Examining Behaviour and Emotional Problems in Preschool Children with Developmental Delay

Background:  Research has established that behaviour and emotional problems occur at a significantly high rate young people with intellectual disability and decline slowly over time.  These behaviour and emotional problems occur at even higher rates in children with Autism Spectrum Disorders. Comparatively less is known about the nature and presentation of such difficulties in preschool children with developmental delay.

Objectives: This study aimed to develop a psychometrically robust measure to examine behaviour and emotional problems in preschool children with developmental, including autism.  A secondary aim involved exploration of the range of behaviour and emotional problems in and the association with parent psychosocial distress.

Methods: The first stage of this study involved the development of a measure designed specifically to examine behaviour and emotional problems in preschool children with developmental delay.  This measure, the Developmental Behaviour Checklist-Under 4 (DBC-U4), was then used to examine behaviour problems in a community sample of children aged 18-48 months, with or suspected of developmental delay. Reliability and validity were comprehensively evaluated in samples of mothers (n=286), fathers (n=228), and teachers (n=101). Presentation of child behaviour and emotional problems in preschool children were explored, along with associations with maternal and paternal psychosocial distress.

Results: Data will be presented on the reliability, validity, and factor structure of the new measure in a sample of 290 children aged 18-48 months.  Information on the rate and presentation of child behaviour problems, along with associations with age, gender and developmental level will be presented.  The relationship between child behaviour problems and maternal (n=286) and paternal (n=228) psychosocial distress will also be explored.

Conclusions: The DBC-U4 provides extensive range of information on different symptoms and difficulties experienced by young children with developmental difficulties.  It provides an means to identify behaviours to target in interventions, track response to interventions, identify the need for further assessment (e.g. for autism), and inform the support needs of parents and families.  From a clinical research perspective, this new measure can assist in developing a greater understanding of the presentation of behaviour and emotional problems in early childhood, and thus facilitate the development of specific early interventions. This may also provide insight into the origins of severe behaviour and emotional problems that can be observed in later childhood and adolescence.