Moreland Angela D, Dumas Jean E
Department of Psychological Sciences, Purdue University, 703 Third Street, West Lafayette, IN 47907, USA.
Clin Psychol Rev. 2008 Jul;28(6):1059-70. doi: 10.1016/j.cpr.2008.03.001. Epub 2008 Mar 12.
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.
在一项对26项研究的荟萃分析中，采用分类和/或维度评估方法对学龄前儿童的破坏性行为问题进行了调查。该综述试图通过表明以下几点来区分早期破坏性行为与学龄前儿童的正常行为：无论评估方法如何：(a) 在学龄前阶段可以充分衡量破坏性行为；(b) 早期破坏性行为随时间推移具有稳定性；(c) 在学龄前阶段被转介接受临床服务的破坏性行为儿童可以与未被转介的同龄人区分开来。结果表明：测量早期破坏性行为的分类和维度方法提供了可比的数据（效应量d=2.29）；两种方法对学龄前破坏性行为随时间推移的稳定性得出了可比的估计（分类方法：d=1.15；维度方法：d=0.84）；两种方法都能区分被转介和未被转介的学龄前儿童（d=1.05和d=0.95）。讨论了现有文献和本分析的局限性以及对未来研究的建议。
