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Preschool psychiatric disorders: homotypic and heterotypic continuity through middle childhood and early adolescence

Published online by Cambridge University Press:  16 January 2018

Megan C. Finsaas ,
Sara J. Bufferd ,
Lea R. Dougherty ,
Gabrielle A. Carlson  and
Daniel N. Klein
Megan C. Finsaas*
Affiliation:
Department of Psychology, Stony Brook University, Stony Brook, NY, US
Sara J. Bufferd
Affiliation:
Department of Psychology, California State University San Marcos, San Marcos, CA, US
Lea R. Dougherty
Affiliation:
Department of Psychology, University of Maryland College Park, College Park, Maryland, US
Gabrielle A. Carlson
Affiliation:
Department of Psychiatry, Stony Brook University School of Medicine, Stony Brook, NY, US
Daniel N. Klein
Affiliation:
Department of Psychology, Stony Brook University, Stony Brook, NY, US
*
Author for correspondence: Megan C. Finsaas, E-mail: megan.finsaas@stonybrook.edu
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Abstract

Background

Many preschool-age children meet criteria for psychiatric disorders, and rates approach those observed in later childhood and adolescence. However, there is a paucity of longitudinal research examining the outcomes of preschool diagnoses.

Methods

Families with a 3-year-old child (N = 559) were recruited from the community. Primary caregivers were interviewed using the Preschool Age Psychiatric Assessment when children were 3 years old (n = 541), and, along with children, using the Schedule for Affective Disorders and Schizophrenia for School-Age Children Present and Lifetime Version when children were 9 and 12 years old.

Results

Rates of disruptive behavior disorders (DBD) decreased from preschool to middle childhood and early adolescence, whereas rates of attention-deficit/hyperactivity disorder (ADHD) increased. Rates of any psychiatric disorder and depression increased from preschool to early adolescence only. Preschoolers with a diagnosis were over twice as likely to have a diagnosis during later periods. Homotypic continuity was present for anxiety disorders from preschool to middle childhood, for ADHD from preschool to early adolescence, and for DBD through both later time points. There was heterotypic continuity between preschool anxiety and early adolescent depression, and between preschool ADHD and early adolescent DBD. Dimensional symptom scores showed homotypic continuity for all diagnostic categories and showed a number of heterotypic associations as well.

Conclusions

Results provide moderate support for the predictive validity of psychiatric disorders in preschoolers. Psychopathology in preschool is a significant risk factor for future psychiatric disorders during middle childhood and early adolescence.

Keywords

Adolescencechildhoodcontinuitydiagnosesdiagnostic interviewslongitudinal designpredictive validitypreschoolpsychiatric disorderspsychopathology
Type
Original Articles
Information
Psychological Medicine , Volume 48 , Issue 13 , October 2018 , pp. 2159 - 2168
Copyright
Copyright © Cambridge University Press 2018 

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