The children’s services interview: validity and reliability

Ford, Tamsin; Hamilton, Helena; Dosani, Sabina; Burke, Lisa; Goodman, Robert

doi:10.1007/s00127-006-0092-9

Cited by 27 publications

(41 citation statements)

References 20 publications

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“…Parental reports about service use obtained from the extended SDQ yield similar information to detailed interviews, and parents have been shown to provide valid reports of specialist health service use when compared against service records. 23,26 The second stage of our follow-up focused on a subsample of 162 high baseline scorers and consisted of interviews with parents of all specialist health service users and a sample of nonusers. Using the Children's Services Interview 26 and checking parents' descriptions against the type and locations of services, we established that 95.1% of interview respondents (154/ 162) had given accurate specialist service use information on the questionnaire.…”

Section: Methodsmentioning

confidence: 99%

Impact of Early School-Based Screening and Intervention Programs for ADHD on Children's Outcomes and Access to Services

Sayal¹,

Owen²,

White³

et al. 2010

Arch Pediatr Adolesc Med

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To investigate the impact of early schoolbased screening and educational interventions on longerterm outcomes for children at risk for attention-deficit/ hyperactivity disorder (ADHD) and the predictive utility of teacher ratings.Design: A population-based 5-year follow-up of a randomized, school-based intervention.Setting: Schools in England.Participants: Children between 4 and 5 years of age with high teacher-rated hyperactivity/inattention scores. Follow-up data were collected on 487 children in 308 schools.Interventions: Following screening, using a 2 ϫ 2 factorial design, schools randomly received an educational intervention (books about ADHD for teachers), the names of children with high hyperactivity/inattention scores between ages 4 and 5 years (identification), both educational intervention and identification, or no intervention.Outcome Measures: Parent-rated hyperactivity/ inattention, impairment in classroom learning, and access to specialist health services for mental health or behavioral problems.Results: None of the interventions were associated with improved outcomes. However, children receiving the identification-only intervention were twice as likely as children in the no-intervention group to have high hyperactivity/inattention scores at follow-up (adjusted odds ratio,2.11; 95% confidence interval, 1.12-4.00). Regardless of intervention, high baseline hyperactivity/ inattention scores were associated with high hyperactivity/ inattention and specialist health service use at follow-up. Conclusions:We did not find evidence of long-term, generalizable benefits following a school-based universal screening program for ADHD. There may be adverse effects associated with labeling children at a young age.

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Section: Methodsmentioning

confidence: 99%

Impact of Early School-Based Screening and Intervention Programs for ADHD on Children's Outcomes and Access to Services

Sayal¹,

Owen²,

White³

et al. 2010

Arch Pediatr Adolesc Med

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“…Service use related to mental health was measured in both samples using the Children's Service Interview with parents, which combines a semi‐structured approach with a structured screen, and shows moderate or better reliability and concordance with clinical records (Ford et al, 2007). In both samples, data were collected on service use over the preceding 12 months.…”

Section: Methodsmentioning

confidence: 99%

Five Years On: Public Sector Service Use Related to Mental Health in Young People with ADHD or Hyperkinetic Disorder Five Years After Diagnosis

Ford¹,

Fowler

Langley

et al. 2008

Child Adoles Ment Health

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Background: Little is known about ongoing service use among young people with ADHD, but this information is important to the development of services to support these young people. Methods: A cohort of young people with ADHD or hyperkinetic disorder (n ¼ 115) was followed up five to seven years after diagnosis. Details are presented of their use of public sector services over the 12 months preceding reassessment, compared to young people with ADHD from a large epidemiological study. Results: Most children remained in contact with CAMHS, with high rates of contact with schools, educational professionals and the criminal justice system. Nearly all had taken medication at some point, while many still were using it. There were low reported rates of psychological and group interventions within the last twelve months, but this does not rule out earlier access to such treatments. Conclusions: Children with ADHD utilise long-term support from public sector services, and cross agency strategies or clinics may help to optimise functioning. Key Practitioner Message:• Many children with ADHD continue to need support from CAMHS into adolescence and early adulthood.• Many children with ADHD need additional support at school on a long-term basis.• Health visitors, general practitioners and teachers were the first professionals approached by parents, so their knowledge and understanding of ADHD is very important.• Girls with ADHD are less likely to be referred to CAMHS.

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“…Specialist health service use (since the age of 5 years) -This outcome was based on information gathered from the Children's Services Interview [21]. For the purpose of analyses, we classified children as service users or non-users based on the interview data.…”

Section: Main Outcome Measurementioning

confidence: 99%

Predictors of and barriers to service use for children at risk of ADHD: longitudinal study

Sayal

Mills

White

et al. 2014

Eur Child Adolesc Psychiatry

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(2015) 'Predictors of and barriers to service use for children at risk of ADHD : longitudinal study.', European child adolescent psychiatry., 24 (5).pp. 545-552. Further information on publisher's website:http://dx.doi.org/10.1007/s00787-014-0606-z Publisher's copyright statement:The nal publication is available at Springer via http://dx.doi.org/10.1007/s00787-014-0606-z. Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. MethodsThis is a five year follow-up study of children who participated in a cluster randomised controlled trial, which investigated school-level interventions (provision of books with evidence-based information and/or feedback of names of children) for children at risk of ADHD. 162 children who had high levels of ADHD symptoms at age 5 (baseline) were followed up at age 10 years. Using baseline data and follow-up information collected from parents and teachers, children who had and had not used specialist health services over the follow-up period were compared and predictors (symptom severity, comorbid problems, parental perception of burden, parental mental health, and socio-demographic factors) of specialist service use investigated. ResultsThe most common parent-reported barrier reflected lack of information about who could help. Amongst children using specialist health services who met criteria for ADHD at followup, 36% had been prescribed stimulant medication. Specialist health service use was associated with each one-point increase in teacher-rated symptoms at baseline (inattention symptoms (adjusted OR = 1.40; 95% CI 1.12-1.76) and hyperactivity/impulsivity symptoms (adjusted OR = 1.23; 95% CI 1.05-1.44)). Parental mental health problems were also independently associated with service use (for each one-point increase in symptoms, adjusted OR = 1.41; 95% CI 1.04-1.91). ConclusionsSeverity of teacher-rated ADHD symptoms in early school years is a determinant of subsequent service use. Clinicians and teachers should be aware that parental mental health problems are independently associated with service use for children at risk of ADHD.

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The children’s services interview: validity and reliability

Abstract: Tamsin Ford was supported by a Wellcome Clinical Training Fellowship in Health Services Research while completing this work.

Cited by 27 publications

References 20 publications

Impact of Early School-Based Screening and Intervention Programs for ADHD on Children's Outcomes and Access to Services

Impact of Early School-Based Screening and Intervention Programs for ADHD on Children's Outcomes and Access to Services

Five Years On: Public Sector Service Use Related to Mental Health in Young People with ADHD or Hyperkinetic Disorder Five Years After Diagnosis

Predictors of and barriers to service use for children at risk of ADHD: longitudinal study

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