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Putting Theory to the Test: Modeling a Multidimensional, Developmentally-Based Approach to Preschool Disruptive Behavior
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Apr 28 2012
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Source: J Am Acad Child Adolesc Psychiatry. 2012; 51(6):593-604.e4.
[PDF-880.91 KB]
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Alternative Title:J Am Acad Child Adolesc Psychiatry
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Personal Author:
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Description:Objective
There is increasing emphasis on dimensional conceptualizations of psychopathology but empirical evidence of their utility is just emerging. In particular, while a range of multidimensional models have been proposed, the relative fit of competing models has rarely been tested. Further, developmental considerations have received scant attention. In this paper, we test a developmentally-based 4-dimension model of disruptive behavior theorized to represent the defining features of disruptive behavior at preschool age: Temper Loss, Noncompliance, Aggression, and Low Concern for Others.
Method
Model testing was conducted in two independent samples of preschoolers: Clinically-Enriched (N=336) and Epidemiologic (N=532). Tau-equivalent confirmatory factor analyses were used to test the fit of the Developmental Model relative to 3 leading competing models (DSM ODD/CD Model, “Callous” Model and an “Irritable/Headstrong/Hurtful” Model). Reliability of the 4 dimensions was also tested. Validity of the dimensions was tested by predicting multi-informant, multi-method ratings of disruptive behavior and impairment, and incremental utility relative to DSM symptoms.
Results
In both samples, the Developmental Model demonstrated a superior fit compared to the competing models within the full sample, and across key demographic sub-groups. Validity was also demonstrated, including incremental utility relative to DSM-IV disruptive behavior symptoms.
Conclusions
Critical next steps for achieving scientific consensus about the optimal dimensional model of disruptive behavior and its clinical application are discussed.
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Pubmed ID:22632619
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Pubmed Central ID:PMC3674547
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Volume:51
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Issue:6
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