Identifying thresholds for classifying childhood psychiatric disorder: issues and prospects.

Abstract:

OBJECTIVE:To evaluate empirically the implications of choosing different thresholds to classify conduct disorder and attention-deficit hyperactivity disorder for estimating prevalence, test-retest reliability of measurement, and informant (parent/teacher) agreement and for evaluating comorbidity and associated features of disorder. METHOD:Data for the study came from problem checklist assessments done by parents and teachers of children aged 6 to 16 years (N = 1,229) selected with known probability from a general population sample and from structured interviews obtained in a stratified, random subsample (n = 251). RESULTS:Estimates varied widely depending on the rationale used to set thresholds. Percent prevalence went from 0.1 to 39.2; kappa estimates of test-retest reliability went from .19 to .82. Parent-teacher agreement based on kappa went from .0 to .38. Relative odds between disorder and associated features varied twofold. CONCLUSION:Use of different rationales to set thresholds for classifying childhood psychiatric disorder in the general population has profound implications for what we learn about the epidemiology of childhood disorder.

authors

Boyle MH,Offord DR,Racine Y,Szatmari P,Fleming JE,Sanford M

doi

10.1097/00004583-199611000-00012

subject

Has Abstract

pub_date

1996-11-01 00:00:00

pages

1440-8

issue

11

eissn

0890-8567

issn

1527-5418

pii

S0890-8567(09)66404-2

journal_volume

35

pub_type

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