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Common Data Element:  Kiddie-SADS - Present and Lifetime Version (K-SADS-PL) Diagnostic Interview - Easily distracted scale

Listed below are the details for the data element.

1.0
Element Type
Common Data Element
Kiddie-SADS - Present and Lifetime Version (K-SADS-PL) Diagnostic Interview - Easily distracted scale
KSADSPLEasilyDistractedScl
Short Description
Scale for easily distracted, as part of the Kiddie-SADS - Present and Lifetime Version (K-SADS-PL) Diagnostic Interview
Definition
Scale for easily distracted, as part of the Kiddie-SADS - Present and Lifetime Version (K-SADS-PL) Diagnostic Interview
 

Biomedical Terminologies and Standards

Notes
Note: Rate based on data reported by informant or observational data.
Creation Date
2016-12-22
Historical Notes
References
Kaufman J, Birmaher B, Brent D, Rao U, Flynn C, Moreci P, Williamson D, Ryan N (1997) Schedule for affective disorders and schizophrenia for school-age children-present and lifetime version (K-SADS-PL): initial reliability and validity data. J Am Acad Child Adolesc Psychiatry . Available from: http://www.psychiatry.pitt.edu/sites/default/files/Documents/assessments/ksads-pl.pdf

Data Type
Numeric Values
Input Restrictions
Single Pre-Defined Value Selected
Pre-Defined Values
External Schema Permissible Value Mapping
Population
Pediatric
Guidelines/Instructions
Determine the age of onset for first positively endorsed ADHD symptom. If symptom has persisted since early childhood, use the current rating to describe the symptom's most intense severity over the past year. Score symptom as 'not present' in the past unless prior episode of symptomatology was followed by a period of six months or more in which the child was free of ADHD problems. Probe: For how long has been a problem? Has it been a problem since kindergarten? First grade? Did the problem start even earlier?
Preferred Question Text
Was there ever a time when little distractions would make it very hard for you to keep your mind on what you were doing? Like if another kid in class asked the teacher a question while the class was working quietly, was it ever hard for you to keep your mind on your work? When there was an interruption, like when the phone rang, was it hard to get back to what you were doing before the interruption? Were there times when you could keep your mind on what you are doing, and little noises and things didn't bother you? How often were they a problem?
Category Groups and Classifications
DiseaseDomainSub-Domain
Traumatic Brain Injury Assessments and Examinations Physical/Neurological Examination
General (For all diseases) Assessments and Examinations Physical/Neurological Examination

Classification

Epidemiology :
Supplemental
General (For all diseases) :
Supplemental
Acute Hospitalized :
Supplemental
Concussion/Mild TBI :
Supplemental
Moderate/Severe TBI: Rehabilitation :
Supplemental
Keywords
KSADSPL , PTSD , Post_Traumatic_Stress_Disorder
Labels
Effective Date
Until Date
Last Change Date
Mon May 07 19:39:43 EDT 2018
See Also
Submitting Organization Name
NIH/CIT/FITBIR
Submitting Contact Name
Malaika Schwartz
Submitting Contact Information
Steward Organization Name
NIH/CIT/FITBIR
Steward Contact Name
Olga Vovk
Steward Contact Information
olga.vovk@nih.gov
NINDS ID

Change History