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chapter 11 structured diagnostic interviews255Commonalities Across InterviewSchedulesIn Table 11.1, we summarize the basiccharacteristics of some of the most commonlyused diagnostic interviews for children.It should be noted that the interviewsare continuously updated to keep up withchanging diagnostic criteria or modifiedfor some specific application (e.g.,outcome measure for treatment of childhooddepression, screening device for anepidemiological study of child disorders).Therefore, many of the interviews havemultiple versions and are continually beingrevised. The contents of these interviewsare all based on the criteria specified in theDiagnostic and Statistical Manual of MentalDisorders, starting with the third edition(DSM-III; American Psychiatric Association,1980) and continuing through itsmost recent revision (DSM-IV-TR; AmericanPsychiatric Association, 2000).Which DSM disorders are assessed isgenerally quite similar across the differentinterview schedules. All of the interviews canbe used to assess for the disruptive behaviordisorders, affective disorders, and anxietydisorders in children and adolescents. Eachof these interviews also allows for at leasta brief screening for schizophrenia. Themajority of structured interviews also allowfor an assessment of substance use, elimination,and eating disorders. Tic disordersare covered exclusively by CAPA, DISC-IV,and K-SADS, whereas the ADIS containsunique screening questions for mental retardation,learning disorder, and somatoformsymptomatology. The CAPA is unique in itsdetailed assessment of sleep disorder symptoms.Most interviews organize questions bydiagnosis. However, the Interview Schedulefor Children and Adolescents (ISCA;Sherrill & Kovacs, 2000) provides a symptom-orientedinterview format with itemsclustered by content (e.g., impaired concentration)and topic area (e.g., mental status)rather than specific diagnostic criteria.In order to promote multi-informantassessments, most interviews contain parallelforms to ask identical questions toboth the child and a parent. There is evenan experimental teacher version of theDISC 2.3, an earlier version of the DISC,that was used in the DSM-IV field trialsfor the disruptive behavior disorders(Frick et al., 1994).A recent trend in the most widely usedstructured interview schedules is the developmentof computer-administered versions.Currently, the DISC-IV, the DICA,the CAPA, and the Dominic-R all haveformats that can be administered by computer.The computer format was designedto enhance the reliability of the interviewsby increasing the ease of administrationand data collection. Similar to the penciland-paperversion, the computer format isdesigned to be administered by an examiner.The examiner reads items from thecomputer screen and enters the patient’sresponses. The computer quickly scoresand stores responses, selects the appropriatefollow-up questions, and skips out ofdiagnostic sections when the respondentfails to meet a certain threshold of severity. Also,the computer-administered interviews haveprograms that quickly score the interviewand provide various summary scores (e.g.,symptom indexes, number of diagnosticthresholds met) that aid in the interpretationof the results.Most of the interviews were designedto assess children and adolescents betweenthe ages of 8 and 17. Some interviewsreport applicability to younger childrenwith parents as informants (e.g., Vallaet al., 2000). However, there is someevidence that the reliability of children’sself-report on diagnostic interviews islow before age 9 (Edelbrock et al., 1985;Hodges & Zeman, 1993). The length oftime that it takes to administer a diagnosticinterview is heavily dependent on thechild being assessed. Because of the stem/follow-up question format, children with
256 chapter 11 structured diagnostic interviewsTable 11.1 Overview of Structured Diagnostic Interviews for ChildrenInterview Time Ages Time Frame Informants CommentsAnxiety Diagnostic Interviewfor DSM-IV (ADIS;Albano & Silverman,1996; Silverman, Saavedra,& Pina, 2001)Child and AdolescentPsychiatric Assessment(CAPA; Angold & Costello,2000)Children’s Interview forPsychiatric Symptoms(ChIPS; Weller et al.,2000)Diagnostic Interview forChildren and Adolescents(DICA; Reich, 2000;Reich et al., 1982)Diagnostic InterviewSchedule for Children(DISC-IV; Shaffer et al.,1993, 2000)60–90min60–120min30–60min60–120min90–120min7–17 Present Child and Parent Semi-structured interview focusing on childhoodanxiety disorders. Categorical and dimensionalsymptom assessment with diagnostic summary thatplaces diagnoses in hierarchical format. Support forreliability and validity for anxiety disorder diagnoses.Limited validity data for other diagnostic categories.9–17 Present Child and Parent Semi-structured interview with flexibility in wordingand in probing for relevant symptoms. Can beused by trained lay interviewers. Includes Likerttypesymptom severity scores. Separate section forimpairment. Good reliability except for modestestimates for ODD and CD. Some validity evidencefor diagnoses relative to external criteria.6–18 Present Child and Parent Highly structured format. Can be used by trained layinterviewers. Brief with broad symptom coverage.Simplified language for use with younger children.Limited research, but some evidence of good sensitivityand specificity.6–18 Lifetime Child and Parent Structured with changes toward more flexible format.Good reliability with some evidence of validity.Evidence supporting use categorically and dimensionally.Used cross-culturally and with a variety ofpopulations.6–17 Present (separatelifetime module)Child and parent (experimentalteacher versionavailable)Highly structured format designed for use by trainedlay interviewers. Good reliability at symptom anddiagnosis level. Covers many diagnostic domains.Frequently used inepidemiological studies. Diagnoses from parentversion related to greater impairment.
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Clinical Assessmentof Child and Ado
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Paul J. FrickUniversity of New Orle
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C o n t e n t sPrefacexiPart IBasic
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contentsixChapter 12Assessing Famil
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P r e f a c ePsychologists offer an
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prefacexiiiWe have organized the te
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C h a p t e r 1Historical TrendsCha
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CHAPTER 1 HISTORICAL TRENDS5Commerc
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CHAPTER 1 HISTORICAL TRENDS11search
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CHAPTER 1 HISTORICAL TRENDS13Box 1.
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C h a p t e r 2Measurement IssuesCh
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CHAPTER 2 MEASUREMENT ISSUES23Ratin
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CHAPTER 2 MEASUREMENT ISSUES27Table
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CHAPTER 2 MEASUREMENT ISSUES41Table
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48 CHAPTER 3 CLASSIFICATION AND DEV
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C h a p t e r 5Planning the Evaluat
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C h a p t e r 6Self-Report Inventor
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Box 13.3Genograms, not unlike profi
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chapter 13 history taking313in psyc
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C h a p t e r 1 4Adaptive Behavior
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P a r t I I IAdvanced Topics
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358 chapter 16 report writingand ot
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362 chapter 16 report writing1993)?
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378CHAPTER 17 Assessment of Attenti
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C h a p t e r 1 9Assessment of Auti
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R e f e r e n c e sAAMR. (1992). Me
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eferenes455American Psychiatric Ass
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eferenes457tress on disruptive beha
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eferenes459in the diagnosis, assess
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eferenes461Crnic, K. A., & Reid, M.
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eferenes463Eaves, L. J., Silberg, J
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eferenes465tive administration of t
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eferenes467and on the onset of bipo
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eferenes469Hart, D. H. (1972). The
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eferenes471Jackson, M. F., Barth, J
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eferenes473Kline, R. B. (1989). Is
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eferenes475problem symptoms by elim
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eferenes477teacher attitudes and ac
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eferenes479fitt, & A. Caspi (Eds.),
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eferenes481Deficit Hyperactivity Di
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eferenes483Ricks, J. H. (1959). On
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eferenes485Sevin, J. A., Matson, J.
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eferenes487version (PIA-CV): A meas
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eferenes489Wang, J. J. (1992, April
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A u t h o r I n d e xAbad, J., 115A
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author index493Cohen, P., 76, 341,
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author index495Grimes, C.L., 219Gri
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author index497List-Kerz, M.L., 190
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author index499Prior, M., 286Prusof
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author index501Tinsley, B.R., 223To
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504 subject IndexAttention-deficit
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506 subject IndexConvergent/discrim
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508 subject IndexInformation integr
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510 subject IndexProjective techniq
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512 subject IndexStructured diagnos
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