Reliability and validity of the DSM-5 Diagnostic Interview Schedule for Children, Adolescents, and Parents-5 in externalizing disorders and common comorbidities

Tissue, Avalon; Hawes, David J.; Lechowicz, Meryn; Dadds, Mark R.

doi:10.1177/13591045211061800

Cited by 6 publications

(5 citation statements)

References 15 publications

(23 reference statements)

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“…Even as we chose this tool, which have been extensively used, we were aware of the dialogue on the validity. On the one hand, it has been argued that tools such as the DIS, may provide statistical over- estimates because they leave out important information about clients' personal history, personality style, and other contextual variables while on the other hand there is evidence that it has good diagnostic value [ 12 , 15 ].…”

Section: Methodsmentioning

confidence: 99%

The co-morbidity of DSM-V Gambling with DSM-V mental disorders and substance abuse in a Kenyan context of high risk schizophrenia

et al. 2023

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Introduction There is evidence that gambling disorder shares similarities with other types of addictive behavior, such as occurs in substance abuse. In addition, co-morbidity of gambling with mental disorders has been established in school-going students. Aim This study aimed at determining the comorbidity of DSM-V gambling disorder with DSM-V mental disorders and substance abuse in high school, college and university students in Kenya. Methods This was a cross-sectional study among 536 high school, college and university students. We collected data on socio-demographic characteristics, economic indicators, DSM-V diagnosis including DSM-V gambling disorder and substance use disorders using the WHO ASSIST tool. Descriptive and inferential analyses were done. Results A total of 536 students participated in the study, of which 11.4% (61 out of 536) had DSM-V gambling disorder. Male gender (AOR = 12.0, 95% CI: 4.99–34.3), antisocial personality disorder (AOR = 3.42, 95% CI: 1.34–8.54), tobacco use (AOR = 4.42, 95% CI: 1.15–18.3) and conduct disorder (AOR = 7.56, 95% CI: 2.34–25.1) were predictors of gambling disorder. Conclusion Gambling is highly prevalent in Kenya learning institutions at 11.4% and is associated with mental disorders and substance use. There is a need for public awareness of gambling among Kenyan youths.

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Section: Methodsmentioning

confidence: 99%

The co-morbidity of DSM-V Gambling with DSM-V mental disorders and substance abuse in a Kenyan context of high risk schizophrenia

et al. 2023

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“…As with ODD, evidence continues to accrue to support the validity and utility of diagnosing CD in early childhood, and measures have been validated for CD and LPE in very early childhood. For example, the DISCAP-5 (Tissue et al, 2022) has demonstrated good concurrent and discriminant validity as well as good interrater reliability among children as young as age 2. While the concept of diagnosing a preschool child with CD with LPE might be challenging, it is important to understand that the diagnosis does not categorize the child, it categorizes a portion of the child's problematic experiences to provide for accurate conceptualization and treatment planning.…”

Section: Conduct Disordermentioning

confidence: 99%

“…When working with young children (e.g., toddler to kindergarten age), it is advisable to use interviews that are developmentally appropriate, such as the Diagnostic Interview for Children and Adolescents for Parents of Preschool and Young Children (Ezpeleta et al, 2011). The PAPA is a preschool-age version of the CAPA (noted above), and the Diagnostic Interview Schedule for Children Adolescents and Parents-5 (DISCAP-5; Tissue et al, 2022) has been validated for children as young as 2 years of age and also assesses for CD and LPE. The Diagnostic Infant and Preschool Assessment has been validated for children between 1.5 and 7 years of age in the United States (Scheeringa & Haslett, 2010), Danish (Løkkegaard et al, 2018) and Dutch (Gigengack et al, 2020) samples.…”

Section: Assessment Of Specific Dbds and Related Disordersmentioning

confidence: 99%

“…Spanish language versions of the K-SADS-PL-5 for CD and LPE have been validated for parent and teacher report in a sample of Spanish first graders (Seijas et al, 2018), and for parent- and child-report among youths ages 6 to 18 in Mexico, Chile, Colombia, and Uruguay (de la Pena et al, 2018). The DISCAP-5 (Tissue et al, 2022) assesses for CD and LPE.…”

Section: Assessment Of Specific Dbds and Related Disordersmentioning

confidence: 99%

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Evidence-Based Assessment of DSM-5 Disruptive, Impulse Control, and Conduct Disorders

Burke,

Butler,

Shaughnessy

et al. 2023

Assessment

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The assessment of oppositional defiant disorder, conduct disorder, antisocial personality disorder, and intermittent explosive disorder—the Disruptive, Impulse Control and Conduct Disorders—can be affected by biases in clinical judgment, including overestimating concerns about distinguishing symptoms from normative behavior and stigma associated with diagnosing antisocial behavior. Recent nosological changes call for special attention during assessment to symptom dimensions of limited prosocial emotions and chronic irritability. The present review summarizes best practices for evidence-based assessment of these disorders and discusses tools to identify their symptoms. Despite the focus on disruptive behavior disorders, their high degree of overlap with disruptive mood dysregulation disorder can complicate assessment. Thus, the latter disorder is also included for discussion here. Good practice in the assessment of disruptive behavior disorders involves using several means of information gathering (e.g., clinical interview, standardized rating scales or checklists), ideally via multiple informants (e.g., parent-, teacher-, and self-report). A commitment to providing a full and accurate diagnostic assessment, with careful and attentive reference to diagnostic guidelines, will mitigate concerns regarding biases.

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“…The Diagnostic Interview Schedule for Children, Adolescents, and Parents, 5th Edition (DISCAP-V), 50 is a semistructured interview for assessing common childhood disorders based on the DSM-5.…”

Section: Secondary Outcome: Diagnostic Interview Schedule For Childre...mentioning

confidence: 99%

Using Time-out for Child Conduct Problems in the Context of Trauma and Adversity

et al. 2022

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IMPORTANCE Exposure to adverse childhood experiences substantially increases the risk of chronic health problems. Originally designed to treat child conduct problems, parent management training programs have been shown to be effective in preventing children from being exposed to further adversity and supporting children's recovery from adversity; however, there are increasing concerns that a core component of these programs, the discipline strategy time-out, may be harmful for children with a history of exposure to adversity. OBJECTIVE To investigate the comparative benefits and potential harms to children exposed to adversity that are associated with parenting programs that include time-out. DESIGN, SETTING, AND PARTICIPANTSThis nonrandomized waiting list-controlled clinical study was conducted at a specialist clinic for the treatment of conduct problems in Sydney, Australia. The self-referred sample included children with conduct problems and their caregivers. Eligibility was confirmed through clinician-administered interviews. Data were collected between February 14, 2018, and February 1, 2021. INTERVENTIONS Caregivers participated in a 10-session, social learning-based parent management training program. Caregivers were provided with parenting strategies aimed at encouraging desired behaviors through effective reinforcement and managing misbehavior through consistent limit setting, including the use of time-outs. MAIN OUTCOMES AND MEASURES The primary outcome was the parent-reported Strengths and Difficulties Questionnaire score, and secondary outcomes included subscale scores from the clinician-administered Diagnostic Interview Schedule for Children, Adolescents, and Parents. Multiinformant measures of child adversity were collected using the parent-reported Adverse Life Experiences Scale and the clinician-rated Maltreatment Index. RESULTS A total of 205 children were included in analysis (156 in the full intervention and 49 in the control condition; 158 boys [77.1%]; mean [SD] age, 5.6 [1.8] years [range, 2-9 years]). Compared with children with low adversity exposure, children with high adversity exposure showed greater reductions in the Strengths and Difficulties Questionnaire score from baseline (mean difference, 3.46

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Reliability and validity of the DSM-5 Diagnostic Interview Schedule for Children, Adolescents, and Parents-5 in externalizing disorders and common comorbidities

Cited by 6 publications

References 15 publications

The co-morbidity of DSM-V Gambling with DSM-V mental disorders and substance abuse in a Kenyan context of high risk schizophrenia

The co-morbidity of DSM-V Gambling with DSM-V mental disorders and substance abuse in a Kenyan context of high risk schizophrenia

Evidence-Based Assessment of DSM-5 Disruptive, Impulse Control, and Conduct Disorders

Using Time-out for Child Conduct Problems in the Context of Trauma and Adversity

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