bluuebunny/crossref_metadata_2025_split huggingface dataset:
Anxiety and Related Disorders Interview Schedule for DSM-5, Child and Parent Version, with Autism Spectrum Addendum (ADIS/ASA)
Authors: Kerns Connor M. , Albano Anne Marie , Silverman Wendy K. 
Published: March 2024

Abstract
This book details the Anxiety and Related Disorders Interview Schedule for DSM-5, Parent Version, with Autism Spectrum Addendum (ADIS/ASA), which is the gold standard semi-structured interview used in clinical research and services to assess and diagnose anxiety disorders in children on the autism spectrum. The interview covers the major DSM-5 anxiety disorders, including specific phobias; social, generalized, and separation anxiety disorders; and obsessive-compulsive disorder. In addition, modules are available to assess distinct expressions of anxiety that are associated with autism, including interfering fears related to changes in routine, difficulties processing social cues, specific sensory experiences, and other specified compulsive behaviors. Finally, specific queries and guidelines are offered to assist clinicians in differentiating autism and anxiety symptoms that can present in a similar fashion. Like the ADIS-C/P-5, the interview provides information for careful case formulation in treatment planning and evaluation of outcomes. Evaluators are also able to quantify the severity of illness using a Clinician Severity Rating (CSR). Detailed information on scoring and differential diagnosis is provided in the Autism Supplement.
Separation Anxiety Disorder
Authors: Kerns Connor M. , Albano Anne Marie , Silverman Wendy K. 
Published: March 2024

Abstract
This chapter highlights the section on Separation Anxiety Disorder in the Anxiety and Related Disorders Interview Schedule for DSM-5, Child Version, with Autism Spectrum Addendum (ADIS/ASA): Parent Interview Schedule (PIS). This section provides some guidelines and special considerations for differentiating symptoms of separation anxiety from behavioral difficulties secondary to Autism Spectrum Disorder (ASD). For children with severe intellectual or medical comorbidities, the excessiveness of their separation anxiety should be interpreted within the context of their developmental age and level of physical dependence upon the parent. Moreover, behavioral examples of separation anxiety should be clear and compelling in order to diagnose Separation Anxiety Disorder in a child who cannot or does not express separation fears. Examples of anticipatory separation concerns may be particularly convincing and helpful for differentiating separation anxiety from difficulty with transitions generally. Some children may become upset when a parent leaves, leaves early, or arrives late because these children dislike even small changes to their routine and schedule. The interviewer should be careful not to mistake sensitivity to change as separation anxiety.
Fears of Change and Negative Reactions to Change
Authors: Kerns Connor M. , Albano Anne Marie , Silverman Wendy K. 
Published: March 2024

Abstract
This chapter highlights the section on Fears of Change and Negative Reactions to Change in the Anxiety and Related Disorders Interview Schedule for DSM-5, Child Version, with Autism Spectrum Addendum (ADIS/ASA): Parent Interview Schedule (PIS). Fear of Change may be a component of Generalized Anxiety Disorder (GAD) in youth on the autism spectrum if such symptoms occur alongside GAD symptoms. If GAD is not present, these symptoms may be represented by a diagnosis of Other Specified Anxiety Disorder if it is deemed clinically appropriate and meaningful for treatment planning. Meanwhile, negative reactions to change are not clearly symptoms of anxiety. These difficulties may be better conceptualized as general emotion dysregulation or rigidity associated with Autism Spectrum Disorder (ASD) rather than a discrete disorder.
Additional Other Specified or Unspecified Anxiety Disorders
Authors: Kerns Connor M. , Albano Anne Marie , Silverman Wendy K. 
Published: March 2024

Abstract
This chapter details the section on Additional Other Specified or Unspecified Anxiety Disorders in the Anxiety and Related Disorders Interview Schedule for DSM-5, Child Version, with Autism Spectrum Addendum (ADIS/ASA): Parent Interview Schedule (PIS). If other unusual or distinct fears, worries, and anxieties are reported that do not meet criteria for existing DSM anxiety disorders or do not seem adequately captured by the existing anxiety categories presented, clinicians may ask the parent/guardian to describe these fears, with clear behavioral examples. The next step is to measure how much the problem has interfered with the child’s friendships, caused problems at school or at home, and stopped the child from doing the things they would like to do. This can be done through the Feelings Thermometer. The interviewer should record the number corresponding to the parent’s anchor response.
Anxiety and Related Disorders Interview Schedule for DSM-5, Child and Parent Version
Authors: Silverman Wendy K. , Albano Anne Marie , Kerns Connor M. 
Published: March 2024

Abstract
This book outlines the Anxiety and Related Disorders Interview Schedule for DSM-5, Child and Parent Versions. These are considered the gold standard semi-structured interviews used in clinical research and services to assess and diagnose the major mental health conditions affecting children, adolescents, and young adults. These interviews cover the range of conditions identified in the Diagnostic and Statistical Manual of Mental Disorders (DSM), while also providing information for careful case formulation in treatment planning and evaluation of outcomes. Evaluators are able to quantify the severity of illness using a Clinician Severity Rating (CSR), as well as level of severity of symptoms and associated avoidance behavior. Decision rules for combining parent and youth report and examples of CSR levels for the child anxiety triad of separation anxiety disorder, social anxiety disorder, and generalized anxiety disorder are included in the Clinician Manual, as well as detailed information on use of the Autism Supplement.
Selective Mutism
Authors: Albano Anne Marie , Silverman Wendy K. 
Published: March 2024

Abstract
This chapter details the section on Selective Mutism in the Anxiety and Related Disorders Interview Schedule for DSM-5, Child Version: Parent Interview Schedule (PIS). Some children have no difficulty talking, laughing, and even singing in front of family members, but in public situations, such as school, they are unable to speak aloud in front of other people. Diagnosis of Selective Mutism requires a failure to speak in selected situations despite speaking in other situations; interference in functioning; and duration of at least 1 month (excluding the first month of school). The interviewer should ask the parent how much the problem has interfered with their child's friendships, caused problems at school or at home, or stopped them from doing the things they would like to do. This can be rated through the Feelings Thermometer.
Panic Disorder
Authors: Albano Anne Marie , Silverman Wendy K. 
Published: March 2024

Abstract
This chapter highlights the section on Panic Disorder in the Anxiety and Related Disorders Interview Schedule for DSM-5, Child Version: Parent Interview Schedule (PIS). The interviewer should make sure that any “Yes” response is not simply caused by exposure to a certain situation or object (Specific Phobia), being the focus of attention (Social Anxiety Disorder), being separated from parents (Separation Anxiety), and so on. If the parent gives examples that are the result of another anxiety disorder, or elaboration of the response to Question lb suggests that the parent does not seem to understand Question la, then the interviewer may ask Question lc to reassess presence of “unexpected” panic attacks. The interviewer should inquire about panic symptoms including shortness of breath, parasthesias, chest pain, and dizziness. Symptom identification and endorsement are often difficult for parents, and require the child identifying these symptoms and their associated distress.
Posttraumatic Stress Disorder (PTSD)/Acute Stress Disorder
Authors: Albano Anne Marie , Silverman Wendy K. 
Published: March 2024

Abstract
This chapter focuses on the Posttraumatic Stress Disorder (PTSD)/Acute Stress Disorder section of the Anxiety and Related Disorders Interview Schedule for DSM-5, Child Version: Parent Interview Schedule (PIS). By DSM-5 definition, the person must have experienced, witnessed, or been confronted with (an) event(s) that involved actual or threatened death, injury, or threat to the physical integrity of self or others; the person's response must involve intense fear, helplessness, horror or, in children, disorganized or agitated behavior. In order to meet diagnostic criteria for Posttraumatic Stress Disorder (PTSD), the parent must answer “Yes” to at least one of Questions 1–8, “Yes” to one of Questions 10–14, “Yes” to one of Questions 15–16, “Yes” to two or more of Questions 17–23, and “Yes” to two or more of question 24a–24f. In addition, symptoms must be present for more than 1 month and interference in functioning (a rating of 4 or greater) must be evident. If less than 1 month since traumatic event, the interviewer should consider Acute Stress Disorder.
Tic Disorders
Authors: Albano Anne Marie , Silverman Wendy K. 
Published: March 2024

Abstract
This chapter details the section on Tic Disorders in the Anxiety and Related Disorders Interview Schedule for DSM-5, Child Version: Parent Interview Schedule (PIS). A tic is a non-voluntary movement of the body or a vocal sound that can occur suddenly and is repeated, often rapidly. With appropriate sensitivity, the interviewer should physically demonstrate these tics when inquiring about their presence. If duration of motor tics is less than one year, the interviewer should consider a diagnosis of Other Specified Tic Disorder or Unspecified Tic Disorder and skip to Vocal Tics. Symptoms must have persisted for at least one year, although they could wax and wane in frequency, and onset of symptoms must be prior to age 18. It is very important to distinguish interference due to tics from distress due to other comorbid problems such as Attention-Deficit/Hyperactivity Disorder (ADHD) or Obsessive-Compulsive Disorder (OCD). If only motor tics or vocal tics are present and they occurred many times a day, for less than one year, the interviewer should consider a diagnosis of Provisional Tic Disorder.
ADIS-5 Composite Summary Form
Authors: Albano Anne Marie , Silverman Wendy K. 
Published: March 2024

Abstract
This chapter presents the ADIS-5 Composite Summary Form. The interviewer should record the appropriate term for youth who self-report as transgender, gender-queer, or a different identity, but also inquire for gender assigned at birth (on birth certificate). Meanwhile, the PIR and CIR are, respectively, the parent and child ratings of distress and impairment in functioning experienced by the child or adolescent due to each diagnosis. The CONFIDENCE rating (0 to 100) is assigned by the clinician. The chapter also outlines the Composite Diagnosis and Clinician Severity Rating (CSR). This represents the clinician's assessment of the overall information provided during the interview(s).
Anxiety and Related Disorders Interview Schedule for DSM-5, Child and Parent Version
Authors: Albano Anne Marie , Silverman Wendy K. 
Published: March 2024

Abstract
This book outlines the Anxiety and Related Disorders Interview Schedule for DSM-5, Child and Parent Versions. These are considered the gold standard semi-structured interviews used in clinical research and services to assess and diagnose the major mental health conditions affecting children, adolescents, and young adults. These interviews cover the range of conditions identified in the Diagnostic and Statistical Manual of Mental Disorders (DSM), while also providing information for careful case formulation in treatment planning and evaluation of outcomes. Evaluators are able to quantify the severity of illness using a Clinician Severity Rating (CSR), as well as level of severity of symptoms and associated avoidance behavior. Decision rules for combining parent and youth report and examples of CSR levels for the child anxiety triad of separation anxiety disorder, social anxiety disorder, and generalized anxiety disorder are included in the Clinician Manual, as well as detailed information on use of the Autism Supplement.
Introduction
Authors: Albano Anne Marie , Silverman Wendy K. 
Published: March 2024

Abstract
This chapter discusses the first part of the Anxiety and Related Disorders Interview Schedule for DSM-5, Child and Parent Version: Child Interview Schedule (CIS). It begins with a brief introduction and explanation of the purpose of the interview. The next step is to obtain a brief description of the presenting complaint, leaving details to be covered by later questions. Throughout the interview, some questions will represent symptoms or criteria for diagnostic categories and are followed by “yes,” “no,” and “other” responses. For some criteria, a certain number of symptoms must be endorsed before those criteria can be assigned. The chapter then provides some instructions on the interviewer’s use of the visual prompt called the Feelings Thermometer. It is important to demonstrate the Feelings Thermometer, giving practice examples and ensuring that the child understands the scale.
Specific Phobia
Authors: Albano Anne Marie , Silverman Wendy K. 
Published: March 2024

Abstract
This chapter looks at the Specific Phobia module in the Anxiety and Related Disorders Interview Schedule for DSM-5, Child and Parent Version: Child Interview Schedule (CIS). The interviewer should make sure that the child is responding to fear of specific objects or situations. For each situation in Question 1a to which the child responded “yes,” the interviewer may obtain fear ratings using the Feelings Thermometer. After obtaining the fear ratings, the interviewer should inquire for avoidance behavior for those items with a fear severity rating of 4 (some) or greater. If no fears are reported in Question 1a or if all fear ratings in Question 1b are 2 or less, the interviewer may skip to the section on Panic Disorder. To meet diagnostic criteria for Specific Phobia, the child must have endorsed a fear of one or more objects or situations with a rating of 4 (some) or greater; avoidance or endurance of the specific situation with intense fear or anxiety; and interference in normal routine, academic functioning, or social activities or relationships. The duration must be 6 months or longer.
Obsessive-Compulsive Disorder
Authors: Albano Anne Marie , Silverman Wendy K. 
Published: March 2024

Abstract
This chapter details the Obsessive-Compulsive Disorder module in the Anxiety and Related Disorders Interview Schedule for DSM-5, Child and Parent Version: Child Interview Schedule (CIS). In assessing for the clinical significance of obsessions, persistence is first assessed, followed by distress and resistance. The interviewer should list and rate each obsession identified by the child using the Feelings Thermometer. Meanwhile, in assessing for compulsions, the frequency of the repetitive behavior is rated. Diagnosis of Obsessive-Compulsive Disorder requires the presence of persistent obsessions, which are repetitive and difficult to control, and/or compulsions, or both (more than 1 hour each day). In addition, the symptoms must cause marked distress or cause significant interference in functioning. Recognition by the child that the symptoms are excessive or unreasonable is not necessary to make the diagnosis in children.
Major Depressive Disorder
Authors: Albano Anne Marie , Silverman Wendy K. 
Published: March 2024

Abstract
This chapter looks at the Major Depressive Disorder module in the Anxiety and Related Disorders Interview Schedule for DSM-5, Child and Parent Version: Child Interview Schedule (CIS). If the child responds “yes” to Question 1a and “no” to Question 1b (child reports depression but denies current episode), the interviewer should assess suicide risk (Questions 12a–12d) and then skip to the section on Persistent Depressive Disorder (Dysthymia). If the child responds “yes” to any part of Question 12, the interviewer should obtain further details and assess the child’s current risk of harm to self or others. It is important to inquire about the specifics of plan, time of occurrence, frequency of such thoughts, details of the attempt, current absence or presence of ideation, and so on, and take appropriate preventive action. Diagnosis of Major Depressive Disorder requires five “yes” responses to Questions 4–12. At least one symptom must be depressed or irritable mood or loss of interest in usual activities. Also, the symptoms must occur together nearly every day for at least 2 weeks, and interference in functioning must be evident.
Persistent Depressive Disorder (Dysthymia)
Authors: Albano Anne Marie , Silverman Wendy K. 
Published: March 2024

Abstract
This chapter highlights the Persistent Depressive Disorder (Dysthymia) module in the Anxiety and Related Disorders Interview Schedule for DSM-5, Child and Parent Version: Child Interview Schedule (CIS). If the child reports a full year of depressed mood or irritability and the presence of at least two symptoms from Questions 2–7, the interviewer should consider a Persistent Depressive Disorder diagnosis. Whether or not the child meets criteria for Persistent Depressive Disorder, all children should be assessed for Major Depressive Disorder. The next step is to measure interference using the Feelings Thermometer. If the child meets the criteria for Persistent Depressive Disorder, the interviewer should inquire about age of onset.
Renal medicine
Authors: White William 
Published: March 2024

Abstract
The aim of this chapter is to help you with your preparation with your medical school exams and raise awareness and your working practical knowledge of renal medicine. This chapter contains 35 questions that encompass all of the important areas of this subject, with detailed explanations. Unique to this series, questions are rated by difficulty and are cross-referenced to the eleventh edition of Oxford Handbook of Clinical Medicine to track revision progress and revise effectively.
Theories and Frameworks Relevant to Interprofessional Collaboration
Authors: Sherman Deborah Witt , Pfeifle Andrea L. 
Published: March 2024

Abstract
This chapter addresses the value of theories and conceptual frameworks in advancing interprofessional collaboration in healthcare, and specifically their relevance to interprofessional cross-disciplinary collaboration in palliative care. After briefly introducing the process of theory development and application, the authors summarize frameworks that are relevant to interprofessional collaboration in palliative care. The chapter concludes with a vignette that illustrates the use of theories and conceptual frameworks and the intersection of interprofessional education and clinical practice. Discussion questions are included to challenge the reader’s thoughts about the role of theory and its application in palliative care as a model for interprofessional collaboration.
Principles of Interprofessional Education Applied to Palliative Care
Authors: Jones Barbara L. , Currin-McCulloch Jennifer , Fink Regina M. 
Published: March 2024

Abstract
The development of a comprehensive interprofessional palliative care educational program enables learners from various healthcare professions to learn alongside one another, ultimately reflecting and reinforcing interprofessional teamwork. This chapter focuses on the basic principles of interprofessional palliative care curriculum design, competency development, and evaluation. Kern’s 6-step approach describes the components of curriculum development as applied to interprofessional palliative care education, and the Kirkpatrick model is used for program evaluation. Sections include discussion of needs assessments, learning climate, goals and objectives, teaching modalities, and educational strategies. Exemplars of 2 successful interprofessional palliative care educational programs are described and resources are provided.
Interprofessional Palliative Care Education in Academic Settings
Authors: McPherson Mary Lynn , Kitko Lisa 
Published: March 2024

Abstract
Palliative care practitioners, like all healthcare providers, must embrace a philosophy of lifelong learning. Because they practice in an interprofessional environment, prelicensure students would benefit greatly from interprofessional education. In designing professional curricula, it is imperative that faculty consider the core competencies promoted by the Interprofessional Education Collaborative, as well as core competencies and outcomes required for each of the professions involved in palliative care. Practitioners must seek opportunities that provide the knowledge and skills necessary to provide palliative care to patients and families ranging from primary to specialty care provided at community and tertiary medical centers. Many academic institutions in the United States and beyond offer a wide range of continuing professional development, graduate academic certificates, and advanced degrees in palliative care, representing a “60-year curriculum” that aims to meet the educational needs of providers, along a spectrum of expertise.
Interprofessional Specialty Palliative Care Clinical Education and Training
Authors: Kestenbaum Allison , Reid Thomas , Dahlin Constance 
Published: March 2024

Abstract
According to the National Consensus Project guidelines, palliative care is delivered by team members who have completed specialist training and education. In the U.S., this can occur through academic programs, conferences, and post graduate programs that provide content related to specialist practice including content necessary to manage the physical, psychological, cultural, and spiritual aspects of care within the collaboration of the interprofessional team. This chapter summarizes available interprofessional specialty clinical palliative care educational opportunities, including fellowships, residencies, and immersion courses and the current state of policy related to comprehensive interprofessional education. Discussion of barriers and opportunities for interprofessional specialty palliative care education is offered, using available literature and expert opinion derived from surveys, interviews, and communication with palliative care thought leaders. Case studies, pearls of wisdom, and reflection questions support the integration of interprofessional education into specialty palliative care clinical education.
Interprofessional Continuing Education
Authors: Glajchen Myra , Richards Karen 
Published: March 2024

Abstract
Continuing education (CE) is an essential part of professional development for every member of the palliative care team and mandatory to maintain licensure or certification in most states, but relatively few interprofessional palliative care CE training programs are available in the United States. Interprofessional CE prepares healthcare professionals for collaborative practice in today’s palliative care environment as both interprofessional education and high-quality palliative care practice focus on collaboration among health professionals, communication, and teamwork to enhance patient care. Nevertheless, most CE courses tend to be profession-specific and may not fully prepare clinicians to work in interprofessional teams. This chapter describes best practices in adult learning as applied to interprofessional CE, highlights best practices from exemplar interprofessional palliative care CE programs, explores the role of the instructional designer on the development team—especially as related to designing online educational products—and examines challenges and solutions to engage a wide range of professions in the provision of high-quality interprofessional palliative care CE. Readers will be able to benchmark exemplar programs and visit their websites.