Leffler, Jarrod M.

The newest iteration of the Diagnostic and Statistical Manual–fifth edition (DSM-5), is the first to include the diagnosis of disruptive mood dysregulation disorder (DMDD). The assessment and diagnosis of psychopathology in children are complicated, particularly for mood disorders. Practice can be guided by the use of well-validated instruments. However, as this is a new diagnosis existing instruments have not yet been evaluated for the diagnosis of DMDD. This study seeks to provide a method for using existing structured interview instruments to assess for this contemporary diagnosis. The Children’s Interview for Psychiatric Syndromes (ChIPS) and the Mini-International Neuropsychiatric Interview for Children and Adolescents (MINI-KID) are reviewed and existing items consistent with a diagnosis of DMDD are identified. Finally, a case is presented using both measures and applying the theoretical items identified to illustrate how one might use these measures to assess DMDD. Limitations and future directions are discussed.

The publication of the DSM-5 poses a challenge for many interview instruments due to the changes for many of the diagnoses. Six of the more widely used and studied interview instruments (structured and semistructured) were reviewed with a focus on usefulness for the practicing clinician and researcher. Use of these types of assessment procedures can facilitate the accuracy of diagnoses given by potentially reducing clinician bias. Each interview instrument varied in its strengths and characteristics related to amount of flexibility associated with administration of items; breadth of coverage of diagnoses based on DSM-IV; time required for administration; presence of screening items or modular format; and psychometric support for its reliability and validity, as well as amount of training required for use, and costs associated with acquiring and learning the format. Recommendations were made regarding the utilization of different instruments for specific diagnostic questions along with future recommendations for enhancing the format and utility of these instruments, especially in relation to the publication of the DSM-5.

Despite advances in evidence‐based treatments (EBTs), research suggests these interventions are not utilized in practice settings. This study examined implementation of multi‐family psychoeducational psychotherapy (MF‐PEP), an EBT for childhood mood disorders, in two outpatient community clinics. Fifteen community therapists facilitated MF‐PEP. Twenty community clinicians referred 40 children ages 8–12 with mood disorders and their parents who participated in MF‐PEP. Preliminary descriptive findings based on observations and self‐report questionnaires demonstrated implementation outcomes of acceptability, adoption, appropriateness, feasibility, implementation cost, penetration, and sustainability of MF‐PEP at these clinics. Parents also demonstrated significant improvement in knowledge of mood disorders posttreatment. Preliminary results support implementation of MF‐PEP in practice settings and suggest community‐based MF‐PEP may be associated with improvement in clinical outcomes.