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As a norm-referenced test, the CDI was normed with public school students. [1] The standardization sample included the "responses of 1,266 Florida public school students in grades 2 through 8", including 674 girls aged 7–16 and 592 boys aged 7–15. [1] Individual data on the test-takers' ethnicity or race are unavailable. [1]
The following diagnostic systems and rating scales are used in psychiatry and clinical psychology.This list is by no means exhaustive or complete. For instance, in the category of depression, there are over two dozen depression rating scales that have been developed in the past eighty years.
The test was developed using a sample of responses from the comparison of 504 sets of results from a trial by students, taken from a larger sample of 950 first-year university student responses. [1] The test was then normed on a sample of 1044 men and 1870 women aged between 17 and 69 years, across participants of varying backgrounds, including ...
Emotional and behavioral disorders (EBD; also known as behavioral and emotional disorders) [1] [2] refer to a disability classification used in educational settings that allows educational institutions to provide special education and related services to students who have displayed poor social and/or academic progress.
Some depression rating scales are completed by patients. The Beck Depression Inventory, for example, is a 21-question self-report inventory that covers symptoms such as irritability, fatigue, weight loss, lack of interest in sex, and feelings of guilt, hopelessness or fear of being punished. [11]
The KSADS-P was the first version of the K-SADS, developed by Chambers and Puig-Antich in 1978 as a version of the Schedule for Affective Disorders and Schizophrenia adapted for use with children and adolescents 6–19 years old. This version rephrased the SADS to make the wording of the questionnaire pertain to a younger age group. [1]
Beck developed a triad of negative cognitions about the world, the future, and the self, which play a major role in depression. An example of the triad in action taken from Brown (1995) is the case of a student obtaining poor exam results: The student has negative thoughts about the world, so he may come to believe he does not enjoy the class.
Scores on the CES-DC range from 0 to 60, in which higher scores suggest a greater presence of depressive symptoms. A score of 15 or higher is interpreted to indicate a risk for depression. However, screening for depression is a complex process and scoring a 15 or higher on the CES-DC should be followed by further evaluation.