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Child Depression Inventory

Directions for Administration

The CDI 2 is available in paper-and-pencil, online, and in software formats.

The CDI 2 is a self-rated assessment written at the lowest reading level, which means that the child or adolescent being evaluated records their answers to the questions on the test sheet.

Purpose

Psychometric Characteristics

There are also a parent version (CDI:P) and a teacher version (CDI:T), for a multiple-informant assessment.

CDI 2: Self-Report (CDI 2:SR)

The full-length CDI 2 Self-Report Form is ideal when assessors require a more robust description of the child's depressive symptoms. The CDI 2:SR is 28-item assessment that yields a Total Score, two scale scores (Emotional Problems and Functional Problems), and four subscale scores.

The basic CDI 2 consists of 28 items, but a 10-item short (CDI-S) form is also available for use as a screening tool.

CDI 2: Self-Report (Short) version (CDI 2:SR[S])

The CDI 2:SR(S) Form is an efficient screening measure that contains 12 items and takes about half the time of the full-length version to administer (5–10 minutes).The CDI 2:SR(S) has excellent psychometric properties and yields a Total Score that is generally very comparable to the one produced by the full-length version.

CDI: Teacher (CDI:T) and CDI: Parent (CDI:P)

The CDI:T and CDI:P Forms consist of items that correspond to the self-report version and are suitably rephrased. Item selection for the parent and teacher forms was guided to maximize validity, and thus focused on observable manifestations of depression.

Administration time on average is 10–30 minutes.

- The Child Depression Inventory (CDI) is a symptom-oriented instrument for assessing depression in children between the ages of 7 and 17 years.

- It is commonly administered in schools, guidance clinics, and medical pediatric settings by psychologists, social workers, counselors, and mental health professionals.

- The CDI has also been used in research studies of the epidemiology of depression in children as well as studies of dissociative symptoms and post-traumatic syndromes in children.

CDI Teacher Samples

Development

Each question on the CDI 2 consists of four possible responses; the child or adolescent being evaluated selects the response that most closely describes him or her over the preceding two weeks.

Validity and Reliability

It was developed because depression in young children is often difficult to diagnose, and also because depression was regarded as an adult disorder until the 1970s.

The CDI 2 is Maria Kovac's revision of her original Children’s Depression Inventory (CDI).

It retains many of the essential features of its predecessor, while introducing a number of important refinements.

Including: new items that focus on the core aspects of childhood depression, revised scales, and new norms that are representative of the U.S. population.

Factor Analysis

This assessment evaluates the presence and severity of specific depressive symptoms in children and adolescents.

Multicultural/Diversity info.

The CDI can be administered repeatedly (with a two- to four-week interval between the test and the retest) in order to measure changes in the depression over time and to evaluate the results of treatment for depressive disorders.

The original model proposed for the CDI by Kovacs (1992) was based on exploratory factor analysis. This model has five primary factors including Negative Mood, Interpersonal Problems, Ineffectiveness, Anhedonia, and Negative Self-Esteem.

Validity: Numerous research studies have supported the CDI as assessing constructs for explanatory and predictive uses for characterizing symptoms of depression. Studies of discriminant validity found significant differences of Negative Mood factor scores (p < .05) but no significant difference for total CDI scores among a sample of 134 children and adolescents with various depressive disorders. The CDI can successfully distinguish norms from diagnostic categories, however other studies have been less favorable, and it is agreed that more research on the discriminant validity is needed for the CDI. This can also be done on reports to indicate if the individual answered the items in a consistent manner.

Reliability: Internal consistency reliability has been found to be good, with coefficients ranging from .71 to .89 with various samples. Test-retest reliability correlations appear to be acceptable. It is however expected that the symptoms of depression would change over time, and regression to the mean is associated with repeated testing over time.

This assessment can be administered individually or in groups.

Cost of Materials

However, in 1998 a six-factor model developed by Craighead, Smucker, Craighead, and Ilardi was found to a statistically better fitting model than the original which supports full measurement invariance. These factors include Externalizing, Dysphoria, Self-Deprecation, School Problems, Social Problems, and Biological Dysregulation factors.

(Sellers, n.d.)

The CDI is currently available in English, Spanish, French (Canadian), Italian, Japanese, Norwegian, Russian, Ukrainian, Afrikaans, Dutch, German, Hebrew, French (European), Hungarian, Lithuanian, Swedish, Spanish (European), Polish, Turkish, and South African English.

The racial/ethnic distribution and geographic representation reflect U.S. Census distribution.

Directions for scoring

One can either purchase individual parts of the assessment or the entire package for $289. This includes the manual and forms (package of 25) for each of the Long version, Short version, Parent Report and Teacher Report.

All of these components are available as hand scored QuikScore™ Forms or in software format.

Limitations & Biases

Certain considerations of gender identity, sexual orientation, ethnicity, and ability differences are limitations for this assessment.

This assessment is also dated and reflects many of the biases held of dominant culture of the time when it was developed.

Integrating Results &

Considering Intervention

CDI 2 results must be incorporated with other information before drawing any conclusions such as diagnosis and treatment.

It is recommended that a comprehensive evaluation include direct clinical observation of the youth, information from other relevant assessments, and information about the youth’s background, family

history, and school adjustments.

Other tests for child depression:

Depression Self-Rating Scale for Children (DSRS)

Center for Epidemiological Studies Depression Scale for Children (CES-DC)

Patient Health Questionnaire – 9 (PHQ-9)

  • The Raw score from this assessment correlates with T-scores that are used to give general information about how someone compares to the normative group.
  • T-scores are based on a normative sample of 1,266 youths and are calculated based on age (7 to 12 or 13 to 17) and gender as well as how they compare with the scores of the normative sample of non-clinical individuals.

The CDI-2 has three scoring options: hand scoring (Quick-Score), scoring software, or MHS online.

  • The test administrator totals the responses and plots them onto a profile form. A score that falls below the cut-off point of 65 or more, or is 1.0 to 2.0 standard deviations above the mean, is considered to be positive for depression.
  • The T-score cutoff should be used as a guideline and not an absolute rule

Who may administer and score?

CDI may be easily administered and scored by counselors, nurses, physicians, psychologists, social workers, and other trained professionals and paraprofessionals.

A professional with advanced training in psychological assessment and professionals from related disciplines that adhere to relevant professional standards must assume responsibility for the use, interpretation, and communication of results.

Reports

There are three report types:

the Assessment Report

provides detailed results from one administration

the Progress Report

provides an overview of change over time by combining results from up to four administrations

the Comparative Report

provides an overview of the child’s symptoms from a multi-rater perspective and highlights inter-rater differences in scores from up to five different raters

B-level qualification requires that, at a minimum, the user has completed courses in tests and measurement at a university or has received equivalent, documented training.

References

Bae, Y. (2012). Test Review: Children's Depression Inventory 2 (CDI 2). Journal of Psychoeducational

Assessment, 30(3), 304-308. Retrieved March 11, 2017, from http://journals.sagepub.com/doi/abs/10.1177/0734282911426407

Center for School Mental Health. (2015) Summary of free assessment measures. Retrieved March 1,

2017, from http://csmh.umaryland.edu/media/SOM/Microsites/CSMH/docs/Resources/ClinicianTools/Summary-of-Free-Assessment-Measures---And-Google-Doc-Link-to-Measures-Saved.pdf

Children's Depression Inventory (CDI). (2009, August 26). Retrieved March 10,

2017, from http://www.mentalhealthpromotion.net/?i=promenpol.en.toolkit.326

Frey, R. J., PhD. (2017). Child Depression Inventory. Retrieved March 9, 2017, from

http://www.minddisorders.com/Br-Del/Child-Depression-Inventory.html

MHS. (2004). CDI 2 - Children's Depression Inventory 2. Retrieved March 12, 2017, from

http://www.mhs.com/product.aspx?gr=edu&id=overview&prod=cdi2

Sellers, P. A. (n.d.). Children's Depression Inventory. Retrieved March 20, 2017, from http://cps.nova.edu/~cpphelp/CDI.html

Statistics Solutions. (2016). Children's Depression Inventory (CDI). Retrieved March 11,

2017, from http://www.statisticssolutions.com/childrens-depression-inventory-cdi/

Pearson. (2010). Clinical Psychology. Retrieved March 7, 2017, from http://

www.pearsonclinical.com/psychology/products/100000636/childrens-depression-inventory-2-cdi2.html?pid=015-8044-762&Community=CA_Psych_Settings_Military#tab-scoring

Psychological Assessments Australia. (2004). Children's Depression Inventory (CDI). 1-5.

Retrieved March 11, 2017, from http://www.psychassessments.com.au/products/22/prod22_report1.pdf

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