Validation of the UCLA PTSD Reaction Index for DSM-5: A Developmentally-Informed Assessment Tool for Youth

Authors

Julie B. Kaplow, Benjamin Rolon-Arroyo, Christopher M. Layne, Evan Rooney, Benjamin Oosterhoff, Ryan Hill, Alan M. Steinberg, Jennifer Lotterman, Katherine A. S. Gallagher, Robert S. Pynoos

Publication

Journal of the American Academy of Child & Adolescent Psychiatry

Abstract

Objective To describe the test construction procedure and evaluate the internal consistency, criterion-referenced validity, and diagnostic accuracy of the Child/Adolescent Self-Report Version of the UCLA PTSD Reaction Index for DSM-5 (RI-5) across two independent samples. Method Study 1 examined the clarity, developmental appropriateness, acceptability of individual RI-5 items, and the internal consistency and criterion-referenced validity of the full test. The Study 1 sample included 486 youth recruited from two major U.S. cities who completed both the RI-5 and a measure of depression. Study 2 evaluated the reliability and diagnostic accuracy of the RI-5 in 41 treatment-seeking youth who completed the RI-5 and a “gold standard” structured diagnostic interview, the Clinician-Administered PTSD Scale for DSM-5–Child/Adolescent Version. Results RI-5 total-scale scores showed excellent internal consistency in both samples. Study 1 provided evidence of criterion-referenced validity, in that total-scale scores correlated positively with depressive symptoms. Study 2 provided evidence of diagnostic accuracy (including discriminant-groups validity). RI-5 total scores discriminated between youth with, versus without, PTSD as benchmarked against the structured diagnostic interview. Further, Receiver operating characteristic (ROC) analyses using a total score of 35 provided excellent diagnostic classification accuracy (area under the curve [AUC] = .94). Conclusion The developmental appropriateness and diagnostic accuracy of the RI-5 supports its utility for clinical assessment, case conceptualization, and treatment planning in a variety of child serving systems, including schools, juvenile justice, child welfare, and mental health.

Links

 

How is this information collected?

This collection of Montana State authored publications is collected by the Library to highlight the achievements of Montana State researchers and more fully understand the research output of the University. They use a number of resources to pull together as complete a list as possible and understand that there may be publications that are missed. If you note the omission of a current publication or want to know more about the collection and display of this information email Leila Sterman.