A French study of the Dominic Interactive

Valla, Jean-Pierre; Kovess, V.; Chee, Christine Chan; Berthiaume, Claude; Vantalon, Valérie; Piquet, Caroline; Gras-Vincendon, A.; Martin, Catherine L.; Allès-Jardel, Monique

doi:10.1007/s00127-002-0575-2

Cited by 41 publications

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“…In this study, 250 typical children and 150 inpatient and outpatient clinic children were assessed with the DI. The two groups were significantly different on most DI scales, with the treatment-based group reaching the clinical ranges more frequently compared to typical children (Valla et al, 2002). Thus, although preliminary evidence supports the discriminant validity of this scale, further research is needed about the scale's reliability and validity.…”

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confidence: 83%

“…A recent study using the DI in young French children reported significant differences between a school-based population and an outpatient clinical sample in terms of the proportion of children reaching two cutoff points designed to estimate clinical severity based on the number of symptoms the child endorses for a given disorder (Valla et al, 2002). In this study, 250 typical children and 150 inpatient and outpatient clinic children were assessed with the DI.…”

Section: Introductionmentioning

confidence: 97%

“…The DI was originally developed as a paper-and-pencil test titled the Dominic-R and was based on DSM-III-R criteria. Multiple psychometric studies have demonstrated good reliability and adequate validity of the Dominic-R (Bidaut-Russell, Valla, Thomas, Begeron, & Lawson, 1998;Murphy, Cantwell, et al, 2000;Murphy, Marelich, & Hoffman, 2000;Valla, Bergeron, Berube, Gaudet, & St-Georges, 1994;Valla, Bergeron, Bidaut-Russell, St-Georges, & Gaudet, 1997); however, the computerized adaptation-the DI assessment-has been studied less frequently and no study has compared the psychometric differences between the computer and noncomputer version.A recent study using the DI in young French children reported significant differences between a school-based population and an outpatient clinical sample in terms of the proportion of children reaching two cutoff points designed to estimate clinical severity based on the number of symptoms the child endorses for a given disorder (Valla et al, 2002). In this study, 250 typical children and 150 inpatient and outpatient clinic children were assessed with the DI.…”

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confidence: 97%

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Psychometric Properties of the Dominic Interactive Assessment

et al. 2006

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The reliability and validity of the Dominic Interactive (DI) assessment were evaluated. The DI is a computerized, self-report measure for children, which assesses symptom presence for seven DSM-IV diagnoses. The participants were 322 children (169 cocaine exposed, 153 not cocaine exposed) who were recruited at birth for a prospective longitudinal study. At 6 years of age, measures of selfreport, parent report, and observational data were collected. Moderate to excellent internal consistencies on the DI were found for the total sample as well as for cocaine status and gender. Concurrent validity correlations between DI scales and the Child Behavior Checklist, Affect in Play Scale, a modified Conners's Teachers Rating Scale, and the Parenting Stress Index were examined. Significant relationships among scales were more apt to be among comparisons that assessed externalizing behaviors. Overall, low correlations were obtained, which are comparable to other studies that evaluate agreement between child and parent report of behaviors. KeywordsDominic Interactive; child self-report; cocaine exposure; CBCL Reliable and valid assessment of mental health symptoms from a young child's perspective is a topic of interest in clinical and research settings. Typically, assessments are conducted using standardized structured interviews, such as the Diagnostic Interview Schedule for Children (DISC) (Shaffer, Fisher, Lucas, Dulcan, & Schwab-Stone, 2000) or the Schedule for Affective Disorders and Schizophrenia for School-Age Children (K-SADS) (Kaufman et al., 1997). However, the development of children's cognitive and emotional capabilities may affect the quality and accuracy of children's self-report. Indeed, the reliability and validity of these diagnostic interviews with young children have been questioned (Breton et al., 1995;Edelbrock, Costello, Dulcan, Kalas, & Calabro Conover, 1985;Schwab-Stone, 1995;Schwab-Stone, Fallon, Briggs, & Crowther, 1994).The criticisms include poor test-retest reliability (Edelbrock et al., 1985; Fallon & SchwabStone, 1994), poor comprehension (Breton et al., 1995), and lengthy administration time . Thus, clinical assessments are often supplemented with children's self-report measures that rely on a questionnaire format because these self-reports have been found to provide useful information. For example, one study found that school-age children's report on the Children's Depression Inventory, a questionnaire targeting depressive symptoms, was a better predictor of some later outcomes (e.g., diagnosis of major depression) than their parent's report (Ialongo, Edelsohn, & Kellan, 2001). Efforts at improving reliability and validity of self-report measures for young children have resulted in format changes, with newly Crnic, & Bohnert, 1999;Ernst, Cookus, & Moravec, 2000;Martini, Strayhorn, & Puig-Antich, 1990;Valla, Bergeron, & Smolla, 2000).One such measure, the Dominic Interactive (DI) assessment, is a computerized self-report of seven disorders from the DSM-IV that capitalizes on auditory...

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confidence: 83%

Section: Introductionmentioning

confidence: 97%

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confidence: 97%

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Psychometric Properties of the Dominic Interactive Assessment

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“…De nombreuses études ont jugé de la solidité des propriétés psychométriques du Dominique Interactif pour Adolescents (Hardoon et Derevnesky, 2002 ;Smolla,Valla, Bergeron, Berthiaume et St-Georges, 2004 ;Valla et al, 2002). Une étude réalisée auprès de 607 adolescents de la région de Montréal âgés de 12 à 15 ans, démontre que pour la majorité des échelles, la consistance interne varie de ,69 à ,89, alors que la fidélité test-retest = de ,78 à ,87 (Bergeron et al, 2010).…”

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La relation temporelle entre l’anxiété et la dépression dans le contexte de la transition primaire-secondaire

Richard

Marcotte

2014

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Cette étude longitudinale s’intéresse à la relation temporelle entre l’anxiété et la dépression en contexte de la transition primaire-secondaire, en examinant si la présence d’un trouble anxieux en sixième année (temps 1), soit à l’âge de 11-12 ans, augmente le risque que se développe un trouble dépressif deux ans plus tard, soit en deuxième secondaire (temps 2). Un échantillon de 146 élèves, soit 62 filles et 84 garçons (moyenne d’âge 11,22 ans) qui ont participé à cette étude. Les résultats révèlent une tendance entre la présence d’anxiété en sixième année et le développement d’un trouble dépressif en deuxième secondaire, et ce, chez les filles seulement. La présence de distorsions cognitives distingue les groupes sur le plan transversal seulement. L’analyse longitudinale s’avère non significative entre la présence de distorsions cognitives chez les élèves anxieux du temps 1 et le développement d’un trouble dépressif au temps 2. En sixième année, les élèves anxieux présentent déjà des distorsions cognitives associées à la dépression, alors que les élèves concomitants de deuxième secondaire se distinguent des élèves anxieux par la présence de distorsions cognitives de dépendance. Ces résultats démontrent l’importance d’intervenir tôt chez les élèves qui présentent un trouble anxieux et plus spécifiquement chez les filles, qui se révèlent être plus vulnérables pour ce qui est du développement de la dépression au début de l’adolescence.Depression and anxiety are among the most prevalent disorders in the adolescent population. An increase of the prevalence of these disorders is taking place during adolescence, this developmental period being experienced in synchronicity with the high school transition. Also, some studies suggested the existence of a developmental trend between the onset of anxiety and depression. This longitudinal study explored the temporal relationship between anxiety and depression during the transition from primary to high school. Goals: first, this study examined whether the presence of anxiety in grade 6 (Time 1) increases the risk of depression in grade 8 (Time 2). Then a subgroup of comorbid students, who presented anxiety and depression, was compared with a subgroup of anxious ones on the presence of cognitive distortions. It was assessed whether cognitive distortions in the anxious group in Time 1 influenced the development of comorbidity between anxiety and depression in Time 2. Method: 146 students from 12 public schools, 62 girls and 84 boys (mean = 11.22 years) participated in this study. This sub sample was drowned from a larger sample of 499 students, in a 9 years longitudinal study (2003-2012). Participants completed the questionnaire and were met for an interview at the beginning of each school year. Parents consent was obtained. In Time 1, students were divided into two subgroups, anxious and non-anxious students. At time 2, two subgroups of students were constituted, either anxious or comorbid anxious and depressed students. Depression was controlled at time 1.The Dominic Intera...

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“…A final total sample of 607 French-speaking adolescents living in the Montreal urban area was culled: 465 adolescents from the community and 142 from psychiatric outpatient clinics. As no psychometric differences were observed between the English and French versions of the DI in children aged 6 to 11 years, 23,44,45 only French-speaking adolescents were recruited for our study. The community sample was balanced according to age, sex, and the socioeconomic status of the school the adolescent was attending.…”

Section: Participantsmentioning

confidence: 99%

Psychometric Properties of a Pictorial Instrument for Assessing Psychopathology in Youth Aged 12 to 15 Years: The Dominic Interactive for Adolescents

et al. 2010

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Objectives: Over the last 15 years, adequate psychometric properties of the different versions of the Dominic led to the development of the Dominic Interactive for Adolescents (DIA). The DIA is a Diagnostic and Statistical Manual of Mental Disorders (DSM), Fourth Edition, Text Revision-based self-administered computerized pictorial instrument for assessing the most frequent mental disorders in adolescents aged 12 to 15 years. Our study aims to verify the internal consistency, the test-retest estimate of reliability, and the criterion-related validity of this instrument. Method:The total sample included 607 adolescents living in the Montreal urban area recruited from the community (465 French-speaking) and the clinical population (142 French-speaking). Internal consistency was evaluated by Cronbach's alpha coefficients and test-retest estimate of reliability by the kappas and intraclass correlation coefficients (ICCs). Two criteria are indicative of criterion-related validity of the DIA: clinical judgment on the presence or absence of symptoms (scored independently by 3 judges) and the adolescents' referrals to outpatient psychiatric clinics. Results:For most symptom scales of the DIA, Cronbach's alpha coefficients varied from 0.69 to 0.89, test-retest kappas were 0.50 or greater, and ICCs ranged from 0.78 to 0.87. The criterion-related validity was demonstrated for symptoms, symptom scales, and the categories based on the symptom scale cut-off points. Conclusion:As no informant can be considered the criterion standard of psychopathology, the interview with adolescents regarding their own symptoms is necessary. Findings from our study reasonably support adequate psychometric properties of the DIA in adolescents aged 12 to 15 years. Can J Psychiatry. 2010;55(4):211-221. Clinical Implications· The DIA is a new DSM-based self-report measure with adequate psychometric properties in young adolescents. · The DIA quickly (in about 15 minutes) provides DSM-IV-TR approximates allowing clinicians to orient more in-depth investigation. · The DIA's brief administration time allows it to be used in conjunction with other measures during the same session. Limitations· The DIA is not sufficient to determine definite diagnoses; clinical judgment is always necessary in decision-making about intervention. · The lower cut-off point may overestimate possible mental health problems in adolescents from the community. · The unrepresentative sample limits the generalization of results to any target population of adolescents.

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A French study of the Dominic Interactive

Abstract: The instrument performed well in the French context. The potential advantages of using the Dominic Interactive (children enjoy the activity, parents approve of it, it is relatively cost-effective, etc.) suggest its applicability in other settings.

Cited by 41 publications

References 2 publications

Psychometric Properties of the Dominic Interactive Assessment

Psychometric Properties of the Dominic Interactive Assessment

La relation temporelle entre l’anxiété et la dépression dans le contexte de la transition primaire-secondaire

Psychometric Properties of a Pictorial Instrument for Assessing Psychopathology in Youth Aged 12 to 15 Years: The Dominic Interactive for Adolescents

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