Disruptive behavior in the very young child
Diagnostic Classification: 0–3 guides identification of risk factors and relational interventions
Bibliographic Data
| ID | 11275868 |
|---|---|
| Authors | Jean M Thomas (Saint Louis University School of Medicine, St. Louis, Missouri, corresponding author), Roseanne Clark (University of Wisconsin Medical School, Madison, Wisconsin) |
| Year | 1998 |
| Volume | 19 |
| Issue | 2 |
| Pages | 229-244 |
| Publication date | 1998-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Infant Mental Health Journal (JOURNAL) |
| Journal identifiers | ISSN: 0163-9641 • E-ISSN: 1097-0355 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/(sici)1097-0355(199822)19:2<229::aid-imhj10>3.0.co;2-# |
| OpenAlex | W1983020354 |
| Language | EN |
| Citations received | 12 |
| References cited | 13 |
The high prevalence of disruptive behavior in children, ages 0–4 years old, who present to early childhood psychiatry clinics, and the urgency of intervening early are focusing our attention on how to identify specific risk factors and guide relational intervention. Diagnostic Classification: 0–3 (DC: 0–3) has been found to be helpful in this work. Preliminary data from the first 64 children, who presented to the Early Development Program with a primary concern of disruptive behavior, was collected using a standardized assessment protocol, the Diagnostic and Statistical Manual, Fourth Edition (DSM IV) and the DC: 0–3. Descriptive, correlational, and group comparison data suggest that DC: 0–3's Axis I and II and the Parent–Infant Relationship Global Assessment Scale (PIR-GAS) help to identify specific biopsychosocial risk factors, especially regarding the quality and nature of the parent–child relationship. A brief case is presented to illustrate how the DC: 0–3, used in conjunction with standardized assessment tools, guides relational intervention strategies. The development of behavioral difficulties in young children has become an expanding focus of empirical investigation and theory formulation. The high prevalence of disruptive behavior (84% of children ages 0–4 years old who present to the Early Development Program), the associated intense frustration and concern families experience, and the urgency to intervene early are focusing our attention on the use of diagnostic and assessment tools that can guide case formulations and intervention approaches. © 1998 Michigan Association for Infant Mental Health
Developmental psychology · Identification (biology) · Psychiatry · Psychological intervention · Autism Spectrum Disorder Research · Behavioral and Psychological Studies · Child and Adolescent Psychosocial and Emotional Development · Psychology
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| Unique citing works | 12 |
|---|---|
| Citations per year | 0,5 |
| Citation span | 2002 - 2023 (22) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 11 |