Clinical Assessment of Child and Adolescent Personality and ...

506 subject IndexConvergent/discriminant validity, 39Criterion-related validityconcurrent and predictive, 38–39correlation, 39Data reanalyses, 17Depressionassessment strategyalternative causes, 425classification, 423comorbidity, 423questions and implications, 423screening process, 422treatment, 423case study, 424characteristics featureschronicity, 416duration, 416early and late onset, 416gender differences, 415heritability, 416prevalence rate, 415comorbidityacademic functioning, 417anxiety disorder, 417developmental level difference, 417internalizing disorders, 417–418medical illness, 417diagnostic criteriaimportance and inter-rater reliability, 415symptoms, 414internalizing disorders, 413–414peer-referenced assessment,specialized measureschildren’s depression inventory (CDI),418–419peer nomination inventory for depression(PNID), 422Reynolds adolescent depression scale, 2ndedition (RADS-2), 419–421Reynolds child depression scale (RCDS),421–422Developmental psychopathologycomorbidities, 62–64definition, 48Erikson’s psychosocial theory, 60meta-analysis of cross-informant correlation, 63norms, 58practical implications, 64process-oriented approach., 59situational stability, 61–62stability and continuity, 60–61Diagnostic and statistical manual of mental disorders(DSM)changes, 54–55children and adolescents, 56comparison, diagnostic criteria, 55Direct observation form (DOF), 200DISC-IV. See NIMH diagnostic interview schedulefor childrenDPICS. See Dyadic parent-child interaction codingsystem (DPICS)Drawing techniques. See Projective techniquesDSM-IV-TRdefinition, 360diagnosis parameterscross-situational consistency, 381–383developmental change in, 382diagnostic threshold, 380functioning impairment, 383onset and duration, symptoms, 381subtype stability, 380symptoms, 380–381Dyadic parent–child interaction coding system(DPICS)behavioral observation, 280categories, 287content, 287norms, 287reliability and validity, 287–288ECS. See Exner’s comprehensive system (ECS)Emic vs. etic perspectives, 76–77Empirical criterion keying, 13–14Enhance reliability, 84Erikson’s psychosocial theory, 60Ethics, peer-referenced assessmentassessor-administered exercise with unlimitedchoiceformat, 215later psychological adjustment, 213teacher-administered exercise with fixed-choiceformat, 215–216time-efficient relatively, 213Etiology, 301–303Evaluationdesigningcontexts screening, 87developmental considerations, 85–86enhance reliability, 84practical considerations, 87–88psychological domains, 86–87reasons, 88scientific approach, 85non-specifics, 81–82purpose of testing, 82–83referral problems and clarification, 82–84Event recording, 196–197Evidence-based interpretationmedical record, 72psychologists view, 70–71self monitoring questions, 71–72test standards, 69Exner’s comprehensive system (ECS)administration and scoring, 232age trends, 234evaluation, 236