Classification and diagnosis of children

Although not currently the case, improving classification and diagnostic systems based on scientific evidence should be a priority for the field of psychology. There is growing evidence that current classification methods are not consistent with current empirical knowledge of childhood psychopathology. The objectives of this review are to provide an overview of the current status of classification and diagnosis in children and to identify areas for future research. The advantages and shortcomings of current psychiatric, dimensional, and person-oriented classification systems are examined. Future research needs are outlined, including: systems that better account for etiology, direct comparisons among classification systems, use of taxometric methods, and determining optimal classification methods for specific circumstances. Preliminary support for person-oriented, multivariate methods of classification is presented.