RELATION BETWEEN TAXONOMIC AND QUANTITATIVE DIAGNOSTIC SYSTEMS IN PRESCHOOL-CHILDREN - EMPHASIS ON DISRUPTIVE DISORDERS

Examines the relation between taxonomic and quantitative diagnostic sy stems in a community preschool sample selected through pediatric pract ices. Quantitative ratings provided by Child Behavior Checklist (CBCL) scores were compared to clinicians' DSM-III-R diagnoses derived from a structured assessment battery that included semistructured parent in terviews, parent questionnaires (CBCL), play observations, and develop mental testing. Patterns of correlation were examined separately for c hildren with any disruptive disorder; a disruptive disorder comorbid w ith a nondisruptive disorder; and a subset of children with the most c ommon, single disruptive disorder (oppositional defiant disorder). For 2- to 3-year-olds, significant but low-moderate point-biserial correl ations were found for the three groups of DSM-III-R diagnoses and majo r CBCL scales. For 4- to 5-years-olds, somewhat better differentiation across diagnostic groups was noted. Further analyses found interview scales more sensitive than CBCL scales in assessing problems in some c hildren.