Determining interactive and individual characteristics of preschool children with anxiety disorders based on developmental, individual differences, relationship based model (DIR)

The aim of this study was to determine the interactive and individual characteristics of preschool children with anxiety disorders based on developmental, individual differences, relationship based model. The research method was concurrent-nested mixed. The statistical population of the study all 4 to 6 years old children who were diagnosed with anxiety disorders based on the anxiety screening plan in 1399-1400 in Kashmer city. among them 19 children were selected by purposeful sampling. Qualitative data were collected through interviews with children and parents and quantitative data were collected through Ghanbari maternal caregiving quality (1390), Luyten parental reflection function (2013), Dunn sensory profile (1999) and Greenspan functional-emotional developmental questionnaire (2001) and quantitative information by Cut point and qualitative information by content analyzes method were analyzed. The results showed that there are three differences between quantitative and qualitative data: Quantitative information of 26% of the sample, which indicated poor sensory registration in anxious children, contradicts with qualitative results of sensory hyperresponsiveness in these children, and also in Maternal reflection Performanc and subscale of ambiguity of the Maternal Care Quality Questionnaire of the most of samples there was no disorder that is in contrast with quality data. The differences obtained are not a reason for the superiority of the quantitative or qualitative method is in line with the DIR approach the results are complementary and show more details of the individual and interactive characteristics of anxious children.