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Franciscan Children’s Clinician Resource Portal Mental Health Screening and Assessment Tools for Children and Adolescents

The Mental Health Screening and Assessment Tools for Children and Adolescents provided below is designed to help clinicians assess either a broad range of mental health domains or a specific domain in greater detail. This information is by no means exhaustive; other tools may be available and content is subject to change over time. For each tool, the valid age range, completing respondent, number of items, time to complete, reading level, and language availability are listed. The price of each assessment and a link to the assessment are provided in the last column. A description of each assessment is provided at the end of each domain. Please note: A positive score suggests that the presenting symptoms merit further work-up; it is not a diagnosis. An accurate diagnosis can only be confirmed by a thorough assessment by a trained mental health clinician. Symptoms suggestive of suicidal or harmful behaviors warrant immediate attention by a trained clinician. *Users are responsible for ensuring their usage of assessment tools are in compliance with copyright laws.

I. Global Assessments II. Domain Specific Assessments . ADHD . Affective Disorders . Anxiety . Spectrum Disorders . Bullying . . . Suicidal Thoughts and Behaviors . Trauma

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Assessments for Conducting a Global Behavioral Assessment in Children and Adolescents

Assessment Ages (years) Respondent(s): No. of Minutes to Languages Cost and Hyperlink Items Complete 1. Ages and Stages Questionnaires: Third 1 mo. - 5.5 yrs Parent: 30 10-15 min English, Spanish, Available for purchase Edition, (ASQ-3) French

2. Beck Youth Inventories – Second Edition 7-18 Child: 100 25-40 min English Available for purchase (BYI-2)

3. Behavioral Assessment System for 2-5 Parent: 139-175 10-20 min English, Spanish Available for purchase Children (BASC-3) 6-11 Teacher: 105-165 12-21 6-7 Youth: 139-175 20-30 min 8-11 12-21 4. Child and Adolescent Needs and Strengths 5-20 Clinician: Varies by Varies by state Varies by state Free online: (CANS) state. Massachusetts CANS Mass: 90 Other States 5. Child/Adolescent Psychiatry Screen (CAPS) 3-21 Parent: 85 15-20 min English Free online for non- profit use

6. Child Behavior Checklist (CBCL) 1.5-5 Parent, Teacher: 100 10-20 min 60+ languages Available for purchase 6-18 Parent, Teacher: 113 Youth Self-Report 11-18 Youth: 112

7. Columbia Impairment Scale (CIS) 6-17 Parent: 13 3 min English Free online: Parent version 9-17 Youth: 13 Youth version

8. Conners 3rd Edition (Conners-3) Parent: 110 & 43 20 & 10 min English, Spanish Available for purchase 6-18 Long & Short forms Teacher: 115 & 39

8-18 Youth: 59 & 39

9. Mini International Neuropsychiatric 6-17 Clinician interview: 50 30 min 18+ languages Free for nonprofit and Interview for Children/Adolescents (MINI- public-owned

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KID) institutions

10. Pediatric Symptom Checklist (PSC & Y-PSC) 3-16 Parent: 35 & 17 5 & 2 min 18+ languages Free online Long & Short forms 11-17 Youth: 35 & 17 11. Strengths and Difficulties Questionnaire 2-4 Parent, Teacher: 25 10 min 40+ languages Free online (SDQ) 4-10 11-17 11-17 Youth: 25

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Description of Global Assessments and Supporting Citation

1. Ages and Stages Questionnaire: Social Emotional, Third Edition (ASQ- 3): Used to screen young children at risk for behavioral/emotional problems. It captures parents’ in-depth knowledge, highlights a child’s strengths as well as concerns, teaches parents about child development and their own child’s skills, and highlights results that fall in a “monitoring zone,” to make it easier to keep track of children at risk. Concurrent validity found here: http://agesandstages.com/wp-content/uploads/2015/02/asq3_concurrent_validity.pdf 2. Beck Youth Inventories of Emotional and Social Impairment 2nd Edition (BYI- 2): Five self-report assessments that can be used separately or in any combination to assess a youth's experiences of depression, anxiety, anger, disruptive behavior, and self-concept. Bose-Deakins, J. E., & Floyd, R. G. (2004). A review of the Beck Youth Inventories of Emotional and Social Impairment. Journal of School , 42(4), 333-340. doi:10.1016/j.jsp.2004.06.002 3. Behavioral and Emotional Screening System (BASC-3 or BESS): Provides a snapshot of behavioral and emotional functioning, quickly identifying children and adolescents who might be in need of additional support. It assesses a wide array of behaviors that represent both behavioral problems and strengths, including internalizing or externalizing problems, issues in school, and adaptive skills. The Behavioral and Emotional Risk Index is a predictor of a broad range of behavioral, emotional and academic problems, while additional subindex scores provide a more targeted view of behavioral and emotional functioning. can be found here: http://ebi.missouri.edu/wp-content/uploads/2014/03/EBA-Brief-BESS.pdf 4. Child and Adolescent Needs and Strengths Questionnaire (CANS): An assessment process in addition to a multi-purpose tool developed for children’s services to: support decision making, e.g., level of care and service planning, facilitate quality improvement initiatives, and monitor the outcomes of services. The measure is based on research findings that effective treatment should include both efforts to reduce symptomatology and efforts to use and build strengths. Miller, S. A., Leon, S. C., & Lyons, J. S. (n.d.). The Child and Adolescent Needs and Strengths Scale: Factor Analytic Investigations. PsycEXTRA Dataset. doi:10.1037/e656642007-001 5. Child Behavior Checklist (CBCL) Preschool & School-Age versions: Used for measuring problems with aggressive behavior, anxiety/depression, attention, rule-breaking behavior, social interaction, physical complaints, disordered thought, and withdrawn/depressed behavior. It is used for initial assessment and can also measure changes in behavior over time or following a treatment. The Parent Checklist is one of the most widely used parental ratings for behavioral problems and social skills in children. For evaluating children younger than age 6, the Child Behavior Checklist/1½-5 is used instead. The CBCL/1½-5, preschool form, obtains parents' ratings of problem items and descriptions of problems, disabilities, major concerns about their child, and the child's strengths. It also includes the Language Development Survey (LDS) for identifying language delays. Nakamura, B. J., Ebesutani, C., Bernstein, A., & Chorpita, B. F. (2008). A Psychometric Analysis of the Child Behavior Checklist DSM-Oriented Scales. Journal of Psychopathology and Behavioral Assessment, 31(3), 178-189. doi:10.1007/s10862-008-9119-8 6. Child/Adolescent Psychiatry Screen (CAPS): A preliminary screening tool to determine if a child may be showing signs or risks of a wide range of mental health issues. Symptoms are arranged in the following sections/clusters to help identify areas for discussion with a trained clinician: anxiety; ; ; obsessive-compulsive disorder; post-traumatic ; generalized , enuresis/encopresis; tics; attention deficit/hyperactivity disorder; /; depression; substance abuse; depression; ; antisocial disorder; oppositional defiant disorder; hallucinations or delusions; learning disability; disorder. No published data on the psychometrics of CAPS.

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7. Columbia Impairment Scale (CIS): Utilized for rating problem behaviors, providing a global measure of impairment. Assesses multiple areas of psychosocial functioning, including interpersonal relationships, occupational or academic functioning, and use of leisure time, in addition to some questions on broad areas of psychopathology (e.g., feeling sad or unhappy). Singer, J. B., Eack, S. M., & Greeno, C. M. (2010). The Columbia Impairment Scale: Factor Analysis Using a Community Mental Health Sample. Research on Social Work Practice, 21(4), 458-468. doi:10.1177/1049731510394464 8. Conners, Third Edition (Conners 3): An extensively researched and reliable tool for the thorough assessment of ADHD, related learning, behavior, and emotional problems, as well as comorbid disorders such as Oppositional Defiant Disorder and with strengthened DSM-5 connections. Sitarenios, G., Conners, C. K., Gallant, S., Rzepa, S. R., Pitkanen, J., & Marocco, M. (n.d.). Psychometric Properties of the Conners 3 Comprehensive (C3C). PsycEXTRA Dataset. doi:10.1037/e708922007-001 9. Pediatric Symptom Checklist (PSC and Y-PSC): Designed to aid in the recognition of cognitive, behavioral and emotional problems in children so that appropriate interventions can be delivered as early as possible. Jellinek, M.S., Murphy, J.M., Little, M., et al. (1999). Use of the Pediatric Symptom Checklist (PSC) to screen for psychosocial problems in pediatric primary care: A national feasibility study. Archives of Pediatric and Adolescent Medicine, 153(3), 254–260. 10. Strength and Difficulties Questionnaire (SDQ): A brief behavioral screening questionnaire for children and adolescents. Each of the versions assesses the following 5 domains: emotional symptoms, conduct problems, hyperactivity/inattention, peer relationship problems and prosocial behavior. Richter, J., Sagatun, A., Heyerdahl, S., Oppedal, B., & Roysamb, E. (2011) The Strengths and Difficulties Questionnaire (SDQ) - self-report. An analysis of its structure in a multiethnic urban adolescent sample. Journal of Child Psychology and Psychiatry, 52(9), 1002-11. 11. The Mini International Neuropsychiatric Interview for Children and Adolescents (MINI-KID): A short structured diagnostic interview for DSM-IV and ICD-10 psychiatric disorders in children and adolescents; assesses the presence of 24 DSM-IV disorders as well as the risk of suicide. Sheehan, D. V., Sheehan, K. H., Shytle, R. D., Janavs, J., Bannon, Y., Rogers, J. E., & Wilkinson, B. (2010). Reliability and validity of the Mini International Neuropsychiatric Interview for Children and Adolescents (MINI-KID). J. Clin. Psychiatry The Journal of Clinical Psychiatry, 71(03), 313-326. doi:10.4088/jcp.09m05305whi

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Assessments for Screening/Evaluating ADHD in Children and Adolescents

Assessment Ages (years) Respondent(s): No. of Minutes to Languages Cost and Hyperlink Items Complete 1. ADD-H: Comprehensive 6-14 Parent, Teacher: 24 10-15 min English Available for purchase Teacher’s Rating Scale - 2nd Edition (ACTeRS-2) 13+ Youth: 35

2. ADHD Rating Scale-5 5-10 Parent, Teacher: 18 5 min English, Free with purchase of manual 11-17 Spanish 3. Attention Deficit Disorders 4-18 Parent: 46 12-15 min English, Available for purchase Evaluation Scale - 4th Edition Spanish (ADDES-4) Teacher: 60 20 min

4. Conners-3 ADHD Index 6-18 Parent, Teacher: 10 5 min English, Available for purchases (Conners-3 AI) Spanish 8-18 Child: 10

5. SNAP-IV-Revised Rating 6-18 Parent, Teacher: 90 & 10 & 3 min English Free online: Scale 18 Long form Long & Short forms Short form 6. Vanderbilt ADHD Diagnostic 6-12 Parent: 55 <10 min English, Free online Rating Scale (VADRS) Teacher: 43 Spanish

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Description of Assessments for ADHD and Supporting Citation

1. ADD-H: Comprehensive Teachers Rating Scale and Parent Form (ACTeRS-2): Used to screen or confirm a suspected diagnosis of ADD or ADD-H. Measures four separate factors: Attention, Hyperactivity, Social Skills, and Oppositional Behavior. Is useful in differentiating children who have attention problems but may not be hyperactive or those with learning disorders from those with ADD-H. Ullmann RK. ACTeRS useful in screening learning disabled from attention deficit disordered (ADD-H) children. Psychopharmacology Bulletin. 1985;21:339–44. 2. ADHD Rating Scale-5: Based on DSM-5 criteria for ADHD, measures severity as well as improvements with treatment or other interventions. Assesses six domains of impairment common among children with ADHD: relationships with significant others, peer relationships, academic functioning, behavioral functioning, homework performance, and self-esteem. DuPaul, GJ., Power, TJ., Anastopoulos, AD., Reid, R. (2016) ADHD Rating Scale-5 for Children and Adolescents. New York, NY. Guilford Publications. 3. Attention Deficit Disorders Evaluation Scale (ADDES-4): Used to evaluate and diagnose Attention-Deficit/Hyperactivity Disorder from input provided by primary observers of the child’s behavior. The subscales, Inattentive and Hyperactive-Impulsive, are based on the currently recognized subtypes of ADHD in the DSM-5. McCarney, SB., Arthaud, TJ. (2013). Attention Deficit Disorder Evaluation Scale Fouth Edition. Columbia, MO: Hawthorne Educational Services. 4. Conners 3 ADHD Index (Conners 3 AI): Items used to screen children and adolescents for ADHD were taken from the full length Conners 3 to save time and because they were proven to be the best at differentiating youth with ADHD from those without a clinical diagnosis. Sitarenios, G., Conners, C. K., Gallant, S., Rzepa, S. R., Pitkanen, J., & Marocco, M. (n.d.). Psychometric Properties of the Conners 3 Comprehensive (C3C). PsycEXTRA Dataset. doi:10.1037/e708922007-001 5. SNAP-IV-Revised Rating Scale: Evaluates children and adolescents for ADHD using DSM-5 inattentive and hyperactive-impulsive symptoms. Includes symptoms of oppositional-defiance/conduct disorder, inattention/overactivity, aggression/defiance and 10 items of the (SKAMP) Rating Scale to gauge impairment in the classroom. Includes 10 items as a general index of childhood problems (Conners/Iowa Index) and screening items for several other disorders that may overlap with or masquerade as symptoms of ADHD. Bussing, R., Fernandez, M., Harwood, M., Hou, W., Wilson Garvan, C., Eyberg, SM. and Swanson, JM. (Sept 2008). Parent and teacher SNAP-IV ratings of attention deficit hyperactivity disorder symptoms; Psychometric properties and normative ratings from a school district sample. Assessment. 15(3) 317-328. doi:10.1177/1073191107313888 6. Vanderbilt ADHD Diagnostic Rating Scales (VADRS): Based on DSM-5 criteria for ADHD diagnosis, the teacher version assesses ADHD symptoms and performance impairment at school; the parent version assesses of school performance and social functioning and contains questions to screen for comorbid conditions: ODD, CD, and Anxiety/Depression. Not intended for diagnosis, it is widely used to provide information about symptom presence and severity. ADHD symptom-specific rating scales effectively discriminate between children with and without ADHD, and accurately predict presentation specifiers (subtypes). Bard, DE., Wolraich, ML., Neas, B., Doffing, M., and Beck L. (Feb 2013). The psychometric properties of the Vanderbilt attention-deficit hyperactivity disorder diagnostic parent rating scale in a community population. Journal of Developmental & Behavioral Pediatrics.34(2):72-82. doi: 10.1097/DBP.0b013e31827a3a22.

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Assessments for Screening/Evaluating Affective Disorders in Children and Adolescents

Assessment Ages (years) Respondent(s): Minutes to Languages Cost and Hyperlink No. of Items Complete 1. The Child Bipolar Parent 5-17 Parent: 65 5-10 min English, Spanish, Available for purchase Questionnaire Version 2.0 (CBQ) Portuguese and 3 more 2. Child Mania Rating Scale-Parent 5-17 Parent: 21 5 min English Free online Version (CMRS-P)

3. General Behavior Inventory (GBI) 11+ Child: 76 15-20 min English Free online Free online 5-17 Parent: 10 5 min 4. Kiddie Schedule for Affective 6-18 Clinician: 21 20 min English Available online Disorders and Mania Rating Scale (K-SADS-MRS)

5. Questionnaire 12+ Youth, Parent: 5 min English, Spanish Free online: (MDQ) 15 Parent version Youth version Youth (Spanish)

6. (YMRS) 5-17 Clinician: 11 15-30 min English Free online Clinician version Parent: 11 5 min Parent version

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Description of Assessments for Affective Disorders and Supporting Citation

1. Child Mania Rating Scale-Parent Version (CMRS-P): Designed to assess mania in youths, it is appropriate as a screening tool and to monitor symptom changes over time. A total score of 20 is recommended to best differentiate between youth with pediatric bipolar disorder, youth with ADHD, and healthy controls, and also to indicate remission from mania symptoms. Parents rate the items based on the behavior and emotions in the past month. Pavuluri, MN; Henry, DB; Devineni, B; Carbray, JA; Birmaher, B (2006). Child mania rating scale: development, reliability, and validity. Journal of the American Academy of Child and Adolescent Psychiatry. 45 (5): 550–60. doi:10.1097/01.chi.0000205700.40700.50. Young, R.C., Biggs, J.T., Ziegler, V.E. & Meyer, D.A. (1978). A rating scale for mania: reliability, validity and sensitivity. British Journal of Psychiatry. 133:429-435. 2. General Behavior Inventory (GBI): Useful for distinguishing mania from other disorders and allows subjects to rate their own symptoms for hypomanic/alternating mood. The parent version is an adapted short form that allows parents to rate their child’s depressive, hypomanic, manic, and alternating mood symptoms. Danielson, C.K., Youngstrom, E.A., Findling, R.L. et al. (2003). The assessment of bipolar disorder in children and adolescents. Journal of . 31: 29. doi:10.1023/A:1021717231272. 3. Kiddie Schedule for Affective Disorders and Schizophrenia Mania Rating Scale (K-SADS-MRS): Assess 21 symptoms related to mania, hypomania, and rapid cycling. Trained clinicians or clinical researchers administer the assessment to both the child and the parent, which each provide their own separate score for each item (P and C), and the total score encompasses the sum of all of the items (S). Axelson, David; Birmaher, Boris J.; Brent, David; Wassick, Susan; Hoover, Christine; Bridge, Jeffrey; Ryan, Neal (2003-01-01). "A preliminary study of the Kiddie Schedule for Affective Disorders and Schizophrenia for School-Age Children mania rating scale for children and adolescents". Journal of Child and Adolescent Psychopharmacology. 13 (4): 463–470. ISSN 1044-5463. PMID 14977459. 4. Mood Disorder Questionnaire (MDQ): A brief screening tool for bipolar disorder that evaluates co-occurrence of symptoms and level of functional impairment and can be repeated to measure improvements following treatments. Positive screens should be followed by a comprehensive evaluation. It is best at screening for and is not as sensitive to bipolar II or bipolar NOS. The parent-report version has with higher sensitivity and specificity than the adolescent self-report version. Wagner, K.D., Hirshfield, R.M.A., Emslie, G.J. et al. (2006). Validation of the Mood Disorder Questionnaire for bipolar disorders in adolescents. Journal of Clinical Psychiatry, 67(5), 827-30. 5. The Child Bipolar Parent Questionnaire-Version 2.0 (CBQ): Rated on a Likert-type scale for frequency of occurrence, the CBQ serves as a rapid screening inventory of common behavioral symptoms and temperamental features associated with pediatric bipolar disorder. It also collects information for many other disorders considered co-morbid to bipolar disorder. Information is reported in degrees of severity rather than simply “present” or “absent”. Papolos, D., Hennen, J., Cockerham, MS., Thode Jr., HC., and Youngstrom, EA. (2006). The child bipolar questionnaire: A dimensional approach to screening for pediatric bipolar disorder. Journal of Affective Disorders. 95: 149-158. doi: 10.1016/j.jad.2006.03.026. 6. Young Mania Rating Scale (YMRS), (P-YMRS): Frequently used rating scales to assess the severity of manic symptoms. It is based on the patient’s subjective report of their clinical condition over the previous 48 hours. Used to evaluate manic symptoms at baseline and over time, it can be useful in measuring impact of interventions. The Parent Version, P-YMRS can also be completed by teachers by substituting the word “student” in each item where the word “child” appears. Gracious, BL., Youngstrom, EA., Findling, RL., and Calabrese JR. (Nov 2002). Discriminative validity of a parent version of the young mania rating scale. Journal of the American Academy of Child and Adolescent Psychiatry. 41:11. 1350-1359. Franciscan Children’s Clinician Portal funded by the generous support of the Rockland Trust Foundation and the Blue Cross Blue Shield Foundation 10

Assessments for Screening/Evaluating Anxiety in Children and Adolescents

Assessment Age (years) Respondent(s): No. Minutes Languages Cost and Hyperlink of Items to Complete 1. Beck Anxiety Inventory for Youth- 7-18 Child: 20 5 min English Available for purchase II (BAI-Y-II) 2. Children’s Yale-Brown Obsessive 6-17 Clinician interview: 70 English, Spanish Clinician Interview: Free online Compulsive Scale (CY-BOCS) 8-17 Parent, Child: 10 15-25 min Self/Parent report: Free online 3. Generalized Anxiety Disorder – 7 13+ Youth: 7 1min 13+ languages Free online (GAD-7) 4. Hamilton Anxiety Rating Scale 5+ Clinician: 14 10-15 min English, Cantonese, Free online (HAM-A) Spanish, and French 5. Multidimensional Anxiety Scale 8-19 Parent, Child: 50 15 min English Available for purchase for Children 2nd edition (MASC-2) 6. Revised Children’s Manifest 6-19 Child: 49 & 10 10- 15 English, Spanish Available for purchase Anxiety Scale (RCMAS-2) min & <5 Long & short versions min 7. Spence Children’s Anxiety Scale 2.5-6.5 Parent: 34 5-10 min English, Chinese, All versions free online (SCAS), (SCAS-C/P), (SCAS- Teacher: 22 Portuguese Preschool) 7-18 Parent: 39 5-10 min 9+ languages Child: 45 8. Screen for Childhood Anxiety 8-18 Parent, Child: 41 5-10 min 9 languages All versions free online Related Emotional Disorders (SCARED) 9. State-Trait Anxiety Inventory for 6-12+ Child: 40 10-20 min 48 languages Available for purchase Children (STAIC) 10. Revised Children’s Anxiety and Grades 3-12 Child, Parent: 47 & 25 10-20 min 14+ languages All versions free online Depression Scale (RCADS) Long & Short forms * The majority of these assessments may be read aloud to children

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Description of Assessments for Anxiety and Supporting Citation

1. Beck Anxiety Inventory for Youth-II (BAI-Y-II): Assesses children's specific worries about school performance, the future, negative reactions of others, fears including loss of control, and physiological symptoms associated with anxiety. Steer, R. A., Kumar, G., Beck, J., & Beck, A. (2001). Evidence for The Construct Validities Of The Beck Youth Inventories With Child Psychiatric Outpatients. Psychological Reports, 89(7), 559-565. doi:10.2466/pr0.89.7.559-565 2. Children’s Yale-Brown Obsessive Compulsive Scale (CY-BOCS): Intended to rate symptom severity of OCD. The CY-BOCS uses simpler language than the Y-BOCS that children can better understand and has incorporated symptoms that are found more frequently in children into the Symptom Checklist. This symptom checklist contains eight categories of obsessions and nine categories of compulsions and is used prior to assessing severity to determine the nature of past and current symptoms. Scahill, L., Riddle, M.A., McWiggin Hardin, M., Ort, S.I., King, R.A., Goodman, W. K., Cicchetti, D. & Leckman, J.F. Children’s Yale-Brown Obsessive Compulsive Scale: Reliability and validity. Journal of Child and Adolescent Psychiatry, 36(6): 844-852. 3. Generalized Anxiety Disorder– 7 (GAD-7): An anxiety measure developed after the Patient Health Questionnaire (PHQ) designed primarily as a screening and severity measure for generalized anxiety disorder. Also has moderate sensitivity for three other common anxiety disorders – panic disorder, disorder, and post-traumatic stress disorder. When screening for anxiety disorders, a recommended cut off for further evaluation is a score of 10 or greater. Spitzer RL, Kroenke K, Williams JBW, Lowe B. A brief measure for assessing generalized anxiety disorder. Arch Inern Med. 2006;166:1092-1097. Lowe, B. Decker, O. Muller, S., Brahler, E., Schellberg, D., Herzog, W., & Herzberg, P.Y. (2008). Validation and standardization of the Generalized Anxiety Disorder Screener (GAD-7) in the general population. Medical Care, 46(3):266-74. 4. Hamilton Anxiety Rating Scale (HAM-A): Measures the severity of a patient's anxiety. It is not intended to discriminate between anxiety and depression or to diagnose anxiety, but rather to assess the patient's response to a course of treatment. Although the HAM-A remains widely used as an outcome measure in clinical trials, it has been criticized for its sometimes poor ability to discriminate between anxiolytic and antidepressant effects, and somatic anxiety versus somatic side effects. The HAM-A does not provide any standardized probe questions. Despite this, the reported levels of interrater reliability for the scale appear to be acceptable. Maier, W., Buller, R., Philipp, M., & Heuser, I. (1988). The Hamilton Anxiety Scale: reliability, validity and sensitivity to change in anxiety and depressive disorders. Journal of affective disorders, 14(1), 61-68. Clark, D.B. & Donovan, J.E. (1994). Reliability and validity of the Hamilton Anxiety Rating Scale in an adolescent sample. Journal of the American Academy of Child and Adolescent Psychiatry, 33(3):354-60. 5. Multidimensional Anxiety Scale for Children 2nd edition (MASC 2): Assesses the presence of symptoms related to anxiety disorders and distinguishes between important anxiety symptoms and dimensions that broadband measures do not capture. The MASC 2 aids in the early identification, diagnosis, treatment planning and monitoring of anxiety-prone youth. Generalized Anxiety Disorder (GAD) Index differentiates between children with an anxiety and the general population. March, J.S., Parker, J. DA., Sullivan, K., Stallings, P. & Conners, K. (1997). The Multidimensional Anxiety Scale for Children (MASC): Factor structure, reliability, and validity. Journal of the American Academy of Child and Adolescent Psychiatry, 36(4):554-565. 6. Revised Children’s Anxiety and Depression Scale (RCADS): Includes subscales measuring separation anxiety disorder, social phobia, generalized anxiety disorder, panic disorder, obsessive compulsive disorder, and major depressive disorder. It yields a Total Anxiety Scale (sum of the 5 anxiety subscales) and a Total Internalizing Scale (sum of all 6 subscales). The Parent Version uses parent reports of youth’s symptoms of anxiety and depression across the same 6 subscales.

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Chorpita, B.F., Moffitt, C.E. & Gray, J. (2005). Psychometric properties of the Revised Child Anxiety and Depression Scale in a clinical sample. Behaviour Research and Therapy, 43:309-322.

7. Revised Children’s Manifest Anxiety Scale-2 (RCMAS-2): Measures the level and nature of anxiety of children and adolescents. Covers the following scales: Physiological Anxiety, Worry, Social Anxiety, Defensiveness, and Inconsistent Responding Index. Identifies the source and level of anxiety in children, so that steps can be taken to reduce stress levels. Measures for the presence of academic stress, test anxiety, peer and family conflicts, and drug problems. The first 10 items on the scale can be administered as a Short Form that yields a Short Form Total Anxiety score. Reynolds, C. R., & Richmond, B. O. (1978). What I think and feel: A revised measure of children's manifest anxiety. Journal of abnormal child psychology, 6(2), 271-280. 8. Screen for Childhood Anxiety Related Emotional Disorders (SCARED): Used to screen for anxiety disorders in children and adolescents. Both parent and self- report versions measure five factors that parallel the DSM-IV classification of anxiety disorders: general anxiety, separation anxiety, social phobia, school phobia, and physical symptoms of anxiety. Birmaher, B., Khetarpal, S., Brent, D., Cully, M., Balach, L., Kaufman, J., & Neer, S. M. (1997). The screen for child anxiety related emotional disorders (SCARED): scale construction and psychometric characteristics. Journal of the American Academy of Child & Adolescent Psychiatry, 36(4), 545-553. 9. Spence Children's Anxiety Scale (SCAS), (SCAS-C/P) & (SCAS-Preschool): Developed to assess the severity of anxiety symptoms broadly in line with the dimensions of anxiety disorder proposed by the DSM-IV. Normative data is available separately for boys and girls between the ages of 7 and 18. The scale assesses six domains of anxiety including panic/, social anxiety, separation anxiety, generalized anxiety, fear of physical injury, and obsessions/compulsions. SCAS-Preschool is available in both parent and teacher versions. Spence, S. H., Barrett, P. M., & Turner, C. M. (2003). Psychometric properties of the Spence Children’s Anxiety Scale with young adolescents. Journal of anxiety disorders, 17(6), 605-625. 10. State-Trait Anxiety Inventory for Children (STAIC): Used for measuring anxiety in children and adolescents and distinguishes between a general proneness to anxious behavior rooted in the personality (trait anxiety), and anxiety as a fleeting emotional state (state anxiety). It can be administered verbally to younger children and is easy to read. Kirisci, L., Clark, D. B., & Moss, H. B. (1997). Reliability and validity of the State-Trait Anxiety Inventory for Children in adolescent substance abusers: Confirmatory factor analysis and item response theory. Journal of Child & Adolescent Substance Abuse, 5(3), 57-70.

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Assessments for Screening/Evaluating Autism Spectrum Disorders (ASD) in Children and Adolescents

Assessment Ages Respondent: No. of Items Minutes to Languages Cost and Hyperlink Complete 1. Autism Behavior Checklist (ABC) 2-14 Parent, Teacher: 57 10-15 min English, Available for Portuguese purchase

2. Autism Spectrum Quotient (ASQ) 4-11 Parent: 50 & 10 20 min & English, Spanish All versions free Long & short versions 2-5 min online 12-15 3. Autism Spectrum Rating Scale (ASRS) 2-5 Parent, Teacher: 132 & 15 30 & 5 min English, Spanish Available for Long & short versions purchase 6-18 Parent, Teacher: 104 & 15

4. Child Autism Rating Scale, 2nd Edition 2-6 or low IQ Clinician: 15 5-10 min 8+ languages Available for (CARS-2) 6+ and IQ>80 Parent unscored purchase questionnaire 5. Childhood Autism Spectrum Test (CAST) 4-11 Parent: 37 5-10 min 13+ languages Free online 6. Communication and Symbolic Behavior 6-24 months Parent: 24 5-10 min English Free online Scales Developmental Profile Manual available for Infant/Toddler Checklist (CSBS DP ITC) purchase

7. Gilliam Autism Rating Scale 3rd Edition 3-22 Parent, Teacher, Clinician: 5-10 min English, Spanish Available for (GARS-3) 56 purchase 8. Modified Checklist for Autism in 16-30 months Parent screen: 20 5 min 40+ languages Free online Toddlers, Revised, with Follow-Up (M- CHAT-R/F) Clinician follow-up: Varies 5-10 min 9. Parent’s Observations of Social 18-35 months Parent: 7 2-5 min English Free online with Interactions (POSI) scoring guide 10. Social Communication Questionnaire 4+ Parent: 40 5-10 min English, Spanish Available for (SCQ) purchase 11. Social Responsiveness Scale-2 (SRS-2) 2.5-4 Parent, Teacher: 65 5-10 min English, Spanish Available for 4-18 purchase

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Description of Assessments for ASD and Supporting Citation

1. Autism Behavior Checklist (ABC): Includes five subscales: sensory behavior, social relating, body and object use, language and communication skills, and social and adaptive skills. It yields cutoff score ranges based on different diagnoses. Eaves, R. C., & Williams, T. O. (2006). The reliability and for the autism behavior checklist. Psychology in the Schools, 43(2), 129–142. 2. Autism Spectrum Quotient- (AQ-Child), (AQ-Adolescent): A parent-report questionnaire that measures autistic traits in children. It consists of a series of descriptive statements designed to assess five areas associated with autism and the broader phenotype: social skills, attention switching, attention to detail, communication, and imagination. Auyeung, B., Baron-Cohen, S., Wheelwright, S., & Allison, C. (2007). The Autism Spectrum Quotient: Children’s Version (AQ-Child). Journal of Autism and Developmental Disorders, 38(7), 1230-1240. doi:10.1007/s10803-007-0504-z 3. Autism Spectrum Rating Scale (ASRS): Designed to effectively identify symptoms, frequency of behaviors, and associated features of ASD in children and adolescents. When used in combination with other assessment information, results can help guide diagnostic decisions, treatment planning, ongoing monitoring of response to intervention, and evaluating the effectiveness of a treatment program for a child with an ASD. Goldstein, S., & Naglieri, J. A. (2010). Autism Spectrum Rating Scales (ASRS): Technical Manual. Toronto, Canada: Multi-Health Systems, Inc. 4. Child Autism Rating Scale- 2nd Edition (CARS-2): Designed to rate items indicative of ASD after direct observation of the child and is intended to distinguish those children with ASD from those with developmental disabilities. Ratings are based on frequency of the behavior in question, its intensity, peculiarity, and duration. The Questionnaire for Parents or Caregivers (CARS2-QPC) is an unscored scale that gathers information for use in making the CARS2ST/HF ratings. Schopler E, Van Bourgondien ME, Wellman, GJ, Love SR (2010). Childhood Autism Rating Scale – 2nd Edition. Los Angeles: Western Psychological Services 5. Childhood Autism Spectrum Test (CAST): Developed to assess the severity of autism spectrum symptoms, it contains yes-or-no questions about the child’s social behaviors and communication tendencies and includes a separate special needs section that asks about other disorders that the child might have. Williams, J. (2006). The Childhood Test (CAST): Test-retest reliability. Autism, 10(4), 415-427. doi:10.1177/1362361306066612 6. Communication and Symbolic Behavior Scales – Infant Toddler (CSBS DP-IT Checklist): A first step in routine screening of communication and symbolic abilities to see if a developmental evaluation is needed. Examines 7 key areas that may be predictors of later language delays: emotion and eye gaze, communication, sounds, words, understanding and object use. For children with concerning scores there is a follow-up Caregiver Questionnaire and a Behavior Sample (done by the provider). Wetherby, A. M., Brosnan-Maddox, S., Peace, V., & Newton, L. (2008). Validation of the Infant--Toddler Checklist as a broadband screener for autism spectrum disorders from 9 to 24 months of age. Autism, 12(5), 487-511. doi:10.1177/1362361308094501 7. Gilliam Autism Rating Scale 3rd Edition (GARS-3): Helps clinicians identify ASD according to DSM-5 criteria, assess its severity, and determine appropriate interventions. Items are grouped into six subscales: Restrictive and Repetitive Behaviors; Social Interaction; Social Communication; Emotional Responses; Cognitive Style; and Maladaptive Speech. It yields standard scores, percentile ranks, severity level, and probability of Autism. Gilliam, J. E. (2014). Gilliam Autism Rating Scale--Third Edition.

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8. Modified Checklist for Autism in Toddlers, Revised, with Follow-Up (M-CHAT-R/F): A two-stage screening tool used to assess risk for autism spectrum disorder (ASD) in children. The initial screening (M-CHAT-R) is completed by the parent and consists of questions about the child’s usual behavior. If the child screens positive, the clinician administers the Follow-Up items (M-CHAT-R/F) based on which items the child failed on the M-CHAT-R; only those items that were originally failed need to be administered. Robins, D. L., Casagrande, K., Barton, M. L., Chen, C. A., Dumont-Mathieu, T., Fein, D. Validation of the Modified Checklist for Autism in Toddlers, Revised with Follow-up (M-CHAT-R/F). Pediatrics, 131(1), 37-45. doi: 10.1542/peds.2013-1813. 9. Parent's Observations of Social Interactions (POSI): A screening instrument for ASD that encompasses five of the six critical items of the M-CHAT and two additional questions about DSM-5 based behavior. Smith, N. J., Sheldrick, C., & Perrin, E. L. (2013) An abbreviated screening instrument for autism spectrum disorders. Infant Mental Health Journal, 34(2), 149–155. 10. Social Communication Questionnaire (SCQ): Helps evaluate communication skills and social functioning in children who may have ASD. The Lifetime Form focuses on the child’s entire developmental history, providing a Total Score that’s interpreted in relation to specific cutoff points. The Current Form looks at the child’s behavior over the most recent 3-month period. Witwer, A. N., & Lecavalier, L. (2007). Autism screening tools: An evaluation of the Social Communication Questionnaire and the Developmental Behavior Checklist-Autism Screening Algorithm. Journal of Intellectual and , 32(3), 179–187. 11. Social Responsiveness Scale (SRS-2): Identifies the presence and severity of social impairment associated with ASD and can detect subtle symptoms and differentiate clinical groups, both within the autism spectrum and between ASD and other disorders. It generates a Total score and scores for five Treatment subscales: Social Awareness, Social Cognition, Social Communication, Social Motivation and Restricted Interests & Repetitive Behaviors. Subscales: Social Communication and Restricted Interests & Repetitive Behaviors are DSM-5 compatible. Frazier, T. W., Ratliff, K. R., Gruber, C., Zhang, Y., Law, P. A., & Constantino, J. N. (2013). Confirmatory factor analytic structure and measurement invariance of quantitative autistic traits measured by the Social Responsiveness Scale-2. Autism, 18(1), 31-44. doi:10.1177/1362361313500382

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Assessments for Screening/Evaluating Bullying in Children and Adolescents

Assessment Ages (years) Respondent(s): Minutes to Languages Cost and Hyperlink No. of Items Complete

1. Aggression Scale 10-15 Child: 11 2 min English Free online

2. Bully Survey (BYS-S) Grades 3-5 Parent, Teacher, 5-25 min English Available for purchase Grades 6-12 Child: 50 3. Cyberbullying and Online 12-17 Child: 31 5-10 min English Free online (see p79/81) Aggression Survey 4. Gatehouse Bullying Scale 10-15 Child: 12 2 min English Free online (see p17/23)

5. Illinois Bully Scale 8-18 Child: 18 2 min English Free online

6. Multidimensional Peer- 11-16 Child: 16 2 min English Free online Victimization Scale 7. Reynolds Bully Victimization Grades 3-12 Child: 29-46 5-10 min English, Spanish Available for purchase Scales for Schools (RBVS) Grades 5-12

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Description of Assessments for Bullying and Supporting Citation

1. Aggression Scale: Measures the frequency of self-reported overt aggressive behaviors that may result in physical or psychological injury to other students. Higher scores indicate a greater frequency of engaging on overt and relational aggression. Orpinas, P., & Frankowski, R. (2001). The Aggression Scale: A self-report measure of aggressive behavior for young adolescents. The Journal of Early Adolescence, 21(1), 50-67. doi:10.1177/0272431601021001003 2. Bully Survey Student Version (BYS-S): Consists of four parts: Part A assesses being bullied both verbally and physically, Part B assesses being a bystander, part C assesses bullying others, and part D assesses general attitudes towards bullying. Higher scores indicate more frequent bully-related experiences (Parts A-C) or more pro-bullying attitudes (Part D). The online programming allows each respondent to see only those items that are relevant to him/her. Swearer, S. M. (2001). Bully survey-student version. Unpublished manuscript. University of Nebraska-Lincoln, Lincoln, NE. 3. Cyberbullying and Online Aggression Survey: Measures cyberbullying victimization, perpetration, and bystander experiences in the past 30 days. Offers two subscales: Cyberbullying Victimization and Cyberbullying Offending. Patchin, J.W., & Hinduja, S. (2006). Bullies move beyond the schoolyard: A preliminary look at cyberbullying. Youth Violence and Juvenile Justice, 4, 148–169. 4. Gatehouse Bullying Scale: Assesses if an adolescent has been a victim of bullying by measuring four types of bullying which are teasing, rumors, deliberate exclusion/social isolation, and physical threats/violence. A score for peer victimization is computed for each of the four types of bullying. Bond, L., Wolfe, S., Tollit, M., Butler, H., & Patton, G. (2007). A Comparison of the Gatehouse Bullying Scale and the Peer Relations Questionnaire for Students in Secondary School. J School Health Journal of School Health, 77(2), 75-79. doi:10.1111/j.1746-1561.2007.00170. 5. Illinois Bully Scale: Contains three subscales for measuring the frequency of fighting, peer victimization, and bully behavior. The Bully subscale includes items that address how often a youth engaged in bullying (perpetration) behavior, primarily in the form of social aggression, the Victim subscale includes items that address both physical and verbal types of victimization by peers, and some items address physical fighting. Espelage, D. L. & Holt, M. (2001). Bullying and victimization during early adolescence: Peer influences and psychosocial correlates. Journal of Emotional Abuse, 2(2-3), 123–142. doi: 10.1300/J135v02n02_08 6. Multidimensional Peer Victimization Scale: Designed to assess four types of peer victimization including both direct and indirect forms (social manipulation, attacks on property, verbal victimization, and physical victimization). Anonymous self-report measures are considered one of the better ways to gain a more reliable understanding of the frequency of peer victimization. Mynard, H. & Joseph, S. (2000). Development of the multidimensional peer-victimization scale. Aggressive Behavior, 26(2), 169-178. 7. Reynolds Bully Victimization Scales for Schools (RBVS): These three self-report standardized instruments, the Bully-Victimization Scale, the Bully- Victimization Distress Scale, and the School Violence Anxiety Scale can be used individually or combined to help identify those who bully and those who are victims of bullying and to form a comprehensive picture of a child's experience of peer-related threat, level of distress, and anxiety related to school safety. Results can provide benchmarks for identifying a child for intervention, or for identifying what students perceive as a threatening or unsafe school environment. No psychometric data available at this time.

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Assessments for Screening/Evaluating Depression in Children and Adolescents

Assessment Age Respondent(s): No. of Minutes to Available Cost and Hyperlink (years) Items Complete Languages 1. Beck Depression Inventory-II 13+ Youth: 21 5 min 15 languages Available for purchase

2. Beck Depression Inventory-Youth-II 7-18 Youth: 20 5 min English, Spanish, Available for purchase French 3. Center for Epidemiological Studies- 6-18 Youth: 20 5-10 min English, Spanish Free online Depression Scale for Children (CES- DC) 4. Children’s Depression Inventory 2 7-17 Child: 28 & 10 15 min, 5 min English Available for purchase (CDI 2) Parent: 17 Long & Short Teacher: 12 5-10 min 5. Children’s Depression Rating Scale- 6-12+ Clinician: 17 15-20 min English, Dutch, Available for purchase Revised (CDRS-R) German 6. Columbia Depression Scale 11+ Child, Parent: 22 5 min English, Spanish Free online

7. Depression Self-Rating Scale for 8-14 Clinician: 18 5-10 min 10 languages Free online Children (DSRS) 8. Kutcher Adolescent Depression Scale 12-17 Child: 6 & 11 2 & 5 min English Free online: (KADS-6 & KADS-11) KADS-6 KADS-11 9. Mood and Feelings Questionnaire 6-18 Child: 33 & 13 10 & 5 min English All versions free online (MFQ) and Short Version (SMFQ) Parent: 34 & 13 Long & Short 10. Patient Health Questionnaire for 13+ Adolescent: 9 5 min 12+ languages Adolescent free online Adolescents/Children (PHQ-A), (PHQ- 11-17 Child: 9 5 min Children free online C) Depression Screen 11. Reynolds Adolescent Depression 11-20 Child: 30 & 10 3 & 10 min English, Spanish Available for purchase: Scale (RADS-2) Adolescent version Child version Child Depression Scale (RCDS-2) 7-13 Child: 30 & 11 12 & 3 min

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Description of Assessments for Depression and Supporting Citation

1. Beck Depression Inventory for Youth, Second Edition: Allows for early identification of symptoms of depression in children and adolescents. It includes items related to a child or adolescent’s negative thoughts about self, life and the future, feelings of sadness and guilt and sleep disturbance and is useful in planning and monitoring educational placement as well as in clinical treatment settings. Stapleton, L.M., Sander, J.B., Stark, K.D. Psychometric properties of the Beck Depression Inventory for Youth in a sample of girls. (2007) Psychological Assessment, Jun;19(2):230-5. 2. Beck Depression Inventory-II: Designed to measure the characteristic attitudes and presence and severity of depressive symptoms in the general population as well as in psychiatrically diagnosed populations. Osman, A., Kopper, B.A., Barrios, F., Gutierrez, P.M, Bagge, C.L. (2004) Reliability and validity of the Beck depression inventory--II with adolescent psychiatric inpatients. Psychological Assessment, Jun 2004, 120-132. 3. Center for Epidemiological Studies Depression Scale for Children (CES-DC): Measures the frequency of symptoms associated with depression within the past two weeks. Possible scores range from 0 to 60; higher scores indicate increasing levels of depression. Scores over 15 can be indicative of significant levels of depressive symptoms. Faulstich, M.E., Carey, M.P., Ruggiero, L., Enyart, P., & Gresham, F. (1986). Assessment of depression in childhood and adolescence: An evaluation of the Center for Epidemiological Studies Depression Scale for Children (CES-DC). American Journal of Psychiatry, 143(8), 1024-1027. doi:10.1176/ajp.143.8.1024 4. Children’s Depression Inventory, Second Ed. (CDI 2), (CDI 2: SR-Short): A comprehensive multi-rater assessment that quantifies depressive symptomatology using reports from children/adolescents, teachers, and parents (or alternative caregivers). It yields a total score, two scale scores (Emotional Problems and Behavioral Problems) and four subscale scores (Negative Mood, Negative Self-Esteem, Ineffectiveness, Interpersonal Problems). Short version is only available in a youth self-report version, but yields a total score that is generally very comparable to the one produced by the full-length version. Kovacs, M. (2001). CDI 2: Children's Depression Inventory 2. 2nd ed. North Tonawanda, NY: Multi-Health Systems. 5. Children’s Depression Rating Scale-Revised (CDRS-R): Used to assess severity of depression and can capture slight but notable changes in a child’s symptoms. It provides a single Summary Score (a T-score), with an interpretation of, and recommendations for, six different score ranges. If applicable, it also compares ratings based on different sources for each of the 17 symptom areas—and notes clinically significant results. Poznanski, E., & Mokros, H. (1996). Children’s Depression Rating Scale-Revised (CDRS-R). Los Angeles: WPS. 6. Columbia Depression Scale: A self-report measure in which teens answer questions regarding the past four weeks. The scale is quick to complete, covers suicidal ideation and is easy to score with scores reflecting the chance of depression. There is also a parent version. Zuckerbrot, R., Maxon, L., & Pagar, D. (2007). Routine depression screening in primary care: feasibility and acceptability. Brown University Child & Adolescent Behavior Letter,23(3), 4-5. 7. Depression Self-Rating Scale for Children (DSRS): An easy to use depression screening tool in which a young person is asked to match statements to his/her own situation during the last week and to assign an intensity rating. . Validation of cross-cultural child mental health and psychosocial research instruments: adapting the Depression Self-Rating Scale and Child PTSD Symptom Scale in Nepal. (2011).BMC Psychiatry, 11(1), 127-143. doi:10.1186/1471-244X-11-127 8. Kutcher Adolescent Depression Scale (KADS): A screen for signs and degree of adolescent depression designed for use in institutional settings (such as schools or primary care settings) to identify young people at risk for depression or to help evaluate young people who are in distress or who have been

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identified as possibly having a mental health problem. The 11-item version is best for monitoring the effects of treatment over time. Higher scores on the KADS indicate greater severity of depression symptoms. Leblanc, J. C., Almudevar, A., Brooks, S. J., & Kutcher, S. (2002). Screening for Adolescent Depression: Comparison of the Kutcher Adolescent Depression Scale with the Beck Depression Inventory. Journal of Child and Adolescent Psychopharmacology, 12(2), 113-126. doi:10.1089/104454602760219153 9. Mood and Feelings Questionnaire (MFQ), (SMFQ): Developed as a screening tool for detecting clinically meaningful signs and symptoms of depressive disorders. MFQ was designed to cover DSM diagnostic criteria for major depressive disorder (DSM-III). It consists of a series of descriptive phrases regarding how the youth has been feeling or acting recently. Youths must rate whether the provided phrase is indicative of their feelings and actions over the timeframe of the previous two weeks. Also available in short formats. Angold, A., Costello, E. J., Messer, S. C., Pickles, A., Winder, F., & Silver, D. (1995). The development of a short questionnaire for use in epidemiological studies of depression in children and adolescents. International Journal of Methods in Psychiatric Research, 5, 237-249. Loeber, M. (1995). Development of a short questionnaire for use in epidemiological studies of depression in children and adolescents: Factor composition and structure across development. International Journal of Methods in Psychiatric Research, 5, 251-262. Messer, S. C., Angold, A., Costello, E.J., Loeber, R., Van Kammen, W., & Stouthamer- 10. Patient Health Questionnaire for Adolescents/Children (PHQ-A), (PHQ-C) Depression Screen: Developed for assessing and monitoring depression severity specifically for adolescents. Questions assess depressed mood and hopelessness, energy, appetite, and concentration. The PHQ-9 was modified to better represent DSM-IV adolescent depression and to include questions on suicide attempts and adolescent . These modifications have not yet been validated in a research setting. PHQ-C is adapted from the PHQ-A to be used as a screen or measure changes in depression in children. Johnson JG, Harris ES, Spitzer RL, Williams JBW: The Patient Health Questionnaire for Adolescents: Validation of an instrument for the assessment of mental disorders among adolescent primary care patients. J Adolescent Health 30:196–204, 2002 Kroenke, K., & Spitzer, R. L. (2002). The PHQ-9: A new depression diagnostic and severity measure. Psychiatric Annals, 32(9), 509-515. doi:10.3928/0048-5713-20020901-06 11. Reynolds Adolescent/Child Depression Scales (RADS-2), (RADS-2: Short), (RCDS-2), (RCDS-2: Short): Measures four basic dimensions of depression: Dysphoric Mood, Anhedonia/Negative Affect, Negative Self-Evaluation, and Somatic Complaints. A Depression Total score represents the overall severity of depressive symptomatology. A cutoff score helps to identify adolescents who may be at risk for a depressive disorder or a related disorder. Items taken from the original form a short version designed to serve as a very brief screening measure of depression in adolescents. Child version assesses symptoms of depression from the criteria listed from major depression and dysthymia in the DSM-IV and is also available in a short form. Denny, S. J. (2014). Equivalence of the Short Form of the Reynolds Adolescent Depression Scale across Groups. Journal Of Clinical Child & Adolescent Psychology, 43(4), 592-600. doi:10.1080/15374416.2013.848770 Osman, A., Gutierrez, P. M., Bagge, C. L., Fang, Q., & Emmerich, A. (2010). Reynolds adolescent depression scale-second edition: a reliable and useful instrument. Journal Of , 66(12), 1324-1345. doi:10.1002/jclp.20727 Reynolds, W. M. & Graves, A. (1989). Reliability of Children’s Reports of Depressive Symptomatology. Journal of Abnormal Child Psychology, 17(6), 647-655. Szabo, A., Milfont, T. L., Merry, S. N., Robinson, E. M., Crengle, S., Ameratunga, S. N., &

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Assessments for Screening/Evaluating Substance Abuse in Adolescents

Assessment Ages (yrs) Respondent: No. of Items Minutes to Languages Cost and Hyperlink Complete 1. Alcohol Use Disorders Normed for Interview: 10 2 min 12 languages Free online: Identification Test (AUDIT) adults; Self-Report: 3 AUDIT Validated in AUDIT-C adolescents 2. CAGE-AID 12-18+ Self-Report: 4 1-2 min English, Free online Spanish, Portuguese and more 3. CRAFFT Screening Test Under 21 Clinician Interview, Youth: 2 min 13 languages Free online: 4-9 Clinician Self-report 4. Drug Abuse Screening Test - 13+ Self-Report: 28 8 min English Free online Adolescent (DAST-A) 5. Simple Screening Instrument for 15-18+ Self-Report: 16 5-10 min English Free online Substance Abuse (SSI-SA) 6. Two-Item Conjoint Screen (TICS) Normed for Self-Report, Clinician <1 min English Free online adults Administer: 2

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Description of Assessments for Substance Abuse and Supporting Citation

1. Alcohol Use Disorders Identification Test (AUDIT): Screens for hazardous or harmful alcohol consumption. Developed by the World Health Organization, the test correctly identifies 95% of people as alcoholics or non-alcoholics. It is particularly suitable for use in primary care settings and has been used with a variety of populations and subgroups. Babor, T.F., De La Fuente, J.R., & Saunders, J. (1989). AUDIT: Alcohol Use Disorders Identification Test: Guidelines for Use in Primary Health Care. Geneva: World Health Organization. 2. CRAFFT Screening Test: A behavioral health screening tool recommended by the American Academy of Pediatrics' Committee on Substance Abuse for use with adolescents. It consists of a series of questions developed to screen adolescents for high-risk alcohol and other drug use disorders simultaneously. It is a short, effective screening tool meant to assess whether a longer conversation about the context of use, frequency, and other risks and consequences of alcohol and other drug use is warranted, or if further evaluation is needed. Knight, J.R., Sherritt, L., Shrier, L.A., Harris, S.K., Chang, G. (2002). Validity of the CRAFFT substance abuse screening test among adolescent clinic patients. Arch Pediatr Adolesc Med. 156(6), 607-614. 3. CAGE-AID: Used to screen for drug or alcohol use and is mostly used as a preliminary screening. Unlike the CAGE, the CAGE-AID also assesses for drug use in addition to alcohol use. Screening for substance abuse among adolescents validity of the CAGE-AID in youth mental health care. Couwenbergh C ; Van Der Gaag RJ ; Koeter M ; De Ruiter C ; Van den Brink W Subst Use Misuse 2009;44(6):823-34 4. Drug Abuse Screening Test- 10 (DAST- 10): A brief screening tool that can be administered by a clinician or self-administered. Each question requires a yes or no response. It assesses drug use, not including alcohol or tobacco use, in the past ten months. It is a short version of the DAST, which is a 28-item questionnaire, originally validated as a screening instrument for the abuse of drugs other than alcohol. Yudko, E., Lozhkina, O., & Fouts, A. (2007). A comprehensive review of the psychometric properties of the Drug Abuse Screening Test. Journal of Substance Abuse and Treatment, 32(2):189-98. Kinner, H.A. (1982). 5. Simple Screening Instrument for Substance Abuse (SSI-SA): Typically used with adults to assess substance use and dependence. Each question is drawn from other instruments and investigate a person’s attitudes around adverse consequences, substance consumption, preoccupation and loss of control, problem recognition, and tolerance and withdrawal. A short version of the SSI-SA can be made using questions 1, 2, 3 and 16. 6. Two-Item Conjoint Screen (TICS): Includes 2 questions derived from the CAGE to screen for alcohol and other drug abuse or dependence. A positive response to one or both questions is considered a “positive screen” and warrants further assessment to delineate the severity or risk of the problem. The questions are: 1) In the last year, have you ever drunk or used drugs more than you meant to? & 2) Have you felt you wanted or needed to cut down on your drinking or drug use in the last year? Brown, R.L., & Rounds, L.A. (1995). Conjoint screening questionnaires for alcohol and other drug abuse: Criterion validity in a primary care practice. Wis Med J., 94(3), 135-140.

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Assessments for Screening/Evaluating Suicide Risk in Children and Adolescents

Assessment Age (years) Respondent: No. of Minutes to Languages Cost and Hyperlink Items Complete 1. Beck Hopelessness Scale (BHS) 17+ (valid in 13+) Youth: 20 5-10 min English, Available for purchase Spanish 2. Beck Scale for Suicide Ideation (BSS) 17+ Youth: 21 5-10 min English, Available for purchase (valid in 13+) Spanish

3. Child–Adolescent Suicidal Potential 8-17 Youth: 30 <5 min English Available Index (CASPI) May be read to 6-7 Email: yr. olds [email protected] nell.ed 4. Columbia-Suicide Severity Rating Scale 7+ Clinician- 5-10 min 100+ languages Free online (C-SSRS) administered: 11 5. Life Attitudes Schedule (LAS) 15-20 Youth: 96 & 24 30 & 10 min English Available for purchase Long & Short forms 6. Modified Scale for Suicidal Ideation 13+ Clinician: 18 10 min English Free online (MSSI) 7. Self-Injurious Thoughts and Behaviors 12+ Clinician interview: 40 & 15 min English All versions free Interview (SITBI) 169 & 72 online Long & Short forms Self-report: 16 5-10 min 8. Suicide Behaviors Questionnaire- 13+ Youth, Child: 4 <5 min English Free online Revised (SBQ-R) >10 9. Suicide Ideation Questionnaire (SIQ) 15-18 Adolescent: 30 10 min English Available for purchase and SIQ-Junior (SIQ-Jr) 12-15 Youth: 15 5 min 15-18 Adolescent: 30 10 min 10. Suicide Probability Scale (SPS) 14+ Youth: 36 5-10 min English, Available for purchase Spanish 11. Tool for Assessment of Suicide Risk for Adolescents Clinician: 15 5 min English Free online Adolescents (TASR-AM)

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Description of Assessments for Suicidality and Supporting Citation

1. Beck Hopelessness Scale (BHS): Measures the extent to which the subject feels a negative expectation (or hopelessness) about their future. BHS measures three major aspects of hopelessness: feelings about the future, loss of motivation, and expectations. This construct of hopelessness has been linked to depression and suicidal thoughts and behaviors; it has been shown to be a powerful predictor of eventual suicide. Beck, A.T., Weissman, A., Lester, D. Trexler, L. (Dec 1974).The measurement of pessimism: The Hopelessness Scale. Journal of consulting and Clinical Psychology, 42 (6): 861-865. 2. Beck Scale for Suicide Ideation (BSS): Detects and measures the current intensity of the patients’ specific attitudes, behaviors, and plans to attempt suicide. It includes screening items, which reduce the length and the intrusiveness of the questionnaire for patients who are nonsuicidal. It is one of the most widely used measures of suicidal ideation and includes items assessing passive suicidal ideation. Beck, A.T., Kovac, M., & Weissman, A. (Apr 1979). Assessment of suicidal intention: the Scale for Suicide Ideation. Journal of Consulting and Clinical Psychology, 47 (2): 343-352. 3. Child–Adolescent Suicidal Potential Index (CASPI): Contains questions that children answer when thinking about the past 6 months. Scores can range from 0 to 30, and higher scores indicate more suicide potential. A score of 11 is an optimal cutoff. The CASPI has three subscales, Anxious-Impulsive Depression, Suicidal Ideation/Acts, and Family Distress. 4. Columbia-Suicide Severity Rating Scale (C-SSRS): A semi-structured clinical interview used to assess for suicidal ideation severity, suicidal ideation intensity, and suicidal behaviors. The SI severity scale is composed of five yes/no questions of increasingly severe suicidal thoughts: a wish to be dead, suicidal thoughts, suicidal thoughts with a method, suicidal intent (without specific plan), and suicidal intent with specific plan. Those endorsing at least one question are administered the SI intensity scale which has five items (frequency, duration, controllability, deterrents, reasons for ideation) that are scored from 1 to 5 and summed for the total SI intensity score. Posner, K., Brown, G.K., Stanley, B., Brent, D.A., Yershova, K.V., Oquendo, M.A., Currier, G.W., Melvin, G., Greenhill, L., Shen, S., & Mann, J.J. (2011). The Columbia-Suicide Severity Rating Scale: Initial validity and internal consistency findings from three multisite studies with adolescents and adults American Journal of Psychiatry, 168:1266-1277. 5. The Life Attitudes Schedule (LAS), (LAS-SF): Based on the theoretical construct of suicide proneness, it assesses life-enhancing behaviors and life- threatening behaviors to provide a complete evaluation that is useful in any situation where an individual's attitudes toward his or her own life may be of concern. Four domains of behavior are represented: death/life related, health/illness related, injury related, and self-related. The short form version is more accessible in some settings or with certain populations and includes the same scales as the long version, but does not provide as much detail. It is ideal for follow-up testing and can measure the effectiveness of intervention or repeated assessment over time. Langhinrichsen-Rohling, J., Rohde, P., Seeley, J.R., Rohling, M.L. (2003). The Life Attitudes Schedule-Short form: Psychometric properties and correlates of adolescent suicide proneness. Suicide and Life-Threatening Behavior, 33 (3): 249-260. 6. Modified Scale for Suicidal Ideation (MSSI): Evaluates three dimensions of suicide ideation: active suicidal desire, specific plans for suicide, and passive suicidal desire. The higher the total score is, the greater the severity of suicide ideation. Individual items assess characteristics such as wish to die, desire to make an active or passive suicide attempt, duration and frequency of ideation, sense of control over making an attempt, number of deterrents, and amount of actual preparation for a contemplated attempt. Miller, I.W., Norman, W.H., Bishop, S.B. & Dow, M.G. (Oct 1986). The Modified Scale for Suicidal Ideation: Reliability and validity. Journal of Consulting and Clinical Psychology, 54 (5): 724-725. Franciscan Children’s Clinician Portal funded by the generous support of the Rockland Trust Foundation and the Blue Cross Blue Shield Foundation 25

Pettit, J.W., Garza, M.J., Grover, K.E., Schatte, D.J., Morgan, S.T., Harper, A. & Saunders, A.E. (2009). Factor structure and psychometric properties of the Modified Scale for Suicidal Ideation among suicidal youth. Depression & Anxiety, 26(8):769-74.Self-Injurious Thoughts and Behaviors Interview (SITBI): A structured clinical interview that assesses five types of self-injurious thoughts and behaviors: suicidal ideation, suicidal plans, suicidal gestures, suicidal attempts (including aborted and interrupted) and non-suicidal self-injury. Each module begins with a screening question about lifetime presence of a self-injurious thoughts or behavior followed by items that measure age of onset, recent thoughts and behaviors, severity of thoughts and behaviors, probability of future behavior, and self-reported precipitants and functions of the behavior. Short and self- report versions available.Nock, M. K., Holmberg, E. B., Photos, V. I., & Michel, B. D. (2007). The Self-Injurious Thoughts and Behaviors Interview: Development, reliability, and validity in an adolescent sample. Psychological Assessment, 19, 309-317. - See more at: http://www.millisecond.com/download/library/SITBI/#sthash.EPUgyGFY.dpuf 7. Suicide Behaviors Questionnaire-Revised & Child (SBQ-R), (SBQ-C): One of the quickest suicide risk screening assessments. In the 4-item SBQ-R, youth check any of five responses to whether they have experienced the following: (1) Lifetime suicide ideation and/or suicide attempt; (2) Frequency of suicidal ideation over the past 12 months; (3) Threat of suicide attempt; (4) Self-reported likelihood of suicidal behavior in the future. SBQ-C is a downward version of the SBQ-R with evidence for validity that includes correlations with measures of children’s depression and hopelessness, though its limitation is its exclusive focus on suicide ideations, which is not the only predictor of suicide risk. Osman, A., Guitierrez, P. M., Konick, L.C., Kooper, B.A. & Barrios, F.X. (2001). The Suicidal Behavior Questionnaire- Revised (SBQ-R): Validation with clinical and nonclinical samples. Assessment, (5): 443-454. Cotton, C., & Range, L. (1993). Suicidality, hopelessness and attitudes toward life and death in children. Death Studies, 17, 185–191. 8. Suicide Ideation Questionnaire (SIQ), (SIQ-JR): Assesses the frequency and severity of suicidal thoughts. Youth are asked how often they experience the thoughts described in the questions. Cutoffs on these scales denote clinically suicidal thoughts. One limitation of these scales when used as stand-alone screeners is that they do not include any items assessing suicidal or nonsuicidal self-harm behaviors. SIQ-JR scores also have been found to predict later suicide attempts. Davis, J. M. (Sept 1992). Suicidal Ideation Questionnaire. Journal of Psychoeducational Assessment, 10 298-301. Reynolds, W. M., & Mazza, J. J. (1999). Assessment of suicidal ideation in inner-city children and young adolescents: Reliability and validity of the Suicidal Ideation Questionnaire-JR. Review, 28(1), 17-30. 9. Suicide Probability Scale (SPS): Measures current suicide ideation, hopelessness, negative self-evaluation and hostility. The SPS generates three summary scores—a total weighted score, a normalized T-score, and a Suicide Probability Score—that give an overall indication of suicide risk. This inventory covers four dimensions of the suicide risk construct: Hopelessness, Suicide Ideation, Negative Self-evaluation, and Hostility. The test form does not mention suicide in its title. Eltz, M., Evans, A. S., Celio, M., Dyl, J., Hunt, J., Armstrong, L., & Spirito, A. (2006). Suicide Probability Scale and its Utility with Adolescent Psychiatric Patients. Child Psychiatry and Human Development, 38(1), 17-29. doi:10.1007/s10578-006-0040-7 10. The Tool for Assessment of Suicide Risk for Adolescents (TASR-AM): Developed to assist in the clinical evaluation of young people at imminent risk for suicide. The TASR-Am is a semi-structured instrument that the clinician can follow to ensure that the most common risk factors known to be associated with suicide in young people have been assessed. Psychometrics for the Tool for Assessment of Suicide Risk (TASR-Am) are not available.

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Assessments for Screening/Evaluating Trauma in Children and Adolescents

Assessment Age Respondent: No. of Minutes to Languages Cost and Hyperlink (years) Items Complete 1. Clinician-Administered PTSD Scale for 7+ Clinician: 30 25-40 min English Free upon request Children and Adolescents (CAPS-CA-5)

2. Child PTSD Symptom Scale for DSM-5 8-18 Clinician: 27 30 min English Full version available through (CPSS-5 Interview and Self-Report) Child: 27 5-10 min contact: Edna Foa, PhD, [email protected] Short form 3. Child Stress Disorder Checklist (CSDC) 2-18 Parent: 36 & 4 2 & 10 min English Free online Long & Short forms Free online

4. Questionnaire (CTQ) 12+ Youth: 28 5 min English Available for purchase

5. Children’s Revised Impact of Events Scale- 8+ Child: 8 5 min 15+ languages Free online 8 (CRIES-8) 6. Child Trauma Screen (CTS) 7+ Child:10 5 min English, Spanish Free online 6+ Caregiver:10 7. Dimensions of Stressful Events Rating 2-18 Clinician: 50 15 min English Available through contact: Scale (DOSE) [email protected] 8. Pediatric Emotional Distress Scale (PEDS) 2-10 Parent: 21 7 min English, Spanish Available through contact: [email protected] 9. PTSD Symptoms in Preschool-Age 2-5 Parent: 18 10 min English Available through contact: Children (PTSD-PAC) [email protected] 10. Trauma Symptom Checklist for Children 8-16 Child: 54 & 44 15-20 min English, Spanish Available for purchase (TSCC) and TSCC-Alternate (TSCC-A) (alternate/screening form free)

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11. Trauma Symptom Checklist for Young 3-12 Parent: 90 15-20 min English, Spanish Available for purchase Children (TSCYC) (screener version free online) 12. Traumatic Events Screening Inventory- 6-18 Child: 24 10 min English, Spanish, Free online Revised (TESI-CRF-R/TESI-PRF-R) Parent: 24 Portuguese, Finnish 13. UCLA PTSD Reaction Index: DSM 5 7+ Child: 45 20 min English Available through contact: Version Clinician: 18 [email protected] Guide and training video

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Description of Assessments for Trauma and Supporting Citation

1. Clinician-Administered PTSD Scale for DSM-5 - Child and Adolescent version (CAPS-CA-5): Modified from the CAPS-5 to make items age appropriate and include picture responses. It measures the frequency and intensity of symptoms associated DSM-5 PTSD symptoms, as well as the impact of those symptoms on such aspects of functioning as overall distress, coping skills, and impairment, and requires the identification of a single index trauma to serve as the basis of symptom inquiry. Assessors combine information about frequency and intensity of an item into a single severity rating. Practice questions help familiarize children with the assessment. The clinician should carefully review administration and scoring instructions. Pynoos, R. S., Weathers, F. W., Steinberg, A. M., Marx, B. P., Layne, C. M., Kaloupek, D. G., Schnurr, P. P., Keane, T. M., Blake, D. D., Newman, E., Nader, K. O., & Kriegler, J. A. (2015). Clinician-Administered PTSD Scale for DSM-5 - Child/Adolescent Version. Scale available from the National Center for PTSD at www.ptsd.va.gov. 2. The Child PTSD Symptom Scale (CPSS): Assesses DSM-5 PTSD diagnosis and symptom severity in the past month in children and adolescents. It yields a total severity scale score and subscale scores for intrusion, avoidance, changes in cognition and mood, increased arousal and reactivity, and impairment in daily functioning due to symptoms. The clinician interview and self-report versions are similar in structure, range and scoring. Foa, E.B., Asnaani, A., Zang, Y., Capaldi, S. & Yeh, R. (2017). Psychometrics of the Child PTSD Symptom Scale for DSM-5 for trauma-exposed children and adolescents. Journal of Clinical Child and Adolescent Psychology, 18:1-9. 3. Child Stress Disorders Checklist & Screening Form (CSDC), (CSDC-SF): Measures traumatic stress symptoms, specifically and PTSD, in children. The first item allows for an identification and subjective description of the traumatic event. Items ask about the variety of symptoms of ASD and PTSD and generate scores on 5 subscales that correspond with DSM-IV symptom groups for ASD and PTSD: Re-experiencing, Avoidance, Numbing and Dissociation, Increased Arousal, and Impairment in functioning. Screening Form is use as a screening instrument to identify children at risk for having or developing ASD and/or PTSD. It is based on the Child Stress Disorders Checklist and can be completed by multiple types of observers who may have contact with a child. Saxe, G.N. (2001). Child Stress Disorders Checklist (CSDC) (v. 4.0-11/01). National Child Traumatic Stress Network and Department of Child and Adolescent Psychiatry, Boston University School of Medicine. Charuvastr, A., Goldfarb, E., Petkova E. & Cloitre, M. (2010) Implementation of a Screen and Treat Program for Child Posttraumatic Stress Disorder in a School Setting After a School Suicide Journal of Traumatic Stress, Vol. 23, No. 4, pp. 500–503 4. Childhood Trauma Questionnaire: A Retrospective Self-Report (CTQ): Identifies adolescents and adults with histories of trauma. It contains five scales: Physical abuse, Sexual abuse, Emotional abuse, Physical neglect and Emotional neglect. The questionnaire also includes a Minimization/Denial scale for detecting individuals who may be underreporting traumatic events. This is a reliable, valid screening that is useful for adolescents referred for a broad range of psychiatric symptoms and problems, including: PTSD, Depression, Eating Disorders, Addictions, Suicide Attempts, Personality Disorders and Sexual Problems. Scher, C.D., Stein, M.B., Asmundon, G.J, McCreary, D.R. & Forde, D.R. (Oct 2001). The childhood trauma questionnaire in a community sample: psychometric properties and normative data. Journal of Traumatic Stress, 14 (4): 843-857. 5. Child Trauma Screen (CTS): A very brief, empirically-derived screen that can be administered by trained clinical and non-clinical staff to identify children who may be suffering from trauma exposure and those who may benefit from more comprehensive trauma- focused assessment. It includes traumatic event (exposure) items to assess types of exposure, as well as PTSD symptom (reaction) items that are most predictive of PTSD severity and capture symptoms from each of the PTSD symptom clusters. Items were developed to reflect both the DSM-IV and the DSM-5 definitions of PTSD. Optimal cut Franciscan Children’s Clinician Portal funded by the generous support of the Rockland Trust Foundation and the Blue Cross Blue Shield Foundation 29

scores for Reactions Total on the CTS are 6 or greater on the child report or 8 or greater on the caregiver report, which indicate a high likelihood that the child may be suffering from clinically significant levels of PTSD symptoms. Elhai, J. D., Layne, C. M., Steinberg, A. M., Brymer, M. J., Briggs, E. C., Ostrowski, S. A., & Pynoos, R. S. (2013). Psychometric Properties of the UCLA PTSD Reaction Index. Part II: Investigating Factor Structure Findings in a National Clinic-Referred Youth Sample. Journal of Traumatic Stress,26(1), 10-18. doi:10.1002/jts.21755 6.

7. Dimensions of Stressful Events Rating Scale (DOSE): Identifies characteristics specific to the child's stressful/traumatic events, including aspects of stressful experiences that are likely to increase the chance of posttraumatic stress reactions. It is intended to help characterize the level of distress associated with stressful events and better delineate the specific traumatizing aspects of such events, including sexual abuse. Fletcher, K. (1996). Psychometric review of Dimensions of Stressful Events (DOSE) Ratings Scale. In B. H. Stamm (Ed.), Measurement of stress, trauma, and adaptation (pp. 144-151). Lutherville, MD: Sidran Press. 8. Pediatric Emotional Distress Scale (PEDS): Designed to rapidly assess and screen for elevated symptomatology in children following exposure to a stressful and/or traumatic event. It consists of behaviors associated with experiencing traumatic events and 3 subscales: Anxious/Withdrawn, Fearful, and Acting Out. The PEDS can be used as a screening tool and to monitor symptom changes over time. Saylor, C.F, Swenson, C. C., Reynolds, S.S., & Taylor, M. (1999). The Pediatric Emotional Distress Scale: A brief screening measure for young children exposed to traumatic events. Journal of Clinical Child Psychology, 28:1, 70-81. 9. PTSD Symptoms in Preschool-Age Children (PTSD-PAC): Measures symptoms from the DSM-IV criteria B, C, and D of PTSD. It also includes items from the DC: 0-3 criteria for PTSD in infants and very young children. It should be used for PTSD screening purposes only. Eisen, M. (1997). The Development and Validation of a New Measure of PTSD for Young Children. Unpublished Manuscript. 10. Trauma Symptom Checklist for Children (TSCC), (TSCC-A): Measures posttraumatic stress and related psychological symptomatology in children who have experienced traumatic events. It is made up of two validity scales (Under-response and Hyper-response), six clinical scales (Anxiety, Depression, Anger, Posttraumatic Stress, Dissociation, and Sexual Concerns), and eight critical items. Profile Forms allow for conversion of raw scores to age- and sex- appropriate T scores and enable you to graph the results. The child is presented with a list of thoughts, feelings, and behaviors and is asked to mark how often each thing happens to him or her. An alternate version makes no reference to sexual issues. Sadowski, C.M., & Friedrich, W.N. (Nov 2000). Psychometric properties of the Trauma Symptom Checklist for Children with psychiatrically hospitalized adolescents. Child Maltreatment, 5(4): 364-372. 11. Trauma Symptom Checklist for Young Children (TSCYC): The first fully standardized and normed broadband trauma measure for young children who have been exposed to traumatic events. It is made up of eight clinical scales: Anxiety, Depression, Anger/Aggression, Posttraumatic Stress - Intrusion, Posttraumatic Stress - Avoidance, Posttraumatic Stress - Arousal, Dissociation, and Sexual Concerns, as well as a summary PTSD scale (PTSD Total). Sadowski, C.M., & Friedrich, W.N. (Nov 2000). Psychometric properties of the Trauma Symptom Checklist for Children with psychiatrically hospitalized adolescents. Child Maltreatment, 5(4): 364-372. 12. Traumatic Events Screening Inventory (TESI/ TESI-CRF-R): Assesses a child's experience of a variety of potential traumatic events including current and previous injuries, hospitalizations, domestic violence, community violence, disasters, accidents, physical abuse, and sexual abuse. Additional questions assess DSM-IV PTSD Criterion A and other additional information about the specifics of the event(s). It was revised to be more developmentally sensitive to the traumatic experiences that young children may experience.

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Ippen, C. G., Ford, J., Racusin, R., Acker, M., Bosquet, M., Rogers, K., Ellis, C., Schiffman, J., Ribbe, D.,Cone, P., Lukovitz, M., & Edwards, J. (2002). Traumatic Events Screening Inventory - Parent Report Revised. Ribbe, D. (1996). Psychometric review of Traumatic Event Screening Instrument for Children (TESI-C). In B. H. Stamm (Ed.), Measurement of stress, trauma, and adaptation (pp. 386-387). Lutherville, MD: Sidran Press. 13. UCLA PTSD Reaction Index: DSM 5 Version: The widely-used PTSD-RI has been updated to provide preliminary DSM-5 diagnostic information and PTSD symptoms frequency score as well as the Dissociative Subtype. The self-report screener (Trauma History Profile) assesses 14 types of trauma exposure using yes/no format and a trauma exposure screener is recommended to complete the profile. Clinicians utilize all available sources of information (e.g., self-report screener, DCFS reports, caregiver interview) to assess age and features of trauma exposure. It is completed at intake and updated over the course of treatment. A brief clinician checklist is included to determine clinically significant distress or functional impairment. Steinberg, A. M., Brymer, M. J., Kim, S., Briggs, E. C., Ippen, C. G., Ostrowski, S. A., & Pynoos, R. S. (2013). Psychometric Properties of the UCLA PTSD Reaction Index: Part I. Journal of Traumatic Stress, 26(1), 1-9. doi:10.1002/jts.21780 Elhai, J. D., Layne, C. M., Steinberg, A. M., Brymer, M. J., Briggs, E. C., Ostrowski, S. A., & Pynoos, R. S. (2013). Psychometric Properties of the UCLA PTSD Reaction Index. Part II: Investigating Factor Structure Findings in a National Clinic-Referred Youth Sample. Journal of Traumatic Stress,26(1), 10-18. doi:10.1002/jts.21755

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