Psychometric evaluation of a DSM-5-based semi-structured parent interview for externalizing disorders in preschool children

Objective Reliable and valid diagnostic interviews for preschool-age children are needed to identify children with externalizing behavior problems requiring treatment and thus prevent adverse outcomes. This study evaluated the psychometric properties of the semi-structured Clinical Parent Interview for Externalizing Disorders (ILF-EXTERNAL). Methods Data were collected from 211 children (3;0−6;11 years, 62% boys) who were screened for participation in a multicenter study on evidence-based stepped care treatments for preschool children with externalizing symptoms (ESCApreschool). The factor structure, interrater reliability, internal consistency, convergent validity, and divergent validity of the ILF-EXTERNAL were examined from a multi-rater perspective (clinicians, parents, preschool teachers). Results A first-order factor model with four correlated factors showed acceptable model fit and allowed for straightforward interpretability. Interrater reliability estimates were fair or moderate to good [intraclass correlation coefficients(1,1) = .52−.74]. Categorical diagnostic agreement was moderate (κ = .44−.52). The ILF-EXTERNAL scales exhibited acceptable to good internal consistencies (α ≥ .69, ω ≥ .72), except for the ADHD Functional Impairment scale (α = .65, ω = .68). Correlations between the ILF-EXTERNAL scale scores and the Externalizing Problems scale of the Child Behavior Checklist (CBCL/1½−5) ranged from .38 to .56, whereas correlations with the Internalizing Problems scale ranged from .09 to .37. Except for one subscale, all ILF-EXTERNAL subscales correlated more strongly with the Externalizing Problems scale than with the Internalizing Problems scale, providing support for convergent and divergent validity. Cross-informant correlations between clinician and parent ratings were higher ( r = .46−.65) than between clinician and preschool teacher ratings ( r = .05−.33). Conclusion The ILF-EXTERNAL shows sound psychometric properties in clinically referred preschool children with ADHD and/or ODD.

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PLoS ONE
Published
2026-09-15
DOI
https://doi.org/10.1371/journal.pone.0357785
Primary Topic
Attention Deficit Hyperactivity Disorder
Type
article
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article

Psychometric evaluation of a DSM-5-based semi-structured parent interview for externalizing disorders in preschool children

Christopher Hautmann, Felix Oswald, Tobias Banaschewski, Elena von Wirth et al.
PLoS ONE
Attention Deficit Hyperactivity Disorder
article

Psychometric evaluation of a DSM-5-based semi-structured parent interview for externalizing disorders in preschool children

Christopher Hautmann, Felix Oswald, Tobias Banaschewski, Elena von Wirth, Thomas Jans, Daniel Brandeis, Ann‐Kathrin Thöne, Lea Teresa Kohl, Daria Kasperzack, Johanna Ketter, Kerstin Konrad, Tobias Renner, Luise Poustka, Christina Dose, Stefanie Bienioschek, Anja Görtz‐Dorten, Anne‐Katrin Treier, Jana Rausch, Julia Geissler, Michael Kölch, Tanja Legenbauer, Anna Kaiser, Manfred Döpfner, Katja Becker
article en

Abstract

Objective Reliable and valid diagnostic interviews for preschool-age children are needed to identify children with externalizing behavior problems requiring treatment and thus prevent adverse outcomes. This study evaluated the psychometric properties of the semi-structured Clinical Parent Interview for Externalizing Disorders (ILF-EXTERNAL). Methods Data were collected from 211 children (3;0−6;11 years, 62% boys) who were screened for participation in a multicenter study on evidence-based stepped care treatments for preschool children with externalizing symptoms (ESCApreschool). The factor structure, interrater reliability, internal consistency, convergent validity, and divergent validity of the ILF-EXTERNAL were examined from a multi-rater perspective (clinicians, parents, preschool teachers). Results A first-order factor model with four correlated factors showed acceptable model fit and allowed for straightforward interpretability. Interrater reliability estimates were fair or moderate to good [intraclass correlation coefficients(1,1) = .52−.74]. Categorical diagnostic agreement was moderate (κ = .44−.52). The ILF-EXTERNAL scales exhibited acceptable to good internal consistencies (α ≥ .69, ω ≥ .72), except for the ADHD Functional Impairment scale (α = .65, ω = .68). Correlations between the ILF-EXTERNAL scale scores and the Externalizing Problems scale of the Child Behavior Checklist (CBCL/1½−5) ranged from .38 to .56, whereas correlations with the Internalizing Problems scale ranged from .09 to .37. Except for one subscale, all ILF-EXTERNAL subscales correlated more strongly with the Externalizing Problems scale than with the Internalizing Problems scale, providing support for convergent and divergent validity. Cross-informant correlations between clinician and parent ratings were higher ( r = .46−.65) than between clinician and preschool teacher ratings ( r = .05−.33). Conclusion The ILF-EXTERNAL shows sound psychometric properties in clinically referred preschool children with ADHD and/or ODD.

PLoS ONEVol. 21(9)
Philipps University of Marburg (DE), Forschungszentrum Jülich (DE), University of Mannheim (DE), University of Cologne (DE), Justus-Liebig-Universität Gießen (DE), University of Zurich (CH), Heidelberg University (DE), Universitätsklinikum Gießen und Marburg (DE), University Hospital Heidelberg (DE), ETH Zurich (CH), Universitätsklinikum Tübingen (DE), University Hospital of Zurich (CH), German Center for Infection Research (DE), Universitätsmedizin Göttingen (DE), Universitätsklinikum Aachen (DE), Universitätsklinikum Würzburg (DE), German Centre for Cardiovascular Research (DE), Medizinische Hochschule Brandenburg Theodor Fontane (DE), University Medical Centre Mannheim (DE), Universitätsklinikum Brandenburg an der Havel (DE), University of Rostock (DE), Brandenburg University of Technology Cottbus-Senftenberg (DE), University of Tübingen (DE), Heidelberg University (US), RWTH Aachen University (DE), Universität Trier (DE), Ruhr University Bochum (DE)
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