Analysis of child profiles from exceptional and non-exceptional preschool samples using the Devereux Early Childhood Assessment-Clinical Version

This study sought to identify and describe behavioral profile patterns using various multivariate statistical procedures for the purpose of assisting practitioners in obtaining differential diagnoses and intervention planning. Cluster analysis was conducted to identify any behavioral patterns that exist in the standardization sample and a configural frequency analysis procedure was conducted to distinguish between exceptional and non-exceptional profile patterns. Data gathered during the standardization and validation process of the Devereux Early Childhood Assessment-Clinical Version (DECA-C) were examined in this study in order to identify naturally occurring profile clusters and to identify individual profile strengths and weaknesses.;The clustering technique revealed the presence of 12 naturally occurring clusters in the typical preschool sample. Examination of group-to-group similarities revealed two different ADHD profiles that matched the typical preschool sample and two different ODD profiles that matched the typical preschool samples. Lastly, examination of individual-to-group similarities revealed some individual ADHD and ODD profiles to be represented in the typical preschool sample.;The CFA procedures revealed numerous differences between the occurrence of exceptional and non-exceptional profiles. Individuals in the sample of preschoolers with ADHD displayed three protective factor weakness profiles and four behavioral concern weakness profiles more often than was expected. Similarly, two protective factor profiles and three behavioral concern profiles for the preschoolers with ODD were found to occur more often than was expected. The typical preschool sample displayed one protective factor profile and one behavioral concerns profile more often than was expected. CFA procedures did not reveal any significant differences in profile strengths for the typical preschool sample and the exceptional preschool samples.;The DECA-C was found to differentiate between samples of preschoolers with and without disabilities, providing support for its use in obtaining a differential diagnosis. These results also support the use of the DECA-C in intervention planning and progress monitoring for students displaying behavioral concerns and/or for students with diagnosed disabilities. Although the results of this study are promising, additional research is needed to examine the use of these procedures for profile analysis purposes.