Assessment Scales in Child and Adolescent Psychiatry

232 Pages·2006·0.98 MB·English

by  Verhulst

Assessment Scales in Child and
Adolescent Psychiatry

Assessment Scales in Child
and Adolescent Psychiatry
Frank C Verhulst,MD
Professor and Director of Child and Adolescent Psychiatry
ErasmusMC
Sophia Children's Hospital
Rotterdam
The Netherlands
Jan van der Ende
Department of Child and Adolescent Psychiatry
Erasmus MC
Sophia Children's Hospital
Rotterdam
The Netherlands
© 2006 Informa UKLtd
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Contents
1
Introduction 1
2
General Rating Scales 15
Achenbach System of Empirically Based Assessment (ASEBA) 17
Behavioral Assessment System for Children,Second Edition (BASC-2) 23
Brief Psychiatric Rating Scale for Children (BPRS-C) 25
Child Symptom Inventories (CSI) 26
Conners’ Rating Scales-Revised (CRS-R) 29
Devereux Scales of Mental Disorders (DSMD) 31
Pediatric Symptom Checklist (PSC) 32
Revised Behavior Problem Checklist (RBPC) 35
Strengths and Difficulties Questionnaire (SDQ) 36
3
Scales for Specific Problems 37
3.1 Anxiety 39
Affect and Arousal Scale (AFARS) 39
Childhood Anxiety Sensitivity Index (CASI) 41
Fear Survey Schedule for Children-Revised (FSSC-R) 43
Kutcher Generalized Social Anxiety Disorder Scale for Adolescents (K-GSADS-A) 46
Liebowitz Social Anxiety Scale for Children and Adolescents (LSAS-CA) 48
Multidimensional Anxiety Scale for Children (MASC) 49
Pediatric Anxiety Rating Scale (PARS) 51
Penn State Worry Questionnaire for Children (PSWQ-C) 55
Physical Arousal Scale for Children (PH-C) and Positive and Negative Affect Scale for
Children (PANAS-C) 57
Revised Child Anxiety and Depression Scales (RCADS) 59
Revised Children’s Manifest Anxiety Scale (RCMAS) 61
Screen for Child Anxiety Related Emotional Disorders (SCARED) 62
Social Anxiety Scale for Children-Revised (SASC-R) and Social Anxiety Scale for Adolescents (SAS-A) 65
Social Phobia and Anxiety Inventory for Children (SPAI-C) 67
Spence Children’s Anxiety Scale (SCAS) 69
State-Trait Anxiety Inventory for Children (STAIC) 70
3.2 Obsessive-Compulsive Disorder 71
Children’s Obsessional Compulsive Inventory (CHOCI) 71
Children’s Yale-Brown Obsessive Compulsive Scale (CY-BOCS) 76
Leyton Obsessional Inventory-Child Version (LOI-CV) 80
3.3 Depression 82
Children’s Depression Inventory (CDI) 82
Children’s Depression Rating Scale-Revised (CDRS-R) 84
Children’s Depression Scale (CDS) 86
v
Depression Self-Rating Scale for Children (DSRS) 87
Kutcher Adolescent Depression Scale (KADS) 89
Mood and Feelings Questionnaire (MFQ) 92
Reynolds Child Depression Scale – 2nd Edition (RCDS-2) and Reynolds Adolescent Depression
Scale (RADS) 93
3.4 Suicide 95
Child-Adolescent Suicidal Potential Index (CASPI) 95
Multi-Attitude Suicide Tendency Scale (MAST) 96
Positive and Negative Suicide Ideation Inventory (PANSI) 98
Suicidal Behaviors Questionnaire-Revised (SBQ-R) 100
Suicidal Ideation Questionnaire (SIQ) 101
3.5 Eating Disorder 102
Anorectic Behavior Observation Scale (ABOS) 102
Children’s Eating Attitudes Test (ChEAT) 104
Children’s Eating Behavior Inventory (CEBI) 106
Children’s Eating Behaviour Questionnaire (CEBQ) 108
Questionnaire of Eating and Weight Patterns (QEWP) 110
3.6 Tics 113
Motor tic,Obsessions and compulsions,Vocal tic Evaluation Survey (MOVES) 113
Tourette’s Disorder Scale (TODS) 114
Yale Global Tic Severity Scale (YGTSS) 116
3.7 Developmental Disorders 119
Asperger Syndrome Diagnostic Scale (ASDS) 119
Autism Behavior Checklist (ABC) 120
Autism Spectrum Screening Questionnaire (ASSQ) 121
Behavioral Summarized Evaluation (BSE) 123
Checklist for Autism in Toddlers (CHAT) 127
Childhood Asperger Symptom Test (CAST) 129
Childhood Autism Rating Scale (CARS) 131
Children’s Communication Checklist – Second Edition (CCC-2) 133
Gilliam Asperger Disorder Scale (GADS) 135
Gilliam Autism Rating Scale-Second Edition (GARS-2) 137
Infant Behavioral Summarized Evaluation (IBSE) 139
Krug Asperger’s Disorder Index (KADI) 140
Modified Checklist for Autism in Toddlers (M-CHAT) 141
PDD Behavior Inventory (PDDBI) 143
Pervasive Developmental Disorders Screening Test-II (PDDST-II) 145
Real Life Rating Scale (RLRS) 146
Social Communication Questionnaire (SCQ) 148
Social Responsiveness Scale (SRS) 150
3.8 ADHD 152
ADHD Rating Scale-IV (ADHD RS-IV) 152
ADHD Symptom Rating Scale (ADHD-SRS) 154
Attention Deficit Disorder Evaluation Scale-Third Edition (ADDES-3) 157
Attention-Deficit/Hyperactivity Disorder Test (ADHDT) 158
Brown Attention-Deficit Disorder Scale (BrownADDScales) 160
IOWA Conners Teacher’s Rating Scale (IOWA Conners) 162
Swanson,Kotkin,Atkins,M-Flynn,and Pelham Rating Scale (SKAMP) 164
Swanson,Nolan,and Pelham-IV (SNAP-IV) 165
Vanderbilt ADHD Parent Rating Scale (VADTRS) and Vanderbilt ADHD Teacher Rating
Scale (VADPRS) 166
vi
3.9 Conduct Disorder 170
Antisocial Process Screening Device (APSD) 170
Children’s Aggression Scale (CAS) 172
Children’s Social Behavior Scale (CSBS) and Children’s Social Behavior Scale-Teacher Form (CSBS-T) 176
Direct and Indirect Aggression Scale (DIAS) 177
Eyberg Child Behavior Inventory (ECBI) and Sutter Eyberg Student Behavior
Inventory-Revised (SESBI-R) 178
Home Situations Questionnaire (HSQ) and School Situations Questionnaire (SSQ) 180
New York Rating Scale (NYRS) 181
Proactive and Reactive Aggression Scale (PRA) 183
3.10 Substance Use 185
Adolescent Alcohol and Drug Involvement Scale (AADIS) 185
Adolescent Substance Abuse Subtle Screening Inventory-Second Version (SASSI-A2) 186
Personal Experiences Inventory (PEI) 192
Personal Experiences Screening Questionnaire (PESQ) 195
Rutgers Alcohol Problem Index (RAPI) 197
4
Impairment 199
Brief Impairment Scale (BIS) 201
Child and Adolescent Functional Assessment Scale (CAFAS) 204
Children’s Global Assessment Scales (CGAS) 205
Columbia Impairment Scale (CIS) 207
Functional Impairment Scale for Children and Adolescents (FISCA) 209
Health of the Nation Outcome Scales Child and Adolescent Mental Health (HoNOSCA) 210
Appendix 1 – Which scale to use and when 211
Appendix 2 – Alphabetical Listing of Scales 219
vii

Preface
The assessment and diagnosis of child and adolescent to provide us with the most up to date versions and
psychopathology has been the main focus of our research documentation of the scales. For each scale we have asked
over the last twenty years. When the publisher approached permission to reproduce the scale, either in full form, or
us to write a book containing a comprehensive collection as sample items. We have attempted to give information
of rating scales for assessing psychopathology in children about each scale as accurately as possible in an objective
and adolescents, we did not hesitate to do so, because and structured way. We had to rely either on
such an enterprise fitted nicely into our own wish to have commercially available materials (such as manuals) or on
access to a reference source on existing rating scales for published reports in peer-reviewed journals. We are
our own and our colleagues’ research and clinical practice. grateful to many authors and publishers who were
The complexity of factors involved in the assessment supportive and helped us by providing us with materials
and diagnosis of child and adolescent psychopathology and suggestions.
makes this an especially intriguing field. The need for We have not attempted to give recommendations on
multiple informants (e.g. parents, teachers, and the the use of scales, since different scales may be appropriate
children themselves), the role of age and developmental for different purposes. In the introduction we have given a
change, and the quantitative rather than qualitative nature number of guidelines the reader might find useful for
of child psychopathology are major factors that need to be choosing a certain scale. We recommend that the original
taken into account when dealing with the measurement of publication on scales is consulted before a scale can be
child and adolescent emotional and behavioral problems. used.
Since the recognition that assessment procedures need to Most rating scales were designed in the English
be standardized, reliable and valid, and since the language, and for the majority of scales norms are based
introduction of instruments that fitted these criteria, on US or UK populations. In our rapidly changing society
clinical work and research have benefited greatly from in which many children from various cultural
reproducible and quantifiable information that was backgrounds live together in one geographical area and
obtained with these procedures. with the increasing use of rating scales in countries where
There are different approaches to the assessment of the native language in non-English, it is helpful to know if
child psychopathology, including clinical interviews, a rating scale is available in different languages and
psychological tests, and rating scales. This book is on whether local norms are available. For some scales this
rating scales. Rating scales have the advantage that they information is available, but for the majority of scales this
can be used in a variety of settings in a cost-effective way. is not the case. Because systematic information on
Because rating scales can be easily applied to large translations and local norms was lacking for the majority
numbers of subjects, often rating scales have norms that of scales, we have omitted this information in this edition.
can be used to compare an individual child to same-aged Hopefully it will be possible to include this important
peers. We have attempted to list the majority of rating information in a next edition.
scales that have been published. The only criterion for We wish to thank the publisher for taking the initiative
inclusion was the availability of enough psychometric to publish this book and Abigail Griffin, Kelly Cornish
properties of a scale to enable the reader to make a and Peter Stevenson for supporting us to accomplish this
judgment. We have approached authors and/or publishers in due time.
Frank Verhulst
Jan van der Ende
ix