Wendy K. Silverman – författare

Companion Child and Parent Interviews are designed to help you diagnose children with emotional disorder, where anxiety is a prominent component. Problem behaviors and diagnoses include school refusal behavior, separation anxiety, social phobia, specific phobia, panic disorder, agoraphobia, OCD, and PTSD. Assessment of ADHD allow for differentiation of inattentive type, hyperactive-impulsive type, and combined type. Interview questions in the Child Interview are specifically designed to be sensitive and understandable at varied age levels. The Child and Parent Interview Schedules for the ADIS for DSM-IV:C are each semistructured interviews organized diagnostically to permit differential diagnoses among all of the DSM-IV anxiety disorders. In addition, sections for assessing mood and externalizing disorders are included to allow comprehensive assessment of a child's full diagnostic picture. These sections are particularly important for evaluation of comorbidity patterns that often accompany anxiety disorders. The diagnostic sections of the Child and Parent Interview Schedules allow sufficient information with which to formulate a thorough treatment plan for the child's presenting problems. The Child and Parent Interview Schedules both contain comprehensive sections for assessing the functions and patterns of school refusal behavior, a serious behavioral complication often accompanying anxiety disorders in youth. Screening sections have been included in the Interview Schedules for assessing substance abuse, psychosis, selective mutism, eating disorders, somatoform disorders, and specific developmental and learning disorders of childhood and adolescence. This item includes one clinician manual.

The Anxiety Disorders Interview Schedule for DSM-5, Child and Parent Versions, are the gold standard semi-structured interviews used in clinical research and services to assess and diagnose the major mental health conditions affecting children, adolescents and young adults. These interviews cover the range of conditions identified in the Diagnostic and Statistical Manual of Mental Disorders (DSM), while also providing information for careful case formulation in treatment planning and evaluation of outcomes. Evaluators are able to quantify the severity of illness using a Clinician Severity Rating (CSR), as well as level of severity of symptoms and associated avoidance behavior. Decision rules for combining parent and youth reports, examples of CSR levels for the child anxiety triad of separation anxiety disorder, social anxiety disorder, and generalized anxiety disorder are included in the Clinician Guide, as well as detailed information on use of the Autism Supplement.Price is for a set of 5 Parent Interview Schedules with Autism Spectrum Addendum.

The Anxiety Disorders Interview Schedule for DSM-5, Child and Parent Versions, are the gold standard semi-structured interviews used in clinical research and services to assess and diagnose the major mental health conditions affecting children, adolescents and young adults. These interviews cover the range of conditions identified in the Diagnostic and Statistical Manual of Mental Disorders (DSM), while also providing information for careful case formulation in treatment planning and evaluation of outcomes. Evaluators are able to quantify the severity of illness using a Clinician Severity Rating (CSR), as well as level of severity of symptoms and associated avoidance behavior. Decision rules for combining parent and youth reports, examples of CSR levels for the child anxiety triad of separation anxiety disorder, social anxiety disorder, and generalized anxiety disorder are included in the Clinician Guide, as well as detailed information on use of the Autism Supplement.This item includes one Clinician Manual.

For many years, anxiety and phobie disorders ofchildhoodand adolescence were ignored by clinicians and researchers alike. They were viewed as largely benign, as problems that were relatively mild, age-specific, and transitory. With time, it was thought, they would simply disappear or "go away"-that the child or adolescent would magically "outgrow" them with development and that they would not adversely affect the growing child or adolescent. As a result ofsuch thinking, it was concluded that these "internalizing" problems were not worthy or deserving of our concerted and careful attention-that other problems of childhood and adolescence and, in particular, "externalizing" problems such as conduct disturbance, oppositional defiance, and attention-deficit problems de­ manded our professional energies and resources. These assumptions and asser­ tions have been challenged vigorously in recent years. Scholarly books (King, Hamilton, & Ollendick, 1988; Morris & Kratochwill, 1983) have documented the considerable distress and misery associated with these disorders, while reviews ofthe literature have demonstrated that these disorders are anything but transitory; for a significant number of youth these problems persist into late adolescence and adulthood (Ollendick & King, 1994). Clearly, such findings signal the need for treatment programs that "work"--programs that are effective in the short term and efficacious over the long haul, producing effects that are durable and generalizable, as weil as effects that enhance the life functioning of children and adolescents and the families that evince such problems.

For many years, anxiety and phobie disorders ofchildhoodand adolescence were ignored by clinicians and researchers alike. They were viewed as largely benign, as problems that were relatively mild, age-specific, and transitory. With time, it was thought, they would simply disappear or "go away"-that the child or adolescent would magically "outgrow" them with development and that they would not adversely affect the growing child or adolescent. As a result ofsuch thinking, it was concluded that these "internalizing" problems were not worthy or deserving of our concerted and careful attention-that other problems of childhood and adolescence and, in particular, "externalizing" problems such as conduct disturbance, oppositional defiance, and attention-deficit problems de­ manded our professional energies and resources. These assumptions and asser­ tions have been challenged vigorously in recent years. Scholarly books (King, Hamilton, & Ollendick, 1988; Morris & Kratochwill, 1983) have documented the considerable distress and misery associated with these disorders, while reviews ofthe literature have demonstrated that these disorders are anything but transitory; for a significant number of youth these problems persist into late adolescence and adulthood (Ollendick & King, 1994). Clearly, such findings signal the need for treatment programs that "work"--programs that are effective in the short term and efficacious over the long haul, producing effects that are durable and generalizable, as weil as effects that enhance the life functioning of children and adolescents and the families that evince such problems.