The Child Assessment Schedule (CAS) Diagnostic Interview: A Report on Reliability and Validity

Hodges, Kay; McKnew, Donald H.; Cytryn, Leon; Stern, Linda; Kline, J. Jude

doi:10.1016/s0002-7138(09)60796-2

Cited by 187 publications

(64 citation statements)

References 4 publications

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“…First, diagnostic instruments have been developed that meticulously translate clinical diagnostic criteria into methods for identifying the same symptoms in nonreferred cases (Angold & Costello, 2000;Chambers et al, 1985;Costello, Edelbrock, Kalas, Kessler, & Klaric, 1982;Herjanic & Campbell, 1977;Hodges, McKnew, Cytryn, Stern, & Kline, 1982;Shaffer, Fisher, Lucas, Dulcan, & Schwab-Stone, 2000).…”

Section: Classifying Cases In the Clinic And The Communitymentioning

confidence: 99%

“…Interviewers are expected to question until they can decide whether a symptom meeting the definitions provided by the interview (or known to them from their training) is present or absent. This group of interviews includes the Anxiety Disorders Interview Schedule (Silverman & Rabian, 1995); the Child and Adolescent Psychiatric Assessment (CAPA; Angold & Costello, 2000); the Child Assessment Schedule (Hodges, 1993;Hodges et al, 1982); the paper-and-pencil (not the computerized) versions of the Diagnostic Interview Schedule for Children and Adolescents (DICA; Reich, 2000) and the Missouri Assessment of Genetics Interview for Children (MAGIC; Reich, 2000), the Interview Schedule for Children and Adolescents (Sherrill & Kovacs, 2000); various versions of the Kiddie Schedule for Affective Disorders and Schizophrenia (K-SADS; Ambrosini, 2000); and the Pictorial Instrument for Children and Adolescents (Ernst, Cookus, & Moravec, 2000).…”

Section: Interviews For Identifying Psychiatric Disorders In Childrenmentioning

confidence: 99%

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Developmental Epidemiology

Costello

Angold

2016

Developmental Psychopathology

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Introducing epidemiology as the study of health and illness in human populations, we discuss what questions modern epidemiology addresses, the key methods it uses, and how these methods can be applied to developmental psychopathology. A short history of how child psychiatric epidemiology has grown into developmental epidemiology illustrates society's changing concerns about child mental health. We describe some of the ways in which developmental epidemiology is branching out into related areas: life course and intergenerational epidemiology; global epidemiology; genetic epidemiology; the study of burden of disease, including cost‐benefit analysis; and the use of epidemiologic designs to test hypotheses about causation. Finally, we note that developmental epidemiology extends the range of translational epidemiology. We make the case that (1) the goal of epidemiological research is disease prevention; (2) understanding the development of a disease and intervening to prevent and control it are equally important aspects of epidemiological research; (3) understanding the development of a disease may point to different kinds of intervention at different stages in the developmental process; and (4) understanding individual development is a critical part of understanding and intervening in the disease process because both risk for and expression of disorder change over the life course.

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Section: Classifying Cases In the Clinic And The Communitymentioning

confidence: 99%

Section: Interviews For Identifying Psychiatric Disorders In Childrenmentioning

confidence: 99%

Developmental Epidemiology

Costello

Angold

2016

Developmental Psychopathology

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“…For instance, elementary school children with severe test anxiety were assessed by Beidel and Turner (1988) using the Child Assessment Schedule (Hodges, McKnew, Cytryn, Stern, & Kline, 1982). Their findings indicated that high test-anxious children were more worried about academic performance, their popularity, and friendships as compared to non-test anxious children.…”

Section: Theory and Conceptualizationmentioning

confidence: 99%

Test Anxiety: A Cross-Cultural Perspective

Bodas

Ollendick

2005

Clin Child Fam Psychol Rev

152

107

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The present paper examines test anxiety from a cross-cultural perspective with specific reference to the Indian and American cultures. The construct of test anxiety has been examined in many cultures all over the world. In this review, the importance of understanding and incorporating contextual factors in cross-cultural research is emphasized. Moreover, some of the methodological issues related to investigating culture-behavior relationship are discussed. Specifically, the derived-etic approach for conducting cross-cultural research is espoused. Then, research findings from western, cross-cultural, and Indian studies on test anxiety are reviewed. Consistent with the individualistic orientation of the western society, much of the research in the western world has adopted a de-contextualized approach. Inasmuch as many of the cross-cultural and Indian studies on test anxiety have their roots in western research, they have ignored the cultural context as well. To address this void, contextual variables relevant to test anxiety in the Indian setting are examined and hypotheses regarding the nature of test anxiety in Indian children are proposed. Finally, a research agenda is presented to examine these hypotheses using a derived-etic approach.

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“…Kovacs set the cut-off point for depression at 18. This cut-off score is controversial, and a cut-off score of 19 (Hodges et al 1982b) has also been proposed. We administered the Japanese version of the CDI which was provided by MHS (Multi-Health Systems, Inc., Toronto, Canada), to the four children in the present study.…”

Section: Instrumentsmentioning

confidence: 99%

“…The reliability and validity of the CAS have been well established (Hodges et al 1982b). The child's answers to the questions generate scores for the following 11 content areas of the child's life: school, friends, activities, family, fears, worries and anxieties, self image, mood, physical complaints, expression of anger, and reality testing symptomatology.…”

Section: Semi-structured Interviewsmentioning

confidence: 99%