Interrater agreement for the schedule for affective disorders and schizophrenia epidemiological version for school-age children (K-SADS-E)

Abstract

Objetive:The main objective of this study was to assess the interrater agreement for the Schedule for Affective Disorders and Schizophrenia Epidemiological version for School-Age Children (K-SADS-E). Methods: Four interviewers being trained with the K-SADS-E scored independently 29 videotaped interviews performed with psychiatric outpatients in the ADHD Outpatient Clinic at Hospital de Clínicas de Porto Alegre. Interrater agreement analysis was performed using the kappa coefficient (k). Results: Kappa coefficients were .93 (p<.001) for affective disorders, .9 (p<.001) for anxiety disorders, .94 (p<.001) for attention-deficit/hyperactivity disorders and disruptive behavior disorders. Conclusion: These findings suggest an excellent interrater agreement for the diagnosis of several mental disorders in childhood and adolescence by the Brazilian Portuguese version of the K-SADS-E.K-SADS-E. Diagnosis. Diagnostic interview. Reliability. Agreement.Objetivos: Avaliar a concordância entre observadores da Entrevista Semi-Estruturada para Diagnóstico em Psiquiatria da Infância, versão epidemiológica (K-SADS-E). Métodos: Quatro observadores em fase final de treinamento na aplicação do instrumento K-SADS-E pontuaram independentemente 29 entrevistas, registradas em vídeo-tape, de pacientes ambulatoriais do Programa de Transtorno de Déficit de Atenção/Hiperatividade do Hospital de Clínicas de Porto Alegre. Os resultados foram analisados pelo coeficiente de kappa (k). Resultados: Os coeficientes k foram 0,93 (p<0,001) para transtornos do humor, 0,9 (p<0,001) para transtornos de ansiedade e 0.94 (p<0,001) para transtornos de déficit de atenção/hiperatividade e do comportamento disruptivo. Conclusão: Os resultados demonstram uma excelente concordância entre observadores na formulação diagnóstica dos vários transtornos da infância e adolescência, por meio da versão em português da K-SADS-E. K-SADS-E. Diagnóstico. Entrevista diagnóstica. Confiabilidade. Concordância. Abstract Keywords ResumoDescritores ments in the field of child and adolescence psychiatry have this profile, such as the Schedule for Affective Disorders and Schizophrenia -epidemiological version (K-SADS-E), the Diagnostic Interview for Children and Adolescents (DICA) and the National Institute of Mental Health Diagnostic Interview Schedule for Children (NIMH-DISC). The K-SADS-E, which has a Brazilian Portuguese translation currently used for clinical and researching purposes in our country, is the most used version of the K-SADS interview.1,2 The DICA is also a semistructured interview, mainly aimed at clinical and epidemiological research, based on the criteria of the International Clas-

Escalas psicométricas como instrumentos de rastreamento para depressão em estudantes do ensino médio

“…The evaluation of the diagnostic properties of depression rating scales using semi-structured interviews 31 , such as the schedule for affective disorders and schizophrenia epidemiological version for school-age children (K-SADS) and the DSM, as gold standard 32 , has shown the limited clinical applicability of these scales for diagnosing depression. One aspect to consider is whether this poor diagnostic performance results from limitations inherent to the scales, or to the gold standards themselves, particularly the DSM-IIIR and DSM--IV, since they are not specifically designed to assess depression in children and adolescents 33 .…”

Do Phenotypic Characteristics, Parental Psychopathology, Family Functioning, and Environmental Stressors Have a Role in the Response to Methylphenidate in Children With Attention-Deficit/Hyperactivity Disorder?

“…25,26 In short, diagnoses of ADHD and comorbidities were achieved through a 3-stage process: (1) clinical evaluation by a trained child-and adolescent-psychiatrist, (2) semistructured interview (Schedule for Affective Disorders and Schizophrenia for School-Age ChildrenVEpidemiologic version) 27 carried out by trained research assistants, and (3) diagnostic discussion in a clinical committee chaired by a professor of child and adolescent psychiatry (L.A.R.). When a diagnostic disagreement occurred in the 3-stage process, priority was given to diagnoses derived from clinical interviews.…”

Confiabilidade e concordância entre juízes: aplicações na área educacional

“…No entanto, existe uma lacuna nas pesquisas educacionais brasileiras, pois estratégias de verifi cação do nível de confi abilidade e concordância entre juízes têm sido pouco estudadas e aplicadas no campo educacional. Essa, porém, parece ser uma realidade diferente da área de ciências da saúde no Brasil, em que se verifi ca uma maior aplicação das téc-nicas de confi abilidade e concordância entre juízes (ANDRADE; SHIRAKAWA, 2006;BRUSCATO;IACOPONI, 2000;DEL-BEN et al, 2001;FRAGA-MAIA;SANTANA, 2005;PERROCA;GAIDZINSKI, 2002GAIDZINSKI, , 2003POLANCZYK et al, 2003;VENTURA;BOTTINO, 2001).…”