Interpreting the Child Depression Inventory (CDI)

Interpretation of Test Score Patterns:

One common clinical practice is to interpret the overall profile of test results
according to the most elevated test scores. In such a case, a clinically elevated test
score (T-score) is defined as one that is above 65. If no T-scores are above 65, the
profile is usually considered to be indicative of a normal pattern. When elevated
scores exist, they may appear in just one area indicating a focal point of concern, or
several scales may be elevated indicating more pervasive problems.

Note: The school counselors use of the CDI is to be used as a tool to start a dialogue with the student
and for parents to use as they wish. Under ideal circumstances, parents would opt to follow up with a
professional who can pursue further evaluation if warranted. The Utah Model for Comprehensive
Counseling and Guidance states that it is inappropriate for School Counselors to work with one student
at a time in a therapeutic, clinical mode. Further direction in emergency situations can be found under
two of Weber School Districts Policies: 4195 Emergency Medical Situations; and 4430 Student Testing
Prohibition Without Prior Written Notice.

T-Scores:
It is important to recognize that the raw test scores are converted to T-scores on the
Profile Forms, and to know how T-scores are interpreted. Each scale has a mean of 50
and a standard deviation of 10. As a general rule of thumb, T-scores can be
interpreted using the table below. These guidelines describe how an individual childs
scores compare to those of children in the same age range and gender from the
normative sample. Note that these suggested adjectives are merely approximate
guidelines, and there is no reason to believe that there is a perceptible difference, for
instance, between a T-score of 55 and a T-score of 56. Do not use these guidelines as
absolute rules.

Interpretive Guidelines for CDI T-scores

T-score Interpretation of Overall Symptoms/Complaints

Above 70 Very much above average
66 to 70 Much above average
61 to 65 Above average
56 to 60 Slightly above average
45 to 55 Average
40 to 44 Slightly below average
35 to 39 Below average
30 to 34 Much below average
Below 30 Very much below average



It is important to place the Total CDI Score in the correct column on the Profile
Form. Example: A male student, age 13-17, with a Total CDI score of 24 would
equal a T-Score of 65, thus slightly above average. A female student, age 13-17, with
a Total CDI score of 24 would equal a T-score of 73, thus very much above average.





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Interpretation of the Five Factor Scores:
One useful way of interpreting the CDI is through the interpretation of the Total and
individual Five Factor scores. The Total and Five Factor scores are compared to
norms for appropriate groups of children; that is, the transformed scores provide
information about how the child compares to children not specifically identified as
having a diagnosable depression disorder. High scores suggest a problem while low
scores indicate the absence of a problem.

Definitions of the Subscales of the CDI Self-Report
Five Factors

Scale ______Definition_________________________________

Negative Mood This subscale reflects feeling sad, feeling like
crying, worrying about bad things, being
bothered or upset by things, and being unable to
make up ones mind.

Interpersonal Problems This subscale reflects problems and difficulties in
interactions with people, including trouble getting
along with people, social avoidance, and social
isolation.

Ineffectiveness This subscale reflects negative evaluation of ones
ability and school performance.

Anhedonia This subscale reflects endogenous depression,
including impaired ability to experience pleasure,
loss of energy, problems with sleep and appetite,
and a sense of isolation.

Negative Self-Esteem This subscale reflects low self-esteem, self-dislike,
feelings of being unloved, and a tendency to have
thoughts of suicide.


CDI Short (CDI:S) Version:
The 10-item CDI Short version was developed to provide a more rapid assessment of
depressive symptoms. It is appropriate for K-12.




Sources:
Childrens Depression Inventory Manual, 2003
Utah Model for Comprehensive Counseling and Guidance
Utah Code 53A-13-302
Weber School District Policies 4195 and 4430

SAllen 2009; Updated 5/13





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