The relationship between and the inter-rater reliability of the Composite International Diagnostic Interview (CIDI) and the Schedules for Clinical Assessment in Neuropsychiatry (SCAN) for anxiety and depressive disorders were explored. The CIDI and the SCAN were administered by trained interviewers in counterbalanced order. A subsample of interviews was observed to determine the inter-rater reliability of the instruments. Subjects were 101 patients accepted for treatment at an Anxiety Disorders Clinic; 29 of the 101 patients participated in the inter-rater reliability study. Concordance between the instruments as measured by canonical correlation analysis was moderate for current (r = 0.69, p = 0.05) and for lifetime (r = 0.66, p = 0.05) diagnoses. Inter-rater reliability of the CIDI was perfect (overall intraclass kappa = 1.00), and of the SCAN was good (overall intraclass kappa = 0.67). It is concluded that although the two instruments made similar diagnostic distinctions, the clinical judgment involved in administering the SCAN resulted in the more moderate levels of agreement between the interviewer and observer than those found for the CIDI.
Primiparous women were divided into groups according to their post-partum trait anxiety scores. Professional or non-professional support for the first 12 months was offered to two subgroups of high trait anxiety subjects. At the 5-year follow-up the high-anxiety mothers (n = 57) manifested more psychological and social pathology than moderate- and low-anxiety mothers (n = 43), and their children also showed signs of poorer adaptation. There was evidence of improved outcome for mothers in the professional intervention group, but not for their children. Child psychopathology was predicted best by maternal psychosocial variables, and to a lesser extent by child temperament variables. The relation of infant attachment and temperament measures to subsequent psychopathology is discussed.
The question of which measures to use in the evaluation of early childhood education programs has become highly controversial. Most program evaluators have relied largely, often exclusively, on one of the standard measures of intelligence such as the Stanford-Binet or WPPSI. The present study incorporated observational procedures into an IQ testing situation in an attempt to include behavioral indices as outcome measures of an educational intervention program, the Houston Parent-Child Development Center. The sample for this study consisted of 40 low-income Mexican American children, ages 4 and 5, equally divided into program and control groups. Data were analyzed using MANOVA and discriminant function analysis. The findings indicated that given the testing situation, program children exhibited significantly more work and verbal responses and fewer substitutive responses than the controls. Although group differences in IQs were also statistically significant, test taking behaviors differentiated groups more accurately.
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