Investigation of disruptive behaviors in preschool children in the context of child's attention deficit hyperactivity disorder symptoms and parent's depression, anxiety and stress levels

Disruptive behaviors may appear as a common symptom in both internalizing and externalizing disorders. The dimensional approach gives an idea about whether the symptoms of disruptive behavior may be related to internalizing or externalizing disorders. Researches show that disruptive behaviors are often comorbid with attention deficit hyperactivity disorder (ADHD). It will be almost impossible to frame the psychiatric disorders in childhood without understanding the psychopathology of the parent, due to the developmental need for caregivers at the age of 3-6 years compared to older children. In line with all these mentioned, in our study, we aimed to investigate the sub-dimensions of disruptive behaviors in preschool children, the possible variables (sociodemographic characteristics, characteristics of prenatal, natal and postnatal period, data about the physical and mental health status of the child and family) that may be associated with and predicted the sub-dimensions in the context of child's ADHD symptoms and the parent's depression, anxiety and stress levels. The population of the research consists of children between the ages of 3-6 who attend the preschools in Pamukkale and Merkezefendi districts of Denizli, which were randomly selected in the 2021-2022 academic year. An online questionnaire was sent to the parents of the students in these schools through the principal and assistant principals. The study was completed with the participation of 336 volunteers who filled out the questionnaire completely. Sociodemographic Data Form, the Multidimensional Assessment of Preschool Disruptive Behaviors Scale (MAP-DB), the Attention Deficit Hyperactivity Disorder Rating Scale-IV Preschool Version and the Depression Anxiety Stress Scale-21 were filled in by the parent participating in the study. As a result of our study, it was found that disruptive behavior scores did not differ according to child's gender. As the child's age increased, it was determined that the MAP-DB Noncompliance scores decreased, and age did not have a significant effect on other disruptive behavior dimension scores. It was determined that the child's hyperactivity/impulsivity scores and the parent's stress scores predicted all of the MAP-DB Total and sub-dimension scores. It was found that the child's inattention scores were predictors of the MAP-DB Total, Aggression, and Noncompliance scores, but were not among the predictors of Temper Loss and Low Concern for Others scores. It has been determined that the presence of chronic disease in the child is one of the predictors of Temper Loss scores. While the parent's stress scores predicted all of the MAP-DB Total and sub-dimension scores, it was found that the parent's depression and anxiety scores did not have predictive effects on these scores. In conclusion; our study is important in terms of associating the disruptive behavior dimensions of child with prenatal-postnatal variables, the child's psychiatric referral and ADHD symptoms, and the parent's depression, anxiety and stress. In this way, our research can contribute to the literature about identifying risk factors and protective factors for disruptive behaviors and early intervention for preschoolers at risk. Keywords: preschool, disruptive behaviour, ADHD, parent stress