The Development and Well-Being Assessment: description and initial validation of an integrated assessment of child and adolescent psychopathology.

By Robert Goodman, Tamsin Ford, Hilary Richards, Rebecca Gatward, H. Meltzer. Journal of Child Psychology and Psychiatry and Allied Disciplines, 2000

1,792 citations recorded by the source corpus.

Subfields: Clinical Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/521dd012a9089d5a3dc67b822c0d6139bbecac20

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Citations in the corpus

Psychometric Properties of the Parent and Teacher Versions of the Strengths and Difficulties Questionnaire for 4- to 12-Year-Olds: A Review (2010, methodology): “Having multiple informants reporting on the SDQ is valuable because psychosocial problems may be highly situational (Achenbach et al. 1987; Goodman et al. 2000c).”
The worldwide prevalence of ADHD: a systematic review and metaregression analysis. (2007, methodology): “Therefore, ADHD prevalence rates based on DSM-IV are expected to be higher than those based on ICD-10, which was demonstrated by individual studies (23) and corroborated by our analyses.”
Acceptance and Commitment Therapy for the Treatment of Adolescent Depression: A Pilot Study in a Psychiatric Outpatient Setting (2011, methodology): “Depression was assessed via clinician ratings from clinical interviews using the Development and Wellbeing Assessment ( Goodman et al. 2000 ).”
Gender Differences in Depression in Representative National Samples: Meta-Analyses of Diagnoses and Symptoms (2017, neutral): “…CIDI-SF CIDI- Short Form (Kessler et al., 1998); K-CIDI Korean version of the CIDI (Cho et al., 2002); DAWBA Development and Well-Being Assessment (Goodman et al., 2000); AUDADIS Alcohol Use Disorder and Associated Disabilities Interview Schedule (Grant et al., 2001); MINI Mini-International…”
Theory of Mind and conduct problems in children: Deficits in reading the “emotions of the eyes” (2008, neutral): “9%; Goodman, Ford, Richards, Gatward, & Meltzer, 2000a ).”
Multicultural assessment of child and adolescent psychopathology with ASEBA and SDQ instruments: research findings, applications, and future directions. (2008, methodology): “The ASEBA has engendered the Semistructured Clinical Interview for Children and Adolescents (SCICA; McConaughy, 2005; McConaughy & Achenbach, 1994, 2001), while the SDQ has engendered the DAWBA (Goodman et al., 2000).”
10-year research update review: the epidemiology of child and adolescent psychiatric disorders: I. Methods and public health burden. (2005, methodology): “If so, then it is feasible to use an interview such as the Development and Well-Being Assessment (DAWBA; Goodman et al., 2000), which combines highly structured questions with additional material, if necessary.”
When to Use Broader Internalising and Externalising Subscales Instead of the Hypothesised Five Subscales on the Strengths and Difficulties Questionnaire (SDQ): Data from British Parents, Teachers and Children (2010, background): “It also has good validity as judged against case-notes diagnoses, performs well in differentiating clinic/community samples, and shows strong associations with risk factors, service use and three-year prognosis (Ford et al. 2003; Goodman et al. 2000a; Meltzer et al. 2003).”
Strengths and difficulties questionnaire as a dimensional measure of child mental health. (2009, methodology): “The Development and Well-Being Assessment (DAWBA) is a detailed psychiatric interview for parents and children aged 11 to 16 years and a briefer questionnaire for teachers.(4,5) It includes a fully structured section (including screening questions and skip rules) followed by open-ended descriptions ”
The Strengths and Difficulties Questionnaire (SDQ). Early evidence of its reliability and validity in a community sample of Italian children (2010, background): “Goodman et al. (2000) reported a sensitivity of 74.6% for depressive disorders and 50.5% for anxiety disorders.”