Little attention has been paid to evaluating the use of DSM-III-R with
preschool children. Children (N = 510) ages 2 to 5 years who were scr
eened at the time of a pediatric visit were selected to participate in
an evaluation which included questionnaires, a semistructured intervi
ew developmental testing and a play observation. Following the evaluat
ion, two clinical child psychologists independently assigned DSM-III-R
diagnoses. For each diagnostic category, kappa and Y coefficients wer
e calculated; Y coefficients are less sensitive to base rates of disor
ders. For overall agreement, the weighted mean kappa (.61), and mean Y
(.66) were moderately high. Overall agreement that the child had at l
east one of the disruptive disorders was substantial (kappa .64; Y = .
65); agreement that there was at least one of the emotional disorders
was moderate for kappa (.54), but substantial for Y (.70). Kappa coeff
icients were higher for major categories of disorder than for specific
disorders; however, Y coefficients did not show a decline for specifi
c disorders. Interrater reliability of DSM-III-R appears to be similar
for preschoolers and older children.