Diagnostic value of the Dominic Interactive Assessment with children exposed to intimate partner violence

This article reports on the diagnostic validity of the Dominic Interactive Assessment (DIA) in a sample of Spanish children exposed to intimate partner violence (IPV). The study participants included 55 children aged between 6 and 11 years whose mothers visited an IPV counselling centre. Psychopathology and functional impairment were used as the main criteria for assessing predictive and discriminative accuracy, as well as incremental validity, of DIA. The results indicate that DIA permits obtaining useful information from children. This information improves the prediction and validity of the process of clinical assessment of children exposed to IPV. Children's self-reports could prove effective in identifying cases in this high-risk population when developmentally adequate instruments and functional criteria are used.     

Psychometric Properties of the Alabama Parenting Questionnaire-Preschool Revision (APQ-Pr) in 3 Year-Old Spanish Preschoolers

Parenting practices should be assessed and taken into account at an early age, since it is well documented that they are strongly related to children’s development. This study provides data on the psychometric properties of a Spanish version of the Alabama Parenting Questionnaire for Preschool children (APQ-Pr). A community sample of 622 (310 boys and 312 girls) 3 year-old children and their parents, participated in the study. Data were obtained from parents’ reports and correspond to a semi-structured diagnostic interview and self-report questionnaires evaluating parenting and children’s psychological states. Confirmatory factor analysis supported a three-factor solution: positive parenting, inconsistent parenting and punitive parenting. These scales scores showed moderate to good internal consistence (omega values ranged from .54 to .86). Inconsistent parenting scores achieved the strongest associations with external measures of psychopathology, especially for externalizing and conduct problems, as well as for functional impairment, the poorest associations being for the positive parenting scores. Results support the validity of the Spanish APQ-Pr, which is potentially a useful measure for the study of parenting practices regarding preschool children and their relation to conduct problems.     

Factors related to the comorbidity between oppositional defiant disorder and anxiety disorders in preschool children

Background and objectives: The aim of the study is to identify factors related to comorbid oppositional defiant disorder (ODD) and anxiety disorders (ADs). Design: A sample of 622 children was assessed longitudinally at 3 and 5 years of age. Methods: At baseline, there were 310 boys (49.8%), most participants were of Caucasian–white ethnicity (89.1%) and attended to public school (64.0%), and families’ socioeconomic status was 64.3% medium-high, 14.1% medium and 20.5% medium-low. Children diagnosed with ODD and/or AD were selected: n?=?103 at 3 years of age (44 ODD, 42 AD and 17 ODD?+?AD) and n?=?106 at 5 years of age (31 ODD, 60 AD and 15 ODD?+?AD). Results: High levels of the child’s negative affectivity and the mother’s aggressive behavior (versus AD), and high scores in the father’s psychopathology measurements (versus ODD) were related to the presence of comorbid ODD?+?AD at 3 years of age. High scores in approach-positive anticipation, fears (only in boys, in girls the reverse effect occurred) compared to ODD and AD independently and aggressive behavior (versus AD), and low scores for smiling and laughter (versus ODD only and AD only) were predictive of comorbidity at the 5 years of age. Conclusions: Temperament traits may be a common factor in explaining longitudinal ODD?+?AD comorbidity.     

Assessment of Functional Impairment in Spanish Children

Le pressent travaux vérifie l’applicabilité et la validité du CAFAS, un instrument pour évaluer l’incapacité fonctionnel dans une population espagnole. L’échantillon est formé par 441 malades ambulatoires psychiatriques d’entre 8 et 17 années et leurs parents, et aussi par un échantillon de 74 malades ambulatoires pédiatriques. On a applique différents instruments pour évaluer l’incapacité fonctionnel, la psychopathologie, et autres variables psychologiques. La fiabilité intra observateur varie entre modérée et bonne. L’accord entre les ponctuations obtenues avec l’information des parents et des infants varie entre faible et modérée. Les corrélations avec autres mesures d’incapacité et du fonctionnement sont significatives mais modérée. Les ponctuations CAFAS différencient significativement les enfants avec et sans psychopathologie. Les résultats obtenus avalisent l’utilisation du CAFAS pour les études en psychopathologie, en incapacité fonctionnel et pour planifier interventions et services de santé mental. The present work tests the applicability and validity of the CAFAS, an instrument for assessing functional impairment, in the Spanish population. The sample included 441 psychiatric outpatients from 8 to 17 years old and their parents, and a pediatric group of 74 outpatients. Different instruments for assessing functional impairment, psychopathology, and other related variables were used. Interrater reliability ranged from moderate to very good. Weak‐to‐moderate agreement between CAFAS scores based on information from parents and children was obtained. Correlations with other measures of impairment and functioning were moderate. CAFAS scores differentiated significantly between children with and without psychopathology. These results permit the use of the instrument for studies on psychopathology and functional impairment, and for planning intervention and mental health services.     

Irritability and parenting practices as mediational variables between temperament and affective,anxiety, and oppositional defiant problems

Irritability and parenting are potential targets for transdiagnostic studies to identify the common and core dysfunctional characteristics underlying several diagnostic pictures with the goal of addressing these issues in treatment. Our objective was to investigate the different paths from temperament to child psychopathology (affective, anxiety, and oppositional problems) through irritability and parenting using a prospective design from ages 3 to 7. A sample of 614 3-year-old preschoolers was followed at ages 4, 6, and 7. Parents answered questionnaires about temperament (age 3), irritability (age 4), parenting practices (age 6), and psychopathology (age 7). Statistical analyses were carried out through structural equation modeling (SEM) to test the mediation effect of irritability and parenting practices from temperament (negative affectivity and effortful control) through to affective, anxious, and oppositional problems. The proposed model fit the data well. SEM showed (a) an indirect effect from temperament to affective problems, via irritability and positive parenting; (b) a direct effect from negative affectivity to anxiety, plus an indirect effect from both temperament dimensions, via irritability and autonomy parenting practices; and (c) an indirect effect from temperament to oppositional problems, via irritability and punitive parenting. Irritability and parenting are transdiagnostic mediational variables that should be focused on in intervention programs for affective, anxiety, and oppositional problems.     

Associations Among Anxiety Disorders and Non-anxiety Disorders,Functional Impairment and Medication in Children and Adolescents

This is a study of comorbid anxiety disorders and how they affect the clinical picture of comorbid cases. The sample consisted of 576 Spanish children aged 8 to 17 years receiving psychiatric outpatient consultation that were evaluated using a semi-structured diagnostic interview for both parents and children. A specific association of homotypic comorbidity among anxiety disorders that was independent of the presence of other disorders was found. There was heterotypic comorbidity between anxiety and depressive disorders, ADHD, anorexia and tic disorders. Relationships between non-anxiety disorders were, in general, independent of anxiety, but anxiety moderated the relationship between ADHD-Conduct disorder and Conduct disorder-enuresis. Comorbid anxiety increased difficulties in social interaction, was related with higher global impairment and had an impact on consultation and medication. Anxiety disorder comorbidity should be well recognized in order not to disregard the treatment of all present disorders.     

Dimensional analysis of a categorical diagnostic interview: the DICA-IV

The aim of this study is to obtain dimensions from a categorical diagnostic interview. 512 children aged 8 to 17 attending public centers for children's mental health and presenting some form of psychological disorder were interviewed with the "Diagnostic Interview for Children and Adolescents" (DICA-IV). Analysis of the principal components indicate that a two-dimensional model (externalizing-internalizing) satisfactorily explain the data collected from the children and their parents. The data from the adolescents are better represented by a three-dimensional model (attention problems-internalizing-antisocial behavior). The factor scales show good internal consistency and significantly relate to other criteria of psychopathology and incapacity (concurrent validity). These results show that it is possible to use DICA-IV to obtain categorical and dimensional indicators simultaneously. The latter are particularly sensitive for measuring changes over the course of disorders.     

Características diferenciales de los niños con puntuaciones extremas en el Children's Depression Inventory

Resumen

Se describen las características diferenciales de la población de niños con puntuaciones altas (≥19) y bajas (≤5) en el Children's Depression Inventory (Kovacs, 1983) a partir de la información de distintas fuentes. Se evaluaron 148 niños de 4.^o de EGB de los cuales 68 presentaban puntuaciones ≤5 y 80 presentaban puntuaciones ≥19, respecto a nivel de depresión, estilo atribucional, variables cognitivas y rendimiento escolar. Los niños con puntuaciones altas versus los de puntuaciones bajas presentaban mayor severidad de la sintomatología depresiva, un estilo atribucional más depresógeno, menor rendimiento en los subtests de inteligencia que evalúan cierre perceptivo, formación de conceptos no verbales y comprensión de la lectura, su rendimiento escolar fue inferior, tuvieron más problemas de conducta según informaron los padres, eran menos felices según el profesor y menos populares y más deprimidos según sus compañeros.