Categorical and dimensional approaches to the measurement of disruptive behavior in the preschool years: a meta-analysis.
Preschool disruptive behavior problems were investigated in a meta-analysis of 26 studies using categorical and/or dimensional approaches to assessment. The review sought to distinguish early disruptiveness from normative preschool conduct by showing that, irrespective of assessment methodology: (a) disruptiveness can be adequately measured in the preschool years; (b) early disruptiveness is stable over time; and (c) disruptive children referred for clinical services in the preschool years can be distinguished from non-referred peers. Results indicated that: categorical and dimensional approaches to measurement of early disruptiveness provide comparable data (effect size d=2.29); both approaches yield comparable estimates of the stability of preschool disruptive behavior over time (categorical approach: d=1.15; dimensional approach: d=0.84); and both approaches discriminate between referred and non-referred preschoolers (d=1.05 and d=.95). Limitations of the existing literature and of this analysis are discussed, as are suggestions for future research.
Moreland
Angela D
AD
Department of Psychological Sciences, Purdue University, 703 Third Street, West Lafayette, IN 47907, USA. moreland@psych.purdue.edu
Dumas
Jean E
JE
D019958:Attention Deficit and Disruptive Behavior Disorders / Q000175:diagnosis* / Q000523:psychology*; D002648:Child; D002652:Child Behavior / Q000523:psychology*; D002653:Child Behavior Disorders / Q000175:diagnosis* / Q000523:psychology*; D002675:Child, Preschool; D005260:Female; D006801:Humans; D008297:Male; D012017:Referral and Consultation