OpenLLM-France/wikimedia huggingface dataset:
# Evidence-based assessment/Instruments/CRAFFT Screening Test

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The CRAFFT Screening Test is a short clinical assessment tool designed to screen for substance-related risks and problems in adolescents. CRAFFT stands for the key words of the 6 items in the second section of the assessment - Car, Relax, Alone, Forget, Friends, Trouble. As of 2016, an updated version of the CRAFFT known as the “CRAFFT 2.0” has been released.
The older version of the questionnaire contains 9 items in total, answered in a "yes" or "no" format. The first three items (Part A) evaluate alcohol and drug use over the past year and the other six (Part B) ask about situations in which the respondent used drugs or alcohol and any consequences of the usage. The CRAFFT 2.0 screening tool begins with past-12-month frequency items (Part A), rather than the previous “yes/no” question for any use over the past year and the other six (Part B) ask about situations in which the respondent used drugs or alcohol and any consequences of usage.
The CRAFFT can function as a self-report questionnaire or an interview to be administered by a clinician. Both employ a skip pattern: those whose Part A score is "0" (no use) answer the Car question only of Part B, while those who report any use in Part A also answer Part B's five CRAFFT questions. Each "yes" answer is scored as "1" point and a CRAFFT total score of two or higher identifies "high risk" for a substance use disorder and warrants further assessment.

## Items

The questionnaire consists of two parts. Part A asks about alcohol and drug use over the past year, and Part B asks about situations in which the respondent used drugs or alcohol and possible consequences resulting from said use. Scores of 2 or higher indicate high risk, and distinguish between problem (problem use, abuse, dependence) usage versus no use or occasional use.
Part A asks the respondent in the last 12 months on how many days did they:
* Drink any alcohol (more than a few sips)
* Smoke any marijuana or hashish
* Use anything else to get "high".
If the respondent answers "0" to all three questions in Part A, they need only answer the first question of Part B (CAR question). If he/she reports an answer >0 to any of the above three questions, the respondent must answer all six questions in Part B.
Part B, which is the source of the CRAFFT acronym, asks the respondent:
* Have you ever ridden in a CAR driven by someone (including yourself) who was "high" or had been using alcohol or other drugs?
* Do you ever use alcohol or other drugs to RELAX, feel better about yourself, or fit in?
* Do you ever use alcohol or other drugs while you are ALONE?
* Do you ever FORGET things you did while using alcohol or other drugs?
* Do your family or FRIENDS ever tell you that you should cut down on your drinking or drug use?
* Have you ever gotten into TROUBLE while you were using alcohol or other drugs?
# Evidence-based assessment/Instruments/Center for Epidemiological Studies Depression Scale

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The Center for Epidemiological Studies Depression Scale (CES-D) is a brief self-report questionnaire that is designed to measure depressive symptoms in the general population. The CES-D consists of 20 self-report questions that asks about various symptoms of depression as they have occurred in the past week, and the child version, the CES-DC, is similarly structured and takes about 5 minutes to complete. The majority of the items focus on the affective component of depression. The CES-D was initially designed for use in general population surveys, but now serves as a screening instrument in primary care clinics and in research.

## Scoring and interpretation
### Item breakdown and scoring

Response choices to each item are assigned point values, which are summed together to determine a total measure score. Response choices for each item and their corresponding point values are as follows:
* 0 points: "Not at all"
* 1 point: "A little"
* 2 points: "Some"
* 3 points: "A lot"
Items 4, 8, 12 and 16 are phrased to reflect positive affect and behavior, and therefore are scored in opposite order as follows:
* 0 points: "A lot"
* 1 point: "Some"
* 2 points: "A little"
* 3 points: "Not at all "

### Cutoffs and interpretation

Scores on the CES-DC range from 0 to 60, in which higher scores suggest a greater presence of depressive symptoms. A score of 15 or higher is interpreted to indicate a risk for depression. However, screening for depression is a complex process and scoring a 15 or higher on the CES-DC should be followed by further evaluation.

## External Links

* Society of Clinical Child and Adolescent Psychology
* EffectiveChildTherapy.Org information on sadness, hopelessness, and depression
# Evidence-based assessment/Instruments/Checklist for Autism in toddlers

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The Checklist for Autism in Toddlers (CHAT) is a psychological questionnaire designed to evaluate risk for autism spectrum disorder in children ages 18–24 months. The 14-question test is filled out by the parent and a pediatrician or physician and takes approximately 5 minutes to complete.

## Scoring and interpretation

The first 9 questions (part A) of the CHAT identify common play habits and behaviors for infants between ages 18–24 months, and the last five questions (part B) concern the child’s behavior and reaction to certain stimuli initiated by the physician. In parts A and B, the parent and physician, respectively, indicate whether or not the child displays these behavioral characteristics.

### Domain Breakdown

5 of the 14 questions on the CHAT are key items that factor into risk classification. The 5 key items are as follows:
* A5- Pretend play
* A7- Protodeclaractive pointing
* B2- Following a point
* B3- Pretending
* B4- Producing a point

### Scoring

Questions from The Checklist for Autism in Toddlers ( CHAT ) are assessed using a scoring mechanism of key items that splits results into three groups based on risk:
* High Risk: A choice response of “no” for the key items of “pretend play” ( A5), “protodeclarative pointing” ( A7), “following a point” (B2), “pretending” ( B3), and “producing a point” ( B4), classifies the individual as being in the high risk autism group. Individuals who fall into this group should refer to a developmental clinic to discern an official diagnosis.
* Medium Risk: A choice response of “no” for the key items of “protodeclarative pointing” ( A7), and “producing a point” ( B4) classifies the individual as being in the medium risk autism group. Individuals who fall into this group should be retested a month later or refer to a developmental clinic.
* Low Risk: Children who do not fall in either medium or high risk groups are classified as low risk for autism, but should still be retested a month later for reliability.

## External Links

* Society of Clinical Child and Adolescent Psychology
* EffectiveChildTherapy.Org information on autism spectrum disorder
# Evidence-based assessment/Instruments/Children Sleep Habits Questionnaire

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The Children's Sleep Habits Questionnaire (CSHQ) is a psychological questionnaire designed to measure sleep behaviors in children and adolescents ages 4–12. The 52-question test is filled out by the parent, and the parent is asked to rate the frequency of the described sleep behaviors that their child has engaged in over the last week. It takes approximately 10 to 15 minutes to complete the questionnaire.
CSHQ can identify behaviorally based and medically based sleep problems in children with and without neurodevelopment diagnoses.

## Scoring and interpretation

Each question on the test addresses the frequency of the following behavioral characteristics pertaining to sleep: bedtime resistance, sleep-onset delay, sleep duration, sleep anxiety, night waking, parasomnia, sleep disordered breathing, and daytime sleepiness. Parents are also asked if each behavioral characteristic is a current issue for the child.
Only 33 of the 52 questions on the CSHQ are scored, for a maximum total score of 99. Each question is scored on a 1-3 scale, from “rarely (0-1 times a week),” “sometimes (2-4 times),” and “usually (5-7 times).” 6 of the 33 questions scored have the reverse scaling, so “rarely” would correspond to 3 points, and so on.
A total score of 41 and above suggests significant sleep problems for the child.
# Evidence-based assessment/Instruments/Disruptive behavior disorders rating scale

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The Disruptive Behavior Disorders Rating Scale (DBDRS) is a 45-question screening measure, completed by either parents or teachers, designed to identify symptoms of attention deficit hyperactivity disorder, oppositional defiant disorder, and conduct disorder in children and adolescents.

## Scoring and interpretation

Three subscales are included in the Disruptive Behavior Disorders (DBD) Rating Scale: attention deficit hyperactivity disorder, oppositional defiant disorder, and conduct disorder. The respondent must choose a response of “pretty much” or “very much” in order for a symptom to be counted as significant.

### Attention deficit hyperactivity disorder (ADHD)

* ADHD Inattentive Type:: At least six of nine questions must be endorsed as “pretty much” or “very much” by a parent or teacher from items 9, 18, 23, 27, 29, 34, 37, 42, and 44.
* ADHD Hyperactive-Impulsive Type:At least six of nine questions must be endorsed as “pretty much” or “very much” by a parent or teacher from items 1, 7, 12, 19, 22, 25, 30, 33, and 35.
* ADHD Combined Type: The criteria for both subtypes must be met.

### Oppositional defiant disorder (ODD)

To meet criteria for ODD, at least four of eight questions must be endorsed as “pretty much” or “very much” by a parent or teacher from items 3, 13, 15, 17, 24, 26, 28, and 39.

### Conduct disorder (CD)

To meet the criteria for CD, three or more items from the following categories must be endorsed by a parent or teacher as “pretty much” or “very much”:
* 6, 20, 31, 32, 36, 40, and 45: Addresses aggression to people and animals.
* 16 and 41: Addresses destruction of property.
* 4, 8, and 43: Addresses deceitfulness or theft.
* 2, 11, and 38: Addresses serious violation of rules.

## External Links

* Society of Clinical Child and Adolescent Psychology
* EffectiveChildTherapy.Org information on rule-breaking, defiance, and acting out
# Evidence-based assessment/Instruments/Modified Overt Aggression Scale

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The Modified Overt Aggression Scale (MOAS) is a four-part behavior rating scale designed to measure four types of aggressive behavior as witnessed in the past week.[1]

## Scoring

Total scores on the MOAS range from 0-40, with a higher score indicating more aggressive behavior. Each checked statement receives 1 point, then points from each section are summed.
Section scores are weighted as follows:
* Scores from the "Aggression Against Property" section multiplied by 2;
* Scores from the "Autoaggression" section multiplied by 3;
* Scores from the "physical aggression" section multiplied by 4.
Weighted score are then added together to yield the total score. A scoring summary can be found at the bottom of the measure to aid in interpretation of responses.

## External Links

* Society of Clinical Child and Adolescent Psychology
* EffectiveChildTherapy.Org information on rule-breaking, defiance, and acting out
# Evidence-based assessment/Instruments/Navbox

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# Evidence-based assessment/Instruments/Positive and Negative Affect Schedule

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The Positive and Negative Affect Schedule (PANAS) is a self-report questionnaire that consists of two 10-item scales to measure both positive and negative affect. Each item is rated on a Likert scale of 1 (not at all) to 5 (very much). The measure has been used mainly as a research tool in group studies, but can be utilized within clinical and non-clinical populations as well. Shortened, elongated, and children's versions of the PANAS have been developed, taking approximately 5–10 minutes to complete. Clinical and non-clinical studies have found the PANAS to be a reliable and valid instrument in the assessment of positive and negative affect.

## Scoring information

The PANAS is divided into two subscales: positive and negative affect. Each subscale is calculated by adding the individual scores for the ten items of that subscale. Positive and affect subscales are calculated separately, both with possible scores of 10-50, and are not summed for a total affect score. Higher subscale scores indicate higher levels of that affect. The question breakdown is as follows:
Positive affect: items 1, 3, 5, 9, 10, 12, 14, 16, 17, 19
Negative affect: items 2, 4, 6, 7, 8, 11, 13, 15, 18, 20

## External Links

* Society of Clinical Child and Adolescent Psychology
* EffectiveChildTherapy.Org information on severe mood swings and bipolar spectrum disorders
* EffectiveChildTherapy.Org information on sadness, hopelessness, and depression
# Evidence-based assessment/Instruments/School refusal assessment scale-revised

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The School Refusal Assessment Scale-Revised (SRAS-R), developed by Christopher Kearney and Wendy Silverman, is a psychological assessment tool designed to evaluate school refusal disorder symptoms in children and identify their reasons for avoiding school. This self-report inventory, which is also available in parent response form, consists of 24 questions that measure the frequency with which a child experiences emotions and behaviors related to school attendance. Respondents are asked to answer each of the 24 items on a scale of 0 ("never") to 6 (“always”).
The questionnaire takes about 10 minutes to complete and it is designed for use with children ages 5 and up. Several research studies support the SRAS-R as a reliable and valid measure of children’s school refusal symptoms.

## Scoring and interpretation

Scoring the SRAS-R is based on a 0-6 scale, with each question being scored as follows based on participant response:
* 0 points: 0, meaning “never”
* 1 point: 1, meaning “seldom”
* 2 points: 2, meaning “sometimes”
* 3 points: 3, meaning “half the time”
* 4 points: 4, meaning “usually”
* 5 points: 5, meaning “almost always”
* 6 points: 6, meaning “always”
Each item in the question set contributes to a different function which may be contributing to the child's school refusal behavior. Total scores may be computed by adding the scores of each of four functions on both the parent and child versions. These function scores are each divided by 6 (the number of scores in each set). Parent and child function scores are then summed and divided by 2 to determine the mean function score. The function with the highest mean score is considered the primary cause of the child’s school avoidance. The function divisions are as follows:
* Function one ("avoidance of stimuli provoking negative affectivity"): items 1, 5, 9, 13, 17, and 21
* Function two ("escape from aversive social and/or evaluative situations"): items 2, 6, 10, 14, 18, and 22
* Function three ("attention seeking"): items 3, 7, 11, 15, 19, and 23
* Function four ("tangible rewards": items 4, 8, 12, 16, 20, and 24
# Evidence-based assessment/Instruments/Swanson, Nolan and Pelham Teacher and Parent Rating Scale

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The Swanson, Nolan and Pelham Teacher and Parent Rating Scale (SNAP), developed by James Swanson, Edith Nolan and William Pelham, is a 90-question self-report inventory designed to measure attention deficit hyperactivity disorder (ADHD) and oppositional defiant disorder (ODD) symptoms in children and young adults. The questionnaire takes about 10 minutes to complete and is designed for use with children and young adults ages 6–18.

## Scoring and interpretation

Scoring the SNAP-IV is based on a 0-3 scale, with each question being scored as follows based on participant response:
* 0 points: "not at all"
* 1 point: "just a little"
* 2 points: "quite a bit"
* 3 points: "very much"

### Item breakdown

The questions measure different domains of ADHD and ODD. The breakdown is as follows:
* 1-10: Measures attention deficit hyperactivity disorder inattention symptoms
* 11-20: Measures attention deficit hyperactivity disorder hyperactivity/impulsivity symptoms
* 21-30: Measures ODD symptoms
* 31-40: Measures "general childhood problems"
* 41-80: Measures non-ADHD disorders
* 81-90: Measures academic performance and deportment

### Interpretation of subscale scores

Subscale scores add all scores on the items in the subset and divided by the total number of items in the subset. Subscale score cutoffs for the disorders are as follows:
* ADHD inattentive type: Teacher score of 2.56, parent score of 1.78.
* ADHD hyperactive/impulsive type: Teacher score of 1.78, parent score of 1.44.
* ADHD combined type: Teacher score of 2.00, parent score of 1.67.
* ODD: Teacher score of 1.38, parent score of 1.88.

## External Links

* Society of Clinical Child and Adolescent Psychology
* EffectiveChildTherapy.Org information on ADHD
# Evidence-based assessment/Instruments/Yale Global Tic Severity Scale

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The Yale Global Tic Severity Scale (YGTSS) is a psychological measure designed to assess the severity and frequency of symptoms of disorders such as tic disorder, Tourette syndrome, and obsessive-compulsive disorder, in children and adolescents between ages 6 and 17. It is completed by parents and takes approximately 15–20 minutes.

### Scoring and Interpretation

YGTSS consists of three parts over the span of 17 pages. The first section identifies symptoms of motor and phonic tics, severity, and age of onset; the second section concerns OCD symptoms, severity, and age of onset; and the last section concerns environmental effects on symptoms.
Each question on YGTSS addresses the existence and frequency of certain anxiety symptoms, the latter of which measured on a 0-5 scale from "absent" to "severe." The section related to OCD symptoms addresses the degree of impairment the symptoms have on the child instead, measured on a 0-5 scale from "no interference" to "severe interference."
The YGTSS as a whole does not have a comprehensive scoring system. More symptoms at a higher frequency generally indicate higher severity of a disorder.
# Evidence-based assessment/Instruments/Young Mania Rating Scale

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The Young Mania Rating Scale (YMRS), developed by Vincent E Ziegler, M.D., and published and popularized by Robert Young, is an eleven-item interview that measures the severity of manic symptoms. The scale was originally developed for use in the evaluation of adult patients with bipolar disorder, but has since been used in pediatric patients. It has become the most widely used outcome measure for manic symptoms in treatment studies. It also has been adapted for use as a questionnaire, potentially to use as a screening measure or diagnostic aid. The questionnaire has been studied with parents, teachers, and adolescents as respondents. The YMRS has shown good reliability in each of the formats, and good validity, including sensitivity to treatment effects as an interview. The questionnaire versions have shown statistical validity, but meta-analyses have found that there are better alternatives available. and it has an extremely high false positive rate.

## Scoring and interpretation

Each question refers to specific aspects of the child’s behavior and mood the parent has witnessed in the past 24 hours.
* For questions 1-4, 10, and 11: rate the person's behavior on a scale of 0 (the person did not experience or display the mood or behavior) to 4 (the person experienced or displayed the mood or behavior to a great degree)
* For questions 5-9: rate the person's behavior on a scale from 0 (the person did not experience or display the mood or behavior) to 8 (the person experienced or displayed the mood or behavior to a great degree). The increased range for these items was based on Young's observation that these behaviors were rare and disruptive on an inpatient unit.
The scores from each question are added together to form a total score ranging from 0 to 60, with higher scores indicating a greater severity of symptoms.
# Boolf prop/3-ary/guild reps

Number of blocks: 28 Integer partition: 2⋅1 + 1⋅2 + 9⋅4 + 7⋅8 + 8⋅16 + 1⋅32
| # | guild reps | block |
| 1 | {1: [0]} | [0] |
| 8 | {1: [8], 4: [0]} | [1, 2, 4, 8, 16, 32, 64, 128] |
| 4 | {1: [4], 2: [0]} | [3, 12, 48, 192] |
| 4 | {1: [2], 2: [0]} | [5, 10, 80, 160] |
| 4 | {1: [6], 2: [0]} | [6, 9, 96, 144] |
| 8 | {1: [9], 4: [0]} | [7, 11, 13, 14, 112, 176, 208, 224] |
| 2 | {1: [0, 1]} | [15, 240] |
| 16 | {1: [8]} | [17, 18, 20, 24, 33, 34, 36, 40, 65, 66, 68, 72, 129, 130, 132, 136] |
| 16 | {1: [8], 2: [4]} | [19, 28, 35, 44, 49, 50, 52, 56, 67, 76, 131, 140, 193, 194, 196, 200] |
| 16 | {1: [8], 2: [2]} | [21, 26, 37, 42, 69, 74, 81, 82, 84, 88, 133, 138, 161, 162, 164, 168] |
| 16 | {1: [8], 2: [6]} | [22, 25, 38, 41, 70, 73, 97, 98, 100, 104, 134, 137, 145, 146, 148, 152] |
| 32 | {1: [8, 9]} | [23, 27, 29, 30, 39, 43, 45, 46, 71, 75, 77, 78, 113, 114, 116, 120, 135, 139, 141, 142, 177, 178, 180, 184, 209, 210, 212, 216, 225, 226, 228, 232] |
| 8 | {1: [8], 4: [1]} | [31, 47, 79, 143, 241, 242, 244, 248] |
| 4 | {1: [4]} | [51, 60, 195, 204] |
| 8 | {2: [2, 4]} | [53, 58, 83, 92, 163, 172, 197, 202] |
| 8 | {2: [4, 6]} | [54, 57, 99, 108, 147, 156, 198, 201] |
| 16 | {1: [9], 2: [4]} | [55, 59, 61, 62, 115, 124, 179, 188, 199, 203, 205, 206, 211, 220, 227, 236] |
| 4 | {1: [4], 2: [1]} | [63, 207, 243, 252] |
| 4 | {1: [2]} | [85, 90, 165, 170] |
| 8 | {2: [2, 6]} | [86, 89, 101, 106, 149, 154, 166, 169] |
| 16 | {1: [9], 2: [2]} | [87, 91, 93, 94, 117, 122, 167, 171, 173, 174, 181, 186, 213, 218, 229, 234] |
| 4 | {1: [2], 2: [1]} | [95, 175, 245, 250] |
| 4 | {1: [6]} | [102, 105, 150, 153] |
| 16 | {1: [9], 2: [6]} | [103, 107, 109, 110, 118, 121, 151, 155, 157, 158, 182, 185, 214, 217, 230, 233] |
| 4 | {1: [6], 2: [1]} | [111, 159, 246, 249] |
| 16 | {1: [9]} | [119, 123, 125, 126, 183, 187, 189, 190, 215, 219, 221, 222, 231, 235, 237, 238] |
| 8 | {1: [9], 4: [1]} | [127, 191, 223, 239, 247, 251, 253, 254] |
| 1 | {1: [1]} | [255] |