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National Mental Health Study (NMHS) Field Test

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Clinical Parent Interview

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National Mental Health Study Field Test,
Supporting Statement
Attachment A-4 – CRS Parent Questionnaire
Specifications

Parent Clinical Interview Modules
for the National Mental Health Study (NMHS)
Clinical Reappraisal Study (CRS) Field Test

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National Mental Health Study

INTRODUCTION

K-SADS INTRODUCTORY QUESTIONS:
PARENT INTERVIEW

Module Start Time: ____ ____ : ____ ____ AM/PM

Thank you for chatting today. I’d like to start by learning a little bit more about your child. I really
want to hear from you what your child’s life is like and how things are going for him/her.

How old is your child?
_________ years

PDM1

When is his/her birthday?
DOB:

_____ [RANGE: 01–12] _____ [RANGE: 01–31] _____ [RANGE: 1900–2015] PDM2

ENTER: MM-

DD-

YYYY

INTERVIEWER NOTE: The following questions are not coded; they are used to build rapport
and provide key information for K-SADS modules. E.g., if a father figure is not in the child’s life,
follow-up queries in K-SADS screening and supplements should be focused on the mother figure
(or primary caregiver). Answers to these questions will also provide some starting information
about the adolescent’s functioning to help assess functional impairment later in the
interview. These questions should take no longer than 10 minutes. If the parent is slow to
warm up (e.g., provides yes/no responses only), additional follow-ups should be asked. If the
parent is very talkative, follow-up questions may not be necessary.

Family
Who lives with your child?
•

Obtain information on who lives in the home and the relationship to the child (e.g.,
biological parent, guardians, siblings, and extended family members), ages of siblings,
whereabouts of non-residing parent(s), and visitation.

Who is your child closest to in his/her family? How well does your child get along with family
members?
•

Notes:

National Mental Health Study

INTRODUCTION

School
What grade is your child in?
What kind of grades does your child usually get?
What does your child seem to like about school? What about dislikes?
•

Notes:

Peer Relations
What is your child’s group of friends like?
Does he/she have a best friend? If yes, how long have they been friends?
•

Notes:

Transition: For the rest of the interview, I will be asking you about a lot of different feelings and
problems kids sometimes have. Let’s get started with some of those questions.

K-SADS-PL 2013:
ATTENTION DEFICIT HYPERACTIVITY DISORDER
(ADHD)
Advanced Center for Intervention and Services Research (ACISR) for Early
Onset Mood and Anxiety Disorders
Western Psychiatric Institute and Clinic
Child and Adolescent Research and Education (CARE) Program
Yale University
Modified for the National Mental Health Study

Interviewer ID:

Date of Interview:

QUESTID:

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K-SADS-PL 2013 – Modified for the National Mental Health Study

ADHD

K-SADS Screen Interview: ATTENTION DEFICIT HYPERACTIVITY DISORDER

If CIDI screen = positive (+) or subthreshold: Say, “In your earlier interview, you said that you
have had trouble with concentration or restlessness in the past. The next questions are about that.”
Then proceed with ADHD screen.
If CIDI screen = negative (-): Proceed with ADHD screen.

Compared to other children/adolescents this age, how would parent/adult rate this child/
adolescent? Ask if teachers or others have complained about particular symptoms or behaviors.
If the child is being treated with stimulants, rate for most severe period prior to medication or during
drug holidays and note in margin which symptoms are improved with medication.
Determine the age of onset for first positively endorsed ADHD symptom. If the symptoms are
episodic, consider the presence of a mood disorder or other causes (e.g., alcohol, drugs or medical
problems).
Probe: For how long has _____ been a problem? Has it been a problem since kindergarten? First
grade? Did the problem start even earlier? Note: According to the DSM-5, onset of ADHD
symptoms can appear up to age 12.
P

0 – No information.

1 – Not present.

2 – Subthreshold:
Occasionally has
difficulty sustaining
attention on tasks or
play activities. Problem
has only minimal effect
on functioning.

3 – Threshold: Often (47 days/week) has
difficulty sustaining
attention. Problem has
significant effect on
functioning.

Difficulty Sustaining Attention on
Tasks or Play Activities
Has there ever been a time when
you had trouble paying attention in
school? Did it affect your school
work? Did you get into trouble
because of this?
When you were working on your
homework, did your mind wander?
What about when you were playing
games? Did you forget to go when it
was your turn? Did teachers
complain?
Note: Rate based on data
reported by informant.
3

NOTE: DO NOT RATE
POSITIVELY IF OCCURS ONLY
DURING MOOD EPISODE,
PSYCHOSIS, EPISODES OF
DRUG USE, OR SECONDARY TO
A MEDICAL CONDITION.

P = Parent Rating C = Child Rating

S = Summary Rating

ADH1

K-SADS-PL 2013 – Modified for the National Mental Health Study

ADHD

0 – No information.

1 – Not present.

2 – Subthreshold:
Occasionally
distractible. Problem
has only minimal effect
on functioning.

3 – Threshold: Attention
often (4-7 days/week)
disrupted by minor
distractions other kids
would be able to ignore.
Problem has significant
effect on functioning.

Easily Distracted
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 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 were
doing, and little noises and things
didn't bother you?
How often were they a problem?
Did teachers complain?
Note: Rate based on data
reported by informant.
NOTE: DO NOT RATE
POSITIVELY IF OCCURS ONLY
DURING MOOD EPISODE,
PSYCHOSIS, EPISODES OF
DRUG USE, OR SECONDARY TO
A MEDICAL CONDITION.

P = Parent Rating C = Child Rating

S = Summary Rating

ADH2

K-SADS-PL 2013 – Modified for the National Mental Health Study

ADHD

0 – No information.

1 – Not present.

2 – Subthreshold:
Occasionally has
difficulty remaining
seated when required to
do so. Problem has only
minimal effect on
functioning.

3 – Threshold: Often (47 days/week) has
difficulty remaining
seated when required to
do so. Problem has
significant effect on
functioning.

0 – No information.

1 – Not present.

2 – Subthreshold:
Occasionally impulsive.
Problem has only
minimal effect on
functioning

3 – Threshold: Often (47 days/week) impulsive.
Problem has significant
effect on functioning.

Difficulty Remaining Seated
Was there ever a time when you got
out of your seat a lot at school?
Did you get into trouble for this?
Was it hard to stay in your seat at
school? What about dinner time?
Parents: When your child was
young, were you able to take
him/her out in public, like
restaurants? Were these difficulties
beyond what you would expect for a
child his/her age?
Note: Rate based on data
reported by informant.
Take into account that these
symptoms tend to improve with
age. Carefully check if this
symptom was present when the
child was younger.

ADH3

Impulsivity
Do you act before you think, or think
before you act?
Has there ever been a time when
these kinds of behaviors got you into
trouble? Give some examples.

P = Parent Rating C = Child Rating

S = Summary Rating

ADH4

K-SADS-PL 2013 – Modified for the National Mental Health Study

ADHD

IF RECEIVED A SCORE OF 3 ON ANY OF THE PREVIOUS ITEMS, COMPLETE THE
ATTENTION DEFICIT HYPERACTIVITY DISORDER SUPPLEMENT AFTER FINISHING
THE SCREENING INTERVIEW.

IF A SCORE OF 1 or 2, STOP INTERVIEW, RECORD TIME.

NOTE: (RECORD DATES OF POSSIBLE CURRENT AND PAST ATTENTION DEFICIT
HYPERACTIVITY DISORDER).

P = Parent Rating C = Child Rating

S = Summary Rating

K-SADS-PL 2013 – Modified for the National Mental Health Study

ADHD

K-SADS Supplement: ATTENTION DEFICIT HYPERACTIVITY DISORDER
If child is on medication for ADHD, rate behavior when not on medication. NOTE: DO NOT
RATE SYMPTOMS POSITIVELY IF THEY ARE EXCLUSIVELY ACCOUNTED FOR BY MAJOR
DEPRESSIVE EPOSIDE, BIPOLAR DISORDER, DYSTHYMIA, AN ANXIETY DISORDER,
SUBSTANCE ABUSE, PSYCHOSIS, OR AUTISM SPECTRUM DISORDER.
P

0 – No information.

1 – Not present.

2 – Subthreshold:
Occasionally makes
careless mistakes.
Problem has only
minimal effect on
functioning.

3 – Threshold: Often (47 days/week) makes
careless mistakes.
Problem has significant
effect on functioning.

0 – No information

1 – Not present.

2 – Subthreshold:
Occasionally doesn't
listen. Problem has only
minimal effect on
functioning.

Makes a Lot of Careless Mistakes
Do you make a lot of careless
mistakes at school?
Do you often get problems wrong on
tests because you didn't read the
instructions right?
Do you often leave some questions
blank by accident?
Forget to do the problems on both
sides of a handout?
How often do these types of things
happen?
Has your teacher ever said you
should pay more attention to detail?

ADH5

Doesn’t Listen
Is it hard for you to remember what
your parents and teachers say?
Do your parents or teachers
complain that you don't listen to
them when they talk to you?
Do you "tune people out"? Do you
get into trouble for not listening?
Note: Rate based on data
reported by informant.

P = Parent Rating C = Child Rating

3 – Threshold: Often (47 days/week) doesn't
listen. Problem has
significant effect on
functioning.

S = Summary Rating

ADH6

K-SADS-PL 2013 – Modified for the National Mental Health Study

ADHD

0 – No information.

1 – Not present.

2 – Subthreshold:
Occasionally has
difficulty following
instructions. Problem
has only minimal effect
on functioning.

3 – Threshold: Often (47 days/week) has
difficulty following
instructions. Problem
has significant effect on
functioning.

0 – No information.

1 – Not present.

2 – Subthreshold:
Occasionally
disorganized.
Problem has only
minimal effect on
functioning.

3 – Threshold: Often (47 days/week)
disorganized.
Problem has significant
effect on functioning.

Difficulty Following Instructions
Do your teachers complain that you
don't follow instructions?
When your parents or your teacher tell
you to do something, is it sometimes
hard to remember what they said to
do?
Does it get you into trouble?
Do you lose points on your
assignments for not following
directions or not completing the work?
Do you forget to do your homework or
forget to turn it in?
Do you get in to trouble at home for
not finishing your chores or other
things your parents ask you to do?
How often?

ADH7

Difficulty Organizing Tasks
Is your desk or locker at school a
mess?
Does it make it hard for you to find
the things you need?
Does your teacher complain that
your assignments are messy or
disorganized?
When you do your worksheets, do
you usually start at the beginning
and do all the problems in order, or
do you like to skip around?
Do you often miss problems?
Do you have a hard time getting
ready for school in the morning?

P = Parent Rating C = Child Rating

S = Summary Rating

ADH8

K-SADS-PL 2013 – Modified for the National Mental Health Study

ADHD

0 – No information.

1 – Not present.

2 – Subthreshold:
Occasionally avoids
tasks that require
sustained attention,
and/or expresses mild
dislike for these tasks.
Problem has only
minimal effect on
functioning.

Dislikes/Avoids Tasks Requiring
Attention
Do you hate or dislike doing things
that require a lot of
concentration/effort?
Like certain assignments, homework
or reading a book?
Are there some kinds of school work
you hate doing more than others?
Which ones? Why?
Do you try to get out of doing your
___ assignments?
About how many times a week do
you not do your ___ homework?
NOTE: IN CHILDREN/TEENS WITH
ADHD, ABILITY TO SUSTAIN
ATTENTION TO VERY REWARDING
ACTIVITES LIKE COMPUTER OR
VIDEO GAMES MAY NOT BE
IMPAIRED.

ADH9

3 – Threshold: Often (47 days/week) avoids
tasks that require
sustained attention,
and/or expresses
moderate dislike for
these tasks. Problem
has significant effect on
functioning.
P

0 – No information.

1 – Not present.

2 – Subthreshold:
Occasionally loses
things. Problem has
only minimal effect on
functioning.

3 – Threshold: Often
loses things (e.g. once
a week or more).
Problem has significant
effect on functioning.

Loses Things
Do you lose things a lot? Your
pencils at school? Homework
assignments?
Things around home?
About how often does this happen?

P = Parent Rating C = Child Rating

S = Summary Rating

ADH10

K-SADS-PL 2013 – Modified for the National Mental Health Study

ADHD

0 – No information.

1 – Not present.

2 – Subthreshold:
Occasionally forgetful.
Problem has only
minimal effect on
functioning.

3 – Threshold: Often (47 days/week) forgetful.
Problem has significant
effect on functioning.

Forgetful in Daily Activities
Do you often leave your homework
at home, or your books or coats on
the bus? Do you leave your things
outside by accident?
How often do these things happen?
Has anyone ever complained that
you are too forgetful?

P = Parent Rating C = Child Rating

S = Summary Rating

ADH11

K-SADS-PL 2013 – Modified for the National Mental Health Study

ADHD

0 – No information.

1 – Not present.

2 – Subthreshold:
Occasionally fidgets
with hands or feet or
squirms in seat.
Problem has only
minimal effect on
functioning.

3 – Threshold: Often (47 days/week) fidgets
with hands or feet or
squirms in seat.
Problem has significant
effect on functioning.

Fidgets
Consider restlessness, tapping
fingers, chewing things, squirming,
"ants in pants", etc.
Do people often tell you to sit still, to
stop moving, or stop squirming in
your seat? Your teachers? Parents?
Do you sometimes get into trouble
for squirming in your seat or playing
with little things at your desk? Do
you have a hard time keeping your
arms and legs still? How often?
For parents about children: When
you take your child to places like
church or a restaurant, do you have
to bring a lot of games or toys?
About adolescents: When your
child was younger, were you able to
take him/her to places like church or
a restaurant? Were these difficulties
beyond what you would expect for a
child his/her age?
Take into account that these
symptoms tend to improve with
age. Carefully check if this
symptom was present when the
child was younger.
Note: Rate based on data
reported by informant.

P = Parent Rating C = Child Rating

S = Summary Rating

ADH12

K-SADS-PL 2013 – Modified for the National Mental Health Study

ADHD

0 – No information.

1 – Not present.

2 – Subthreshold:
Occasionally runs about
or climbs excessively.
Problem has only
minimal effect on
functioning. (In
adolescents, may be
limited to a subjective
feeling of restlessness)

3 – Threshold: Often (47 days/week) runs
about or climbs
excessively. Problem
has significant effect on
functioning. (In
adolescents, may be
limited to a subjective
feeling of restlessness)

Runs or Climbs Excessively
Do you get into trouble for running
down the hall in school?
Does your parent often have to
remind you to walk instead of run
when you are out together?
Do your parents or your teacher
complain about you climbing things
you shouldn't?
What kinds of things? How often does
this happen?
Adolescents: Do you feel restless a
lot? Feel like you have to move
around, or that it is very hard to stay in
one place?
Note: Rate based on data
reported by informant.

P = Parent Rating C = Child Rating

S = Summary Rating

ADH13

K-SADS-PL 2013 – Modified for the National Mental Health Study

ADHD

0 – No information.

1 – Not present.

2 – Subthreshold:
Occasionally, minimal
effect on functioning.

3 – Threshold: Often (47 days/week) acts as if
"driven by a motor."
Significant effect on
functioning.

0 – No information.

1 – Not present.

2 – Subthreshold:
Occasionally has
difficulty playing quietly.
Problem has only
minimal effect on
functioning.

3 – Threshold: Often (47 days/week) has
difficulty playing quietly.
Problem has significant
effect on functioning.

On the Go/Acts like Driven by
Motor
Do people tell you that your motor is
always running?
Is it hard for you to slow down?
Can you stay in one place for long,
or are you always on the go?
How long can you sit and watch TV
or play a game?
Do people tell you to slow down a
lot?

ADH14

Difficulty Playing Quietly
Do your parents or teachers often
tell you to quiet down when you are
playing?
Do you have a hard time playing
quietly?

P = Parent Rating C = Child Rating

S = Summary Rating

ADH15

K-SADS-PL 2013 – Modified for the National Mental Health Study

ADHD

0 – No information.

1 – Not present.

2 – Subthreshold:
Occasionally talks out of
turn. Problem has only
minimal effect on
functioning.

3 – Threshold: Often (47 days/week) talks out
of turn. Problem has
significant effect on
functioning.

0 – No information.

1 – Not present.

2 – Subthreshold:
Occasionally has
difficulty waiting his/her
turn. Problem has only
minimal effect on
functioning.

3 – Threshold: Often (47 days/week) has
difficulty waiting his/her
turn. Problem has
significant effect on
functioning.

Blurts Out Answers
At school, do you sometimes call out
the answers before you are called
on?
Do you talk out of turn at home?
Answer questions your parents ask
your siblings? How often?

ADH16

Difficulty Waiting Turn
Is it hard for you to wait your turn in
games?
What about in line in the cafeteria or
at the water fountain?

P = Parent Rating C = Child Rating

S = Summary Rating

ADH17

K-SADS-PL 2013 – Modified for the National Mental Health Study

ADHD

0 – No information.

1 – Not present.

2 – Subthreshold:
Occasionally interrupts
others.

3 – Threshold: Often (47 days/week) interrupts
others.

0 – No information.

1 – Not present.

2 – Subthreshold:
Occasionally talks
excessively.

3 – Threshold: Often (4talks excessively.

Interrupts or Intrudes
Do you get into trouble for talking
out of turn at school?
Do your parents, teachers, or any of
the kids you know complain that you
cut them off when they are talking?
Do kids complain that you break in
on games? Does this happen a lot?
Note: Rate based on data
reported by informant.

Talks Excessively
Do people say you talk too much?
Do you get into trouble at school for
talking when you are not supposed
to?
Do people in your family complain
that you talk too much?
What about humming or always
making noises?

Do not rate vocal tics positively.
Note: Rate based on data
reported by informant.

ADH18

ADH19

Codes: 0 = No information. 1 = No. 2 = Yes.
P

Duration
For how long have you
had trouble (list symptoms
that were positively
endorsed)?

Criteria to rate “yes”: 6
months or more.

P = Parent Rating C = Child Rating

S = Summary Rating

ADH20

K-SADS-PL 2013 – Modified for the National Mental Health Study

ADHD

Codes: 0 = No information. 1 = No. 2 = Yes.
P

Age of Onset
How old were you when
you started to have these
problems?
Did you have these
problems in kindergarten?
First Grade? Middle
school?

ADH21

Specify:
Criteria to rate “yes”:
Some symptoms present
before age 12.

Impairment
Must be present
in two settings.
A. Socially (with peers)

ADH22

B. With family

ADH23

C. In school

ADH24

P = Parent Rating C = Child Rating

S = Summary Rating

K-SADS-PL 2013 – Modified for the National Mental Health Study

ADHD

Codes: 0 = No information. 1 = No. 2 = Yes.
Lifetime
Evidence of ADHD

ADH25

DSM-5-Criteria
A. A persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with
functioning or development, as characterized by (1) and/or (2):
(1) Inattention: Six or more of the following symptoms have persisted for at least 6
months to a degree that is inconsistent with developmental level and that negatively
impacts directly on social and academic/occupational activities.
a. Makes a lot of careless mistakes
b. Difficulty sustaining attention on tasks or play activities
c. Doesn’t listen
d. Difficulty following instructions
e. Difficulty organizing tasks
f. Dislikes/avoids tasks requiring attention
g. Loses things
h. Easily distracted
i. Forgetful in daily activities
(2) Hyperactivity/Impulsivity: Six or more of the following nine symptoms have persisted for
at least 6 months: NOTE: For older adolescents and adults (age 17 and older),
only five symptoms are required)
a. Fidgets
b. Difficulty remaining seated
c. Runs or climbs excessively
d. Difficulty playing quietly
e. On the go/acts as if driven by a motor
f. Talks excessively
g. Blurts out answers
h. Difficulty waiting turn
i. Often interrupts or intrudes
B. Some symptoms that caused impairment present before the age of 12.
C. Several symptoms must be present in two or more situations (e.g., school and home)
D. Clinically significant impairment
E. Symptoms do not occur exclusively during the course of psychotic disorder and not better
accounted for by another mental disorder (e.g., mood disorder, anxiety disorder,
dissociation, personality disorder).

NOTE: Autism Spectrum Disorder is no longer a rule out for the diagnosis of ADHD.

K-SADS-PL 2013 – Modified for the National Mental Health Study

ADHD

Codes: 0 = No information. 1 = No. 2 = Yes.
Lifetime/Ever
Predominately Inattentive Presentation
Meets criterion A (1), but not criterion A (2)

ADH26

ADH27

ADH28

ADH29

Predominately Hyperactive-Impulsive Type
Meets criterion A (2), but not criterion A (1)
Combined Type
Both criteria A (1) and A (2) are met
Other Specified ADHD
Prominent symptoms of inattention or
hyperactivity- impulsivity that do not meet criteria
for Attention Deficit Hyperactivity Disorder

K-SADS-PL 2013 – Modified for the National Mental Health Study

ADHD

Codes: 0 = No information. 1 = Not present. 2 = Probable. 3 = Definite.
Probable Diagnosis:
1. Meets criteria for core symptoms of the disorder.
2. Meets all but one, or a minimum of 75% of the remaining criteria required for the diagnosis
3. Evidence of functional impairment
ADHD Predominately Inattentive Presentation - Lifetime Diagnosis:
______________

ADH30

ADHD Predominately Inattentive Presentation - Age of Onset:
______________

ADH31

ADHD Predominately Hyperactive-Impulsive Type - Lifetime Diagnosis:
______________

ADH32

ADHD Predominately Hyperactive-Impulsive Type - Age of Onset:
______________

ADH33

Combined Type - Lifetime Diagnosis:
______________

ADH34

Combined Type - Age of Onset:
______________

ADH35

Other Specified - Lifetime Diagnosis:
______________

ADH36

Other Specified ADHD - Age of Onset:
______________

ADH37

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K-SADS-PL 2013:
CONDUCT DISORDER
Advanced Center for Intervention and Services Research (ACISR) for Early
Onset Mood and Anxiety Disorders
Western Psychiatric Institute and Clinic
Child and Adolescent Research and Education (CARE) Program
Yale University

Modified for the National Mental Health Study

Interviewer ID:

Date of Interview:

QUESTID:

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K-SADS-PL 2013 – Modified for the National Mental Health Study

CONDUCT DISORDER

K-SADS Screen Interview: CONDUCT DISORDER

The essential feature of Conduct Disorder is a repetitive and persistent pattern of behavior in which
the basic rights of others or major age appropriate societal rules are violated. Three behaviors
must have been present during the past 12 months with at least one present in the past 6 months.
Keep in mind differential diagnoses of mood disorders, ADHD, psychosis, substance abuse. If
symptoms occur only during manic episode, consider NOT giving both diagnoses.
If CIDI screen = positive (+) or subthreshold: Say, “In your earlier interview you mentioned that
you have had times when you felt either irritable or in a bad mood, or you felt full of energy with a
better mood than usual for more than few days. The next questions are about that.” Then proceed
with Conduct Disorder screen.
If CIDI screen = negative (-): Proceed with Conduct Disorder screen.

0 – No information.

1 – Not present.

2 – Subthreshold:
Occasionally lies. Likes
more often than a
typical child his/her age.

3 – Threshold: Lies
often, multiple times per
week or more (to con
or cheat).

Lies
Everybody lies. Some kids tell lies
to exaggerate, some kids tell lies
to get out of trouble, while others
tell lies to con/cheat others.
Do you ever tell lies?
What type of lies do you tell?
Who do you lie to?
Have people ever called you a
liar?
What's the worst lie you ever told?
Did you lie to get other people to
do things for you?
Did you lie to get out of paying
people back money or some favor
you owe them?
Has anyone ever called you a
con?
Complained that you broke
promises a lot?
How often did you lie?
NOTE: Only rate positive
evidence of lying to cheat or
“con.”

P = Parent Rating C = Child Rating

S = Summary Rating

CDO1

K-SADS-PL 2013 – Modified for the National Mental Health Study

CONDUCT DISORDER

0 – No information.

1 – Not present.

2 – Subthreshold:
Truant on one isolated
incident.

3 – Threshold: Truant
on numerous occasions
(e.g. 2 or more days or
numerous partial
days).

Truant
Has there ever been a time when
you skipped a whole day of school
when your parents didn't know
about it?
Did you ever go to school and
leave early when you were not
really supposed to? How about
going in late?
Did you sometimes miss or skip
classes in the morning?
Did you get into trouble? How
often?
For adolescents: How old were
you when you first started to play
hooky?
NOTE: Only rate positive
incidents of truancy beginning
before the age of 13. In addition,
truancy is actively missing part
of all of a school day regardless
of parent ability to enforce
attendance.

P = Parent Rating C = Child Rating

S = Summary Rating

CDO2

K-SADS-PL 2013 – Modified for the National Mental Health Study

CONDUCT DISORDER

0 – No information.

1 – Not present.

2 – Subthreshold: Fights
with peers only. No fight
has resulted in serious
injury to peer (e.g. no
medical intervention
required, stitches, etc.).

3 – Threshold: Reports
at least one physical
fight involving an adult
(e.g. teacher, parent)
OR reports starting
frequent fights, with one
or more fights resulting
in serious injury to a
peer, or frequent fights
not resulting in injury (at
least 1-2 times per
month).

Initiates Physical Fights
Has there ever been a time when
you got into many fist fights?
Who usually started the fights?
What's the worst fight you ever got
into? What happened? Did anyone
get hurt?
Who did you usually fight with?
Have you ever hit a teacher? One
of your parents? Another adult?
How often did you fight?
Have you ever tried or wanted to
kill someone?
NOTE: Take into account
culture, background, and
neighborhood.

INQUIRE ABOUT:
A. Gang involvement. Are you or
your friends in a gang? The
Crips? Bloods? Another gang?
____ Check here if evidence of
gang involvement.
B. Homicidal intent. Have you
ever thought about wanting to
kill someone or a group of
people? Do you have a gun or
any other weapons?
____ Check here if evidence of
homicidal intent.

P = Parent Rating C = Child Rating

S = Summary Rating

CDO3

K-SADS-PL 2013 – Modified for the National Mental Health Study

CONDUCT DISORDER

0 – No information.

1 – Not present.

2 – Subthreshold:
Occasionally bullies,
threatens or intimidates.

3 – Threshold: Bullies,
threatens, or intimidates
others on multiple
occasions, daily, almost
daily, or at least several
times per week.

Bullies, Threatens, or Intimidates
Others
Do you ever try to bully kids or
threaten kids to get them to do
something you want them to do?
How often do you do these things?
Call names or make fun of other
kids
Threaten to hurt other kids
Push
Trip
Come up from behind and slap or
knock kids down
Knock items out of kids’ hands
Make other kids do things for you
NOTE: Do not count trivial
sibling rivalry.

CDO4

IF RECEIVED A SCORE OF 3 ON ANY OF THE PREVIOUS ITEMS, COMPLETE THE
CONDUCT DISORDER SUPPLEMENT AFTER FINISHING THE SCREEN INTERVIEW.

IF A SCORE OF 1 or 2, STOP INTERVIEW, RECORD TIME.

NOTES: (RECORD DATES OF POSSIBLE CURRENT AND PAST CONDUCT DISORDER.
MAKE NOTES ABOUT GANG INVOLVEMENT).

P = Parent Rating C = Child Rating

S = Summary Rating

K-SADS-PL 2013 – Modified for the National Mental Health Study

CONDUCT DISORDER

K-SADS Supplement: CONDUCT DISORDER
The essential feature of Conduct Disorder is a repetitive and persistent pattern of behavior in which
the basic rights of others or major age-appropriate social rules are violated. Three behaviors must
have been present during the past 12 months with at least one present in the past 6 months. Keep
in mind differential diagnoses of bipolar disorder, MDE, ADHD, psychosis, substance
abuse.
If symptoms occur only during mood disorders, consider NOT giving both diagnoses.
However, in persistent depression/dysthymia, it may be impossible to disentangle and you
might consider giving both diagnoses.

0 – No information.

1 – Not present.

2 – Subthreshold: Minor
acts of deliberate
destruction of other
people's property on
rare occasions (e.g.,
breaks another's toy on
purpose) OR one or two
occasions of significant
destruction of property.

3 – Threshold: Three or
more instances of
moderate to severe
vandalism/destruction of
property.

Vandalism, Destroyed Others’
Property
Do you ever break other people's
things on purpose? Like breaking
windows? Kicking in doors,
smashing windows, destroying
school property?
Have you ever destroyed furniture,
walls, floors, doors, etc. at home
or school?
How about when you were very
angry?
How often do you destroy others'
property?

P = Parent Rating C = Child Rating

S = Summary Rating

CDO5

K-SADS-PL 2013 – Modified for the National Mental Health Study

CONDUCT DISORDER

0 – No information.

1 – Not present.

2 – Subthreshold: Has
been with friends who
broke into a house, car,
store, or building, but
did not actively
participate.

3 – Threshold: Has
broken into a house,
car, store, or building 1
or more times.

0 – No information.

1 – Not present.

2 – Subthreshold: Has
been with friends who
aggressively stole, but
did not actively
participate.

3 – Threshold: Mugging,
purse-snatching,
extortion, armed
robbery, etc. on 1 or
more occasions.

Breaking and Entering
Have you or any of your friends
ever broken into any cars?
Houses? Any stores?
Warehouses? Other buildings?
About how many times have you
broken into a house, car, store, or
other building?
Have you or any of your friends
done any of the following: Broken
into houses; cars; other vehicles;
abandoned houses or buildings; a
store(s); a building(s)?

CDO6

Aggressive Stealing
Have you or any of your friends
robbed anyone?
Snatched their purse?
Held them up?
How often?

P = Parent Rating C = Child Rating

S = Summary Rating

CDO7

K-SADS-PL 2013 – Modified for the National Mental Health Study

CONDUCT DISORDER

0 – No information.

1 – Not present.

2 – Subthreshold:
Match/lighter play. No
intent to cause damage,
and fire(s) not started
out of anger.

3 – Threshold: Set 1 or
more fires with the
intent to cause damage,
or out of anger.

0 – No information.

1 – Not present.

2 – Subthreshold:
Stayed out all night, or
several hours past
curfew, on 1-2 isolated
occasions (despite
parent's prohibitions).

3 – Threshold: Stayed
out all night, or several
hours past curfew, on
several occasions (3 or
more times).

Firesetting
Have you set any fires?
Why did you set the fire?
Were you playing with matches
and did you start the fire by
accident, or did you start it on
purpose?
Were you angry?
Were you trying to cause a lot of
damage or to get back at
someone?
What's the most damage you ever
caused by starting a fire?
About how many fires have you
set?

CDO8

Often Stays out at Night
What time are you supposed to
come home at night?
Do you often stay out past your
curfew?
What is the latest you ever stayed
out?
Have you ever stayed out all
night?
How many times have you done
that?
Note: Only rate positive
incidents of staying out if it
begins before the age of 13.

P = Parent Rating C = Child Rating

S = Summary Rating

CDO9

K-SADS-PL 2013 – Modified for the National Mental Health Study

CONDUCT DISORDER

0 – No information.

1 – Not present.

2 – Subthreshold: Ran
away overnight only one
time, or ran away for
shorter periods of time
on several occasions.

3 – Threshold: Ran
away overnight 2 or
more times or once for
at least 2 or more nights
(lengthy period of time).

0 – No information.

1 – Not present.

2 – Subthreshold: Has
threatened use of a
weapon, but has never
used one.

3 – Threshold: Used a
weapon that can cause
serious harm on 1 or
more occasions (e.g.,
knife, brick, broken
bottle, gun).

Ran Away Overnight
Have you ever run away? Why?
Was there something going on at
home that you were trying to get
away from?
How long did you stay away?
How many times did you do this?

NOTE: Do not score positively if
child ran away to avoid physical
or sexual abuse.

CDO10

Use of a Weapon
Have you ever used an object or
item to hit/hurt someone?
Have you ever carried a weapon?
Have you ever used or threatened
to use to hurt someone (check all
that apply):
____kitchen knife or pocket knife
____gun
____brick, rocks
____broken bottles
____bat
____brick

CDO11

What about in self-defense?

P = Parent Rating C = Child Rating

S = Summary Rating

K-SADS-PL 2013 – Modified for the National Mental Health Study

CONDUCT DISORDER

0 – No information.

1 – Not present.

2 – Subthreshold: Has
been physical cruelty on
one or two occasions.
No significant injuries.

3 – Threshold: Has
been physically cruel to
an individual on 3 or
more occasions, or on
one occasion
intentionally causing
significant injury.

0 – No information.

1 – Not present.

2 – Subthreshold:
Forced or attempted to
force someone to
participate in mild
sexual activity (e.g.,
non-genital fondling) on
one or more occasions.

3 – Threshold: Forced
someone to participate
in severe sexual activity
(e.g. genital fondling,
oral sex, vaginal
intercourse and/or anal
intercourse) on one or
more occasions.

Physical Cruelty to Persons
Have you ever beaten someone
up for no reason?
How bad?
Was it just because the other
person was different than you or
because of the way they looked?
Did they get hurt?
NOTE: Do not count trivial
sibling rivalry.

CDO12

Forced Sexual Activity
Have you ever forced anyone to
kiss you or touch you in your
private parts?
Have you every forced another kid
to touch you outside your clothes?
Has anyone ever said you forced
another kid/person to go farther
than they wanted? What did they
say?

P = Parent Rating C = Child Rating

S = Summary Rating

CDO13

K-SADS-PL 2013 – Modified for the National Mental Health Study

CONDUCT DISORDER

0 – No information.

1 – Not present.

2 – Subthreshold: Has
repeatedly been mildly
cruel to an animal (e.g.,
kick dog).

3 – Threshold: Has
killed or tortured an
animal on one or more
occasions, or repeatedly
caused moderate to
severe injuries to an
animal.

Cruelty to Animals
Some kids like to hurt or torture
animals. Have you hurt or tried to
hurt an animal on purpose? What
did you do?
About how many times have you
hurt an animal on purpose in the
last six months?
NOTE: Do not score traditional
hunting outings. Pay careful
attention to the community
setting (rural, farm, etc.).

CDO14

Codes: 0 = No information. 1 = No. 2 = Yes.
P

Impairment
A. Socially (with peers)

CDO14

B. With family

CDO15

C. In school

CDO16

P = Parent Rating C = Child Rating

S = Summary Rating

K-SADS-PL 2013 – Modified for the National Mental Health Study

CONDUCT DISORDER

Codes: 0 = No information. 1 = No. 2 = Yes.
P

Duration
For how long did you (list
positively endorsed
conduct symptoms)?

CDO17

CDO18

CDO19

Criteria to rate “yes”: 6
months or more.
NOTE: Per DSM-5, "the
Conduct Disorder
diagnosis should be
applied only when the
behavior in question is
symptomatic of an
underlying dysfunction
within the individual and
not simply a reaction to
the immediate social
context."

Childhood Onset Type
How old were you when
you first started to (list
positively endorsed
items)?

Criteria to rate “yes”:
Onset of at least one
conduct problem prior
to age 10.

Adolescent Onset Type
Do you didn’t do any of
these things before you
were 10?

Criteria to rate “yes”:
No conduct problems
prior to age 10.

P = Parent Rating C = Child Rating

S = Summary Rating

K-SADS-PL 2013 – Modified for the National Mental Health Study

CONDUCT DISORDER

Lifetime
Evidence of Conduct Disorder

CDO20

DSM-5-Criteria
A. A repetitive and persistent pattern of behavior in which the basic rights of others or major
age-appropriate societal norms or rules are violated, as manifested by the presence of
three (or more) of the following 15 criteria in the past 12 months from any of the categories
below, with at least one criterion present in the past 6 months:
Aggression to People and Animals
1. Often bullies, threats, or intimidates others
2. Often initiates physical fights
3. Has used a weapon that can cause serious physical harm to others (e.g., a bat,
brick, broken bottle, knife, gun)
4. Has been physically cruel to people
5. Has been physically cruel to animals
6. Has stolen while confronting a victim (e.g., mugging, purse snatching, extortion,
armed robbery)
7. Has forced someone into sexual activity
Destruction of Property
8. Has deliberately engaged in fire setting with the intention of causing serious damage
9. Has deliberately destroyed others’ property (other than by firesetting)
Deceitfulness or Theft
10. Has broken into someone else’s house, building or car
11. Often lies to obtain goods or favors or to avoid obligations (i.e., “cons” others)
12. Has stolen items of nontrivial value without confronting a victim (e.g., shoplifting, but
without breaking and entering, forgery)
Serious Violation of Rules
13. Often stays out at night despite parental prohibitions, beginning before age 13 years
14. Has run away overnight at least twice while living in parental or parental surrogate
home (or once without returning for a lengthy period)
15. Is often truant from school, beginning before age 13 years
B. The disturbance in behavior causes clinically significant impairment in social, academic or
occupational functioning.
C. If the individual is age 18 years or older, criteria are not met for Antisocial Personality
Disorder.

K-SADS-PL 2013 – Modified for the National Mental Health Study

CONDUCT DISORDER

Lifetime
0

Specify: with Limited Prosocial Emotion:

CDO21

Criteria: Displays at least two of the following characteristics persistently over at least 12
months and in multiple relationships and settings:
1. Lack of remorse or guilt – does not feel bad or guilty when he or she does something
wrong; the individual shows a general lack of concern about the negative consequences
of his or her actions;
2. Callous, lack of empathy – disregards and is unconcerned about the feelings of
others; the individual is described as cool and uncaring;
3. Unconcerned about performance at school, work, or in other important activities – the
individual does not put forth the effort necessary to perform well, even when
expectations are clear, and typically blames other for his or her poor performance;
4. Shallow or deficient affect – does not express feelings or show emotions to others
except in ways that seem shallow, insincere or superficial or when emotional
expressions are used for gain.

Lifetime
Mild

Severity:

Moderate

Severe

CDO22

Criteria:
•
•
•

Mild: Few problems in excess of those required for the diagnosis; problems cause
relatively minor problems to others (e.g., lying, truancy, staying out after dark without
permission);
Moderate: Intermediate severity (e.g., stealing without confronting a victim, vandalism);
Severe: Many problems in excess of those required for the diagnosis, or problems
cause considerable harm to others (e.g., forced sex, physical cruelty, use of weapon,
stealing while confronting victim, breaking and entering).
Codes: 0 = No information. 1 = Not present. 2 = Probable. 3 = Definite.

Probable Diagnosis:
1. Meets criteria for core symptoms of the disorder.
2. Meets all but one, or a minimum of 75% of the remaining criteria required for the diagnosis
3. Evidence of functional impairment
Conduct Disorder Lifetime Diagnosis: __________

CDO23

Conduct Disorder Age of Onset: __________

CDO24

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K-SADS-PL 2013:
DEPRESSION & MANIA/HYPOMANIA
Advanced Center for Intervention and Services Research (ACISR) for Early
Onset Mood and Anxiety Disorders
Western Psychiatric Institute and Clinic
Child and Adolescent Research and Education (CARE) Program
Yale University
Modified for the National Mental Health Study

Interviewer ID:

Date of Interview:

QUESTID:

This page has been intentionally left blank.

K-SADS-PL 2013 – Modified for the National Mental Health Study

DEPRESSION & MANIA/HYPOMANIA

K-SADS Screen Interview: DEPRESSION

If CIDI screen = positive (+) or subthreshold: Say, “In your earlier interview you mentioned that
you have had times when you felt either irritable or in a bad mood, or you felt full of energy with a
better mood than usual for more than few days. The next questions are about that.” Then proceed
with Depression and Mania screens. If CIDI screen = negative (-): Proceed with Depression and
Mania screens.
P

0 – No information.

1 – Not present. Not at
all or less than once a
week.

2 – Subthreshold:
Depressed mood at
least 2-3 days/ week, for
much of the day.

3 – Threshold:
Depressed mood at
least 2-3 days/ week, for
much of the day.

Depressed Mood
[DSM-5 DR# 6: Felt down,
depressed]
Have you ever felt sad, blue, down,
or empty? Did you feel like crying?
When was that? Do you feel ___
now? Was there ever another time
you felt ___?
Did you have any other bad
feelings? Did you have a bad feeling
all the time that you couldn't get rid
of? Did you cry or were you tearful?
Did you feel ___ all the time? Some
of the time? (Percent of awake time:
summation of % of all labels if they
do not occur simultaneously).
(Assessment of diurnal variation
can secondarily clarify daily
duration of depressive mood)
Did it come and go? How often?
Every day? How long did it last?
What do you think brought it on?
Could other people tell that you
were sad?
Duration of Depressed Mood – # of
weeks (most severe episode):

____________ weeks

DMA1

DMA2

NOTE: Sometimes the child will initially give a negative answer at the start of the interview
but will become obviously sad as the interview goes on. Then these questions should be
repeated eliciting the present mood and using it as an example to determine its frequency.
NOTE: When a child or parent reports frequent short periods of sadness throughout the
day, it is likely that the child is always sad and only reports the exacerbations, in which
case the rating of depressive mood will be 3. Thus, it is always essential to ask about the
rest of the time: "Besides these times when you felt ___, during the rest of the time, did you
feel happy or were you more sad than your friends?"
P = Parent Rating C = Child Rating

S = Summary Rating

K-SADS-PL 2013 – Modified for the National Mental Health Study

DEPRESSION & MANIA/HYPOMANIA

0 – No information.

1 – Not present. Not at
all or less than once a
week.

2 – Subthreshold: Feels
definitely more angry or
irritable than called for
by the situation at least
(2-3 days/week), for
much of the day.

3 – Threshold: Feels
irritable/angry more
days than not (4-7 days/
week), most of the day
(at least 50% of awake
time.).

Irritability and Anger
Was there ever a time when you got
annoyed, irritated, or cranky at little
things?
Did you ever have a time when you
lost your temper a lot? When was
that?
Are you like that now? Was there
ever another time you felt ___?
What kinds of things made you ___?
Were you feeling mad or angry also
(even if you didn't show it)?
How angry? More than before?
What kinds of things made you feel
angry? Did you sometimes feel
angry, irritable, and/or cranky and
didn't know why?
Did this happen often?
Did you lose your temper? With your
family? Your friends? Who else? At
school? What did you do? Did
anybody say anything about it?
How much of the time did you feel
angry, irritable, and/or cranky? All of
the time? Lots of the time? Just now
and then? None of the time?

DMA3

When you got mad, what did you
think about?
Did you think about killing others or
hurting yourself? Or about hurting
them or torturing them? Whom? Did
you have a plan? How?

Duration of Irritable Mood
(most severe episode):

__________________

NOTE: IRRITABILITY MAY BE
DUE TO OTHER DISORDERS,
e.g., BIPOLAR DISORDER, ADHD,
ODD, CD, SUBSTANCE ABUSE,
ASD.

P = Parent Rating C = Child Rating

S = Summary Rating

DMA4

K-SADS-PL 2013 – Modified for the National Mental Health Study

DEPRESSION & MANIA/HYPOMANIA

0 – No information.

1 – Not present.

2 – Subthreshold:
Several activities
definitely less
pleasurable or
interesting. Or bored or
apathetic at least 3
times a week during
activities.

3 – Threshold: Most
activities much less
pleasurable or
interesting. Or bored or
apathetic daily, or
almost daily, at least
50% of the time.

Anhedonia, Lack of Interest,
Apathy, Low Motivation, or
Boredom
[DSM-5 DR# 5: Has less fun doing
things]
Boredom is a term all children
understand and which frequently
refers to loss of ability to enjoy
(anhedonia) or to loss of interest or
both. Loss of pleasure and loss of
interest are not mutually exclusive
and may coexist.
What are the things you do for fun?
Enjoy? (Get examples: Nintendo,
sports, friends, favorite games,
school subjects, outings, family
activities, favorite TV programs,
computer or video games, music,
dancing, playing alone, reading,
going out, etc.). Has there ever been
a time you felt bored a lot of the
time? When? Do you feel bored a lot
now?
Was there another time you felt
bored a lot? Did you feel bored
when you thought about doing the
things you usually like to do for fun?
(Give examples mentioned above).
Did this stop you from doing those
things? Did you (also) feel bored
while you were doing things you
used to enjoy?
Anhedonia refers to partial or
complete (pervasive) loss of ability
to get pleasure, enjoy, have fun
during participation in activities
which have been attractive to the
child like the ones listed above. It
also refers to basic pleasures like
those resulting from eating favorite
foods and, in adolescents, sexual
activities.
Did you look forward to doing the
things you used to enjoy? (Give
examples) Did you try to get into
them? Did you have to push
yourself to do your favorite
activities? Did they interest you?
P = Parent Rating C = Child Rating

S = Summary Rating

DMA5

K-SADS-PL 2013 – Modified for the National Mental Health Study

DEPRESSION & MANIA/HYPOMANIA

Anhedonia, Lack of Interest,
Apathy, Low Motivation, or
Boredom, CONTINUED.
Did you get excited or enthusiastic
about doing them? Why not? Did
you have as much fun doing them
as you used to before you began
feeling (sad, etc.)? If less fun, did
you enjoy them a little less? Much
less? Not at all? Did you have as
much fun as your friends? How
many things are less fun now than
they used to be (use concrete
examples provided earlier by child)?
How many were as much fun? More
fun? Did you do _____ less than you
used to? How much less?
In adolescents: (if sexually active)
Do you enjoy sex as much as you
used to? Are you less sexually
active than you used to be?
This item does not refer to
inability to engage in activities
(loss of ability to concentrate on
reading, games, TV, or school
subjects)
Two comparisons should be made in each assessment: Enjoyment as compared to that of
peers and/or enjoyment as compared to that of child when not depressed. The second is not
possible in episodes of long duration because normally children's preferences change with age.
Severity is determined by the number of activities which are less enjoyable to the child, and by
the degree of loss of ability to enjoy.
Do not confuse with lack of opportunity to do things which may be due to excessive
parental restrictions.

Duration of Anhedonia in weeks
(most severe episode):

P = Parent Rating C = Child Rating

____________ weeks

S = Summary Rating

DMA6

K-SADS-PL 2013 – Modified for the National Mental Health Study

DEPRESSION & MANIA/HYPOMANIA

0 – No information.

1 – Not present. Not at
all or less than once a
week.

2 – Subthreshold:
Infrequent thoughts of
death (e.g. less than
once per month, vague,
non-specific).

3 – Threshold:
Recurrent thoughts of
death, “I would be better
off dead” or “I wish I
were dead.”

0 – No information.

1 – Not at all.

2 – Subthreshold:
Infrequent or vague
thoughts of suicide
(e.g., less than once per
month).

3 – Threshold:
Recurrent thoughts of
suicide.

Recurrent Thoughts of Death
Sometimes children who get upset
or feel bad, wish they were dead or
feel they'd be better off dead.
Have you ever had these type of
thoughts? When?
Do you feel that way now?
Was there ever another time you felt
that way?

DMA7

Suicidal Ideation
[DSM-5 DR# 24: Thoughts of
committing suicide]
Sometimes children who get upset
or feel bad think about dying or even
killing themselves.
Have you ever had such thoughts?
How would you do it?
Did you have a plan?

P = Parent Rating C = Child Rating

S = Summary Rating

DMA8

K-SADS-PL 2013 – Modified for the National Mental Health Study

DEPRESSION & MANIA/HYPOMANIA

0 – No information.

1 – No attempt.

2 – Subthreshold:
Preparations with no
actual intent to die (e.g.,
held pills in hand) or
planned attempt but did
not follow through or
engage in self harming
behavior.

3 – Threshold: Self
injurious behavior with
ANY suicidal intent. (If
subject endorses even a
1% intent to die, code
as threshold here).

Suicidal Acts - Intent
DSM-5 DR# 25: Ever tried to kill
self:
Have you actually tried to kill
yourself? When?
What did you do?
Did you do anything else?
Did you truly want to die?
How close did you come to doing it?
Was anybody in the room? In the
apartment? Did you tell them in
advance? How were you found?
Did you ask for any help after you
did it?
NOTE: CODE SELF-HARMING
BEHAVIOR WITH NO INTENT TO
DIE AS NON-SUICIDAL, SELFINJURIOUS BEHAVIOR (see
DMA13) - NOT AS SUICIDAL
BEHAVIOR.

DMA9

Ever Attempted Suicide
1 – No

DMA10

2 – Yes

Number of Lifetime Attempts
Meeting Threshold of (3):
___________________

P = Parent Rating C = Child Rating

S = Summary Rating

DMA11

K-SADS-PL 2013 – Modified for the National Mental Health Study

DEPRESSION & MANIA/HYPOMANIA

0 – No information.

1 – No attempt or
engaged in behavior
with no intent to die
(e.g., held pills in
hand). No medical
damage.

2 – Subthreshold:
Superficial cuts, scratch
to wrist, took a couple
of extra pills.

3 – Threshold: Medical
intervention occurred or
was indicated; or
significant cut with
bleeding, or took more
than a couple of pills.

Suicidal Acts – Medical Lethality
Actual medical threat to life or
physical condition following the most
serious suicidal act. Take into
account the method, impaired
consciousness at time of being
rescued, seriousness of physical
injury, toxicity of ingested material,
reversibility, amount of time needed
for complete recovery and how
much medical treatment needed.
How close were you to dying after
your (most serious suicidal act)?
What did you do when you tried to
kill yourself?
What happened to you after you
tried to kill yourself?
NOTE: CODE SELF-HARMING
BEHAVIOR WITH NO INTENT TO
DIE AS NON-SUICIDAL, SELFINJURIOUS BEHAVIOR (see
DMA13) - NOT AS SUICIDAL
BEHAVIOR.

P = Parent Rating C = Child Rating

S = Summary Rating

DMA12

K-SADS-PL 2013 – Modified for the National Mental Health Study

DEPRESSION & MANIA/HYPOMANIA

0 – No information.

1 – Not present.

2 – Subthreshold:
Once. Has engaged in
the behavior on 1-4
occasions. Has never
caused serious injury to
self.

3 – Threshold:
Repetitive. Has
engaged in the
behavior more than 5
times and/or has
engaged in the
behavior with
significant injury
to self (e.g., burn left
scar, cut required
stitches).

Non-suicidal, Self-injurious
Behavior
Refers to intentional self-inflicted
damage to the surface of the body,
of a sort likely to induce bleeding or
pain for purposes that are not
socially sanctioned AND done
without intent of killing himself, with
the expectation that the injury will
lead to only minor or moderate
physical harm.
Have you ever tried to hurt yourself?
Have you ever burned yourself with
matches or candles? Or scratched
yourself with needles, a knife or your
nails? Or put hot pennies on your
skin? Anything else? Why did you
do it? How often?
Do you have many accidents? What
kind? How often?
Some kids do these types of things
because they want to kill
themselves, and other kids do them
because it makes them feel a little
better afterwards. Why do you do
these things?

ALL WILL RECEIVE THE NEXT SCREENING MODULE, MANIA/HYPOMANIA,
REGARDLESS OF ABOVE RESPONSES.

IF RECEIVED A SCORE OF 3 ON ANY OF THE PREVIOUS ITEMS,

DMA13

CHECK HERE: ________
AND ADMINISTER THE DEPRESSION SUPPLEMENT AFTER COMPLETING THE
MANIA SCREENING MODULE.

NOTE: (RECORD DATES OF POSSIBLE DEPRESSIVE DISORDERS).

P = Parent Rating C = Child Rating

S = Summary Rating

K-SADS-PL 2013 – Modified for the National Mental Health Study

DEPRESSION & MANIA/HYPOMANIA

K-SADS Screen Interview: MANIA/HYPOMANIA
P

0 – No information.

1 – Not present.

2 – Subthreshold:
Definitely elevated and
optimistic outlook that
is somewhat out of
proportion to the
circumstances (above
and beyond what is
expected in a child of
the subject's age).
Occurs less than 4
hours in a day and/or
for fewer than 3
separate days.

3 – Threshold: Mood
and outlook are clearly
out of proportion to
circumstances.
Noticeable to others
and perceived as odd
or exaggerated. Occurs
for at least 4 hours out
of a day for at least 2
consecutive days or on
at least 3 separate
days within one week.

Elevated, Elated or Expansive
Mood
Elevated mood and/or excessively
optimistic attitude which is out of
proportion to circumstances and
above and beyond what is expected
in children of the same age or same
developmental level. Differentiate
from normal mood in chronically
depressed subjects. Do not rate
positive if mild elation is reported
in situations like Christmas,
birthdays, going to amusement
parks, which normally
overstimulate and make children
very excited.
NOTE: DO NOT SCORE
POSITIVELY IF ELATED MOOD IS
EXCLUSIVELY DUE TO DRUGS,
MEDICATIONS, OR ANY OTHER
PSYCHIATRIC OR MEDICAL
CONDITION.
Has there ever been a time when
you felt super happy or on top-of-the
world? Way more than your normal
happy feeling? Did the super-happy
feeling seem to come out of the
blue? Have there been times when
you were super silly, much sillier
than everyone else around you?
Were you laughing about things that
normally you would not find funny?
Did it feel like you couldn't stop
laughing? Did it seem like you were
drunk or high, even though you
weren't taking drugs or alcohol? Did
other people notice?

DMA14

Have your friends ever said anything to you about being way too happy, too silly or too high?
Did you feel super-positive, like nothing could go wrong? Did you have the feeling that
everything was terrific and would turn out just the way you wanted? Did you feel really excited or
full of enthusiasm but there really was not a reason to feel this way? Can you give examples?
How long did this feeling usually last? Would it come and go throughout the day? Did you ever
have problems or get in trouble for being too happy or high?
Ask Parent/Caregiver: Was this above and beyond what you would see in his/her friends or
other kids of the same age or developmental level in the same circumstances?
P = Parent Rating C = Child Rating

S = Summary Rating

K-SADS-PL 2013 – Modified for the National Mental Health Study

DEPRESSION & MANIA/HYPOMANIA

0 – No information.

1 – Not present.

2 – Subthreshold:
Definite periods of
excessively irritable/
angry mood. Anger/
irritability is out of
proportion for the
situation and occurs for
much of the day or
intensely for a brief
period (< 1 hour).

3 – Threshold:
Episodes of explosive
irritability / anger that
are far out of proportion
to any stressor or
stimuli - has associated
aggressive behavior
(e.g. threats, property
destruction or physical
aggression). Occurs on
at least 2 consecutive
days or on at least 3
separate days within
one week.

Explosive Irritability/Anger
[DSM-5 DR# 8: Felt angry or lost
your temper]
Was there ever a time you were so
irritable and angry that you
exploded?
When you are feeling really mad, do
you throw things or break things?
Tear your room apart?
Have you ever punched a hole in
the wall when you were angry?
When you got really angry, did you
ever threaten or actually hurt a
parent or a teacher? What about
other kids or pets?
What was going on at the time when
this happened? What set you off?
Have there been times when you
got super angry without knowing
why or over little things that you
normally would not get upset about?
NOTE: Only rate irritability and
explosiveness in this item that
occurs during distinct episode(s)
and represents a change from
baseline. Do not rate chronic
irritability of one year duration or
longer unless there was a marked
change in intensity during a
distinct period of time.

P = Parent Rating C = Child Rating

S = Summary Rating

DMA15

K-SADS-PL 2013 – Modified for the National Mental Health Study

DEPRESSION & MANIA/HYPOMANIA

0 – No information.

1 – Not present.

2 – Subthreshold: Brief
period(s) of increased
energy, or mild
intensification from
baseline (or) likely
caused by
environmental stimulus;
of questionable clinical
significance.

3 – Threshold: Definite
episodes of clear
increased energy or
activity, well beyond
baseline or far in
excess of same age
peers in the same
situation.

Increased Energy or Activity
[DSM-5 DR #9: Starting lots more
projects]
Has there ever been a time where
you had much more energy than
usual, so much energy that it felt like
too much?
What kinds of things were you doing
when that happened? Was there a
change in how much you were
doing? Did it seem like you were
doing too many things or were super
hyper? How long did that feeling
last? Did other people notice it? Did
you feel differently than other people
around you?
Did anything seem to cause that
feeling? Was there anything else
different about you during the time
of high energy - your speed of
talking, thinking, anything else?
NOTE: IF THE CHILD HAS ADHD
OR IS VERY ACTIVE AND
ENERGETIC AT BASELINE, ONLY
RATE POSITIVE IF THIS IS A
DISTINCT PERIOD OF
SUBSTANTIAL INCREASE IN
ENERGY.
NOTE: The (hypo)manic symptom
of increased energy should only
be rated as positive if it is
associated with an abnormal
mood (e.g., elation or irritability).
If the symptom is only
questionably associated with an
abnormal mood, then it should be
rated as subthreshold.

P = Parent Rating C = Child Rating

S = Summary Rating

DMA16

K-SADS-PL 2013 – Modified for the National Mental Health Study

DEPRESSION & MANIA/HYPOMANIA

0 – No information.

DSM-5 DR 10: Sleeping less than
usual, still have energy]

1 – Not present.

Less sleep than usual yet still feels
rested (average for several days
when needs less sleep).

2 – Subthreshold: At
least 1 1/2 hours less
than usual without
feeling tired, for at least
2 consecutive days, or
at least 3 separate
days.

3 – Threshold: At least
3 hours less than usual
because he/she felt
energetic or high and
did not feel tired.
Occurs for at least 2
consecutive days, or on
at least 3 separate
days within one week.

Decreased Need for Sleep
[DSM-5 DR 3: Problems falling
asleep, staying asleep, or waking
early

Have you ever needed less sleep
than usual to feel rested? How much
sleep do you ordinarily need? How
much had you been sleeping? Did
you stay up because you felt
especially high or energetic? Were
you with friends or by yourself? Had
you taken any drugs? Were you up
busy doing things? What time did
you wake up? Were you tired the
next day, or did you have plenty of
energy and did not seem to need
the sleep?
NOTE: DO NOT SCORE
POSITIVELY IF DECREASED
NEED FOR SLEEP TRIGGERED
BY SOCIAL EVENT OR
ACADEMIC COMMITMENTS OR
DRUG USE, OR REFLECTIVE OF
TYPICAL IRREGULAR
ADOLESCENT SLEEP PATTERN.

P = Parent Rating C = Child Rating

S = Summary Rating

DMA17

K-SADS-PL 2013 – Modified for the National Mental Health Study

DEPRESSION & MANIA/HYPOMANIA

0 – No information.

1 – Not present.

2 – Subthreshold:
Isolated, brief incidents
of mildly inappropriate
sexual behavior, of
questionable clinical
significance.

3 – Threshold: Definite
episodes of clearly
inappropriate sexual
behavior.

Hypersexuality
[Excessive Involvement in High Risk
Pleasurable Activities]
NOTE: HYPERSEXUALITY IN THE
ABSENCE OF SEXUAL ABUSE
OR INAPPROPRIATE EXPOSURE
TO SEXUAL BEHAVIOR OR
MEDIA IS A SYMPTOM FAIRLY
SPECIFIC TO MANIA/
HYPOMANIA. IT IS NOT A
SEPARATE DSM-5 DIAGNOSTIC
CRITERION, BUT WHEN
PRESENT, IT CAN POTENTIALLY
FULFILL EITHER BOTH THE
INCREASED GOAL-DIRECTED
ACTIVITY AND THE RISKY,
PLEASURE-SEEKING
BEHAVIOR B CRITERION.
For younger children ask
parent/caregiver:
Have there been times when your
child was excessively focused on
sex, nudity, his/her private parts or
touching others' private parts? Did
your child show an unusual increase
in touching their privates in public or
dressing in an inappropriate or
sexual manner? Would your child
kiss or touch you in a sexual way or
be way too affectionate instead of
their usual way of showing
affection? What was his/her mood
like during these times? Did
anything happen to cause these
changes?

DMA18

For adolescents:
Have there been times when you suddenly got much more interested in sex than usual or that
your sex drive seemed to go way up? Did you do anything differently when this happened (dress
in a revealing way, talk about sex a lot or ask other people to be intimate / have sex with you)?
Were there times when you were driven to have sex much more than usual or with many
different partners?
NOTE: IF ENDORSED POSITIVE, NEED TO RULE OUT SEXUAL ABUSE OR
INAPPROPRIATE EXPOSURE TO SEXUAL MATERIAL OR BEHAVIOR.

P = Parent Rating C = Child Rating

S = Summary Rating

K-SADS-PL 2013 – Modified for the National Mental Health Study

DEPRESSION & MANIA/HYPOMANIA

ENSURE THAT ALL RECEIVED THE DEPRESSION SCREENER.

IF RECEIVED A SCORE OF 3 ON ANY OF THE PREVIOUS MANIA SCREENING ITEMS,
CHECK HERE: ________
AND ADMINISTER THE MANIA SUPPLEMENT AFTER COMPLETING THE SCREENER.

IF SCORES OF ONLY 0, 1 OR 2, ON BOTH THE DEPRESSION AND MANIA/
HYPOMANIA SCREENING STOP INTERVIEW, RECORD TIME.

NOTES: (RECORD DATES OF POSSIBLE CURRENT AND PAST HYPOMANIA OR MANIA).

P = Parent Rating C = Child Rating

S = Summary Rating

K-SADS-PL 2013 – Modified for the National Mental Health Study

DEPRESSION & MANIA/HYPOMANIA

K-SADS Supplement: DEPRESSION
P

0 – No information.

1 – Not at all or less
than once a week.

2 – Subthreshold:
Depressed and/or
irritable mood, at least
2-3 days per week for
much of the day.

3 – Threshold:
Depressed and/or
irritable mood, nearly
every day (5-7 days/
week), most of the day
(or > 1/2 of awake
time).

Reassessment of Depressed and
Irritable Mood
The interviewer should reassess
depressed and irritable mood. For
children and adolescents the mood
criteria can be fulfilled by adding
together the duration of the reported
depressed and irritable moods, for
the past month. For example, the
child could be irritable 3 days per
week and depressed on the other
days. Therefore, the child has had
depressed and/or irritable mood
nearly every day for the past month.
In the past, you said that you started
feeling depressed and that the sad
mood lasted ________. Around that
time, were you feeling irritable or
angry as well? How often?
Currently, you said that you started
feeling depressed and that the sad
mood lasted ________. Around this
time, were you feeling irritable or
angry as well? How often?

Duration of Depressed/Irritable
Mood (Most Severe Episode) (in
weeks):

P = Parent Rating C = Child Rating

___________ weeks

S = Summary Rating

DMA19

DMA20

K-SADS-PL 2013 – Modified for the National Mental Health Study

DEPRESSION & MANIA/HYPOMANIA

0 – No information.

1 – Not present.

2 – Subthreshold:
Insomnia at least 2-3
days per week.

3 – Threshold:
Insomnia nearly every
night (5-7 nights per
week). See below for
type of insomnia (initial,
middle and/or terminal).

0 – No information.

1 – Not present.

2 – Subthreshold: More
than 30 minutes but
less than 1 1/2 hours at
least 2-3 nights per
week.

Threshold: At least 1
1/2 hours nearly every
night (5-7 nights per
week).

Insomnia
Sleep disorder, including initial,
middle and terminal difficulty in
getting to sleep or staying asleep.
Do not rate if he/she feels no need
for sleep. Take into account the
estimated number of hours slept and
the subjective sense of lost sleep.
Normally a 6 - 8 year old child
should sleep about 10 hours +/- one
hour. 9 -12 years, 9 hours +/- 1
hour. 12 - 16 years, 8 hours +/- one
hour.
NOTE: DO NOT RATE IF
INSOMNIA IS EXCLUSIVELY DUE
TO ADHD, OPPOSITIONALITY,
MEDICAL PROBLEMS, SLEEP
DISORDER, OR OTHER
PSYCHIATRIC DISORDERS.

DMA21

A. Initial Insomnia
When you are feeling down/
depressed, do you have trouble
falling asleep? How long does it take
you to fall asleep?

P = Parent Rating C = Child Rating

S = Summary Rating

DMA22

K-SADS-PL 2013 – Modified for the National Mental Health Study

DEPRESSION & MANIA/HYPOMANIA

0 – No information.

1 – Not present.

2 – Subthreshold: Less
than 30 minutes awake
during the middle of the
night or trying to fall
back asleep, at least 23 nights per week.

3 – Threshold: More
than 30 minutes, nearly
every night (5-7
nights/week).

0 – No information.

1 – Not present.

2 – Subthreshold:
Waking up less than 30
minutes earlier, at least
2-3 days per week.
Problem has only
minimal effect on
functioning.

3 – Threshold: Waking
up less than 30 minutes
earlier, at least 2-3
days per week.

B. Middle Insomnia
When you are feeling
down/depressed, do you wake up in
the middle of the night? How many
times? How long does it take you to
fall back asleep?

DMA23

C. Terminal Insomnia
When you are feeling down or
depressed, what time do you wake
up in the mornings? Do you wake up
earlier than you need to?

P = Parent Rating C = Child Rating

S = Summary Rating

DMA24

K-SADS-PL 2013 – Modified for the National Mental Health Study

DEPRESSION & MANIA/HYPOMANIA

0 – No information.

1 – Not present.

2 – Subthreshold: Often
sleeps at least 1 hour
more than usual (at
least 2-3 times per
week).

3 – Threshold: Most
nights (5-7 nights/week)
sleeps at least 2 hours
more than usual.

Hypersomnia
Increased need to sleep, sleeping
more than usual. Inquire about
hypersomnia even if insomnia was
rated 2-3. Sleeping more than
norms in 24 hour period.
Do not rate positive if daytime
sleep time plus nighttime true
sleep equals normal sleep time
(compensatory naps). Do not
include "catch-up" sleep on
weekends and/or holidays if child
is not getting sufficient sleep on
school nights.
Are you sleeping longer than usual?
Do you go back to sleep after you
wake up in the morning?
When did you start sleeping longer
than usual?
Did you used to take naps before?
When did you start to take naps?
How many hours did you use to
sleep before you started to feel so
(sad)?
Parents may say that if child was
not awakened he/she would
regularly sleep > 11-12 hours and
he/she actually does so, every
time he/she is left on his/her own.
This should be rated 3.
NOTE: DO NOT RATE IF
HYPERSOMNIA IS EXCLUSIVELY
DUE TO NARCOLEPSY, MEDICAL
PROBLEMS (e.g., infection), OR
OTHER PSYCHIATRIC
DISORDERS.

P = Parent Rating C = Child Rating

S = Summary Rating

DMA25

K-SADS-PL 2013 – Modified for the National Mental Health Study

DEPRESSION & MANIA/HYPOMANIA

0 – No information.

1 – Not present.

2 – Subthreshold: Often
tired or without energy
(2-3 days/week).

3 – Threshold: Tired or
without energy most of
the day, nearly every
day (5-7 days/week).

Fatigue, Lack of Energy, and
Tiredness
This is a subjective feeling. (Do not
confuse with lack of interest)
(Rate presence even if subject feels
it is secondary to insomnia).
Have you been feeling tired? How
often?
Do you feel tired all of the time, most
of the time, some of the time, or now
and then?
When did you start feeling so tired?
Was it after you started feeling
____?
Do you take naps because you feel
tired? How much?
Do you have to rest?
Do your limbs feel heavy?
Is it very hard to get going? .... to
move your legs?
Do you feel like this all the time?
NOTE: DO NOT RATE
POSITIVELY IF EXCLUSIVELY
DUE TO MEDICAL PROBLEMS,
OTHER PSYCHIATRIC
PROBLEMS (e.g., GAD),
MEDICATIONS OR USE OF
DRUGS OR ALCOHOL.

P = Parent Rating C = Child Rating

S = Summary Rating

DMA26

K-SADS-PL 2013 – Modified for the National Mental Health Study

DEPRESSION & MANIA/HYPOMANIA

A. Decreased Concentration or
Slow Thinking

0 – No information.

Complaints (or evidence from
teacher) of diminished ability to think
or concentrate which was not
present to the same degree before
onset of present episode.
Distinguish from lack of interest
or motivation. Do not include if
associated with formal thought
disorder.

1 – Not present.

2 – Subthreshold:
Definitely aware of
limited attention span or
slowed thinking, at least
2-3 days/week.

3 – Threshold:
Interferes with school
work. Forgetful. Takes
substantially increased
effort in schoolwork
nearly every day (5-7
days/week) or causes
significant drop in
grades.

Cognitive Disturbances

Sometimes children have a lot of
trouble concentrating. For instance,
they have to read a page from a
book, and can't keep their mind on it
so it takes much longer to do it or
they just can't do it, can't pay
attention.
Have you been having this kind of
trouble? When did it begin? Is your
thinking slowed down? If you push
yourself very hard can you
concentrate? Does it take longer to
do your homework? When you try to
concentrate on something, does
your mind drift off to other thoughts?
Can you pay attention in school?
Can you pay attention when you
want to do something you like?
Do you forget about things a lot
more? What things can you pay
attention to? Is it that you can't
concentrate? Or is it that you are not
interested, or don't care? Did you
have this kind of trouble before?
When did it start?
NOTE: IF CHILD HAS ATTENTION
DEFICIT DISORDER, DO NOT
RATE POSITIVELY, UNLESS
THERE WAS A WORSENING OF
THE CONCENTRATION
PROBLEMS ASSOCIATED WITH
THE ONSET OF DEPRESSED
MOOD.

P = Parent Rating C = Child Rating

S = Summary Rating

DMA27

K-SADS-PL 2013 – Modified for the National Mental Health Study

DEPRESSION & MANIA/HYPOMANIA

0 – No information.

1 – Not present.

2 – Subthreshold: Often
has difficulty making
decisions (at least 2-3
days/week).

B. Indecision
When you were feeling sad, was it
hard for you to make decisions?
Like did you find recess was over
before you could decide what you
wanted to do?
Rate based on data reported by
informant (e.g., parent).

3 – Threshold: Nearly
every day (5-7 days/
week) has difficulty
making decisions; has
significant effect on
functioning.

P = Parent Rating C = Child Rating

S = Summary Rating

DMA28

K-SADS-PL 2013 – Modified for the National Mental Health Study

DEPRESSION & MANIA/HYPOMANIA

0 – No information.

1 – Not present.

2 – Subthreshold: Often
has decrease in
appetite (at least 2-3
days/week). (Regular
snacks not consumed)

Appetite/Weight
A. Decreased Appetite
Appetite compared to usual or to
peers if episode is of long duration.
Make sure to differentiate between
decrease of food intake because of
dieting and because of loss of
appetite.
Rate here loss of appetite only.
How is your appetite? Do you feel
hungry often? Are you eating more
or less than before? Do you leave
food on your plate? When did you
begin to lose your appetite? Do you
sometimes have to force yourself to
eat? When was the last time you felt
hungry? Are you on a diet? What
kind of diet?

P = Parent Rating C = Child Rating

3 – Threshold: Clear
decrease in appetite
every or nearly every
day (5-7 days/week)
(e.g., regular snacks not
consumed, eats smaller
meals than usual, some
meals missed).

S = Summary Rating

DMA29

K-SADS-PL 2013 – Modified for the National Mental Health Study

DEPRESSION & MANIA/HYPOMANIA

0 – No information.

1 – No weight loss
(stays in same
percentile grouping).

2 – Subthreshold:
Questionable weight
loss.

3 – Threshold: Clear
loss of weight during
mood disturbance.

B. Weight Loss
Total weight loss from usual weight
since onset of the present episode
(or maximum of 12 months). Make
sure he/she has not been dieting. In
the assessment of weight loss it is
preferable to obtain recorded
weights from old hospital charts or
the child's pediatrician. Rate this
item even if later he/she regained
weight or became overweight. If
possible, rater should have verified
weights available at time of
interview. Consider looking at BMI.
Have you lost any weight since you
started feeling sad? How do you
know? Do you find your clothes are
looser now? When was the last time
you were weighed? How much did
you weigh then? What about now?
(Measure it).
NOTE: DO NOT RATE
POSITIVELY IF WEIGHT LOSS IS
MAINLY ACCOUNTED FOR BY
ANOREXIA NERVOSA. WEIGHT
LOSS MUST BE DUE TO MOOD
AND NOT OTHER FACTORS
(MEDICAL PROBLEMS,
MEDICATIONS, SUBSTANCE
USE, ETC.)

P = Parent Rating C = Child Rating

S = Summary Rating

DMA30

K-SADS-PL 2013 – Modified for the National Mental Health Study

DEPRESSION & MANIA/HYPOMANIA

0 – No information.

1 – Not at all - normal or
decreased.

2 – Subthreshold: Often
snacks somewhat more
than usual, or eats
somewhat bigger meals
(at least 2-3 days/
week).

3 – Threshold: Nearly
every day (5-7 days/
week) snacks notably
more or eats bigger
meals than usual.

C. Increased Appetite
As compared to usual. Inquire about
this item even if anorexia and/or
weight loss were rated 2 - 3.
Have you been eating more than
before? Since when? Is it like you
feel hungry all the time? Do you feel
this way every day? Do you eat less
than you would like to eat? Why?
Do you have cravings for sweets?
What do you eat too much of?

P = Parent Rating C = Child Rating

S = Summary Rating

DMA31

K-SADS-PL 2013 – Modified for the National Mental Health Study

DEPRESSION & MANIA/HYPOMANIA

0 – No information.

1 – No weight gain
(stays in same
percentile).

2 – Subthreshold:
Questionable
inappropriate weight
gain.

3 – Threshold: Clear
weight gain during
mood disturbance
beyond expected
growth.

D. Weight Gain
Total weight gain from usual weight
during present episode (or a
maximum of the last 12 months) not
including gaining back weight
previously lost or not gained
according to the child's usual
percentile for weight.
Have you gained any weight since
you started feeling sad? How do you
know? Have you had to buy new
clothes because the old ones did not
fit any longer? How much did you
used to weigh? When were you last
weighed?
NOTE: DO NOT RATE
POSITIVELY IF WEIGHT GAIN IS
RELATED TO OTHER FACTORS
(MEDICAL PROBLEMS,
MEDICATIONS, SUBSTANCE
USE, ETC.) WEIGHT GAIN MUST
BE DUE TO MOOD
DISTURBANCE.

P = Parent Rating C = Child Rating

S = Summary Rating

DMA32

K-SADS-PL 2013 – Modified for the National Mental Health Study

DEPRESSION & MANIA/HYPOMANIA

0 – No information.

1 – Not at all, retarded,
or associated with
manic syndrome.

2 – Subthreshold: Often
unable to sit quietly in a
chair; often fidgeting,
pulling and/or rubbing or
pacing (at least 2-3
days/week).

3 – Threshold: Nearly
every day (5-7 days per
week) is unable to sit
still in class; frequently
fidgeting, pulling and/or
rubbing or pacing, etc.

Psychomotor Disturbances
A. Agitation
Includes inability to sit still, pacing,
fidgeting, repetitive lip or finger
movement, wringing of hands,
pulling at clothes, and non-stop
talking. To be rated positive, such
activities should occur while the
subject feels depressed, not
associated with the manic
syndrome, and not limited to
isolated periods when discussing
something upsetting. Do not
include subjective feelings of
tension or restlessness which are
often incorrectly called agitation.
To arrive at your rating, take into
account your observations during
the interview, the child's report and
the parent's report about the child's
behavior during the episode.

DMA33

Since you've felt sad, are there
times when you can't sit still, or you
have to keep moving and can't stop?
Do you walk up and down? Do you
wring your hands? Do you pull or
rub on your clothes, hair, skin or
other things? Do people tell you not
to talk so much?
Did you do this before you began to
feel (sad)? When you do these
things, is it that you are feeling (sad)
or do you feel high or great?
If someone was taking videos of you while you were eating breakfast and talking to your
(mother), and they took these movies before you got (depressed) and again while you were
(depressed) would I be able to see a difference? What would it be? What would I see?
Probe: Would it take longer before or while you were (depressed)? A little longer? Much longer?
If I saw a videotape or heard an audiotape of your child at home while he/she was depressed and
another when he/she wasn't depressed, could I tell the difference? If yes, what would
I see (hear) different?
Make sure it does not refer to content of speech or acts or to facial expression. Refer only
to speed and tempo.

P = Parent Rating C = Child Rating

S = Summary Rating

K-SADS-PL 2013 – Modified for the National Mental Health Study

DEPRESSION & MANIA/HYPOMANIA

NOTE: IF CHILD HAS ATTENTION DEFICIT DISORDER, DO NOT RATE THE
PSYCHOMOTOR AGITATION ITEM POSITIVELY UNLESS THERE WAS A WORSENING OF
AGITATION THAT CORRESPONDED WITH THE ONSET OF THE DEPRESSED MOOD.
P

0 – No information.

1 – Not at all.

2 – Subthreshold: Often
(2-3 days/week)
conversation is
noticeably retarded and
/or body movement is
slowed.

3 – Threshold: Nearly
every day, noticeably
retarded speech or
movement.

B. Psychomotor Retardation
Visible, generalized slowing down of
physical movement, reactions and
speech. It includes long speech
latencies. Make certain that slowing
down actually occurred and is not
merely a subjective feeling. To
arrive at your rating take into
account your observations during
the interview, the child's report and
the parent's report about the child's
behavior during the episode.
Since you started feeling (sad) have
you noticed that you can't move as
fast as before? Have you found it
hard to start talking? Has your
speech slowed down? Do you talk a
lot less than before? Since you
started feeling sad, have you felt like
you are moving in slow motion?
Have other people noticed it?
If someone was taking movies of
you while you were eating breakfast
and talking to your (mother), and
they took these movies before you
got (depressed) and again while you
were (depressed) would I be able to
see a difference? What would it be?
What would I see? What would I
hear?
Probe: Would it take longer before
or while you were (depressed)? A
little longer? Much longer?
If I saw a videotape or heard an
audiotape of your child at home
while he/ she was depressed and
another when he/she wasn't
depressed, could I tell the
difference? If yes, what would I see
(hear) different?

P = Parent Rating C = Child Rating

S = Summary Rating

DMA34

K-SADS-PL 2013 – Modified for the National Mental Health Study

DEPRESSION & MANIA/HYPOMANIA

0 – No information.

Includes feelings of inadequacy,
inferiority, failure and worthlessness,
self-depreciation, self-belittling.

1 – Not at all.

Rate with disregard of how
"realistic" the negative selfevaluation is.

2 – Subthreshold: Often
feels inadequate or
does not like him/herself
(2-3 days/week).

3 – Threshold: Feels
like a failure or
worthless, or unable to
identify any positive
attribute nearly every
day (5-7 days/week).

Self-Perceptions
A. Worthlessness/Negative
Self-Image

How do you feel about yourself? Do
you like yourself? Why? Or why not?
Do you ever think of yourself as
pretty or ugly? Do you think you are
bright or stupid? Do you like your
personality, or do you wish it were
different? How often do you feel this
way about yourself?

P = Parent Rating C = Child Rating

S = Summary Rating

DMA35

K-SADS-PL 2013 – Modified for the National Mental Health Study

B. Excessive or Inappropriate
Guilt...and self-reproach, for
things done or not done,
including delusions of guilt.
Rate according to proportion
between intensity of guilt feelings
or severity of punishment child
think she deserves and the actual
misdeeds.
When people say or do things that
are good, they usually feel good,
and when they say or do something
bad they feel bad about it. Do you
feel bad about anything you have
done? What is it? How often do you
think about it? When did you do
that?
What does it mean if I said I feel
guilty about something? How much
of the time do you feel like this: Most
of the time, a lot of the time, a little
of the time, or not at all? What kind
of things do you feel guilty about?
Do you feel guilty about things you
have not done? Do you feel guilty
about things that are actually not
your fault? Do you feel guilty about
things your parents or others do? Do
you feel you cause bad things to
happen? Do you think you should be
punished for this? What kind of
punishment do you feel you
deserve? Do you want to be
punished? How do your parents
usually punish you? Do you think it's
enough?

DEPRESSION & MANIA/HYPOMANIA

0 – No information.

1 – Not at all.

2 – Subthreshold:
Sometimes (2-3 days/
week) feels very guilty
about past actions, the
significance of which he
exaggerates, and which
most children would
have forgotten about.

DMA36

3 – Threshold: Nearly
every day feels guilt
which he cannot explain
or about things which
objectively are not his
fault. (Except feeling
guilty about parental
separation and/or
divorce which is
normative and should
not lead by and of itself
to a positive guilt rating
in this score, except if it
persists after repeated
appropriate discussions
with the parents)

For many young children it is preferable to give a concrete example such as: "I am going to
tell you about three children and you tell me which one is most like you. The first is a child who
does something wrong, then feels bad about it, goes and apologizes to the person, the apologies
are accepted, and he just forgets about it from then on. The second child is like the first but after
his apologies are accepted, he just cannot forget about what he had done and continues to feel
bad about it for one to two weeks. The third is a child who has not done much wrong, but who
feels guilty for all kinds of things which are really not his fault like... Which one of these three
children is like you?"
It is also useful to double check the child's understanding of the questions by asking him
to give an example, like the last time he felt guilty "like the child in the story."
P = Parent Rating C = Child Rating

S = Summary Rating

K-SADS-PL 2013 – Modified for the National Mental Health Study

DEPRESSION & MANIA/HYPOMANIA

Codes: 0 = No information. 1 = No. 2 = Yes.
P

Other Criteria
Evidence of a Precipitant
(specify):

Symptoms Occur or
Worsen with Monthly
Menstruation

DMA37

DMA38

(For Adolescent Females):
Do you notice any
connection between your
menstrual cycle and your
moods? Do you get really
depressed each month
right before or after you
start your period?

Impairment
Must be present
in two settings.
A. Socially (with peers)

DMA39

B. With family

DMA40

C. In school

DMA41

P = Parent Rating C = Child Rating

S = Summary Rating

K-SADS-PL 2013 – Modified for the National Mental Health Study

DEPRESSION & MANIA/HYPOMANIA

Codes: 0 = No information. 1 = No. 2 = Yes.
Lifetime
Evidence of Major Depressive Disorder

DMA42

DSM-5-Criteria
A. Meets criteria (score 3) for five or more of the depressive symptoms listed in the table
below; the symptoms have been present during the same two week period and represent a
change from previous functioning; and at least one of the symptoms is either: 1) Depressed
Mood; 2) Irritable Mood; or 3) Anhedonia/Loss of Interest or Pleasure (subjective or
observed).
B. The symptoms do not meet criteria for a Mixed Episode.
C. The symptoms cause clinically significant distress or impairment in social, occupational, or
other important areas of functioning.
D. An organic (pharmacological) etiology has been ruled out.
E. At no time have there been delusions or hallucinations for at least two weeks in the
absence of prominent affective symptoms; and
F. Did not meet criteria for Schizophrenia or Schizophreniform Disorder.

Symptom

K-SADS Score

Depressed Mood

Anhedonia/Diminished Interest or Pleasure

Decreased Appetite OR Weight Loss OR
Increased Appetite OR Weight Gain

Insomnia OR Hypersomnia

Psychomotor Agitation OR Retardation

Fatigue OR Loss of Energy

Feelings of Worthlessness OR Excessive OR
Inappropriate Guilt

Decreased Concentration, Slowed Thinking, OR
Indecisiveness

Recurrent Thoughts of Death, Recurrent
Suicidal Ideation (with or without plan) OR
Suicide Attempt

P = Parent Rating C = Child Rating

Yes

S = Summary Rating

K-SADS-PL 2013 – Modified for the National Mental Health Study

DEPRESSION & MANIA/HYPOMANIA

Codes: 0 = No information. 1 = Not present. 2 = Probable. 3 = Definite.
Probable Diagnosis:
1. Meets criteria for core symptoms of the disorder.
2. Meets all but one, or a minimum of 75% of the remaining criteria required for the diagnosis
3. Evidence of functional impairment
Major Depressive Disorder Lifetime Diagnosis: __________

DMA43

Major Depressive Disorder Age of Onset: __________

DMA 44

P = Parent Rating C = Child Rating

S = Summary Rating

K-SADS-PL 2013 – Modified for the National Mental Health Study

DEPRESSION & MANIA/HYPOMANIA

K-SADS Supplement: MANIA/HYPOMANIA
Reassessment of Duration of
Distinct Period of Elated/Elevated
and/or Irritable Mood (with
Associated Potential Manic
Symptomatology)
The interviewer should assess the duration (in number of days at threshold) of elated/elevated
and irritable mood that occurs in the context of potential (hypo)manic symptoms. Irritability can
frequently co-occur with elevated/elated mood during (hypo)mania, especially when the
individual's desires or goal-directed behaviors are thwarted. In addition, it is very common for
depressive symptoms to be intermixed at varying degrees of intensity with elated/elevated mood
and extreme irritability during a period of (hypo)mania, so it not uncommon for elevated and
manic irritable mood to be present for different periods throughout the day and dysphoria and
depression for much of the other time.
IT IS EXTREMELY IMPORTANT TO ONLY RATE THE DURATION OF DISTINCT PERIODS
OF ABNORMALLY ELEVATED/ELATED AND/OR IRRITABLE MOOD AND NOT CHRONIC
IRRITABILITY.
Episodes can occur against a background of chronic mood disturbance but only the distinct
episodes that are associated with (hypo)manic symptoms should be rated. In some cases, the
episode can be long, but it is a distinct change from baseline.
The interviewer should reassess elated and irritable moods that occur in the context of other
manic symptoms. For children and adolescents the mood duration criteria can be fulfilled by
adding together the duration of the reported elated and irritable moods, as long as they occur in
the context of manic symptomatology (i.e., if a child has 1 hr of elated mood and 3 hrs of very
irritable mood, this would equal 4 hrs of mood disturbance and 1 day at threshold).
NOTE: IF HISTORY OF CURRENT OR PAST SUBSTANCE USE DISORDER, CAREFULLY
ASSESS THE RELATIONSHP BETWEEN SUBSTANCE USE AND MANIC-LIKE SYMPTOMS.

P = Parent Rating C = Child Rating

S = Summary Rating

K-SADS-PL 2013 – Modified for the National Mental Health Study

Determine Duration of Longest
Episode of Abnormally
Elevated/Elated/Extreme Irritable
Mood
Maximum episode duration of
abnormal elevated/elated and/or
irritable mood with associated
(hypo)manic symptoms (number
consecutive days with 4 hours or
more hours of elevated and/or irritable
mood throughout the day).
You said that you were feeling
revved/hyper/sped up (use the child's
or parent's terminology) and were
feeling super high/super happy/super
angry. How much of the time were
you in either a super happy or super
angry mood? Would you have these
moods more than once a day? What
else was different about you when you
had these super high/super
happy/super angry moods? Were
there any changes in your energy,
speed of thinking or talking, speed of
moving, or how much sleep you would
get? Any difference in how you would
act with other people or the kinds of
things you would do? How long would
these moods (elated and/or angry)
last for altogether in a given day? How
many days in a row would you be in a
super high/super happy/super angry
mood for much of the day or night?

DEPRESSION & MANIA/HYPOMANIA

Lifetime/Most Severe
Episode

0 – 1 day. (present for
at least 4 hours total
within the day)

1 – Distinct mood
episodes last 2-3 days.

2 – Distinct mood
episodes last 4-6 days.

3 – Distinct mood
episodes last greater
than or equal to 7 days.

Indicate whether
mood is:

0 – Irritable only.

1 - Elevated/elated
only.

2 – Elevated/elated and
irritable.

DMA45

DMA46

P = Parent Rating C = Child Rating

S = Summary Rating

K-SADS-PL 2013 – Modified for the National Mental Health Study

DEPRESSION & MANIA/HYPOMANIA

0 – No information.

1 – Not present. Not at
all, or decreased selfesteem.

2 – Subthreshold: Is
much more confident
about him/herself than
most people in his/her
circumstances but only
of possible clinical
significance.

3 – Threshold: During
mood disturbance,
persistently and
disproportionately
inflated self-esteem that
is exaggerated and out
of context.

Grandiosity/Inflated Self-Esteem
Increased self-esteem and appraisal
of his/her worth, power, or knowledge
(up to grandiose delusions*) as
compared with usual level.
When you were feeling (super high /
super happy/ super angry) were you
feeling more self-confident than
usual? When that happens, do you
believe you have any special talents
or think you have special power?
Have you felt as if you are much
better than others? ....smarter?
...stronger? Why?
Have you won any awards or honors
for ____? Have you felt that you are a
particularly important person?
NOTE: BE SURE TO DETERMINE
WHETHER THE CHILD REALLY
HAS THE "SPECIAL TALENTS" OR
NOT BEFORE RATING THIS ITEM.
ALSO, KEEP IN MIND NORMAL
DEVELOPMENTAL LEVELS. RATE
IF GRANDIOSITY IS ABOVE AND
BEYOND WHAT WOULD BE
EXPECTED FOR SUBJECT'S AGE,
NOT JUST BRAGGING. MUST BE
EXAGGERATED AND OUT OF
CONTEXT. MUST NOT BE DUE TO
SUBSTANCE USE.

Does grandiosity appear to be of
delusional intensity? Please note
and describe:

0 – No

1 - Yes

P = Parent Rating C = Child Rating

S = Summary Rating

DMA47

DMA48

K-SADS-PL 2013 – Modified for the National Mental Health Study

DEPRESSION & MANIA/HYPOMANIA

0 – No information.

1 – Not present. Not at
all, or retarded speech.

More Talkative or Pressured
Speech
When you were feeling super high /
super happy / super angry, were there
times that you spoke very rapidly or
talked on and on and could not be
stopped?

2 – Subthreshold: Brief
or mild rapid speech
that is of questionable
clinical significance.

Have people said you were talking too
fast or talking too much? Have people
had trouble understanding you?

Rate based on data reported by
informant or observational data.

0 – No information.

1 – Not present.

2 – Subthreshold:
Possible increase in
rate of thinking; or
thinking about many
more things than usual.
Brief and not of clear
clinical significance.

3 – Threshold: Racing
thoughts are
persistently
present during the mood
disturbance or cause
significant distress or
impairment.

NOTE: IF CHILD MEETS CRITERIA
FOR ADHD ONLY RATE
POSITIVELY IF THERE WAS AN
INCREASE IN TALKATIVENESS
ASSOCIATED WITH THE ONSET
OF MOOD SYMPTOMS.

DMA49

3 – Threshold: During
the mood disturbance is
persistently and
noticeably more
verbose than normal or
speech is noticeably
pressured.

Racing Thoughts
When you were feeling super high /
super happy / super angry, were
there times that you spoke very
rapidly or talked on and on and
could not be stopped?
Have people said you were talking
too fast or talking too much? Have
people had trouble understanding
you?
Rate based on data reported by
informant or observational data.
NOTE: IF CHILD MEETS
CRITERIA FOR ADHD ONLY
RATE POSITIVELY IF THERE
WAS AN INCREASE IN
TALKATIVENESS
ASSOCIATED WITH THE ONSET
OF MOOD SYMPTOMS.

P = Parent Rating C = Child Rating

S = Summary Rating

DMA50

K-SADS-PL 2013 – Modified for the National Mental Health Study

DEPRESSION & MANIA/HYPOMANIA

0 – No information.

1 – Not present.

2 – Subthreshold:
Possible increase in
rate of thinking; or
thinking about many
more things than usual.
Brief and not of clear
clinical significance.

3 – Threshold: Racing
thoughts are
persistently present
during the mood
disturbance or cause
significant distress or
impairment.

Flight of Ideas
Accelerated speech with abrupt
changes from topic to topic usually
based on understandable
associations, distracting stimuli or play
on words. In rating severity, consider
speed of associations, inability to
complete ideas and sustain attention
in a goal-directed manner. When
severe, complete or partial sentences
may be galloping on each other so
fast that apparent sentence-tosentence derailment and/or sentence
incoherence may also be present.
When you were super high/ super
happy/ super angry, were there times
when people could not understand
you because you jumped from subject
to subject or talked about so many
different things? Were there times
when they said you did not make
sense or had trouble following your
train of thought? Can you give me an
example?

P = Parent Rating C = Child Rating

S = Summary Rating

DMA51

K-SADS-PL 2013 – Modified for the National Mental Health Study

DEPRESSION & MANIA/HYPOMANIA

0 – No information.

1 – Not present or slight
increase.

2 – Subthreshold:
During mood
disturbance, increase in
general activity level
involving at least one
area (e.g. school, work,
socially, sexually or
activities during free
time) but is not
persistent and only of
possible clinical
significance.

3 – Threshold: During
mood disturbance,
persistent and
significant increase in
general activity level
involving 2 or more
areas, or marked
increased in one area.
Activity involvement
and/or sociability is
excessive and much
more that what would
be expected by a typical
child his /her age.

Increased Goal-Directed
Activity/Sociability
As compared with usual level.
Consider changes in scholastic,
social, sexual or leisure involvement
or activity level associated with work,
family, friends, new projects, interests,
or activities (e.g., telephone calls,
letter writing).
During the times when you were
feeling super high / super happy /
super angry were you more active or
involved in more things than usual?
Were you working on many more
projects at home or at school? Busy
cleaning many things, rearranging
furniture or reorganizing your room?
Feeling much more social and really
outgoing, talking to many people,
suddenly feeling super friendly?
For adolescents: Were you much
more sexually active than usual?
NOTE: ONLY SCORE POSITIVELY
IF INCREASED ACTIVITY
SOCIABILITY OCCURS DURING A
PERIOD OF MOOD CHANGE (e.g.,
elation, irritability) AND ACTIVITY /
SOCIABILITY IS A CHANGE FROM
BASELINE.

P = Parent Rating C = Child Rating

S = Summary Rating

DMA52

K-SADS-PL 2013 – Modified for the National Mental Health Study

DEPRESSION & MANIA/HYPOMANIA

0 – No information.

1 – Not present, not at
all or retarded.

2 – Subthreshold: Brief
or mild increase in
physical restlessness or
hyperactivity of
questionable clinical
significance.

3 – Threshold: During
the mood disturbance is
persistently unable to
stay in seat, pacing,
fidgeting, excessive
movement, etc., almost
always disruptive to
some degree.

Psychomotor Agitation
Visible manifestations of generalized
motor hyperactivity, which occurred
during a period of abnormally
elevated, expansive, or irritable mood.
Make certain that the hyperactivity
actually occurred and was not merely
a subjective feeling of restlessness.
Make sure it is not chronic but
episodic hyperactivity.
When you are feeling super high /
super happy / super angry, do you
notice a change in how active you are
or how much you move? Are there
times when you can't sit still, or you
have to keep moving and can't stop?
Do you feel like you need to keep
walking back and forth? Do you move
very fast or are you really
hyperactive? Tell me what you are
doing at these times.
NOTE: IF CHILD MEETS CRITERIA
FOR ADHD, ONLY RATE
POSITIVELY IF THERE WAS AN
INCREASE IN RESTLESSNESS
ASSOCIATED WITH THE ONSET
OF MOOD SYMPTOMS.

P = Parent Rating C = Child Rating

S = Summary Rating

DMA53

K-SADS-PL 2013 – Modified for the National Mental Health Study

DEPRESSION & MANIA/HYPOMANIA

0 – No information.

1 – Not present.

Excessive Involvement in HighRisk Pleasurable Activities
Excessive involvement in
pleasurable/ thrill-seeking/ exciting
activities that have a high potential
for painful consequences.
When you were feeling high/ super
happy/ super angry did you do
things that caused trouble for you or
your family or friends? Did you do
things you normally would not have
done... like staying out all night,
spending a lot of money, taking trips
unexpectedly, or doing something
really risky for fun?
Did you do anything that you now
think you should not have done?
Were you drinking or using drugs at
the time? Has this ever happened
when you weren't drinking or using
drugs?

(For Adolescents) What about
getting involved in relationships
quickly, having a lot of one night
stands, or doing other dangerous
things like driving recklessly?
(For Pre-adolescents) What about
jumping from really high places,
going on long trips on your bicycle,
or playing serious pranks in school?

2 – Subthreshold:
Transient or mild
increase in risk-taking/
pleasure-seeking
behavior of only
questionable clinical
significance.
3 – Threshold: During
the mood disturbance,
persistently involved in
risk taking/pleasure seeking activities with
potentially negative
consequences that
show poor judgment
(e.g., driving recklessly,
having casual affairs,
disinhibited
interpersonal relations,
spending sprees, giving
away money or
personal belongings).

Also consider inappropriate
sexual behavior.

P = Parent Rating C = Child Rating

S = Summary Rating

DMA54

K-SADS-PL 2013 – Modified for the National Mental Health Study

DEPRESSION & MANIA/HYPOMANIA

0 – No information.

1 – Not present.

2 – Subthreshold:
Transient or mild
increase in risk-taking/
pleasure-seeking
behavior of only
questionable clinical
significance.

3 – Threshold: During
the mood disturbance,
persistently involved in
risk taking/pleasure seeking activities with
potentially negative
consequences that
show poor judgment
(e.g., driving recklessly,
having casual affairs,
disinhibited
interpersonal relations,
spending sprees, giving
away money or
personal belongings).

Distractibility
Child presents evidence of difficulty
focusing his/her attention on the
questions of the interviewer, jumps
from one thing to another, cannot
keep track of his/her answers, and is
drawn to irrelevant stimuli he/she
cannot shut out. Not to be confused
with avoidance of uncomfortable
themes.
Since you have been feeling super
high/ super happy/ super angry have
you noticed any change in your
concentration? Have you had trouble
sticking to what you are supposed to
do? Do you start things that you just
don't finish? Do you get distracted
easily? Have you been having trouble
paying attention in class?
Rate based on data reported by
informant (e.g., parent).
NOTE: IF CHILD MEETS CRITERIA
FOR ADHD, ONLY RATE
POSITIVELY IF THERE WAS AN
INCREASE IN DISTRACTIBILITY
ASSOCIATED WITH THE ONSET
OF MOOD SYMPTOMS.

P = Parent Rating C = Child Rating

S = Summary Rating

DMA55

K-SADS-PL 2013 – Modified for the National Mental Health Study

DEPRESSION & MANIA/HYPOMANIA

0 – No information.

1 – Manic symptoms
never occur under the
influence of drugs.

2 – Manic symptoms
occur sometimes but
not always under the
influence of alcohol or
drugs. At least once
was manic or
hypomanic without prior
drug or alcohol use.

3 – Manic symptoms
present only under the
influence of alcohol or
drugs.

0 – No information.

1 – One day (> 4 hours
during the day)

2 – Two-three days.

3 – Four-six days

4 – Seven to fourteen
days

5 – Multiple weeks.

6 – Two-Six months

7 – Greater than six
months

Influence of Drugs or Alcohol
Did you feel super high/ super
happy/ super angry or do these
things only when you have been
drinking or taking drugs or
medicine? What kinds? How much?
Do you ever have the super high/
super happy/ super angry moods at
times when you are not drinking or
using drugs? Which came first, the
drug or the high?
Do you drink a lot of coffee or other
caffeinated drinks? About how much
do you drink? Have you ever felt
high like you described earlier when
you weren't drinking tons of
caffeine?

DMA56

Patterning of Manic Symptoms
Inquire about episodes in which
subject had persistently abnormally
elevated, expansive or irritable mood
plus 3 associated (hypo)manic
symptoms (4 if irritable only), that
were not caused by drugs,
medications or alcohol, or other
psychiatric disorders.
A. Longest Duration of
Hypomanic Episodes
What is the longest period of time in
hours, or days in a row that you felt
super high / super happy / super
angry (other endorsed symptoms)?
NOTE: Mood change and
symptoms should be present for
a significant part of the day (> 4
hours total) in order to reach
threshold unless very severe in a
given day.

P = Parent Rating C = Child Rating

S = Summary Rating

DMA57

K-SADS-PL 2013 – Modified for the National Mental Health Study

DEPRESSION & MANIA/HYPOMANIA

0 – No information.

1 – One day (> 4 hours
during the day)

2 – Two-three days.

3 – Four-six days

4 – Seven to fourteen
days

5 – Multiple weeks.

6 – Two or more
months.

0 – No information.

1 – Not present in the
past year.

2 – One-three discrete
episodes per year.

3 – Four or more
episodes per year.

B. Typical Duration of
Hypomanic Episodes
DMA58

How long do these episodes usually
last when they do occur?

C. Number of Episodes Per
Year
In this past year, how many discrete
episodes of these symptoms have
you had? (Specify below)

________ #/year

________#/month

P = Parent Rating C = Child Rating

S = Summary Rating

DMA59

K-SADS-PL 2013 – Modified for the National Mental Health Study

D. Longest Duration of
Euthymic Mood
Since you first started having these
changes in mood, what is the
longest period of time that you have
felt like your old self and have not
been bothered by any of these
problems?

E. Total Lifetime Duration of
Mania/Hypomania
In the subject's lifetime, what are the
estimated total Number of Days (not
necessarily consecutive) in which
subject had persistently abnormally
elevated, expansive or irritable
mood plus 3 associated
(hypo)manic symptoms (4 if irritable
only), that was not caused by drugs,
medications or alcohol.

DEPRESSION & MANIA/HYPOMANIA

0 – No information.

1 – No significant
periods of euthymic
mood.

2 – Euthymic mood
lasted 3-6 days.

3 – Euthymic mood
lasted 1-2 weeks.

4 – Euthymic mood
lasted 2-8 weeks.

5 – Euthymic mood
lasted greater than 2
months.

0 – No information.

1 – One-three days

2 – Four-ten days

3 – Ten-twenty days

4 – More than twenty
days

Age of Onset:

_________ years old

P = Parent Rating C = Child Rating

S = Summary Rating

DMA60

DMA61

DMA62

K-SADS-PL 2013 – Modified for the National Mental Health Study

DEPRESSION & MANIA/HYPOMANIA

Impairment

A. Socially (with peers)

DMA63

B. With family

DMA64

C. In school

DMA65

D. Hospitalization (for
mania)

DMA66

E. Other (e.g., police,
other adults, etc.)

DMA67

P = Parent Rating C = Child Rating

S = Summary Rating

K-SADS-PL 2013 – Modified for the National Mental Health Study

DEPRESSION & MANIA/HYPOMANIA

Codes: 0 = No information. 1 = No. 2 = Yes.
Lifetime
Evidence of Manic Episode

DMA68

DSM-5-Criteria
A. Distinct period of abnormally and persistently elevated, expansive, or irritable mood and
abnormally and persistently increased activity or energy (e.g., increased goal-directed
activity socially, at work, school, or sexually or psychomotor agitation).
B. During the mood disturbance and increased energy or activity, at least three of the
symptoms below (four if mood is only irritable) have persisted.
C. During the mood disturbance, marked impairment or hospitalization.
D. Duration at least one week (or any duration if hospitalization is necessary)
E. Not attributable to the physiological effects of a substance. NOTE: A full manic episode that
emerges during anti-depressant treatment but persists is sufficient evidence for a manic
episode, and therefore, bipolar I disorder.

Symptom

K-SADS
Score

Distinct period of abnormally and persistently elevated, expansive, or
irritable mood lasting at least one week (or any duration if
hospitalized), AND

Abnormally increased activity lasting at least one week (or any
duration if hospitalized)

Yes

During the mood disturbance and increased energy or activity, at
least three of the symptoms below (four if mood is only irritable) have
persisted:
1. Inflated self-esteem or grandiosity

2. Decreased need for sleep (e.g., feels rested after only 3
hours of sleep)

3. More talkative than usual or pressure to keep talking

4. Flight of ideas or subjective experience that thoughts are
racing.
5. Distractibility (i.e., attention too easily drawn to unimportant
or irrelevant external stimuli).

3
3

6. Increase in goal directed activity OR psychomotor agitation

7. Excessive involvement in pleasurable activities that have a
high potential for painful consequences (e.g., engaging in
unrestrained buying sprees, sexual indiscretions, or foolish
business investments).

Note: At least one lifetime manic episode is required for the diagnosis of bipolar I disorder. Note:
Increased goal directed activity is required as a Criterion A symptom, but can also be counted as
one of the Criterion B symptoms according to the DSM-5.

K-SADS-PL 2013 – Modified for the National Mental Health Study

DEPRESSION & MANIA/HYPOMANIA

DMA69

Mania Age of Onset: __________

DMA70

K-SADS-PL 2013 – Modified for the National Mental Health Study

DEPRESSION & MANIA/HYPOMANIA

Codes: 0 = No information. 1 = No. 2 = Yes.
Lifetime
Evidence of Bipolar I Disorder

DMA71

For a diagnosis of bipolar I disorder, it is necessary to meet the criteria for a manic episode. The
manic episode may have been preceded by and may be followed by hypomanic or major
depressive episodes.
DSM-5-Criteria
A. Criteria have been met for at least one manic episode (Criteria A-D under “Manic Episode”
above.
B. The occurrence of the manic and major depressive episode(s) is not better explained by
schizoaffective disorder, schizophrenia, schizophreniform disorder, delusional disorder, or
other specified or unspecified schizophrenia spectrum or other psychotic disorder.

DMA72

Bipolar I Disorder Age of Onset: __________

DMA73

National Mental Health Study

END MODULE

K-SADS END MODULE:
PARENT INTERVIEW

That was my last question. Thank you for your time and willingness to talk to me about how
things have been going for your child.
Sometimes when parents talk about these issues for their child it makes them upset or feel like
they may need to speak with someone about their child’s needs. If are feeling upset by any of the
issues we have discussed in this interview and would like to talk with someone, I suggest you
call your doctor, your child’s doctor, your child’s school counselor, or any other professional
treatment provider with whom you feel comfortable discussing these issues. There is also a
phone number you can call to talk with someone who can help you any hour of the day or night.
This number is on the receipt for the $30 you received from the interviewer who met with you
earlier. Do you still have that receipt?
IF NO: I would like to give you the hotline number for the Boys Town National Hotline where
counselors are available to talk at any time of the day or night. They help both boys and girls and
parents. They can also give you information about where to get help and find someone to talk to
in your city/town. Do you have something to write with? Their toll-free number is 1-800-448-3000.
We have also given this information to your child who completed the interview.
IF YES: OK. Please know that counselors available through this phone number can talk to you at
any time of the day or night. They can also give you information about where to get help and find
someone to talk to in your city/town.
Do you have any more questions you’d like to ask me before we end our call?
Thank you again, and have a good (day/afternoon/evening).

Module End Time: ____ ____: ____ ____ AM/PM

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File Type	application/pdf
Author	allewis
File Modified	2017-04-13
File Created	2017-04-13