Relation between taxonomic and quantitative diagnostic systems in preschool children: Emphasis on disruptive disorders

Examines the relation between taxonomic and quantitative diagnostic systems in a community preschool sample selected through pediatric practices. 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 interviews, parent questionnaires (CBCL), play observations, and developmental testing. Patterns of correlation were examined separately for children with any disruptive disorder; a disruptive disorder comorbid with a nondisruptive disorder; and a subset of children with the most common, single disruptive disorder (oppositional defiant disorder). For 2- to 3-year-olds, significant but low-moderate point-biserial correlations were found for the three groups of DSM-III-R diagnoses and major 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 children.