Ezpeleta Lourdes, Granero Roser, de la Osa Núria, Navarro José Blas, Penelo Eva, Domènech Josep M
Unitat d'Epidemiologia i de Diagnòstic en Psicopatologia del Desenvolupament, Departament de Psicologia Clínica i de la Salut, Universitat Autònoma de Barcelona, Barcelona, Spain.
Departament de Psicobiologia i Metodologia de les Ciències de la Salut, Universitat Autònoma de Barcelona, Barcelona, Spain.
PLoS One. 2014 Jun 27;9(6):e101089. doi: 10.1371/journal.pone.0101089. eCollection 2014.
Previous studies on developmental trajectories have used ad hoc definitions of oppositional defiant behaviors (ODB), which makes it difficult to compare results. This article defines developmental trajectories of ODB from ages 3-5 based on five different standard measurements derived from three separate instruments.
A sample of 622 three-year-old preschoolers, followed up at ages 4, 5, and 6, was assessed with the five measures of oppositionality answered by parents and teachers. Growth-Mixture-Modeling (GMM) estimated separate developmental trajectories for each ODB measure for ages 3 to 5.
The number of classes-trajectories obtained in each GMM depended on the ODB measure, but two clear patterns emerged: four trajectories (persistent low, decreasers, increasers/high increasers, persistent moderate/persistent high) or three trajectories (persistent low, decreasers, increasers/high increasers). Persistent high trajectories accounted for 4.4%-9.5% of the children. The trajectories emerging from the different ODB measures at ages 3 to 5 discriminated disruptive disorders, comorbidity, use of services, and impairment at age 6, and globally showed a similar pattern, summarizing longitudinal information on oppositionality in preschool children in a similar way.
Trajectories resulting from standard scales of the questionnaires have predictive validity for identifying relevant clinical outcomes, but are measure-specific. The results contribute to knowledge about the development of ODB in preschool children.
以往关于发育轨迹的研究使用了对立违抗行为（ODB）的临时定义，这使得结果难以比较。本文基于从三种不同工具得出的五种不同标准测量方法，定义了3至5岁儿童ODB的发育轨迹。
对622名三岁学龄前儿童进行抽样，在他们4岁、5岁和6岁时进行随访，由家长和教师对五种对立性测量方法进行评估。生长混合模型（GMM）估计了3至5岁每个ODB测量方法的单独发育轨迹。
每个GMM中获得的类别轨迹数量取决于ODB测量方法，但出现了两种清晰的模式：四种轨迹（持续低水平、下降者、上升者/高上升者、持续中等/持续高水平）或三种轨迹（持续低水平、下降者、上升者/高上升者）。持续高水平轨迹占儿童总数的4.4%-9.5%。3至5岁不同ODB测量方法得出的轨迹能够区分6岁时的破坏性行为障碍、共病、服务使用情况和损伤情况，并且总体上呈现出相似的模式，以类似的方式总结了学龄前儿童对立性的纵向信息。
问卷标准量表得出的轨迹对于识别相关临床结果具有预测效度，但具有测量方法特异性。这些结果有助于了解学龄前儿童ODB的发展情况。
