Defining the "disruptive" in preschool behavior: what diagnostic observation can teach us.

Published

Journal Article

This paper presents the clinical/developmental framework underlying a new diagnostic observational tool, the Disruptive Behavior Diagnostic Observation Schedule (DB-DOS). The special importance of observation for clinical assessment during the preschool period is delineated. The developmental rationale for a multi-dimensional assessment of disruptive behavior in young children, including problems in modulation of negative affect and low competence is discussed. The ways in which the DB-DOS will elucidate distinctions between normative and atypical behavior during this developmental period via (a) the integration of qualitative and quantitative dimensions of behavior within a clinically-sensitive coding system, (b) the observation of child behavior both within, and outside of, the parent-child context and (c) the use of specially designed tasks to "press" for clinically salient behaviors are addressed. The promise of this new method for yielding a more precise, developmentally based description of the phenotype of early onset disruptive behavior problems and for providing a standardized clinical tool for observational assessment of disruptive behavior in young children is presented. Large-scale validation of the measure is currently underway.

Full Text

Duke Authors

Cited Authors

  • Wakschlag, LS; Leventhal, BL; Briggs-Gowan, MJ; Danis, B; Keenan, K; Hill, C; Egger, HL; Cicchetti, D; Carter, AS

Published Date

  • September 2005

Published In

Volume / Issue

  • 8 / 3

Start / End Page

  • 183 - 201

PubMed ID

  • 16151617

Pubmed Central ID

  • 16151617

International Standard Serial Number (ISSN)

  • 1096-4037

Digital Object Identifier (DOI)

  • 10.1007/s10567-005-6664-5

Language

  • eng

Conference Location

  • United States