Display Settings:

Format

Send to:

Choose Destination
We are sorry, but NCBI web applications do not support your browser and may not function properly. More information

Historical development and present status of the schedule for affective disorders and schizophrenia for school-age children (K-SADS).

Author information

  • MCP Hahnemann University, Eastern Pennsylvania Psychiatric Institute, Philadelphia 19129, USA. ambrosini@auhs.edu

Abstract

OBJECTIVES:

To review the historical development, reliability, validity, administrative characteristics, and uses of the Schedule for Affective Disorders and Schizophrenia for School-Age Children (K-SADS).

METHOD:

The various past and current K-SADS editions were reviewed as was the literature describing their uses.

RESULTS:

Three DSM-IV-compatible versions of the K-SADS are in general use, 1 present state (K-SADS-P IVR) and 2 epidemiological editions (K-SADS-E and K-SADS-P/L). All 3 interviews provide a current diagnostic assessment. The K-SADS-P IVR also evaluates the worst past episode during the preceding year, while the K-SADS-E and -P/L provide a lifetime diagnosis. The K-SADS-E and -P/L are primarily categorical diagnostic interviews while the K-SADS-P IVR, which also measures symptom severity, can be used to monitor treatment response. All editions have good rater reliability. However, the quality of the validating data set for the K-SADS is limiting.

CONCLUSIONS:

The K-SADS is a viable interview schedule to assess current, past, and lifetime diagnostic status in children and adolescents. It is has the potential to further aide in the validation of psychiatric disorders. The substantial rater training required for reliable administration and the need for more validation work remain its drawbacks.

Comment in

  • K-SADS-PL. [J Am Acad Child Adolesc Psychiatry. 2000]
PMID:
10638067
[PubMed - indexed for MEDLINE]
PubMed Commons home

PubMed Commons

0 comments
How to join PubMed Commons

    Supplemental Content

    Full text links

    Icon for Elsevier Science
    Loading ...
    Write to the Help Desk