Table E.11. Table E.12. Table E.13, Table E.14, Table E.15, Table E.16. Table Fi Table F.2. Table F3. Table Fe. Posttest Confidence Ranges for Pretest Pe TScore Comparisons: Seales, Ages 1 Teacher Raters, Males rennin 220 Posttest Confidence Ranges for Pretest-Posttest T-Score Comparisons: Composites and Total Scale, Ages 13-18, Teacher Rate Posttest Confidence Ranges for Pretest Po: Score Comparions: Seales, Ages 1-1 Parent Raters, Females Males «1... 221 St se 222 Posttest Confidence Ranges for Pretest-Pos T-Score Comparisons: Composites and Total Scale, Ages 13-18, Parent Raters, Females .... 223 Posttest Confidence Ranges for Pretest Posttest T-Score Comparisons Sales, Ages 13-18, t Teacher Raters, Females 204 Posttest Confidence Ranges for Pretest-Posttest T-Score Comparisons: Composites and Total Scale, Ages 13-18, Teacher Raters, Fer 225, DSMD Item Relationship to DSI 228 240 DSM-IV Diagnoses Associ DsMD Items for Children (Ages 5 oe DsM.IV Items for 266 lhapter 1 Introduction Purpose of the Devereux Scales of Mental Disorders ly identify psychopathologi adolescents because these 5 ‘each of an individual's parents, as well as from teachers or other pro- fessionals who have had the opportunity to observe the child or youth, can provide a rich source of information about the variability or con- sistency of behavior across sever gs and under different environ- mental conditions. Third, behavior rating scales are easy to administer and score. Fourth, behavior rating scales are useful for the direct as- sessment of changes in behavior over time as a function of psychologi cal, psychiatric, oF behavioral treatment (Martin, 1988; Pfeiffer, 1989). ‘The Deveretec Child Behavior Rating Scale (Spivack & Spotts, 1966) and Devereux Adolescent Behavior Rating Scale (Spivack, Sports, & Haimes, 1967) were among the earliest behavior rating scales. These scales were ped as measures of behaviors that inform us about how “the ates to his world of things and people” (Spivack & Levine, 4, p. 702). Because the identifeation of the specific behaviors in- cluded was based on extensive data collection and statis fe and efficient method of erecting behavioral problems associated with psychopathology in chil ddten and adolescents and have been widely used for this purpose. (Chapter 2 provides additional information on the development of these scales.) ive of psycho- y studies, havebeen published. These investigations attest to the u ior rating scale approach and the importance of ase associated with psychopathology in this manner. ty of the behav- behaviors: (DSMD) was developed as an ‘can use the information derived from the DSMD to identify individuals who exhibit behaviors that are described ‘American Psychi cal Manual of Mi Paychiatric Asso rofessional in the selection of an app Ithough diagnosis does not course of therap\ add to the efficienc: of Technology Assessment and commissioned by Congress. They concluded tha several psychosocial therapies have shown promise in a number of studies, in some specife prob areas. Thus, for example, behavioral treatment is clearly effective for phobias and enuresis, and cognitive behavioral therapy is effective for a range of disorders involving self control (except aggressive behavior). Group therapy has found to have ADD H, depression, or enuresis, and al behavior of children who are severely ‘These conclusions emphasize the need for accurate differe juences the selection of the most appropriate the su stment. Using specify the type of determine the most Use of the DSMD nly and way of consist 4 Con- object ‘over, the DSMD provides exar expected at any given age in rel sample. miners a met Jation to a normal standa thology. Secon: cg, the exami an wei scores 2 20 Taerype and extent of the psychopathology. For exam might be very high, suggesting a particu Ms saat tay te oe a the mother’s ratings ‘provide important addi- ts such as the C} 3 Rema Child Dereon escent Depresion Scale formation. A third use M. Doughery, LM Se very rex. Copytiah tonal data. The © m5 ‘dren's Depression Inventory (Kovac Scale (Reynolds, 1989), or the Reyna (Reynolds, 1987) to obtain further specific‘can help the examiner determine if any specific behavioral difficulties are present. For example, although overall scores may be within norms thus contraindicate a behavioral, psychologi syndrome, a specific difficulty ne ‘eadministered and the individual’s current level of functiont Compered to previous score. The difference In acoes can indicate the extent of any changes that have occurred. Qualifications and Restrictions Qualifications of Examiners For purposes ofthis Manus, examiners ace those who not only adm atin Getasiense aig eae paces eal used by prof ing and the reg jons that govern professional In every case, however, the responsibility for Broper us an interpretation ofthe results rests with the examiner ‘Those who use the DSMD and interpret its results f interpret its results for possible identi- fication of individuals with psychological problems or psychiatric dis- orders ot for specific treatment planning should be trained and certi- fied or licensed professionals with knowledge of test interpretation, issues involved with this type of instrument. Diagnoses, scale inter- jon, interpretation of T sores, effectiveness of treatment ring of progress, and identification of specific problems require lexowledge in the woe of normetive dats and knowledge of develop counselors, and social workers. ‘Those who use the DSMD and interpret its results as an aid in Qualifications of Raters ‘A rater is any person who completes the DSMD. The major qualifce aaier cater is sufficient exposure to the child So elects ore the ng weeks in order to accurately rate the individual's behavior 9° Bas tc the irems. Because the score area function ofthe number cerns “specific behaviors have been noted, a rater's insufficient OP Gortunty to observe the child or adolescent could yield an errone ously low rating. 1 adolescent's behavior with the DSMD ‘or others who observe the Those d's o child or feuter parents, group home leaders, and resident cosSthers who see the child or adolescent in an educational ser jes, day-school staff, and vocational trainers. sac a eacble to read at about the 6th grade level (see Chapter 2 for teading-level analysis of the scale) Restrictions for Use ical test can be misused. Those who en and adolescents should follow both vd commonly accepted eaten fhe instructions ineloded guidelines for fest use their profession, sh 3 goldelines for ucaronal end Pehological Tein (1985). Only &% the Standards fo ropriate raining and experience should use the UCTS ercver econ the deermiation ofthe pone cee ote srescal dnturbance has significant implications sho of a perchologc smulon of sufeient information. The DSMD is lonemaking proces fone component of, ly to professionals who sev ase. Although reviewing test results with parents and °P- vrewnal is part of propet assessment practice, the lose of copy test items, record forms, and Is To do so will compromise their security and the Of the test as a measurement £00 Because all test items, norms, and other testing materials are copy, vo test materials may be reproduced or transmitted in any © uny means without written permission from The Devereux Foundation. ins, test security policy, and copyright ve guidelines set forth in Standards for ing (1985). ‘The preceding user a2 Development lhapter 4 and Standardization Development Goals of the 1994 Re tions of the format were necessary to e, the responses easier t0 score, and 0 interpret. Our fourth goal was to select and rems to ensure adequate coverage of all appropriate categories of psychopathology appearing in the American Psychiatric Associa I Manual of Mental Disorders (DS) fe standardiza- id- ity to support the use of the scale was warranted. Item Development struction for the DSMD consisted of three main components: is of items included in the original versions of the behav- determination of those items from the originals that current perspectives on behay logy according to thItem selection for the DSMD began with an analysis of the ori work by Spivack and Levine (1964), whose item development based on three sources: (a) a thorough review of the literature on atypi- i and brain-damaged childre 1966) after a number of ri (see the manual for tha scale for more di sults of this development phase served as the starting point struction of the DSMD. ‘Another part of DSMD item selection was the assessment of the "ms in relation to current systems of organizing behaviors as logy. The structure provided by the American ic Association's DSM (1987, 1991, 1994) was selected as the for the DSMD. The DSM provides a system of ders by which each mental stead, the system provides for classification of mental disorders fon observable problems that may include similar behaviors across ‘egories. The system is based on the observat behaviors that require little or no inference on the part of the ob- ion, items proposed for the DSMD_ levance to those behaviors associated with Psychopathology. The DSM was used for this process widely used but also becaus constructed system of conceptualizing mer this structure, we could identify and organize it DSMD reflected a wide spectrum of disorders. We evaluated every or adolescent psycho- lisorder were elimi- ms were written for the prestendardiza- versions of the DSMD. The language of the items in the original Devereux scale modified and updated. Outdated and sexist terms were the use of jargon or psychological terms was minimized, rewritten if they were ambiguous, required the 1 (or guess at meanings, or were too long. For exa distracted in what he is doing by what others are doing around hi seemed unnecessarily complex and so was replaced with “get easily distracted.” ‘Throughout this phase of item revision, the reading level ofthe items said rect diectons were carefilly considered pp thet the overall read level of the text would be as low as possible. For the items and ed according to The Living Word Vocabu- lary (Dale & O'Rourke, 1981), which provides a percentage score on more than 4,000 words and terms fiir to students in grades 4 6 3, and 16, Words deemed too dificult were el ginal directions were replaced with more direct and simp! tions s0 that che readability of the standardization version o was that of the average newspaper (about Sth to 6th grade level ections, words were ev: ssion of the DSMD Record 1943, 1948) and Kincaid and ‘We assessed the readability of the fin tor soup. The Plach-Kincad form the average num ter of words per sentence and the average numberof syllable per elds an approximate grade level for the text. The results of word and yields an app: a poets who have attained about a middle-school level of reading proficiency. \ tem rocedurs alo included a review ofthe tems for ae & ind gender bias. Experts in the field q the response choices. The or of response formats. For exam ing Seale (Spivack & Sports, I (ery Frequently, Ofien, 1-5 rating scale (Never, Les 51, a 9-1 scale; Ieems 78-95, 25-110 This inconsistency in response format made the rating of behaviors difficult and the task of completing the form cumbersome. ‘The DSMD item-response ratings were i = Never, 2 = Very Rarel ly set on a 7-point sc rudy, based on the for the regular groups are presented in Table 2.1. The coefficients obtained under the two scoring across samples and age groups. Additional . comparing the regular education and clinical samples, were very similar for the 7-point and 5-point rating systems. We therefore simplified the rating system to a S-point scale by combining the Never and Very Rarely categories to Never and the categories Very Frequently and Always to Very Frequently. Thus, the ratings for the DSMD are Never (0), Rarely Occasionally (2), Frequently (3), and Very Frequently (4) Table 2.1 ity Coefficients and d-Ratios ig Metrics “Ages 5-12 ‘Ages 13-18 Alpha Coefficients Regular Clinical _d-ratio 98 88133 oT 137 = Rarely, 4 = Occasionally, 5 = Frequently, Organization of Items into Scales ne fhe informatio : stistically and logic ms che a of fe in order to maximize the useful Too, we organized items into st ly derived scales were i (ce Chapter 4) fed on groups of fac internalizing, and Cx cally and empirically der tors that clustered acct og Composite cons ite t 13 18 ales: or both age ours: th Conduct and Daina i arsiety and Depression scales, and slogy Composite ‘comprised oi m | Patho} femey organized into composi Prams ale 22 forthe 5-12 age BrUP a PSE abe aroun fand scales, are “Table 2.3 for theTable 2.2. Devereux Scales of Mental Disorders Items for Ages 5-12 Years Externalizing Composite (EC) Conduct Scale (Con) I annoy others? 3. sy that others were picking on him/her? 4 become disruptive or get in trouble while he/she was playing? 6 People were agsinst him/her (spreading rumors, ing harm, et)? 7 initiate or pick fights? 10 have temper tantrums? 12 exploit ot take advantage of others? 13. hurt (ie, bite, us, or physically threaten others? 14 pro EFS into hitting oF attack 17 have diffculty playing or working qu 19. suddenly change moods? 21 act unpredictabl 24 show an incerest in violence, death, 26 destroy or damage property} 27 ace impatient! accidents, ete? Upset or angry when frustrated? 42 act bossy or dominate others? jump from one thing to another while talking or doing things? 45 cheat or steal? ime others for hiehher own actions? ‘things hisher own way? Attention Scale (Att) 56 fidget or appeserestiess? gee igoeuplel by hier hough (daydream attention to others or things in hishher environe Table 2.2. eee Mental Disorders Items for Devereux Scales appear bossed or dominael by pect 18 compan of yell protons Geta, ose, 54. show no interest in adult approval or pralse?Table 2.2. Devereux Scales of Mental Disorders Items for ‘Ages 5-12 Yeats (continued) Critical Pathology Composite (CPC) ‘Autism Scale (Aut) ‘65. become easily overexcited? a ‘obsessed or preoccupied with a specific object or 71. appear overly high in mood? 73. interact with strangers inappropriately (touch them, ask smany questions, et)? 15 repeatedly make odd movernents? 79 speak in a disorganized way hat did not make sense? 80 repeat words spoken in hisyher presence in an automatic (parrotlike) fashion? ing around him/her? fantasy? show a lack of fear of getting hurt in dangerous activities? ‘Acute Problems Scale (AP) 58 urinate in a place other than the toi 61 have considerable and sustained interest in sexual activi ties? 70 hurt or injure himselherself? 85 eat or attempt to eat inedible objects (dic, pin, garbage, 1¢'2.3. Devereux Seales of Mental Disorders Items for Ages 13-18 Years alizing Composite (EC) Extornalzing Composit od pie? 7hen frustrated? sky or deceptive in what helshe did? take advantage of others! ‘or dominate others? et ‘yhst wes asked of him/her (homework, changes in the environment or in hisiher rou isther own actions? ear restless! appear easly annoyed bart ings he/she 14 cheat or steal? BesterTable 2.3. Devereux Scales of Mental Disorders Items for ‘Bees 118 Yous inued) 33 have considerable and sustained interest in sexual activi thes! 39. use alcohol or drugs? Internalizing Composite (IC) ‘Anxiety Scale (Anx) 22 insist on following fxed r 23. complain of physical problems (headaches, nausea, dizi ness, ete)? 26 appear sleepy or tired during the day? 45 blame himselt herself when 46: gee startled or act jumpy? 49. report having nightmares? 8 have difficulty making or keeping friends? 9 act timid or shy? 10 show a strong fear of rejection? 11 say that people were agninsthirvher (spreading rumors, 21 appear uncomfortable of anxious with others? 24 appear bossed or dominated by peers? of by others? without feelings? 32 show no concern abou person at were unreasonable? al teeatmeneaoes 37 fal to show pride in hisher accomplishments? 40 appear unaware of what was going on around him/her? 44 choose to socialize with younger peers! Table 2.3. Devereux Scales of Mental Disorders Items for Ages 13-18 Years (continued) Critical Pathology Composite (CPC) ‘Autism Scale (Aut) 25. speak in a disorgunized confused by not make sense? ing around hirwhee? sy ly make odd movernents? 4c and forth while sitting or standing? ‘others knew shat helshe was thinking? fords spoken in his/her presence in an automatic fashion? ly high in mood? 61. -make up oF use wor fing to others? esi to be feat excessively 98. say that external forces were controlling hishher behavior ities Naw, Each item ls preceded by the phrase, “During the past 4 weeks, how often di the adolescent."