Protocol - Interviewer-Administered Pediatric Psychiatric Assessment
The Diagnostic Infant Preschool Assessment, or DIPA, is a proprietary instrument. Administration/use of DIPA requires contacting Dr. Michael S. Scheeringa, MD, PHD for access & additional information on administration.
Michael S. Scheeringa, MD, MPH
The Diagnostic Infant Preschool Assessment (DIPA) is intended as an interview for caregivers of children up to 6 years old. It is acknowledged that many of the symptoms are not possible for infants, but many scripts were worded so that they could be applied to younger children and were not based on an a priori assumption that these symptoms could not be detected in younger children. Also, the DIPA should be easily extended for use with children older than 6 years. Each disorder is in a self-contained module. All of the symptoms needed to make a DSM-5 diagnosis are in a disorder module and are presented in the same order that they are listed in the DSM-5 for ease of reference. Each module also contains a section for functional impairment, consistent with the DSM-5.
Utilizing DIPA, the following disorders can be assessed: attention-deficit/hyperactivity disorder (ADHD), disruptive mood dysregulation disorder (DMDD), generalized anxiety disorder (GAD), oppositional defiant disorder (ODD), post-traumatic stress disorder (PTSD), and separation anxiety disorder (SAD). Additionally, these disorders can be assessed: Major Depressive Disorder (MDD), Bipolar I, Conduct Disorder (CD), Specific Phobias, Social Phobia, Obsessive-Compulsive Disorder (OCD), Reactive Attachment Disorder (RAD), Disinhibited Social Engagement Disorder, Sleep Onset Dyssomnia, and Night Waking Dyssomnia.
Protocol Name from Source:
Diagnostic Infant and Preschool Assessment (DIPA)
Personnel and Training Required
The interviewer must be trained to conduct personal interviews with individuals from the general population. The interviewer must be trained and found to be competent (i.e., tested by an expert) at the completion of personal interviews. The interviewer should be trained to prompt respondents further if a “don’t know” response is provided.
Specifically, new interviewers will (1) Walk through the interview on paper (2) watch a videotape of a real interview by an experienced interviewer. (3) do a practice interview on a peer. (4) do their first several real interviews on videotape which are critiqued afterwards. (5) Tape all interviews so that they believe they will always be held accountable.
The PhenX Working Group acknowledges these questions can be administered in a computerized or noncomputerized format (i.e., paper-and-pencil instrument). Computer software is necessary to develop computer-assisted instruments. The interviewer will require a laptop computer/handheld computer to administer a computer-assisted questionnaire.
|Specialized requirements for biospecimen collection||No|
|Average time of greater than 15 minutes in an unaffected individual||Yes|
Mode of Administration
Infant, Toddler, Child
Caregivers of children up to 6 years old
Utilized and validated protocol that evaluates the young pediatric population. The DIPA is a semi-structured clinical interview that addresses DSM-5 criteria in young children. It was specifically created for very young children (1-6 years). Additionally, it is free to use. Recommended training requirements are feasible within a research setting, and users maintain control of the data and can create their own scoring systems (e.g., symptom severity) in addition to following the manual criteria for scoring for presence/absence of DSM-5 diagnoses.
|Common Data Elements (CDE)||Pediatric Diagnostic Infant Preschool Assessment (DIPA) Questionnaire Assessment Text||7051595||CDE Browser|
|Human Phenotype Ontology||Behavioral abnormality||HP:0000708||HPO|
Process and Review
Scheeringa, M.S. (2004). Diagnostic Infant and Preschool Assessment (DIPA) (version 11/17/10).
Diagnostic Infant and Preschool Assessment (DIPA) is a proprietary instrument, and administration requires Dr. Michael S. Scheeringa, MD, PHD.
Dr. Michael S. Scheeringa, MD, PHD
Scheeringa M.S., Haslett, N. (2010). The reliability and criterion validity of the diagnostic Infant and Preschool Assessment: A new diagnostic instrument for young children. Child Psychiatry & Human Development, 41, 3, 299-312.
Scheeringa, M. S., Peebles, C. D., Cook, C. A., & Zeanah, C. H. (2001). Toward establishing procedural, criterion, and discriminant validity for PTSD in early childhood. Journal of the American Academy of Child and Adolescent Psychiatry, 40(1), 52-60.
Scheeringa, M. S., Zeanah, C. H., Drell, M. J., & Larrieu, J. A. (1995). Two approaches to the diagnosis of posttraumatic stress disorder in infancy and early childhood. Journal of the American Academy of Child and Adolescent Psychiatry, 34(2), 191-200.
Scheeringa, M. S., Zeanah, C. H., Myers, L., & Putnam, F. W. (2003). New findings on alternative criteria for PTSD in preschool children. Journal of the American Academy of Child and Adolescent Psychiatry, 42(5), 561-570.
Task Force on Research Diagnostic Criteria: Infancy and Preschool. (2003). Research diagnostic criteria for infants and preschool children: The process and empirical support. Journal of the American Academy of Child and Adolescent Psychiatry, 42, 1504-1512.
|Variable Name||Variable ID||Variable Description||dbGaP Mapping|
Interviewer-Administered Pediatric Psychiatric Assessment
December 11, 2019
A semi-structured interview for making diagnoses in young children using the Diagnostic and Statistical Manual of Mental Disorders, 5th Edition (DSM-5).
This measure can be used to ensure that major Diagnostic and Statistical Manual of Mental Disorders, 5th Edition (DSM-5), diagnoses are evaluated; to select study populations; to study the effectiveness of treatments and interventions; and to characterize a sample in terms of current and previous psychiatric diagnoses.
Pediatric Development, early childhood, preschool/preschooler, infancy/infant, structured clinical interview for DSM-5, Disruptive mood disorder, posttraumatic stress disorder/PTSD, bipolar, attention hyperactivity (ADHD), reactive attachment, oppositional defiant disorder (ODD), conduct disorder (CD), separation anxiety, phobia, depression, anxiety, sleep, obsessive-compulsive disorder (OCD), anger, repetitive thoughts and behaviors, suicide, suicidal ideation, self-harm, American Psychiatric Association, APA, Diagnostic and Statistical Manual of Mental Disorders (5th ed.), DSM-5, Diagnostic Infant and Preschool Assessment (DIPA)