivity of 83% and a specificity of 98%; when the pervasiveness criterion was included sensitivity was 77% and specificity 98%. In the clinical assessment of ODD and ADHD in preschool children, the K-DBDS may be used with ODD symptom definition based on the threshold “often” and ADHD pervasiveness across contexts not included.
Similar content being viewed by others
References
Achenbach, T.M. & Rescorla, L.A. (2000). Manual for the ASEBA preschool forms and Profiles. Burlington: Research Center for Children, Youth & Families VT: University of Vermont.
American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th Edition, text-revised). Washington, DC: Author.
Angold, A., & Costello, E. J. (1996). Toward establishing an empirical basis for the diagnosis of oppositional defiant disorder. Journal of the American Academy of Child and Adolescence Psychiatry, 35, 1205–1212.
Dunn, L. M., & Dunn, L. M. (2005). Peabody picture vocabulary test (III-NL) [Dutch version by Schlichting]. Amsterdam: Harcourt Assessment.
Egger, H. L., & Angold, A. (2006). Common emotional and behavioral disorders in preschool children: presentation, nosology, and epidemiology. Journal of Child Psychology and Psychiatry, 47, 313–337.
Egger, H. L., Erkanli, A., Keeler, G., Potts, E., Walter, B. K., & Angold, A. (2006). Test-retest reliability of the Preschool Age Psychiatric Assessment (PAPA). Journal of the American Academy of Child and Adolescence Psychiatry, 45, 538–549.
Gadow, K., & Sprafkin, J. (1996). Early childhood inventories manual. Stony Brook: Checkmate Plus.
Gresham, F., & Elliot, S. (1990). Social skills rating system. Circle Pines: American Guidance Service.
Hardy, K.K., Kollins, S.H., Murray, D.W., Riddle, M.A., Greenhill, L., Cunningham, C., ….Chuang, S.Z. (2007). Factor structure of parent- and teacher-rated attention-deficit/hyperactivity disorder symptoms in the Preschoolers with Attention-Deficit/Hyperactivity Disorder Treatment Study (PATS). Journal of Child and Adolescence Psychopharmacology, 17, 621–34.
Keenan, K. (2012). Mind the gap: assessing impairment among children affected by proposed revisions to the diagnostic criteria for oppositional defiant disorder. Journal of Abnormal Psychology, 121, 352–359.
Keenan, K., Boeldt, D., Chen, D., Coyne, C., Donald, R., Duax, J., …Humphries, M. (2011). Predictive validity of DSM-IV oppositional defiant and conduct disorders in clinically referred preschoolers. Journal of Child Psychology and Psychiatry, 52, 47–55.
Keenan, K., Wakschlag, L.S., & Danis, B. (2001). Kiddie-disruptive behavior disorder schedule (version 1.1).
Keenan, K., Wakschlag, L. S., Danis, B., Hill, C., Humphries, M., Duax, J., et al. (2007). Further evidence of the reliability and validity of DSM-IV ODD and CD in preschool children. Journal of the American Academy of Child and Adolescent Psychiatry, 26, 457–468.
Kim, S. H., & Lord, C. (2012). New Autism Diagnostic Interview-revised algorithms for toddlers and young pre-schoolers from 12 to 47 months of age. Journal of Autism and Developmental Disorders, 42, 82–93.
Krzanowski, W. J., & Hand, D. J. (2009). ROC curves for continuous data. London: Chapman and Hall.
Lahey, B.B., Applegate, B., Barkley, R.A., Garfinkel, B., McBurnett, K., Kerdyk, L., …Newcorn, J. (1994). DSM-IV field trials for oppositional defiant disorder and conduct disorder in children and adolescents for oppositional defiant disorder and conduct disorder. American Journal of Psychiatry, 151, 1163–1171.
Lahey, B.B., Applegate, B., McBurnett, K., Biederman, J., Greenhill, L., Hynd, G.W., …Shaffer, D. (1994). DSM-IV field trials for attention deficit hyperactivity disorder in children and adolescents. American Journal of Psychiatry, 151, 1673–1685.
Lahey, B.B, Pelham, W.E., Loney, J., Kipp, H., Ehrhardt, A., Lee, S.S., …Massetti, G. (2004). Three-year predictive validity of DSM-IV attention deficit hyperactivity disorder in children diagnosed at 4–6 years of age. American Journal of Psychiatry, 161, 2014–20.
Lahey, B. B., Pelham, W. E., Loney, J., Kipp, H., Lee, S. S., & Wilcutt, E. (2005). Instability of the DSM-IV subtypes of ADHD from preschool through elementary school. Archives of General Psychiatry, 62, 896–902.
Lahey, B. B., & Willcutt, E. G. (2010). Predictive validity of a continuous alternative to nominal subtypes of attention-deficit/hyperactivity disorder for DSM-V. Journal of Clinical Child and Adolescence Psychology, 39, 761–775.
Le Couteur, A., & Gardner, F. (2008). Use of structured interviews and observational methods in clinical settings. In M. Rutter, D. Bishop, D. Pine, S. Scott, J. Stevenson, E. Taylor, & A. Thapar (Eds.), Rutter’s child and adolescent psychiatry (5th ed., pp. 271–288). Oxford: Blackwell.
Lord, C., Risi, S., DiLavore, S., Shulman, C., Thurm, A., & Pickles, A. (2006). Autism from 2 to 9 years of age. Archives of General Psychiatry, 63, 694–701.
Matthys, W., & Lochman, J. E. (2010). Oppositional defiant disorder and conduct disorder in childhood. Chichester: Wiley-Blackwell.
Murray, D.W., Kollins, S.H., Hardy, K.K., Abikoff, H.B., Swanson, J.M., Cunningham, C., …Chuang, S.Z. (2007). Parent versus teacher ratings of attention-deficit/hyperactivity disorder symptoms in the Preschoolers with Attention-Deficit/Hyperactivity Disorder Treatment Study (PATS). Journal of Child and Adolescence Psychopharmacology, 17, 605–20.
Orvaschel, H., & Puig-Antich, J. (1995). Schedule for affective disorders and schizophrenia for school-age children-epidemiologic 5th version. Ft. Lauderdale: Nova University.
Raven, J. C., Court, J. H., & Raven, J. (1998). Raven coloured progressive matrices. Oxford: Oxford Psychologist Press.
Ronk, M. J., Hund, A. M., & Landau, S. (2011). Assessment of social competence of boys with attention deficit/hyperactivity disorder: problematic peer entry, host responses, and evaluations. Journal of Abnormal Child Psychology, 39, 829–840.
Schaffer, D., Goud, M. S., Brasic, J., Ambrosini, P., Fisher, P., Bird, H., et al. (1983). A children’s global assessment scale (C-GAS). Archives of General Psychiatry, 40, 1228–1231.
Schlichting, L. (2005). Peabody picture vocabulary test III-NL. Amsterdam: Hartcourt Assessment.
Schoemaker, K., Bunte, T., Wiebe, S. A., Espy, K. A., Dekovic, M., & Matthys, W. (2012). Executive function deficits in preschool children with ADHD and DBD. Journal of Child Psychology and Psychiatry, 53, 111–119.
Sheeber, L., & Johnson, J. (1992). Applicability of the Impact on Family Scale for assessing families with behaviorally difficult children. Journal of Child Psychology and Psychiatry, 17, 155–159.
Strickland, J., Hopkins, J., & Keenan, K. (2012). Mother-Teacher agreement on preschoolers’ symptoms of ODD and CD: does context matter? Journal of Abnormal Child Psychology. doi:10.1007/s10802-012-9622-y.
Disclosure
Ms. Bunte, Schoemaker, and Dr. Hessen, van der Heijden, and Matthys report no biomedical financial interests or potential conflicts of interest.
Author information
Authors and Affiliations
Corresponding author
Additional information
The authors are grateful to the parents and children who participated in this study.
Electronic supplementary material
Below is the link to the electronic supplementary material.
ESM 1
(DOCX 19 kb)
Rights and permissions
About this article
Cite this article
Bunte, T.L., Schoemaker, K., Hessen, D.J. et al. Clinical Usefulness of the Kiddie-Disruptive Behavior Disorder Schedule in the Diagnosis of DBD and ADHD in Preschool Children. J Abnorm Child Psychol 41, 681–690 (2013). https://doi.org/10.1007/s10802-013-9732-1
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10802-013-9732-1