After reviewing currently available diagnostic assessment instruments for substance use disorders this paper describes the format and structure of the Munich-Composite International Diagnostic Interview (M-CIDI) substance disorder section. In addition, the test-retest reliability of diagnoses and criteria for nicotine, alcohol, illegal and prescription drugs, is reported. Findings obtained in community sample of adolescents and young adults indicate that the substance section is acceptable for almost all types of respondents, efficient in terms of time and ease of administration as well as reliable in terms of consistency of findings over time. The test-retest reliability over a period of an average of 1 month, as examined by two independent interviewers indicates good-to-excellent kappa values for all substance disorders assessed, with significant kappa values ranging between 0.55 for drug abuse and 0.83 for alcohol abuse. There was also fairly consistently high agreement for the assessment of single DSM-IV diagnostic criteria for abuse and dependence as well as the M-CIDI quantity-frequency and time-related questions. To conclude, although – unlike previous studies – this study was conducted in a community sample and not in patients and used considerably longer time intervals of more than a month between investigations, our M-CIDI reliability findings are at least as high as those from previous studies.

The primary and secondary objectives of the Early Developmental Stages of Substance Abuse Study (EDSP) are described along with a detailed description of the overall design, special design features and instruments used. The EDSP is a 5-year prospective study with three waves of assessments. Special design features are the linkages with family genetic investigations as well as neuroendocrinological stress tests in high-risk subjects. Overall, 3,021 adolescents and young adults aged 14–24 years are included. The response rate for the baseline investigation was 71%. Diagnostic assessments were made by using a modified lifetime (baseline) and 12-month change version of the WHO-CIDI, adjusted for DSM-IV. Modifications refer to a more detailed quantitative assessment of symptoms and substance use variables as well as the inclusion of questions to assess course of disorders and subthreshold diagnostic conditions.

Early identification of autism is important in order to maximize the potential of intervention efforts. However, the identification of autism can require extensive training and experience. Psychologists routinely use behavior rating scales to assess children for various social, emotional, or behavioral problems when completing evaluations in the school or clinical setting. The focus of the current study is to determine whether a behavior rating scale can accurately distinguish between referred preschoolers with autism and referred preschoolers without autism. Parents of 82 preschoolers referred to a nonprofit child development clinic because of behavioral or developmental concerns completed two behavior rating scales as part of the initial evaluation. The findings revealed that while statistically significantly differences were found between the scores for the two groups on a number of scales, the practical implications were unclear. The use of behavior rating scales as screeners for autism in preschoolers would result in a very high false positive rate.

After reviewing currently available diagnostic assessment instruments for substance use disorders this paper describes the format and structure of the Munich-Composite International Diagnostic Interview (M-CIDI) substance disorder section. In addition, the test-retest reliability of diagnoses and criteria for nicotine, alcohol, illegal and prescription drugs, is reported. Findings obtained in community sample of adolescents and young adults indicate that the substance section is acceptable for almost all types of respondents, efficient in terms of time and ease of administration as well as reliable in terms of consistency of findings over time. The test-retest reliability over a period of an average of 1 month, as examined by two independent interviewers indicates good-to-excellent kappa values for all substance disorders assessed, with significant kappa values ranging between 0.55 for drug abuse and 0.83 for alcohol abuse. There was also fairly consistently high agreement for the assessment of single DSM-IV diagnostic criteria for abuse and dependence as well as the M-CIDI quantity-frequency and time-related questions. To conclude, although – unlike previous studies – this study was conducted in a community sample and not in patients and used considerably longer time intervals of more than a month between investigations, our M-CIDI reliability findings are at least as high as those from previous studies.

The primary and secondary objectives of the Early Developmental Stages of Substance Abuse Study (EDSP) are described along with a detailed description of the overall design, special design features and instruments used. The EDSP is a 5-year prospective study with three waves of assessments. Special design features are the linkages with family genetic investigations as well as neuroendocrinological stress tests in high-risk subjects. Overall, 3,021 adolescents and young adults aged 14–24 years are included. The response rate for the baseline investigation was 71%. Diagnostic assessments were made by using a modified lifetime (baseline) and 12-month change version of the WHO-CIDI, adjusted for DSM-IV. Modifications refer to a more detailed quantitative assessment of symptoms and substance use variables as well as the inclusion of questions to assess course of disorders and subthreshold diagnostic conditions.

In this research study three subject didactical measuring instruments were compared with regard to certain psychometric characteristics of a group of grade nine learners in the Tzaneen and Phalaborwa region, in the Northern Province. The primary goal of this study was to optimize learning competencies with regard to subject context. The SOM-, LEMOSS(II)- and LCH-questionnaires can be applied at the start or at the end of an academic year to an individual or to a group in order to identify learners who need specific help, counseling, remediation and support in the subjects mathematics, natural and domestic sciences in order to facilitate learning. The following aspects have been handled in this study, such as: In chapter 1 an attempt is made to clarify and define the title and certain relevant concepts. The research statement and questions are formulated. The research design is briefly discussed and the primary goal and objectives are set. Other aspects that enjoy attention include the types of research that were used, the method of sampling, data gathering and analysis, as well as the progress of the study. Literature on subject didactics is discussed in chapter 2 for the conceptualising of basic related aspects by means of a macro-model for the optimising of learning competencies in the context of a specific subject. This model emphasises subject content, form and competencies that should be taken into consideration when planning a learning opportunity. Other aspects concerning learning, namely relevant theories, approaches, models, styles, strategies and motives were discussed in order to facilitate learning in mathematics, natural and domestic sciences. In chapter 3 the SOM-, LEMOSS(II)- and LCH-questionnaires as diagnostic instruments are described. The diagnostic value, background, categories and psychometric aspects of the measuring instruments are briefly discussed. In chapter 4 the method of investigation used for the comparison of the SOM- LEMOSS(II)- and LCH-instruments regarding their reliability and validity is described and it includes the goal, hypothesis and method of sampling as an extension of the research design. The way in which descriptive and inferential statistics are conveyed is theoretically described In chapter 5 the results and qualitative conclusions of the empiric-analytical investigation are included. The SOM-, LEMOSS(II)- and LCH-questionnaires are compared with regard to reliability and validity of a group grade nine learners in the Tzaneen and Phalaborwa region. Reliability is discussed by means of test-retest reliability and pared observations. Pared observations include staggering, locality and pared t- and sign-rank testing. Validity refers to criteria referenced validity with regards to simultaneous and predictable validity. Simultaneous validity is described by means of the relation between the subject mark and the field, and by stepwise and multiple regression analysis. In chapter 6 the study is concluded with the brief answering of the research questions and by describing the research findings by means of the research statement. Possible limitations are shown and recommendations for future research are made. / Dissertation (PhD)--University of Pretoria, 2001. / Humanities Education / Unrestricted