Abstract
The social–cognitive characteristics of 88 preschool boys with Oppositional Defiant Disorder (ODD) and 80 nondisruptive boys were assessed 3 times over a 2-year period. Three questions were addressed: (1) Do social–cognitive processes (encoding, attribution, problem solving, and response evaluation) distinguish clinic-referred preschool boys from peers without behavior problems? (2) What is the relation between preschoolers' social–cognitive processes and observed problem behavior? (3) Are the social–cognitive processes of clinic boys with ODD influenced by comorbidity with Attention Deficit Hyperactivity Disorder (ADHD)? Boys were presented hypothetical, peer-oriented social dilemmas to resolve. At all 3 assessments, clinic boys were twice as likely as were comparison group boys to generate aggressive solutions. Relative to comparison boys, clinic boys' encoding of social information was less accurate. The groups did not differ in their attributions or response evaluations. Verbal IQ and language skills were modestly correlated with problem solving and encoding. Within the clinic group, social–cognitive processes were not affected by ADHD comorbidity and they showed little relation to later diagnostic status or severity of behavior problems.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
REFERENCES
Abikoff, H., Gittelman, R., & Klein, D. F. (1980). Classroom observation code for hyperactive children: A replication of validity. Journal of Consulting and Clinical Psychology, 48, 555–565.
Achenbach, T. (1991). Manual for the Child Behavior Checklist/4–18 and 1991 Profile. Burlington, VT: University of Vermont, Department of Psychiatry.
American Psychiatric Association. (1987). Diagnostic and statistical manual of mental disorders (3rd ed., Rev.). Washington, DC: Author.
American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC: Author.
Boulanger, M. D., & Langevin, C. (1992). Direct observation of playgroup therapy for social skills deficits. Journal of Child and Adolescent Group Therapy, 2, 227–236.
Campbell, S. B. (1990). Behavior problems in preschool children. New York: Guilford Press.
Campbell, S. B. (1995). Behavior problems in preschool children: A review of recent research. Journal of Child Psychology and Psychiatry, 36, 113–149.
Cohen, N. J., Davine, M., Horodezky, N., Lipsett, L., & Isaacson, L. (1993). Unsuspected language impairment in psychiatrically disturbed children: Prevalence and language and behavioral characteristics. Journal of the American Academy of Child and Adolescent Psychiatry, 32, 595–603.
Conners, C. K. (1989). Manual for Conners' Rating Scale. North Tonawanda, NY: Multi-Health Systems.
Coon, H., Carey, G., Corley, R., & Fulker, D. (1992). Identifying children in the Colorado Adoption Project at risk for conduct disorder. Journal of the American Academy of Child and Adolescent Psychiatry, 31, 503–511.
Crick, N. R., & Dodge, K. A. (1994). A review and reformulation of social information-processing mechanisms in children's social adjustment. Psychological Bulletin, 115, 74–101.
Crick, N. R., & Ladd, G. W. (1990). Children's perceptions of the outcomes of social strategies: Do the ends justify being mean? Developmental Psychology, 26, 612–170.
Denham, S. A., Bouril, B., & Belouad, F. (1994). Preschoolers' affect and cognition about challenging peer situations. Child Study Journal, 24, 1–21.
Dodge, K. A. (1986). A social information processing model of social competence in children. In M. Perlmutter (Ed.), Minnesota symposium on child psychology (Vol. 18, pp. 77–125). Hillsdale, NJ: Erlbaum.
Dodge, K. A. (1980). Social cognition and children's aggressive behavior. Child Development, 51, 162–170.
Dodge, K. A., & Coie, J. D. (1987). Social-information-processing factors in reactive and proactive aggression in children's peer groups. Journal of Personality and Social Psychology, 53, 1146–1158.
Dodge, K. A., McClaskey, C. L., & Feldman, E. (1985). Situational approach to the assessment of social competence in children. Journal of Consulting and Clinical Psychology, 53, 344–353.
Dodge, K. A., & Somberg, D. R. (1987). Hostile attributional biases among aggressive boys are exacerbated under conditions of threats to self. Child Development, 58, 213–224.
Dodge, K. A., & Tomlin, A. (1987). Cue utilization as a mechanism of attributional bias in aggressive children. Social Cognition, 5, 280–300.
Dunn, L. M., & Dunn, L. M. (1981). Peabody Picture Vocabulary Test, Revised. Circle Pines, MN: American Guidance Service.
Dunn, S. E., Lochman, J. E., & Colder, C. R. (1997). Social problemsolving skills in boys with conduct and oppositional defiant disorders. Aggressive Behavior, 23, 457–469.
Erhardt, D., & Hinshaw, S. P. (1994). Initial sociometric impressions of attention-deficit hyperactivity disorder and comparison boys: Predictions from social behaviors and from nonbehavioral variables. Journal of Consulting and Clinical Psychology, 62, 833–842.
Fisher, P., Wicks, J., Shaffer, D., Piacentini, J, & Lapkin, J. (1992). Diagnostic Interview Schedule for Children-Second Edition (DISC 2.3). Washington, DC: National Institute for Mental Health.
Gardner, M. F. (1990). Expressive One-Word Picture Vocabulary Test-Revised. Novato, CA: Academic Therapy.
Greenberg, M. T., Speltz, M. L., & DeKlyen, M. (1993). The role of attachment in the early development of disruptive behavior problems. Development and Psychopathology, 5, 191–213.
Heller, T. L., Baker, B. L., Henker, B., & Hinshaw, S. P. (1996). Externalizing behavior and cognitive functioning from preschool to first grade: Stability and predictors. Journal of Clinical Child Psychology, 25, 376–387.
Ladd, G. W., & Oden, S. L. (1979). The relationship between peer acceptance and children's ideas about helpfulness. Child Development, 50, 402–408.
Loeber, R. (1990). Development and risk factors of juvenile antisocial behavior and delinquency. Clinical Psychology Review, 10, 1–41.
Loeber, R., Green, S., Keenan, K., & Lahey, B. B. (1996). Which boys will fare worse? Early predictors of the onset of conduct disorder in a six-year study. Journal of the American Academy of Child and Adolescent Psychiatry, 34, 499–509.
Lynam, D., Moffitt, T. E., & Stouthamer-Loeber, J. (1993). Explaining the relations between IQ and delinquency: Class, race, test motivation, school failure, or self-control? Journal of Abnormal Psychology, 102, 187–196.
Matthys, W., Van Loo, P., Pachen, V., De Vries, H., Van Hooff, J., & Van Engeland, H. (1995). Behavior of conduct disordered children in interaction with each other and with normal peers. Child Psychiatry and Human Development, 25, 183–195.
Matthys, W., Cuperus, J. M., & Van Engeland, H. (1999). Deficient social problem-solving in boys with ODD/CD, with ADHD, and with both disorders. Journal of the American Academy of Child and Adolescent Psychiatry, 38, 311–321.
Moffitt, T. E. (1993). The neuropsychology of conduct disorder. Development and Psychopathology, 5, 135–151.
Moffitt, T. E., & Lynam, D., Jr. (1995). The neuropsychology of conduct disorder and delinquency: Implications for understanding antisocial behavior. In D. Fowles, P. Sutker, & S. Goodman (Eds.), Psychopathology and antisocial behavior: A developmental perspective (pp. 233–262). New York: Springer.
Neel, R. S., Jenkins, Z. N., & Meadows, N. (1990). Social problem-solving behavior and aggression in young children: A descriptive observational study. Behavioral Disorders, 16, 39–51.
Perry, D. G., Perry, L. C., & Rasmussen, P. R. (1986). Aggressive children believe that aggression is easy to perform and leads to rewards. Child Development, 57, 700–711.
Pullis, M. (1991). Practical considerations of excluding conduct disordered students: An empirical analysis. Behavioral Disorders, 17, 9–22.
Rabiner, D., & Coie, J. (1989). Effect of expectancy inductions on rejected children's acceptance by unfamiliar peers. Developmental Psychology, 25, 450–457.
Renshaw, P. D., & Asher, S. R. (1983). Children's goals and strategies for social interaction. Merrill-Palmer Quarterly, 29, 353–374.
Rey, J. M. (1993). Oppositional defiant disorder. American Journal of Psychiatry, 150, 1769–1778.
Robins, L. (1991). Conduct disorder. Journal of Child Psychiatry and Psychology, 32, 193–212.
Rutter, M. (1988). Studies of psychosocial risk. New York: Cambridge Press.
Sattler, J. M. (1992). Assessment of children (3rd ed.). San Diego, CA: Author.
Slaby, R. G., & Guerra, N. G. (1988). Cognitive mediators of aggression in adolescent offenders: 1. Assessment. Developmental Psychology, 24, 580–588.
Speltz, M. L., DeKlyen, M., Calderon, R., Greenberg, M. T., & Fisher, P. A. (1999). Neuropsychological characteristics and test behaviors of boys with early onset conduct problems. Journal of Abnormal Psychology, 108, 315–325.
Speltz, M. L., McClellan, J., DeKlyen, M., & Jones, K. (1999). Preschool boys with oppositional defiant disorder: Clinical presentation and diagnostic change. Journal of the American Academy of Child and Adolescent Psychiatry, 38, 838–845.
Spivack, G., Platt, J. J., & Shure, M. B. (1976). The problem-solving approach to adjustment. San Francisco, CA: Jossey-Bass.
Thomas, A., & Chess, S. (1984). Genesis and evolution of behavioral disorders: From infancy to early adult life. American Journal of Psychiatry, 14, 1–9.
Webster-Stratton, C., & Lindsay, D. W. (1999). Social competence and conduct problems in young children: Issues in assessment. Journal of Clinical Child Psychology, 28, 25–43.
Wechsler, D. (1989). Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R). San Antonio, TX: The Psychological Corporation.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Coy, K., Speltz, M.L., DeKlyen, M. et al. Social–Cognitive Processes in Preschool Boys With and Without Oppositional Defiant Disorder. J Abnorm Child Psychol 29, 107–119 (2001). https://doi.org/10.1023/A:1005279828676
Issue Date:
DOI: https://doi.org/10.1023/A:1005279828676